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Inhibitors of the PAD4 enzyme that bind the inactive enzyme link this protein deiminase and the resultant arginine-to-citrulline modification to formation of neutrophil extracellular traps, highly decondensed chromatin structures with both host-defense and pathological roles. PAD4 has been strongly implicated in the pathogenesis of autoimmune, cardiovascular and oncological diseases through clinical genetics and gene disruption in mice. New selective PAD4 inhibitors binding a calcium-deficient form of the PAD4 enzyme have validated the critical enzymatic role of human and mouse PAD4 in both histone citrullination and neutrophil extracellular trap formation for, to our knowledge, the first time. The therapeutic potential of PAD4 inhibitors can now be explored.

Barbara went on to affirm teaching as a developmental process, much more than mere learning of pedagogic tricks, and that there is so much benefit to such development being undertaken as inquiry in partnership with others, in particular with university colleagues.

Ian Benson and Jim Thorpe report on the activities of the functional programming and computer algebra working group (FPCA). The Functional Programming and Computer Algebra (FPCA) Working Group brings together mathematics and computer science teachers, software developers, researchers and educationists to investigate the implications of ubiquitous computing for school mathematics. Statutory computer science is traditionally taught without programming ('unplugged'), by dragging and dropping code fragments (Scratch, Blockly) or with industry standard imperative languages (Python, P5·js).

In textbooks we see these definitions (figure 7): although the following interpretation of exterior angle is plausible in the light of the provided definition of interior angle (figure 8): I see one text proclaims, \"This is not an exterior angle\". In response to a task asking for the distance a ball is thrown and which is found from a quadratic equation with solutions -300 and 67, students who are aware that the negative value has to be ignored, sometimes write, \"The distance is 67m. Learners may be told that a solution to a quadratic equation should not be written x = 3 and x = 2, on logical grounds, but as x = 3 or x = 2, as seen in the texts, although on the next line the text announces, \"So the solutions are x = 3 and x = 2\", returning from logical to everyday. Which of the subtleties and refinements can be deferred until later, without actually misleading, in order to make the broad ideas accessible to beginners? (p. 221) Perhaps Thornton has it about right, there is no single answer, decisions about everyday and mathematical classroom talk being, to turn a phrase, \"horses for cases\".

How are we assessing learners' achievements and progress without the use of levels? - In what ways might the emphasis on fluency mean much more than rote learning, if we are to realise the other aims of problem solving, mathematical reasoning and conceptual understanding? - How do we enable learners to think mathematically, as an aspect of learning which pervades the entire curriculum? - How can we ensure a meaningful and rich experience of the additional content in the primary curriculum for example large numbers, algebra, ratio and proportion, Roman numerals? - What strategies are you using to ensure that statistical reasoning is developed through opportunities across the curriculum? - ...

By tradition ATM has always valued the informal discussion as much as taking part in Conference sessions - a tradition often enacted in the Conference Workshop whilst engaged in practical activity, at meal times, or over a drink in the bar.

The ATM is supporting Cuisenaire rod use for learning mathematics via its new publication Cuisenaire - from Early Years to Adult. ATM publications, its branch meetings and professional friendships have been so valued by many of us, but there has also been a growing understanding of teaching and learning contributed to by members spoken of by Adrian in his closing plenary: Ask me the question again next time and I might have a better answer...

This article has grown out of ideas I was kicking around last year about the activities of perceiving and learning. What began as preparation for my 1988 Easter Course seminar Only awareness is educable has not grown much beyond a collection of notes on related themes. I offer the following remarks as a response to Caleb Gattegno's challenge to find out more about learning and as a tribute to his contribution over many years to the work of ATM.