7 research outputs found
Approaches to teaching pupils with behavioural, emotional and social difficulties in design and technology
The DfES defines pupils with Behavioural,
Emotional and Social Difficulties (BESDs) as people
who are:
‘Withdrawn or isolated, disruptive and disturbing,
hyperactive and lack concentration; those with
immature social skills; and those presenting
challenging behaviours arising from other complex
special needs.’ (DfES 2001: 58).
This definition encompasses a very broad range of
children with diverse needs. However, there are
common approaches that can be used to meet the
needs of these children in design and technology
(D&T). Traditionally design and technology has been
a particularly popular subject for pupils displaying
BESDs. There has been little research as to why
this should be. This paper explores practice in D&T
by making reference to case study material collected
from four schools. The case studies were
commissioned by the Qualifications and Curriculum
Authority (QCA) for dissemination via the NCaction
website (a searchable resource for schools that
illustrates how the National Curriculum works in
practice). The case studies considered activity
undertaken by pupils working in resistant materials,
food technology and CAD/CAM. The case studies
highlighted the use, by teachers of pupils with
BESDs, of common approaches including group
work, raising self esteem, the use of rewards and
challenge, relevance and using IC
MOESM2 of Cytotoxic Escherichia coli strains encoding colibactin and cytotoxic necrotizing factor (CNF) colonize laboratory macaques
Additional file 2: Figure S1. Only treatment with supernatant from the cnf1-encoding novel rhesus macaque isolates (S3, S14) caused cell body enlargement and multi-nucleation. No cytotoxicity was observed after supernatant treatment with the other novel isolates. Images were taken at 20× magnification
MOESM1 of Cytotoxic Escherichia coli strains encoding colibactin and cytotoxic necrotizing factor (CNF) colonize laboratory macaques
Additional file 1: Table S1. Genes, primers, and annealing temperature used for amplification. Table S2. Virulence genes
iNOS staining in airways of vagotomized mice.
<p><b>A.</b> Increased iNOS staining (brown) in bronchial epithelium of adult mouse treated with immunosuppressive agents (Black arrow). iNOS staining was qualitatively increased in the bronchial epithelium of five of the five drug-treated mice. <b>B.</b> Minimal iNOS staining in airway of adult mouse that was not treated with immunosuppressive agents. Minimal iNOS staining was observed in five of the five mice not treated with immunosuppressive agents. <b>C.</b> No first antibody control.</p
Mean MCC (±SD) from the right lung between 1–1.5 hours and 6–6.5 hours in 7 C57BL/6 control mice (dark bar) and 8 drug-treated C57BL/6 mice (light bars).
<p>There was a trend toward slower clearance in the drug-treated mice, compared to controls, at 1–1.5 hours, but differences in MCC were not statistically significant. Mucociliary clearance was statistically significantly slower in the drug-treated mice, compared to controls, at 6–6.5 hours (p = 0.006).</p
PAS staining of seromucous cells in tracheal glands of vagotomized mice.
<p><b>A.</b> Trachea of mouse treated with immunosuppressive agents. <b>B.</b> Trachea of mouse not treated with immunosuppressive agents. Black arrows point to PAS staining in seromucous cells. Qualitatively, both the drug-treated animals and control mice appeared to have similar PAS staining in the seromucous cells of the tracheal glands.</p
Representative examples of ciliated epithelial cells in the trachea of control and drug-treated mice.
<p>Tissue was evaluated at 100 X and at 40 X magnification for the control (A and B) and drug-treated mice (C and D), respectively. Black arrows point to cilia. Qualitatively, the presence of ciliated epithelial cells in the airways in each of the representive animals is similar.</p