Making a difference: Findings from Better Beginnings a family literacy intervention programme

Since 2005, Better Beginnings, an early intervention, statewide family literacy programme developed by The State Library of Western Australia, has provided thousands of families with strategies and resources to promote and support book-sharing from birth. This paper reports on the key findings of an independent longitudinal evaluation of the programme\u27s impact on parents / carers approximately one year after they were introduced to the Better Beginnings programme. Parents/carers were asked about their book sharing practices, beliefs about the importance of sharing books, and library membership and participation in related library activities. Responses from the participants strongly indicated that the programme was well received and had a significantly positive impact on the child, other family members and the participants. The evaluation also raised a number of issues, which have implications for further development of the programme

Change is learning: Metacognition to resolve concerns during the third year of the implementation of a technological innovation

We are living in a time of change. Rather than viewing change as a painful course of action, let\u27s develop an understanding of how it works, how to facilitate the process, and how to learn from our experiences (Hall & Hord, 2011, p. 18). This study used a snapshot of a private Kindergarten-12th grade school during the third year of the implementation of a technological innovation (RenWeb) to investigate teacher concerns during the process of change and gain insights into individuals\u27 use of metacognition to resolve those concerns. Two primary research instruments were used, the Stages of Concern Questionnaire (George, Hall, & Stiegelbauer, 2006) and the Learning Combination Inventory (Johnston, 1996). Although both instruments have been used extensively for research studies, they have not been used together in the same study. The researcher used Johnston\u27s (2010) description of metacognition [which] is the internal talk that goes on in your mind among your team of Learning Processes (p. 60). The interaction of these four Learning Processes; Sequence, Precision, Technical Reasoning, and Confluence combine to create an individual\u27s learning combination. Research data were collected through the self-administered Web-based Stages of Concern Questionnaire (SoCQ) and Learning Combination Inventory (LCI). After grouping SoCQ profiles based on their relative distance across the Implementation Bridge (Hall & Hord, 2011), and the LCI reports based on similarity of patterns, 11 randomly selected interviewees were chosen to provide more in-depth data. One part of the research provided teachers with information about their learning patterns by completing the LCI online, which included a personal report and a website to obtain more information. The researcher thought this would stimulate conversations about how people learn, however that was not the case. The data revealed in this research suggest that people need more time and support to use knowledge of their learning patterns in order to increase communication about learning. Even though teachers did not engage in any further research about Let Me Learn © or participate in conversations about the process many people thought knowledge of learning patterns might influence the way they approach learning about RenWeb in the future. The second part of the research explored the SoCQ and LCI groups in a variety of ways to search for a relationship between an individual\u27s Stages of Concern profile and learning pattern. Although the data comparing individuals\u27 Stages of Concern and approach to learning provided a rich description of both research instruments, there was no clear relationship between them. However, there were some similarities between them in the larger SoCQ and LCI groups. Based on the data, using the SoCQ along with knowledge of learning patterns and how they interact (metacognition) may provide a change facilitator with adequate information to address the concerns of participants with appropriate support and training to increase the effectiveness of implementing an innovation. Finally, Friedman (2005) challenges being adaptable in a flat world, knowing how to \u27learn how to learn\u27, will be one of the most important assets any worker can have, because job churn will come faster, because innovation will happen faster (p. 239). Johnston (2010) believes metacognition answers the challenge because the mind remains the most vital technology for communication with others and ... navigating the world of the 21 st century requires high-speed learning and communicating (p.134)

MOA-2010-BLG-311: A planetary candidate below the threshold of reliable detection

We analyze MOA-2010-BLG-311, a high magnification (A max \u3e 600) microlensing event with complete data coverage over the peak, making it very sensitive to planetary signals. We fit this event with both a point lens and a two-body lens model and find that the two-body lens model is a better fit but with only Δχ2 ∼ 80. The preferred mass ratio between the lens star and its companion is q = 10-3.7 ± 0.1, placing the candidate companion in the planetary regime. Despite the formal significance of the planet, we show that because of systematics in the data the evidence for a planetary companion to the lens is too tenuous to claim a secure detection. When combined with analyses of other high-magnification events, this event helps empirically define the threshold for reliable planet detection in high-magnification events, which remains an open question. © 2013. The American Astronomical Society. All rights reserved

Comparison of outcomes following a cytological or histological diagnosis of malignant mesothelioma

Background: Survival with the epithelioid subtype of malignant mesothelioma (MM) is longer than the biphasic or sarcomatoid subtypes. There is concern that cytology-diagnosed epithelioid MM may underdiagnose the biphasic subtype. This study examines survival differences between patients with epithelioid MM diagnosed by cytology only and other subtypes diagnosed by histology. Methods: Demographics, diagnosis method, MM subtype and survival were extracted from the Western Australia (WA) Mesothelioma Registry, which records details of all MM cases occurring in WA. Results: A total of 2024 MM cases were identified over 42 years. One thousand seven hundred forty-four (86.2%) were male, median (IQR) age was 68.6 (60.4–77.0) years. A total of 1212 (59.9%) cases were identified as epithelioid subtype of which 499 (41.2%) were diagnosed using fluid cytology only. Those with a cytology-only diagnosis were older than the histology group (median 70.2 vs 67.6 years, P<0.001), but median survival was similar (cytology 10.6 (5.5–19.2) vs histology 11.1 (4.8–19.8) months, P=0.727) and Cox regression modelling adjusting for age, sex, site and time since first exposure showed no difference in survival between the different diagnostic approaches. Conclusions: Survival of cytologically and histologically diagnosed epithelioid MM cases does not differ. A diagnostic tap should be considered adequate to diagnose epithelioid MM without need for further invasive testing

MOA-2010-BLG-523: failed planet = RS CVn STAR

The Galactic bulge source MOA-2010-BLG-523S exhibited short-term deviations from a standard microlensing light curve near the peak of an A max ∼ 265 high-magnification microlensing event. The deviations originally seemed consistent with expectations for a planetary companion to the principal lens. We combine long-term photometric monitoring with a previously published high-resolution spectrum taken near peak to demonstrate that this is an RS CVn variable, so that planetary microlensing is not required to explain the light-curve deviations. This is the first spectroscopically confirmed RS CVn star discovered in the Galactic bulge. © 2013. The American Astronomical Society. All rights reserved.

Interdisciplinarity to reconstruct historical introductions: solving the status of cryptogenic crayfish

Anciently introduced species can be confounded with native species because introduction pre-dates the first species inventories or because of the loss of the collective memory of the introductions. The term ‘cryptogenic species’ denotes species of unknown or unclear status (native versus non-native) in a given territory, and disciplinary approaches are often insufficient for solving their true status. Here, we follow an integrative, multidisciplinary approach to solve the status of a cryptogenic species, proposing that building on evidence from multiple disciplines can produce robust and clarifying insights. We undertook an exhaustive review of information on a putatively native crayfish (Austropotamobius italicus) in Spain. The reviewed information included taxonomy, genetics and phylogeography, history, archaeology, linguistics, biogeography, ecology, symbiotic organisms and even gastronomy and pharmacy. The knowledge produced by different scientific disciplines converges to indicate that A. italicus is a non-native species in Spain. Historical documents even identify the first introduction event: crayfish were shipped from Italy to Spain in 1588 as a diplomatic gift from Francesco I de' Medici to King Philip II of Spain. Previous discussions on the status of A. italicus focussed on inconclusive and often confusing genetic results and excluded the rich and clarifying evidence available from other approaches and disciplines. Interdisciplinarity is an often-invoked but rarely implemented practice in an academic environment that increasingly promotes narrow-focussed specialization. Our review shows that the integration of disciplines can surpass disciplinary approaches in solving scientific controversies. Our results have straightforward implications for strategies to conserve biological diversity in Spain and Europe, urging a debate on the appropriateness of devoting conservation efforts to non-native species.Peer Reviewe

Better Beginnings: Making a difference: The evaluation of the Better Beginnings Birth to Three Family Literacy Program 14 years on 2017

Better Beginnings is an award-winning1 initiative of the State Library of Western Australia (SLWA), designed to ensure every child in WA has the best opportunity to enjoy the kinds of resources and experiences recognised worldwide as promoting early literacy learning. The Better Beginnings Birth to Three program2 focuses attention on families with babies from birth to three years. Its primary goals are to: • Ensure every family in WA receives a Better Beginnings Birth to Three Reading Pack, that includes developmentally appropriate books and information to guide parents3 in how to provide their baby with positive and nurturing experiences through book sharing; • Provide ongoing support to families in understanding the importance of language rich interactions in their baby’s development, and in developing the attitudes, skills and knowledge needed to help parents to bond with their child and become their first teacher; and • Encourage strong links between families, health services and local libraries to ensure babies have access to literacy orientated resources and opportunities available through community services