Biometric surveillance in schools : cause for concern or case for curriculum?

This article critically examines the draft consultation paper issued by the Scottish Government to local authorities on the use of biometric technologies in schools in September 2008 (see http://www.scotland.gov.uk/Publications/2008/09/08135019/0). Coming at a time when a number of schools are considering using biometric systems to register and confirm the identity of pupils in a number of settings (cashless catering systems, automated registration of pupils' arrival in school and school library automation), this guidance is undoubtedly welcome. The present focus seems to be on using fingerprints, but as the guidance acknowledges, the debate in future may encompass iris prints, voice prints and facial recognition systems, which are already in use in non-educational settings. The article notes broader developments in school surveillance in Scotland and in the rest of the UK and argues that serious attention must be given to the educational considerations which arise. Schools must prepare pupils for life in the newly emergent 'surveillance society', not by uncritically habituating them to the surveillance systems installed in their schools, but by critically engaging them in thought about the way surveillance technologies work in the wider world, the various rationales given to them, and the implications - in terms of privacy, safety and inclusion - of being a 'surveilled subject'

A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase

This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their teaching practice in terms of proficient teaching. Given the generally poor mathematics results in South Africa it is not enough for teachers to be merely proficient in Mathematics. They also need to be in a position to explain important mathematical concepts to children in a manner that will encourage and develop an understanding of the basic mathematical concepts. It was my intention with this study to determine whether a mathematics education module, that embraced the underlying themes of enactivism as part of its teaching pedagogy, could have the potential to develop and increase the skills of pre-service teachers’ teaching for proficiency in Mathematics. The mathematics module was underpinned by five themes of enactivism namely: autonomy, embodiment, emergence, sense-making and experience and was designed to supplement the pre-service teachers’ basic skills in Mathematics in the Intermediate Phase. This mathematics module was offered to fourth year pre-service teachers completing a B.Ed. in the Foundation Phase at a private institute specialising in the training of teachers. The theoretical framework was informed by enactivism and how the themes of enactivism could be used as a vehicle to develop teaching proficiency. The study was qualitative in nature and situated within an interpretivist paradigm. The specific perspectives of interpretivism that were used were hermeneutics, phenomenology and reflexivity. The research design was a case study that contained elements of action research and encompassed three phases of data collection. The first phase focused on the pre-service teachers’ approach to teaching Mathematics and what this brought forth in terms of the reality of their teaching practice and the problems they encountered. The second phase undertook to determine what growth and development of teaching proficiency in Mathematics had emerged over the research period. The final phase was undertaken after the pre-service teachers had graduated and were employed as full time teachers in the Intermediate Phase. The analytical framework and lens through which the data was analysed was that of Kilpatrick, Swafford and Findell’s (2001) strands of mathematical proficiency. The argument that I present is that the themes of enactivism did contribute to the growth of the pre-service teachers’ teaching for mathematical proficiency. The themes of embodiment and experience were major contributions in revealing that this was a reality for the pre-service teachers from a practical perspective and was what they would be able to take away with them. However the theme of emergence stood out as the principle that generated the most awareness and growth and which, in turn, affected the participants’ autonomy

Barriers and facilitators to HPV vaccination in primary care practices: A mixed methods study using the Consolidated Framework for Implementation Research

Abstract Background In the United States, the effective, safe huma papilloma virus (HPV) vaccine is underused and opportunities to prevent cancer continue to be missed. National guidelines recommend completing the 2–3 dose HPV vaccine series by age 13, well before exposure to the sexually transmitted virus. Accurate characterization of the facilitators and barriers to full implementation of HPV vaccine recommendations in the primary care setting could inform effective implementation strategies. Methods We used the Consolidated Framework for Implementation Research (CFIR) to systematically investigate and characterize factors that influence HPV vaccine use in 10 primary care practices (16 providers) using a concurrent mixed methods design. The CFIR was used to guide collection and analysis of qualitative data collected through in-person semi-structured interviews with the primary care providers. We analyzed HPV vaccine use with data abstracted from medical charts. Constructs that most strongly influenced vaccine use were identified by integrating the qualitative and quantitative data. Results Of the 72 CFIR constructs assessed, seven strongly distinguished and seven weakly distinguished between providers with higher versus lower HPV vaccine coverage. The majority of strongly distinguishing constructs were facilitators and were related to characteristics of the providers (knowledge and beliefs; self-efficacy; readiness for change), their perception of the intervention (relative advantage of vaccinating younger vs. older adolescents), and their process to deliver the vaccine (executing). Additional weakly distinguishing constructs that were facilitators were from outer setting (peer pressure; financial incentives), inner setting (networks and communications and readiness for implementation) and process (planning; engaging, and reflecting and evaluating). Two strongly distinguishing constructs were barriers to use, one from the intervention (adaptability of the age of initiation) and the other from outer setting (patient needs and resources). Conclusions Using CFIR to systematically examine the use of this vaccine in independent primary care practices enabled us to identify facilitators and barriers at the provider, interpersonal and practice level that need to be addressed in future efforts to increase vaccine use in such settings. Our findings suggest that implementation strategies that target the provider and help them to address multi-level barriers to HPV vaccine use merit further investigation

Reproductive outcomes following induced abortion : a national register-based cohort study in Scotland

PMID: 22869092 [PubMed] Free full textPeer reviewedPreprin

The Ecdysone receptor constrains wingless expression to pattern cell cycle across the Drosophila wing margin in a cyclin B-dependent manner

Background: Ecdysone triggers transcriptional changes via the ecdysone receptor (EcR) to coordinate developmental programs of apoptosis, cell cycle and differentiation. Data suggests EcR affects cell cycle gene expression indirectly and here we identify Wingless as an intermediary factor linking EcR to cell cycle. Results: We demonstrate EcR patterns cell cycle across the presumptive Drosophila wing margin by constraining wg transcription to modulate CycB expression, but not the previously identified Wg-targets dMyc or Stg. Furthermore co-knockdown of Wg restores CycB patterning in EcR knockdown clones. Wg is not a direct target of EcR, rather we demonstrate that repression of Wg by EcR is likely mediated by direct interaction between the EcR-responsive zinc finger transcription factor Crol and the wg promoter. Conclusions: Thus we elucidate a critical mechanism potentially connecting ecdysone with patterning signals to ensure correct timing of cell cycle exit and differentiation during margin wing development

Maternal obesity during pregnancy and premature mortality from cardiovascular event in adult offspring : follow-up of 1 323 275 person years

Peer reviewedPublisher PD

An informed approach to the development of primary care pediatric firearm safety messages

BACKGROUND: Firearm ownership is prevalent in the US and many children spend time in areas where firearms are not stored safely. The AAP recommends firearm safety counseling at pediatric well-visits. METHODS: We developed and tested six contextual messages to promote safe firearm storage based on: absence of harm, collective appeal to understanding child behavior, pediatrician\u27s authority, evidence-based, fear appeal, and general safety considerations. One hundred four parents who keep firearms at home were recruited from Amazon Mechanical Turk Prime and viewed video messages and reported behavioral intentions and emotional reactions following each message. RESULTS: All six contextual messages were perceived as important and believable and increased parents\u27 intentions to follow safety advice provided, but also elicited negative emotions. The authority message elicited more negative emotions and resulted in lower intentions to follow safe storage advice. CONCLUSIONS: Including firearm messages with other child safety advice merits further evaluation. Authority messages should be avoided

Prevalence and causes of prescribing errors: the prescribing outcomes for trainee doctors engaged in clinical training (PROTECT) study

Objectives Study objectives were to investigate the prevalence and causes of prescribing errors amongst foundation doctors (i.e. junior doctors in their first (F1) or second (F2) year of post-graduate training), describe their knowledge and experience of prescribing errors, and explore their self-efficacy (i.e. confidence) in prescribing. Method A three-part mixed-methods design was used, comprising: prospective observational study; semi-structured interviews and cross-sectional survey. All doctors prescribing in eight purposively selected hospitals in Scotland participated. All foundation doctors throughout Scotland participated in the survey. The number of prescribing errors per patient, doctor, ward and hospital, perceived causes of errors and a measure of doctors' self-efficacy were established. Results 4710 patient charts and 44,726 prescribed medicines were reviewed. There were 3364 errors, affecting 1700 (36.1%) charts (overall error rate: 7.5%; F1:7.4%; F2:8.6%; consultants:6.3%). Higher error rates were associated with : teaching hospitals (p&#60;0.001), surgical (p = &#60;0.001) or mixed wards (0.008) rather thanmedical ward, higher patient turnover wards (p&#60;0.001), a greater number of prescribed medicines (p&#60;0.001) and the months December and June (p&#60;0.001). One hundred errors were discussed in 40 interviews. Error causation was multi-factorial; work environment and team factors were particularly noted. Of 548 completed questionnaires (national response rate of 35.4%), 508 (92.7% of respondents) reported errors, most of which (328 (64.6%) did not reach the patient. Pressure from other staff, workload and interruptions were cited as the main causes of errors. Foundation year 2 doctors reported greater confidence than year 1 doctors in deciding the most appropriate medication regimen. Conclusions Prescribing errors are frequent and of complex causation. Foundation doctors made more errors than other doctors, but undertook the majority of prescribing, making them a key target for intervention. Contributing causes included work environment, team, task, individual and patient factors. Further work is needed to develop and assess interventions that address these.</p