Look who's talking: eliciting the voices of children from birth to seven

First paragraph: Look who’s talking: Eliciting the voices of children from birth to seven was an international seminar series funded by the University of Strathclyde, Glasgow, Scotland, that brought together researchers and practitioners who work with young children (birth to seven) to give and support ‘voice’ in respect to different aspects of their lived experience; in other words, to elicit voice. The intention was to create a space for individuals working in this relatively underdeveloped field to work in a collaborative process, engaging with associated theory and practice. The aims of the seminars were: to move debate forwards; to develop guidelines and provocations for practice; and to advance understandings of the affordances and constraints on the implementation of Article 12 of the UNCRC with young children. The series comprises two seminars, one in January and one in June 2017, each of three and a half days duration. The first focused predominantly on mapping the field, sharing and discussing experiences and practices and exploring the affordances and constraints of eliciting the voices of those aged seven and under. It is this seminar on which this submission focuses. The second, held in June 2017, aimed to synthesise participants’ thinking and identify the needs and opportunities for development within the field

Inclusive pedagogy in action: getting it right for every child

A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus on individual differences between pupils can be problematic if the work that is set for some is differentiated to such an extent that they are not able to participate in classroom activities with others. Inclusive pedagogy is an approach to teaching and learning that attends to individual differences between pupils but avoids the marginalisation that can occur when pedagogical responses are designed only with individual needs in mind. Using participant observation and video footage from three classrooms that captured ‘learning moments’ identified by teachers and pupils, this study documents how the professional craft knowledge of teachers develops as they learn to use what their pupils have to say about learning in the context of whole class teaching. By concentrating on the findings from one site, this paper shows how teachers can use what they learn from listening to pupils’ self-assessments of their learning in ways that meet the standard of inclusive pedagogy

Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted

Adaptación y validación de la Frontotemporal Dementia Rating Scale (FTD-FRS) al castellano

Introducción: La Frontotemporal Dementia Rating Scale (FTD-FRS) es una escala diseñada para facilitar la estadificación clínica y la evaluación de la progresión de pacientes con demencia frontotemporal (DFT).  Objetivo: Realizar un estudio multicéntrico de adaptación y validación al castellano de la FTD-FRS.  Metodología: La adaptación se realizó mediante 2 procesos de traducción y retrotraducción inglés-español español-inglés y se verificó con los autores originales. El proceso de validación se llevó a cabo en una muestra consecutiva de pacientes diagnosticados de DFT. Se evaluó la consistencia interna, se determinó la unidimensionalidad con el método Rasch, se analizaron la validez de constructo y la validez discriminante, y se calculó el grado de acuerdo entre la Clinical Dementia Rating scale y la FTD-FRS para los casos con DFT.  Resultados: Se incluyeron 60 pacientes con DFT. La puntuación media de la FTD-FRS fue de 12,1 puntos (DE = 6,5; rango = 2-25) mostrando diferencias intergrupos (F = 120,3; gl = 3; p < 0,001). El α de Cronbach = 0,897, el análisis de componentes principales de los residuos produjo un aceptable autovalor para 5 contrastes (1,6-2,7) y una varianza respecto al origen del 36,1%. La FTD-FRS correlacionó con el Mini-mental test (r = 0,572; p < 0,001) y capacidad funcional (DAD; r = 0,790; p < 0,001). La FTD-FRS correlacionó significativamente con la Clinical Dementia Rating scale (r = −0,641; p < 0,001) pero se observó variabilidad entre la distribución de la gravedad, siendo valorados como más leves según la Clinical Dementia Rating scale que con la FTD-FRS (kappa = 0,055).  Conclusiones: El estudio de traducción y validación al español mostró resultados de validez y unidimensionalidad (gravedad) satisfactorios para el uso de la FTD-FRS en el estudio de la gravedad en pacientes con DFT.  Introduction: The Frontotemporal Dementia Rating Scale (FTD-FRS) is a tool designed to aid with clinical staging and assessment of the progression of frontotemporal dementia (FTD-FRS).  Objective: Present a multicentre adaptation and validation study of a Spanish version of the FRS.  Methodology: The adapted version was created using 2 translation-back translation processes (English to Spanish, Spanish to English) and verified by the scale's original authors. We validated the adapted version in a sample of consecutive patients diagnosed with FTD. The procedure included evaluating internal consistency, testing unidimensionality with the Rasch model, analysing construct validity and discriminant validity, and calculating the degree of agreement between the Clinical Dementia Rating scale (CDR) and FTD-FRS for FTD cases.  Results: The study included 60 patients with DFT. The mean score on the FRS was 12.1 points (SD = 6.5; range, 2-25) with inter-group differences (F = 120.3; df = 3; P < .001). Cronbach's alpha was 0.897 and principal component analysis of residuals delivered an acceptable eigenvalue for 5 contrasts (1.6-2.7) and 36.1% raw variance. FRS was correlated with the Mini-mental State Examination (r = 0.572; P < .001) and functional capacity (DAD; r = 0.790; P < .001). FTD-FRS also showed a significant correlation with CDR (r = −0.641; P < .001), but we did observe variability in the severity levels; cases appeared to be less severe according to the CDR than when measured with the FTD-FRS (kappa = 0.055).  Conclusions: This process of validating the Spanish translation of the FTD-FRS yielded satisfactory results for validity and unidimensionality (severity) in the assessment of patients with FTD

Validity and reliability of the Oral Impacts on Daily Performance (OIDP) frequency scale: a cross-sectional study of adolescents in Uganda

BACKGROUND: Assessing oral health related quality of life impact of mouth in adolescents is a relatively ignored area in dental research. This study aimed to examine reliability and validity of an abbreviated version of the oral impact of daily performance (OIDP) questionnaire and to analyse the interrelationship among OIDP scores, socio-demographic characteristics and oral health status in Uganda. METHOD: 1146 adolescents (mean age 15.8, response rate 87%) attending secondary schools in Kampala (urban) and Lira (rural) completed a survey instrument designed to measure subjective oral health indicators including the eight-item OIDP frequency scores. A clinical examination was conducted among 372 students (mean age 16.3, response rate 72%) and caries was assessed following the World Health Organisation criteria (1997). RESULTS: 62% of the students experienced at least one oral impact during the 6 months preceding the survey. Cronbach's alpha for the OIDP frequency items was 0.91 and the corrected item-total correlation ranged from 0.62 to 0.75. Discriminant and construct validity were demonstrated in that the OIDP scores varied systematically in the expected direction with missing teeth and self-report indicators of oral health status, respectively. Socio-demographics and dental attendance did not predict OIDP through interaction with clinical indicators but varied systematically and independently with OIDP frequency scores in the multivariate analysis. CONCLUSION: the OIDP frequency score have acceptable psychometric properties in the context of an oral health survey among Ugandan adolescents. Some evidence of the importance of social and personal characteristics in shaping adolescents' responses to oral disorders was provided

Test-retest reproducibility of a food frequency questionnaire (FFQ) and estimated effects on disease risk in the Norwegian Women and Cancer Study (NOWAC)

BACKGROUND: The Norwegian Women and Cancer Study (NOWAC) is a national population-based cohort study with 102 443 women enrolled at age 30–70 y from 1991 to 1997. The present study was a methodological sub-study to assess the test-retest reproducibility of the NOWAC food frequency questionnaire (FFQ), and to study how measurement errors in the data can affect estimates of disease risk. METHODS: A random sample of 2000 women aged 46–75 y was drawn from the cohort in 2002. A self-instructive health and lifestyle questionnaire with a FFQ section was mailed to the same subjects twice (test-retest), about three months apart, with a response rate of 75%. The FFQ was designed to assess habitual diet over the past year. We assess the reproducibility of single questions, food groups, energy, and nutrients with several statistical measures. We also demonstrate the method of regression calibration to correct disease risk estimates for measurement error. Alcohol intake (g/day) and high blood pressure (yes/no) is used in the example. RESULTS: For single foods there were some indications of seasonal reporting bias. For food groups and nutrients the reliability coefficients ranged from 0.5–0.8, and Pearson's r, Spearman's r(s), and two intraclass correlation coefficients gave similar results. Although alcohol intake had relatively high reproducibility (r = 0.72), odds ratio estimates for the association with blood pressure were attenuated towards the null value compared to estimates corrected by regression calibration. CONCLUSION: The level of reproducibility observed for the FFQ used in the NOWAC study is within the range reported for similar instruments, but may attenuate estimates of disease risk

Adaptação transcultural de escalas de aderência ao tratamento em hemodiálise: Renal Adherence Behaviour Questionnaire (RABQ) e Renal Adherence Attitudes Questionnaire (RAAQ)

Resumo A aderência dos pacientes ao tratamento em hemodiálise é importante para o sucesso do tratamento, mas há carência de instrumentos de avaliação validados para o Brasil. Esta pesquisa visou à adaptação transcultural para o Brasil das escalas Renal Adherence Behaviour Questionnaire (RABQ) e Renal Adherence Attitudes Questionnaire (RAAQ), que avaliam os comportamentos e atitudes de aderência. Esses instrumentos foram submetidos aos procedimentos de adaptação transcultural: tradução, retradução, avaliação por comissão de especialistas e estudo piloto. Foram feitas modificações na redação dos itens e no formato de aplicação, que deve ser em entrevista face a face. Não foi necessário alterar as alternativas de respostas. As versões brasileiras das escalas RABQ e RAAQ apresentam equivalência semântica e cultural com as versões originais e foram redigidas de forma a facilitar sua compreensão pela população-alvo. As duas escalas necessitam ser submetidas a estudos de validade e fidedignidade para serem utilizadas

The Red Sea, Coastal Landscapes, and Hominin Dispersals

This chapter provides a critical assessment of environment, landscape and resources in the Red Sea region over the past five million years in relation to archaeological evidence of hominin settlement, and of current hypotheses about the role of the region as a pathway or obstacle to population dispersals between Africa and Asia and the possible significance of coastal colonization. The discussion assesses the impact of factors such as topography and the distribution of resources on land and on the seacoast, taking account of geographical variation and changes in geology, sea levels and palaeoclimate. The merits of northern and southern routes of movement at either end of the Red Sea are compared. All the evidence indicates that there has been no land connection at the southern end since the beginning of the Pliocene period, but that short sea crossings would have been possible at lowest sea-level stands with little or no technical aids. More important than the possibilities of crossing the southern channel is the nature of the resources available in the adjacent coastal zones. There were many climatic episodes wetter than today, and during these periods water draining from the Arabian escarpment provided productive conditions for large mammals and human populations in coastal regions and eastwards into the desert. During drier episodes the coastal region would have provided important refugia both in upland areas and on the emerged shelves exposed by lowered sea level, especially in the southern sector and on both sides of the Red Sea. Marine resources may have offered an added advantage in coastal areas, but evidence for their exploitation is very limited, and their role has been over-exaggerated in hypotheses of coastal colonization