Are Class Size Differences Related to Pupils' Educational Progress and Classroom Processes? Findings from the Institute of Education Class Size Study of Children Aged 5-7 Years

Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about the effects of class size differences in schools, and considerable gaps in our understanding of the effects of class size differences. This article summarises results from the most complete UK analysis to date of the educational consequences of class size differences. The study had two aims: first, to establish whether class size differences affect pupils' academic achievement; and second, to study connections between class size and classroom processes, which might explain any differences found. The study had a number of features that were designed to be an improvement on previous research. It used an 'observational' approach, rather than an interventionist one, in order to capture the nature of the relationship between class size and achievement across the full range of observed classes, and it employed a longitudinal design with baseline assessment to adjust for possible non-random selection of children into classes. The study followed a large sample of over 10,000 children from school entry through the infant stage, i.e. children aged 4-7 years. It used multilevel statistical procedures to model effects of class size differences while controlling for sources of variation that might affect the relationship with academic achievement, and a multimethod research approach, integrating teachers' judgements and experiences with case studies, and also carefully designed time allocation estimates and systematic observation data. Results showed that there was a clear effect of class size differences on children's academic attainment over the (first) Reception year. In the case of literacy, the lowest attainers on entry to school benefited most from small classes, particularly below 25. Connections between class size and classroom processes were examined and a summary model of relationships presented. Effects were multiple, not singular; in largeclasses there are more large groups and this presented teachers with more difficulties, in smaller classes there was more individual teacher contact with pupils and more support for learning, and in larger classes there was more pupil inattentiveness and off-task behaviour. Results support a contextual approach to classroom learning, within which class size differences have effects on both teachers and pupils. It is concluded that much will depend on how teachers adapt their teaching to different class sizes and that more could be done in teacher training and professional development to address contextual features like size of class

The biochemical and genetical analysis of lactase phlorizin hydrolase: with specific reference to the lactase persistence/ non-persistence polymorphism in man

This thesis describes investigations on the biochemical and genetical properties of human intestinal lactase-phlorizin hydrolase which were designed to help in the understanding of the molecular basis of the lactase persistence / non-persistence polymorphism in man. There were two major objectives, one was to study the expression of the lactase gene in lactase persistent and non-persistent individuals and the second was to identify as many polymorphisms as possible within the lactase gene in order to increase informativeness for linkage analysis and to explore the extent of allelic association across the gene. The expression of the lactase gene was studied in a series of samples of adult intestine. The level of the enzyme activity, the protein and the mRNA was examined in each sample. Individuals were assigned lactase persistence status on the basis of their lactase to sucrase activity ratio. The results of this analysis suggest that differences in the level of transcription of the lactase gene are important in determining the lactase persistence phenotype. Lymphoblasoid cell lines were established from 32 of these individuals and used to prepare genomic DNA. The mapping of the lactase gene to chromosome 2 was confirmed and refined to band q21 using a panel of somatic cell hybrids and in situ hybridisation. Using a variety of electrophoretic techniques which are sensitive to the detection of single base changes, polymorphisms were identified at seven different sites within the 70kb region comprising the lactase gene. Analysis of these polymorphisms in 50 families revealed that only 3 of the possible 128 haplotypes occur frequently, suggesting an area of linkage disequilibrium stretching across the whole lactase coding region. These markers have also been used for linkage analysis and enabled the identification of the most closely linked hypervariable marker (D2S44). The lactase gene polymorphisms are currently being used to study unrelated individuals as well as families characterised with respect to their lactase persistence / non-persistence status and preliminary results of this analysis are described

The developmental cognitive trajectory of the 22Q11.2 deletion

Background: The 22q11.2 deletion (22qDS) is a microdeletion syndrome which commonly leads to an uneven profile of Learning difficulties (LD), with superior verbal compared to nonverbal intellectual and memory functions in children and adolescents. However, in adult samples these differences reduce. There are two accounts of the reduction in the verbal-nonverbal discrepancy with age. The dominant hypothesis is that normative measures of verbal intelligence decline and so approximate nonverbal intelligence. The other is that normative nonverbal intelligence increases while verbal intelligence remains stable. Few studies have investigated this longitudinally and none with a UK sample. Aim: The aim was to examine longitudinally the pattern of developmental cognitive changes in verbal and nonverbal intellectual and memory functions. Method: Twenty-four participants with 22qDS, who were previously cognitively assessed between 2004- 2008 were re-examined in 2011. Intellectual, memory and executive functions were assessed. Results: Verbal and nonverbal intellectual functions were in the below average range and verbal was significantly superior to nonverbal intelligence at initial assessment. This discrepancy disappeared at follow-up as expected. Contrary to the dominant hypothesis, no cognitive scores declined with age. Nonverbal intellectual functioning improved to approximate the original level of verbal functioning, which remained stable. There were no verbal-nonverbal discrepancies in memory, but there were unexpected gender effects. Conclusion: This is the first longitudinal study to show increasing nonverbal and stable verbal functioning with age in a UK 22qDS sample. Factors which could potentially account for this unexpected pattern are considered along with bias, confounding and other methodological issues. The potential clinical and educational implications of the findings are discussed. Further studies with large samples are required to examine in more detail the main findings

Aberrant Work Environments, Rationed Care as System Failure or Missed Care as Skills Failure?

Missed’ care has emotional, professional and legal connotations because, as one participant from our study noted, the environment can change so quickly and staffing is not allocated to accommodate this. This study used the MISSCARE survey distributed to nurses in New Zealand to find out what care was routinely missed, and why they missed it. The analysis of data returned from 199 nurses revealed that nurses routinely miss care and become frustrated because they are unable to use the knowledge and skill to provide the care; rather they are forced to prioritise care, some of which is either delayed or consciously missed. Whilst this study supported findings of previous research, the emergence of presenteeism as a factor that affects nurses missing care, was highlighted. This has wider implications to the nursing workforce related to their ability to provide safe and effective care, as well as to the organisations in terms of both budget and safety in care provision

Fundamentally photographic : the art of Bill Culbert

This thesis applies photographic theory and approaches to the interpretation of Bill Culbert' s three-dimensional installations, elucidating the interdisciplinary nature of his oeuvre. It examines the writings of Roland Barthes, Rosalind Krauss and Susan Sontag, amongst others, and relates their discussions of photographic theory to the role that photography plays in Culbert' s work. Chapter one examines Culbert' s use of photography to explore themes further developed in his installations, investigates the role of the camera obscura in his break from painting, and identifies the continuous interaction between his three-dimensional work and his photographs. Chapter two explores Culbert's use of light and its interaction with space, relating the examination of light and space in his work to aspects of photography such as the index, time, movement, multiplicity and the photographic surface. It also identifies his site-specific practice as part of a broad challenge to Modernism's autonomy and the coded nature of the gallery that began in the 1960s. Chapter three examines Culbert's use of readymade objects and his manipulation of their original contexts, noting parallels to the photographic image's relationship with context. This chapter compares Culbert's use of found objects to Marcel Duchamp's readymades, the Surrealist found object, avantgarde photomontage and Minimalist sculpture. Chapter four investigates the binary states of reality and illusion - integral to photography - that inform Culbert's work. This chapter discusses Plato's allegory of the Cave and the indexical nature of photography, then goes on to explore Culbert' s use of shadow, reflection, metaphor, metonymy, pun and inversion, arguing that these devices resonate with photography's mediation of our perception of reality. The thesis concludes by arguing that Culbert's rejection of Modernism's self-referentiality and his fusion of painting, photography and installation locates his work within Postmodernist practice

Promoting nurses’ and midwives’ ethical responsibilities towards vulnerable people : An alignment of research and clinical practice

Aim To stimulate discussion and debate about the inclusion of vulnerable populations in primary research to inform practice change and improve health outcomes. Background Current research practices to safeguard vulnerable people from potential harms related to power imbalances may in fact limit the generation of evidence-based practice. Evaluation The authors draw on their experience working and researching with a recognized group of vulnerable people, incarcerated pregnant women, to provide insight into the application of ethics in both research and clinical practice. In a novel approach, the ethical principles are presented in both contexts, articulating the synergies between them. Suggestions are presented for how individuals, managers and organizations may improve research opportunities for clinical practitioners and enhance the engagement of vulnerable people to contribute to meaningful practice and policy change. Key Issues Ethical practice guidelines may limit the ability to create meaningful change for vulnerable populations, who need authentic system change to achieve good health outcomes. Conclusion Inclusive research and practice are essential to ensuring a strengths-based approach to healthcare and addressing health needs of the whole population. Health systems and models of care recognizing the diverse lives and health needs of the broader population demand practical, sustainable support from clinical managers. Implications for Nursing Management Practical suggestions for clinical managers to support point of care research is provided, embedding vulnerable voices in policy, practice development and care provision

Structural characterisation of the N-glycan moiety of the barnacle settlement-inducing protein complex (SIPC)

Many barnacle species are gregarious and their cypris larvae display a remarkable ability to explore surfaces before committing to permanent attachment. The chemical cue to gregarious settlement behaviour – the settlement-inducing protein complex (SIPC) – is an α2-macroglobulin-like glycoprotein. This cuticular protein may also be involved in cyprid reversible adhesion if its presence is confirmed in footprints of adhesive deposited during exploratory behaviour, which increase the attractiveness of surfaces and signal other cyprids to settle. The full-length open-reading frame of the SIPC gene encodes a protein of 1547 amino acids with seven potential N-glycosylation sites. In this study on Balanus amphitrite, glycan profiling of the SIPC via hydrophilic interaction liquid chromatography with fluorescence detection (HILIC-fluorescence) provided evidence of predominantly high mannose glycans (M2–9), with the occurrence of monofucosylated oligomannose glycans (F(6)M2–4) in lower proportions. The high mannose glycosylation found supports previous observations of an interaction with mannose-binding lectins and exogenous mannose increasing settlement in B. amphitrite cypris larvae. Transmission electron microscopy of the deglycosylated SIPC revealed a multi-lobed globular protein with a diameter of ∼8 nm. Obtaining a complete structural characterisation of the SIPC remains a goal that has the potential to inspire solutions to the age-old problem of barnacle fouling.No Full Tex