Young children's cognitive achievement: home learning environment, language and ethnic background

For decades, research has shown differences in cognitive assessment scores between White and minority ethnic group(s) learners as well as differences across different minority ethnic groups. More recent data have indicated that the home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This study uses the Millennium Cohort Study to jointly assess how minority ethnic group, home learning environment and home languages predict child cognitive assessment scores. Regression analyses were conducted using two assessment measures. The following is hypothesised: (1) cognitive achievement scores vary by minority ethnic group, (2) more home learning environment in early childhood leads to higher cognitive development scores and (3) English only in the home yields the highest cognitive scores while no English in the home yields the lowest. Findings reveal that there are differences in cognitive scores along ethnic group categories although there are also some unexpected findings. Home learning environment does not play as large a role as was predicted in raising the assessment scores overall for learners while speaking English in the home does, irrespective of ethnic background

Comparing eDNA metabarcoding and conventional pelagic netting to inform biodiversity monitoring in deep ocean environments

The performance of environmental DNA (eDNA) metabarcoding has rarely been evaluated against conventional sampling methods in deep ocean mesopelagic environments. We assessed the biodiversity patterns generated with eDNA and two co-located conventional methods, oblique midwater trawls and vertical multinets, to compare regional and sample-level diversity. We then assessed the concordance of ecological patterns across water column habitats and evaluated how DNA markers and the level of sampling effort influenced the inferred community. We found eDNA metabarcoding characterized regional diversity well, detecting more taxa while identifying similar ecological patterns as conventional samples. Within sampling locations, eDNA metabarcoding rarely detected taxa across more than one replicate. While more taxa were found in eDNA than oblique midwater trawls within sample stations, fewer were found compared to vertical multinets. Our simulations show greater eDNA sampling effort would improve concordance with conventional methods. We also observed that using taxonomic data from multiple markers generated ecological patterns most similar to those observed with conventional methods. Patterns observed with Exact Sequence Variants were more stable across markers suggesting they are more powerful for detecting change. eDNA metabarcoding is a valuable tool for identifying and monitoring biological hotspots but some methodological adjustments are recommended for deep ocean environments

Parenting ‘gifted and talented’ children in urban areas: Parents' voices

This is the author's accepted manuscript. The final published article is available from the link below. Copyright © 2014 by SAGE Publications.International evidence demonstrates the importance of engaging parents in the education of their ‘high-potential’ children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically deprived urban areas in the UK. Data were gathered from a sample of parents whose children attended a university-based sustained intervention programme for designated ‘gifted’ pupils aged 12–16. Parental perceptions were sought in relation to (a) the usefulness/impact of the intervention programme, (b) parents’ aspirations for their children growing up in economically deprived urban areas and (c) parents’ views on the support provided by the extended family, peer groups and the wider community. The findings have significant implications for both policy and practice and, more specifically, for engaging parents in intervention programmes offered by universities and schools to children in order to increase their access to higher education and for enhancing their life chances

Paliperidone to treat psychotic disorders

Purpose of Review: This is a comprehensive review of the literature regarding the use of paliperidone in the treatment of schizophrenia and schizoaffective disorder. It covers the background and presentation of schizophrenia and schizoaffective disorder, as well as the mechanism of action and drug information for paliperidone. It covers the existing evidence of the use of paliperidone for the treatment of schizophrenia and schizoaffective disorder. Recent Findings: Schizophrenia and schizoaffective disorder lead to significant cognitive impairment. It is thought that dopamine dysreg-ulation is the culprit for the positive symptoms of schizophrenia and schizoaffective disorder. Similar to other second-generation antipsychotics, paliperidone has affinity for dopamine D2 and serotonin 5-HT2A receptors. Paliperidone was granted approval in the United States in 2006 to be used in the treatment of schizophrenia and in 2009 for schizoaffective disorder. Summary: Schizophrenia and schizoaffective disorder have a large impact on cognitive impairment, positive symptoms and negative symptoms. Patients with either of these mental illnesses suffer from impairments in everyday life. Paliperidone has been shown to reduce symptoms of schizophrenia and schizoaffective disorder

Experiments and cycling at the LHC prototype helf-cell

The first version of the LHC prototype half-cell has been in operation since February 1995. It consists of one quadrupole and three 10-m twin aperture dipole magnets which operate at 1.8 K. This experimental set-up has been used to observe and study phenomena which appear when the systems are assembled in one unit and influence one another. The 18-month long experimental program has validated the cryogenic system and yielded a number of results on cryogenic instrumentation, magnet protection and vacuum in particular under non-standard operating conditions. The program was recently complemented by the cycling experiment: it consisted in powering the magnets following the ramp rates which will be experienced by the magnets during an LHC acceleration. In order to simulate 10 years of routine operation of LHC, more than 2000 1-hour cycles were performed interleaved with provoked quenches. The objective of this experiment was to reveal eventual flaws in the design of components. The prototype half-cell performed to expectations showing no sign of failure of fatigue of components for more than 2000 cycles until one of the dipoles started exhibiting an erratic quench behavior

Internalising symptoms and working memory as predictors of mathematical attainment trajectories across the primary-secondary education transition

The transition from primary to secondary education is a critical period in early adolescence which is related to increased anxiety and stress, increased prevalence of mental health issues, and decreased maths performance, suggesting it is an important period to investigate maths attainment. Previous research has focused on anxiety and working memory as predictors of maths, without investigating any long-term effects around the education transition. This study examined working memory and internalizing symptoms as predictors of children's maths attainment trajectories (age 7–16) across the transition to secondary education using secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). This study found statistically significant, but very weak evidence for the effect of internalizing symptoms and working memory on maths attainment. Greater parental education was the strongest predictor, suggesting that children of parents with a degree (compared with those with a CSE) gain the equivalent of almost a year's schooling in maths. However, due to methodological limitations, the effects of working memory and internalizing symptoms on attainment cannot be fully understood with the current study. Additional research is needed to further uncover this relationship, using more time-appropriate measures

“It’s the most important thing - I mean the schooling”: Father involvement in the education of children with autism

Father involvement in education has been shown to result in a range of positive outcomes for typically developing children. However, the nature of paternal involvement in the education of children with disabilities and especially autism has been under-researched and is little understood. This study aimed to explore the nature of the involvement of 25 UK fathers in the education and their children with autism, aged up to 19 years through the use of semi-structured interviews. Findings showed that fathers were highly engaged both directly and indirectly across several dimensions of their children’s education and schooling. Key areas of indirect engagement were involvement in administrative processes necessary for securing an appropriate educational placement; facilitating daily access to school and general support of children’s progress through attendance at school-based meetings and events. Direct support for learning occurred through homework assistance and working on school-related goals. Findings are discussed in relation to diversity and generative models of fatherhood. Implications for greater father inclusion in the education of children with autism are explored with reference to a gender-differentiated approach

MOST detects corotating bright spots on the mid-O type giant {\xi} Persei

We have used the MOST (Microvariability and Oscillations of STars) microsatellite to obtain four weeks of contiguous high-precision broadband visual photometry of the O7.5III(n)((f)) star {\xi} Persei in November 2011. This star is well known from previous work to show prominent DACs (Discrete Absorption Components) on time-scales of about 2 d from UV spectroscopy and NRP (Non Radial Pulsation) with one (l = 3) p-mode oscillation with a period of 3.5 h from optical spectroscopy. Our MOST-orbit (101.4 min) binned photometry fails to reveal any periodic light variations above the 0.1 mmag 3-sigma noise level for periods of hours, while several prominent Fourier peaks emerge at the 1 mmag level in the two-day period range. These longer-period variations are unlikely due to pulsations, including gravity modes. From our simulations based upon a simple spot model, we deduce that we are seeing the photometric modulation of several co-rotating bright spots on the stellar surface. In our model, the starting times (random) and lifetimes (up to several rotations) vary from one spot to another yet all spots rotate at the same period of 4.18 d, the best-estimated rotation period of the star. This is the first convincing reported case of co-rotating bright spots on an O star, with important implications for drivers of the DACs (resulting from CIRs - Corotating Interaction Regions) with possible bright-spot generation via a breakout at the surface of a global magnetic field generated by a subsurface convection zone.Comment: 9 pages, 4 figures, 2 tables, MNRAS in pres

Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning

This article focuses on parents’ experiences and practices supporting children’s mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children’s learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews were conducted with parents of children in 16 primary schools in a city in the southwest of England. Topics of discussion included parents’ level of confidence and perceived ability in mathematics, their experience of doing mathematics with their children out-ofschool, and their interactions with school about mathematics. Findings revealed some specific negative effects of school-centered approaches, and suggested that school-centered approaches may in fact restrict parents’ understanding of how they can support mathematics learning in the home. However, the analysis also adds useful depth to our understanding of opportunities associated with a parent-centered approach to parental involvement in mathematics learning