How young children understand electric circuits: prediction, explanation and exploration

This paper reports findings from a study of young children’s views about electric circuits. Twenty- eight children aged 5 and 6 were interviewed. They were shown examples of circuits and asked to predict whether they would work and explain why. They were then invited to try out some of the circuit examples or make circuits of their own choosing. Children expressed a variety of views about the connections needed in a circuit, offered different kinds of explanation and showed differing levels of competence in circuit making. The range of responses showed similarities to those of older students found in previous research. The relationship between practical competence, prediction and explanation was not straightforward. For example children with similar levels of practical competence made different predictions or offered different kinds of explanation. Analysis of the circuits children chose to construct suggested influences of existing competence and knowledge. In particular some children tested out circuit examples about which they had been unsure during the interview while others explored circuit connections more generally. Findings underline the importance of drawing on a variety of evidence in assessing young children’s understandings of electric circuits. They indicate that young children may offer views about electric circuits not unlike those of older children and adults with similar experience. Finally there was some suggestion that the interview procedure may have acted as an instructive stimulus in helping children to become more conscious of their own views and reflect on their thinking in the light of further evidence

Angel Groups: Developing a Regional Economic Development Strategy for Robust Seed Capital Ecosystems for Entrepreneurs

The purpose of this paper is to identify the link between the success of angel organizational structures and the economic footprint within which angel groups operate; ultimately suggesting a novel approach of assisting traditional angel group structures in their operations and entrepreneurs in the process of securing early stage financing. Given the varied angel group structures that exist, some angel portals may be more appropriate for certain regions than others. In-depth field research was developed and analyzed by creating the first undergraduate student-run angel investment fund, to co-invest with investors in the informal venture capital market, in the United States. The research presented in this paper will provide economic planners, educational leaders, and interested students with a potential guideline of how best to organize angel investors within their respective regions, ultimately building local investment capacity that will benefit state economies by creating better financing opportunities for entrepreneurs

‘Behaviour that challenges’ in dementia care: an update of psychological approaches for home and care home settings

Over and above the personal and financial costs associated with dementia, those for ‘behaviour that challenges’ (BtC) are significant (Lowry & Warner, 2009; Hermann et al., 2006). This briefing paper outlines the importance of having a psychological understanding of both the causes and appropriate interventions required for BtC. It highlights the role of clinical psychologists, ideally working within multi-disciplinary teams, in producing biopsychosocial formulations to meet the health and psychosocial needs of a person living with dementia (PwD). The paper also draws on relevant evidence including findings from a recently completed NIHR programme of work on the Management of Challenging Behaviour at home and in care homes (Moniz-Cook et al., 2017) to provide recommendations for action

Making sense of science in the reception class

In the context of growing awareness of young children’s capabilities, and debates about the nature of their reasoning in science, this study set out to explore the ways in which reception children make sense of classroom experiences in science. A particular challenge of the study was to develop appropriate and productive approaches to investigating young children’s developing thinking. The first phase of research, reported in this paper, concentrated on the topic of electricity. A series of case studies was undertaken to examine children’s learning in a classroom context. Classroom sessions were video recorded and transcribed to examine the development of children’s practical competence in circuit making, and interviews were carried out to elicit children’s views about electric circuits. Analysis of the classroom sessions revealed children’s growing competence in circuit making through their self-directed efforts. The interviews prompted predictions and explanations that were not offered spontaneously. Responses indicated a range of models of the circuit and forms of explanation for what was happening in the circuit. The relationship between children’s practical competence, predictions and explanations was not straightforward. Analysis revealed marked differences in models of the circuit and forms of explanation in children with the same levels of practical competence. This has important implications for the ways in which children’s views are assessed

Raising the standard of applied dementia care research : addressing the implementation error

Editoria

Silencing Deafness: Displacing Disability in the Nineteenth Century

This article traces the way in which the language of displacement and silence were used in nineteenth-century discussions of deafness and connects this tendency to the marginalised place deaf experience occupies historically. Throughout the nineteenth century, a period which saw the consolidation of ‘the deaf and dumb’ as a social category, the word ‘forgetting’ crept into numerous discussions of deafness by both deaf and hearing commentators. Some, such as the educationalist Alexander Graeme Bell, were overt in their desire to forget deafness, demanding disability was ‘bred out’ and deaf culture condemned to the forgotten past. Others used the term ambivalently and sometimes metaphorically discussing the deaf as ‘forgotten’ by society, and ‘children of silence’. Some even pleaded that people who were deaf were not forgotten. But, though varied, the use of the imagery of forgetting and silence to evoke deafness is recurrent, and may, therefore, be seen to reveal something about how deaf experience can be approached as a displacement where deafness was spatially and imaginatively marginalised. I argue that one of the consequences of the conceptual framing of deafness through the language of forgetting was actively to silence deafness and to neutralise the idea that disability should be marginal and could be forgotten

Through the eyes of others - The social experiences of people with dementia: A systematic literature review and synthesis

Psychosocial models suggest that the lived experience of dementia is affected by interpersonal factors such as the ways in which others view, talk about, and behave toward the person with dementia. This review aimed to illuminate how informal, everyday interpersonal relationships are experienced by people with dementia within their social contexts. A systematic review of qualitative literature published between 1989 and May 2016 was conducted, utilizing the electronic databases PsycINFO, MEDLINE, and CINAHL-Complete. This was followed by a critical interpretative synthesis to understand how people with dementia perceive the attitudes, views, and reactions of other people toward them, and the subjective impact that these have. Four major themes were derived from the findings of the 23 included studies: being treated as an “other” rather than “one of us”; being treated as “lesser” rather than a full, valued member of society; the impact of others’ responses; and strategies to manage the responses of others. Thus, people with dementia can feel outcast and relegated, or indeed feel included and valued by others. These experiences impact upon emotional and psychological well-being, and are actively interpreted and managed by people with dementia. Experiences such as loss and diminishing identity have previously been understood as a direct result of dementia, with little consideration of interpersonal influences. This review notes that people with dementia actively engage with others, whose responses can foster or undermine social well-being. This dynamic relational aspect may contribute to emerging understandings of social health in dementia

Promoting Girls' Education in Africa - The Design and Implementation of Policy Interventions

Teaching/Communication/Extension/Profession,