Ethical and methodological issues in engaging young people living in poverty with participatory research methods

This paper discusses the methodological and ethical issues arising from a project that focused on conducting a qualitative study using participatory techniques with children and young people living in disadvantage. The main aim of the study was to explore the impact of poverty on children and young people's access to public and private services. The paper is based on the author's perspective of the first stage of the fieldwork from the project. It discusses the ethical implications of involving children and young people in the research process, in particular issues relating to access and recruitment, the role of young people's advisory groups, use of visual data and collection of data in young people's homes. The paper also identifies some strategies for addressing the difficulties encountered in relation to each of these aspects and it considers the benefits of adopting participatory methods when conducting research with children and young people

The asymmetry and temporal dynamics of incidental letter-location bindings in working memory.

Verbal-spatial bindings are integral to routine cognitive operations (e.g., reading), yet the processes supporting them in working memory are little understood. Campo and colleagues [Campo, P., Poch, C., Parmentier, F. B. R., Moratti, S., Elsley, J. V., Castellanos, N., … Maestú, F. (2010). Oscillatory activity in prefrontal and posterior regions during implicit letter-location binding. Neuroimage, 49, 2807-2815] recently reported data suggesting obligatory letter-location binding when participants were directed to remember the letters in a display (of letters in locations), but no evidence for binding when instructed to remember the filled locations. The present study contrasted two explanations for this binding asymmetry. First, it may result from an obligatory dependence on "where" during the representation of "what" information, while "where" information may be held independently of its contents (the strong asymmetry hypothesis). Second, it may constitute a snapshot of a dynamic feature inhibition process that had partially completed by test: the asymmetrical inhibition hypothesis. Using Campo and colleagues' task with a variable retention interval between display and test, we presented four consonants in distinct locations and contrasted performance between "remember letters" and "remember locations" instructions. Our data supported the strong asymmetry hypothesis through demonstrating binding in the verbal task, but not in the spatial task. Critically, when present, verbal-spatial bindings were remarkably stable, enduring for at least 15 seconds

Rationale, design and methods for a randomised and controlled trial to evaluate "Animal Fun" - a program designed to enhance physical and mental health in young children

Background: Children with poor motor ability have been found to engage less in physical activities than other children, and a lack of physical activity has been linked to problems such as obesity, lowered bone mineral density and cardiovascular risk factors. Furthermore, if children are confident with their fine and gross motor skills, they are more likely to engage in physical activities such as sports, crafts, dancing and other physical activity programs outside of the school curriculum which are important activities for psychosocial development. The primary objective of this project is to comprehensively evaluate a whole of class physical activity program called Animal Fun designed for Pre-Primary children. This program was designed to improve the child's movement skills, both fine and gross, and their perceptions of their movement ability, promote appropriate social skills and improve social-emotional development. Methods: The proposed randomized and controlled trial uses a multivariate nested cohort design to examine the physical (motor coordination) and psychosocial (self perceptions, anxiety, social competence) outcomes of the program. The Animal Fun program is a teacher delivered universal program incorporating animal actions to facilitate motor skill and social skill acquisition and practice. Pre-intervention scores on motor and psychosocial variables for six control schools and six intervention schools will be compared with post-intervention scores (end of Pre-Primary year) and scores taken 12 months later after the children's transition to primary school Year 1. 520 children aged 4.5 to 6 years will be recruited and it is anticipated that 360 children will be retained to the 1 year follow-up. There will be equal numbers of boys and girls.Discussion: If this program is found to improve the child's motor and psychosocial skills, this will assist in the child's transition into the first year of school. As a result of these changes, it is anticipated that children will have greater enjoyment participating in physical activities which will further promote long term physical and mental health

Motor coordination and social-emotional behaviour in preschool aged children.

School-age children with movement problems such as Developmental Coordination Disorder (DCD) are known to have social and emotional difficulties. However, little research has investigated younger children to determine whether these problems emerge at school age or are present earlier. The aim of the current study was to investigate the relationship between motor coordination, emotional recognition and internalising behaviours in young preschool children. Forty‐one kindergarten children (M = 4 years, 4 months), 22 boys and 19 girls, were assessed on the McCarron Assessment of Neuromuscular Development, the Emotional Recognition Scales, the Wechsler Preschool and Primary Scale of Intelligence, and the Child Behavior Checklist. Motor ability was positively related to a child's emotion comprehension. However, once age, sex, Performance IQ and Verbal IQ were controlled for, it was no longer a significant predictor, which contrasts with previous findings in school‐age children. However, the expected correlation between motor ability and anxiety/depression was significant with a moderate effect size. The results indicate that further investigation is required on the relationship between motor ability and social–emotional development in preschool-age children

Effect of dietary lysine levels on performance, nitrogen metabolism and plasma amino acid concentrations of lactating sows

ABSTRACTDuring lactation 30 sows were given a basal diet containing 0·39% lysine or the same diet supplemented with 0·1, 0·2, 0·3 or 0·4% Llysine. In addition a group of six sows was given a high protein/high lysine control diet containing 17% crude protein and 1·06% lysine. Piglet weight gain, sow milk yield, milk contents of total solids, protein, fat and energy and efficiencies of utilization of energy and protein for milk production increased progressively as dietary lysine levels were raised to 0·59 %. Sows receiving the lysine-supplemented diets had markedly higher efficiencies of conversion of dietary protein into milk protein and lower efficiencies of energy utilization than those given the high protein/high lysine control diet.Nitrogen retention and biological value of the dietary protein increased quadratically with increasing dietary lysine concentrations, reaching maximum values at 0·59% lysine.Apparent digestibilities of isoleucine, lysine, methionine, threonine and valine in the basal diet were closely correlated with digestibility of nitrogen. Plasma lysine concentrations remained depressed and relatively constant at low dietary levels of lysine, but increased sharply at 0·59 % dietary lysine coinciding with a marked drop in circulating concentrations of other essential amino acids.</jats:p