Participatory Research Approaches in Educational Psychology Training and Practice

This article has two aims; to introduce participatory research approaches with children and young people, and to consider such approaches within Educational Psychology training, practice and research. A range of ways of conceptualising and approaching participatory research are explored. Models applied to researching with children and young people specifically are then explained. A critical analysis of participatory research methods is offered, outlining power-related criticisms, ethical considerations and practical issues. The focus then turns to Educational Psychology, looking at applications of such approaches in researching with children and young people, the group that EPs work with predominantly. It is proposed that participatory research methods are highly relevant to the profession, both in training of educational psychologists (EPs) and for practising psychologists. This is set in the context of the Doctorate in Educational and Child Psychology at the University of East London. It is suggested that Educational Psychology research should take an increasingly participatory focus

Accelerating Scientific Discovery by Formulating Grand Scientific Challenges

One important question for science and society is how to best promote scientific progress. Inspired by the great success of Hilbert's famous set of problems, the FuturICT project tries to stimulate and focus the efforts of many scientists by formulating Grand Challenges, i.e. a set of fundamental, relevant and hardly solvable scientific questions.Comment: To appear in EPJ Special Topics. For related work see http://www.futurict.eu and http://www.soms.ethz.c

Correspondence announcing moderator and Faculty Liaison to BALSA

Letter to Dean John F.X. Irving to confirm that Professor William Aldridge is acting in the capacity of Moderator and Faculty liaison to BALSA

Finding Identity Through Survival: The Impact of the Hurricanes in Zora Neale Hurston’s Their Eyes Were Watching God and Jesmyn Ward’s Salvage the Bones

This paper attempts to convey the importance of the hurricane symbol in Zora Neale Hurston’s Their Eyes Were Watching God and Jesmyn Ward’s Salvage the Bones. In both novels, the authors use the imagery of setting combined with the characterization of poor women of color in order to emphasize both the effects of environmental disaster on vulnerable communities and also the inherent power of their protagonists to overcome systemic racism combined with natural disaster. The climax of Zora Neale Hurston’s novel revolves around the deadly 1928 Okeechobee Hurricane in Florida, and the rising action of Jesmyn Ward’s novel peaks when Hurricane Katrina hits the fictional town of Bois Sauvage on the Mississippi Gulf Coast. Hurston and Ward demonstrate with historical accuracy how powerful these two similar hurricanes were on the low-lying communities that were ravaged in their path. The backdrop Their Eyes Were Watching God paints a clear picture of racist practices common in America in the 1920s and sadly, Salvage the Bones shows that similar racist practices are common even in 2005. The two motherless protagonists of these novels evolve both despite and because of very similar deadly hurricanes and very similar acts of oppression. Moreover, this paper argues that the hurricanes birth in these two women new and stronger identities defying the prejudices they face as minority women from the South

Training Individuals in Function-Based Behavior Intervention Plans Using Modeling, Rehearsal, and Self-Monitoring

Behavior intervention plans based on the function of problem behavior are more likely to be effective than non-function-based plans. However, plans developed by teachers often do not address behavior function. In addition to ensuring that teachers can write function-based behavior intervention plans, it is also important to ensure plans are implemented with a sufficient degree of fidelity. The purpose of the present study was to evaluate a multi-component training package to train teachers to write function-based behavior intervention plans and to accurately implement differential reinforcement of alternative behavior for escape-maintained problem behavior. Twenty public school teachers of children with emotional and behavior disorders participated in a 7 hr training. The training package consisted of video-modeling, didactic instructions, self-monitoring, and rehearsal. Data were collected using the Behavior Support Plan Qualitative Evaluation Guide on the quality of written plans produced by teachers during the training. Experimenter-developed treatment integrity checklists were used to collect data on the accuracy with which differential reinforcement of alternative behavior was implemented during role-plays. A pretest/posttest control group design was used. Statistical and visual analysis indicated increases in the quality of the written behavior plans and in the accuracy with which they implemented differential reinforcement of alternative behavior

Discrete adjoint approximations with shocks

This paper is concerned with the formulation and discretisation of adjoint equations when there are shocks in the underlying solution to the original nonlinear hyperbolic p.d.e. For the model problem of a scalar unsteady one-dimensional p.d.e. with a convex flux function, it is shown that the analytic formulation of the adjoint equations requires the imposition of an interior boundary condition along any shock. A 'discrete adjoint' discretisation is defined by requiring the adjoint equations to give the same value for the linearised functional as a linearisation of the original nonlinear discretisation. It is demonstrated that convergence requires increasing numerical smoothing of any shocks. Without this, any consistent discretisation of the adjoint equations without the inclusion of the shock boundary condition may yield incorrect values for the adjoint solution

Transient neurological symptoms in the older population:report of a prospective cohort study--the Medical Research Council Cognitive Function and Ageing Study (CFAS)

Transient ischaemic attack (TIA) is a recognised risk factor for stroke in the older population requiring timely assessment and treatment by a specialist. The need for such TIA services is driven by the epidemiology of transient neurological symptoms, which may not be caused by TIA. We report prevalence and incidence of transient neurological symptoms in a large UK cohort study of older people

Medulloblastoma: advances and challenges

Medulloblastoma, a cancer of the posterior fossa, is the most common malignant brain tumor in children. Although 80% of patients with average-risk medulloblastoma are cured, their quality of life is often compromised by treatment-related side effects. Recently, molecular and genomic studies have shown medulloblastoma to be a heterogeneous disease made up of distinct disease subtypes. The importance of this finding is that response to therapy appears to be subtype-specific. Nevertheless, most patients are still treated according to risk stratification methods based on the clinically defined presence or absence of disseminated disease, which take no account of these newly defined subtypes. The potential, however, to vastly reduce therapy-mediated toxicity to patients with tumor subtypes that have good outcomes, while improving therapy through targeting for the poor responders, is now palpable. Critical to this effort will be the ongoing refinement of our understanding of medulloblastoma subgroups at the molecular level and the development of mouse models that faithfully recapitulate tumor subtypes