“How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations

During the preschool years, children’s question-explanation exchanges with teachers serve as a powerful mechanism for their early STEM knowledge acquisition. Utilizing naturalistic longitudinal classroom data, we examined how such conversations in an inquiry-based preschool classroom change during an extended scientific inquiry unit. We were particularly interested in information-seeking questions (causal, e.g. “How will you construct a pathway?”; fact-based, e.g., “Where’s the marble?”). Videos (n = 18; 14 hours) were collected during a three-week inquiry unit on forces and motion and transcribed in CLAN-CHILDES software at the utterance level. Utterances were coded for delivery (question vs. statement) and content (e.g., fact-based, causal). Although teachers ask more questions than children, we found a significant increase in information-seeking questions during Weeks 2 and 3. We explored the content of information-seeking questions and found that the majority of these questions were asked by teachers, and focused on facts. However, the timing of fact-based and causal questions varied. Whereas more causal questions occurred in earlier weeks, more fact-based questions were asked towards the end of the inquiry. These findings provide insight into how children’s and teacher’s questions develop during an inquiry, informing our understanding of early science learning. Even in an inquiry-learning environment, teachers guide interactions, asking questions to support children’s learning. Children’s information-seeking questions increase during certain weeks, suggesting that providing opportunities to ask questions may allow children to be more active in constructing knowledge. Such findings are important for considering how science questions are naturally embedded in an inquiry-based learning classroom

Development and Characterisation of a Gas System and its Associated Slow-Control System for an ATLAS Small-Strip Thin Gap Chamber Testing Facility

A quality assurance and performance qualification laboratory was built at McGill University for the Canadian-made small-strip Thin Gap Chamber (sTGC) muon detectors produced for the 2019-2020 ATLAS experiment muon spectrometer upgrade. The facility uses cosmic rays as a muon source to ionise the quenching gas mixture of pentane and carbon dioxide flowing through the sTGC detector. A gas system was developed and characterised for this purpose, with a simple and efficient gas condenser design utilizing a Peltier thermoelectric cooler (TEC). The gas system was tested to provide the desired 45 vol% pentane concentration. For continuous operations, a state-machine system was implemented with alerting and remote monitoring features to run all cosmic-ray data-acquisition associated slow-control systems, such as high/low voltage, gas system and environmental monitoring, in a safe and continuous mode, even in the absence of an operator.Comment: 23 pages, LaTeX, 14 figures, 4 tables, proof corrections for Journal of Instrumentation (JINST), including corrected Fig. 8b

Alzheimer's Disease-Related Dementias Summit 2019: National research priorities for the investigation of traumatic brain injury as a risk factor for Alzheimer's Disease and Related Dementias

TBI is a risk factor for later life dementia. Clinical and preclinical studies have elucidated multiple mechanisms through which TBI may influence or exacerbate multiple pathological processes underlying Alzheimer’s Disease and Alzheimer’s Disease Related Dementias (AD/ADRD). The National Institutes of Health hosts triennial ADRD Summits to inform a national research agenda, and the 2019 ADRD Summit was the first to highlight ‘TBI and AD/ADRD Risk’ as an emerging topic in the field. A multidisciplinary committee of TBI researchers with relevant expertise reviewed extant literature, identified research gaps and opportunities, and proposed draft research recommendations at the 2019 ADRD Summit. These research recommendations, further refined after broad stakeholder input at the Summit, cover four overall areas: (1) Encourage crosstalk and interdisciplinary collaboration between TBI and dementia researchers, (2) Establish infrastructure to study TBI as a risk factor for AD/ADRD, (3) Promote basic and clinical research examining the development and progression of TBI AD/ADRD neuropathologies and associated clinical symptoms, and (4) Characterize the clinical phenotype of progressive dementia associated with TBI and develop non-invasive diagnostic approaches. These recommendations recognize a need to strengthen communication and build frameworks to connect the complexity of TBI with rapidly evolving AD/ADRD research. Recommendations acknowledge TBI as a clinically and pathologically heterogeneous disease whose associations with AD/ADRDs remain incompletely understood. The recommendations highlight the scientific advantage of investigating AD/ADRD in the context of a known TBI exposure, the study of which can directly inform on disease mechanisms and treatment targets for AD/ADRDs with shared common pathways

But how does it develop? Adopting a sociocultural lens to the development of intergroup bias among children

We argue that adopting a sociocultural lens to the origins of intergroup bias is important for understanding the nature of attacking and defending behavior at a group level. We specifically propose that the potential divergence in the development of in-group affiliation and out-group derogation supports the authors’ framework but does indicate that more emphasis on early sociocultural input is required

What would happen if?: A comparison of fathers’ and mothers’ questions to children during a science activity

Parents’ questions are an effective strategy for fostering the development of young children’s science understanding and discourse. However, this work has not yet distinguished whether the frequency of questions about scientific content differs between mothers and fathers, despite some evidence from other contexts (i.e., book reading) showing that fathers ask more questions than mothers. The current study compared fathers’ and mothers’ questions to their four- to six-year-old children (N = 49) while interacting with scientific stimuli at a museum research exhibit. Results indicated that fathers asked significantly more questions than mothers, and fathers’ questions were more strongly related to children’s scientific discourse. Results are discussed in terms of the importance of adult questions for the development of children’s scientific understanding as well as broadening research to include interlocutors other than mothers

Embedding scientific explanations into storybooks impacts children's scientific discourse and learning

Children's understanding of unobservable scientific entities largely depends on testimony from others, especially through parental explanations that highlight the mechanism underlying a scientific entity. Mechanistic explanations are particularly helpful in promoting children's conceptual understanding, yet they are relatively rare in parent-child conversations. The current study aimed to increase parent-child use of mechanistic conversation by modeling this language in a storybook about the mechanism of electrical circuits. We also examined whether an increase in mechanistic conversation was associated with science learning outcomes, measured at both the dyadic- and child-level. In the current study, parents and their 4- to 5-year-old children (N = 60) were randomly assigned to read a book containing mechanistic explanations (n = 32) or one containing non-mechanistic explanations (n = 28). After reading the book together, parent-child joint understanding of electricity's mechanism was tested by asking the dyad to assemble electrical components of a circuit toy so that a light would turn on. Finally, child science learning outcomes were examined by asking children to assemble a novel circuit toy and answer comprehension questions to gauge their understanding of electricity's mechanism. Results indicate that dyads who read storybooks containing mechanistic explanations were (1) more successful at completing the circuit (putting the pieces together to make the light turn on) and (2) used more mechanistic language than dyads assigned to the non-mechanistic condition. Children in the mechanistic condition also had better learning outcomes, but only if they engaged in more mechanistic discourse with their parent. We discuss these results using a social interactionist framework to highlight the role of input and interaction for learning. We also highlight how these results implicate everyday routines such as book reading in supporting children's scientific discourse and understanding.Published versio

Conflicting perspectives mediate the relation between parents’ and preschoolers’ self‐referent mental state talk during collaboration

We examined the relations between the referent of parents and preschoolers’ mental state talk during a collaborative puzzle‐solving task (N = 146 dyads; n = 81 3‐year‐olds, n = 65 4‐year‐olds). The results showed that parents’ references to their own knowledge and beliefs (self‐referent cognitive talk), and references to their child’s knowledge and beliefs (child‐referent cognitive talk) were both related to children’s (primarily self‐referent) cognitive talk. We then tested whether any of the observed relations could be explained by the presence of conflicting perspectives within the collaborative interaction. Mediational analyses revealed that conflicting perspectives mediated the positive relation between parents’ production of self‐referent cognitive talk and child cognitive talk. By contrast, the positive relation between parents’ production of child‐referent cognitive talk and child cognitive talk did not depend on the presence of this type of conflict. These findings highlight an important mechanism through which parents’ references to their own mind might promote children’s developing mental state talk in collaborative contexts

Event-by-Event Fluctuations in Particle Multiplicities and Transverse Energy Produced in 158.A GeV Pb+Pb collisions

Event-by-event fluctuations in the multiplicities of charged particles and photons, and the total transverse energy in 158$\cdot A$ GeV Pb+Pb collisions are studied for a wide range of centralities. For narrow centrality bins the multiplicity and transverse energy distributions are found to be near perfect Gaussians. The effect of detector acceptance on the multiplicity fluctuations has been studied and demonstrated to follow statistical considerations. The centrality dependence of the charged particle multiplicity fluctuations in the measured data has been found to agree reasonably well with those obtained from a participant model. However for photons the multiplicity fluctuations has been found to be lower compared to those obtained from a participant model. The multiplicity and transverse energy fluctuations have also been compared to those obtained from the VENUS event generator.Comment: To appear in Physical Review C; changes : more detailed discussion on errors and few figures modifie

Molecular Strategies for Gene Containment in Transgenic Crops

The potential of genetically modified (GM) crops to transfer foreign genes through pollen to related plant species has been cited as an environmental concern. Until more is known concerning the environmental impact of novel genes on indigenous crops and weeds, practical and regulatory considerations will likely require the adoption of gene-containment approaches for future generations of GM crops. Most molecular approaches with potential for controlling gene flow among crops and weeds have thus far focused on maternal inheritance, male sterility, and seed sterility. Several other containment strategies may also prove useful in restricting gene flow, including apomixis (vegetative propagation and asexual seed formation), cleistogamy (self-fertilization without opening of the flower), genome incompatibility, chemical induction/deletion of transgenes, fruit-specific excision of transgenes, and transgenic mitigation (transgenes that compromise fitness in the hybrid). As yet, however, no strategy has proved broadly applicable to all crop species, and a combination of approaches may prove most effective for engineering the next generation of GM crops

Systematic review of communication technologies to promote access and engagement of young people with diabetes into healthcare

Background: Research has investigated whether communication technologies (e.g. mobile telephony, forums, email) can be used to transfer digital information between healthcare professionals and young people who live with diabetes. The systematic review evaluates the effectiveness and impact of these technologies on communication. Methods: Nine electronic databases were searched. Technologies were described and a narrative synthesis of all studies was undertaken. Results: Of 20,925 publications identified, 19 met the inclusion criteria, with 18 technologies assessed. Five categories of communication technologies were identified: video-and tele-conferencing (n = 2); mobile telephony (n = 3); telephone support (n = 3); novel electronic communication devices for transferring clinical information (n = 10); and web-based discussion boards (n = 1). Ten studies showed a positive improvement in HbA1c following the intervention with four studies reporting detrimental increases in HbA1c levels. In fifteen studies communication technologies increased the frequency of contact between patient and healthcare professional. Findings were inconsistent of an association between improvements in HbA1c and increased contact. Limited evidence was available concerning behavioural and care coordination outcomes, although improvement in quality of life, patientcaregiver interaction, self-care and metabolic transmission were reported for some communication technologies. Conclusions: The breadth of study design and types of technologies reported make the magnitude of benefit and their effects on health difficult to determine. While communication technologies may increase the frequency of contact between patient and health care professional, it remains unclear whether this results in improved outcomes and is often the basis of the intervention itself. Further research is needed to explore the effectiveness and cost effectiveness of increasing the use of communication technologies between young people and healthcare professionals