Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour

In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach

Playing Echo in Eleemosynary: A Creative Thesis Project

In this thesis, I will explain on paper my creative process of researching, rehearsing, and performing the role of Echo in Eleemosynary. Eleemosynary is a one-act play by playwright Lee Blessing about three women and how their lives intersect and affect each other. I played Echo, the youngest of the three; her mother is Artie and hergrandmother is Dorothea. The play takes place in 1985 and is non-linear in structure. It alternates between scenes in the present in which the characters are speaking directly to the audience, and scenes in various points of the past. Echo is raised almost entirely by Dorothea and so she has a strained relationship with her mother, Artie. After Dorothea dies, Echo is forced to reconcile her feelings about Artie and their relationship. The set and costumes in our production (and presumably most others) were extremely simplistic in order to reflect the simplistic, non-linear nature of the play. This play is an exploration of strong women and how they can make a difference in their own lives and each othersʼ. It may assist the reader in understanding my research and process to read a short plot summary. Dorothea is raised by loving and wealthy parents but is unsatisfied with being a quiet girl, so she chooses to become eccentric. She is forced into marriage out of high school and has three boys and one girl, Artemis. Artie dislikes her motherʼs eccentricity and thus rebels, running away several times throughout her adolescence. Eventually she obtains a graduate science degree and marries a man named Richard, with whom she has a daughter that she names Barbara. Richard dies shortly after the childʼs birth and so Dorothea comes to live with them, renaming Artieʼs daughter Echo. Artie becomes dissatisfied with her life after the death of her husband and the birth of her daughter, moving to Europe for a career in research and leaving Echo in the care of Dorothea. Eventually Artie returns to the United States but still refuses to care for her daughter, claiming that she is not fit for motherhood. Dorothea and Echo live quite happily together until Dorothea has a stroke, rendering her unable to speak or move and eventually causing her death. Artie returns to live with Echo after Dorotheaʼs stroke, and eventually they reconcile their differences and agree to live a life together as mother and daughter, carrying on Dorotheaʼs memory

A developmental case study : implementing the theory of realistic mathematics education with low attainers

The research documented in this report had a twofold purpose. Firstly, it was to design and implement an intervention based on the theory of Realistic Mathematics Education (RME) aimed at improving the mathematical understanding of learners in two Grade 8 remedial mathematics classes, by revisiting the key number concepts of place value, fractions and decimals. In doing so, a second purpose was to investigate the viability and emerging characteristics of an intervention based on the theory of RME in such a setting (i.e. with low attainers to revisit key number concepts). Pending the realisation of these immediate outcomes, more distant outcomes in subsequent research would be: that learners' understanding and academic performance in mathematics improves and to develop a local instruction theory in using the RME theory to revisit the concepts of place value, fractions and decimals with low attaining learners in order to improve their understanding in this regard. Grade 8 low attainers were selected as the target group for this research as a result of the pending implementation of Mathematical Literacy as a compulsory subject for all learners, possibly from 2006. Currently in South Africa, learners who are not meeting the required standard by the end of their Grade 9 year are able to elect not to take mathematics through Grades 10, 11 and 12. When the new Further Education and Training (FET) policy is implemented, this will no longer be the case. All learners, who do not elect to take mathematics as a subject, will have to take Mathematical Literacy as a compulsory subject throughout Grades 10, 11 and 12. Although less detailed and abstract than the subject mathematics, the Mathematical Literacy curriculum still requires learners to have an understanding of key number concepts and also contains a substantial amount of algebra. As Grade 8 is when learners start working with algebra more formally, and is also their first year at secondary school, it was decided that this would be an appropriate year to try and diagnose and remediate problems in learners' understanding of the key number concepts, if and where possible. The intention was that this would then equip learners with a more appropriate structure of conceptualised knowledge of the above-mentioned concepts on which they could further construct their understanding of algebra. The study was carried out at a local urban high school in South Africa and the research design of this study was informed by two development research approaches (van den Akker&Plomp, 1993; Gravemeijer, 1994). Also, the study was only implemented with a small number of participants, within a bounded setting and without the intention to generalise the results. It was therefore regarded as a development case study. The results appear to indicate that it is viable to apply the theory of RME with low attaining Grade 8 learners in order to revisit the key number concepts of place value, fractions and decimals. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Barnes, HE 2004, A developmental case study : implementing the theory of realistic mathematics education with low attainers, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd Dissertation (MEd (Curriculum design))--University of Pretoria, 2005.Curriculum Studiesunrestricte

Residential Moving and Preventable Hospitalizations

OBJECTIVES: To investigate the association between moving home in the first year of life and subsequent emergency admissions for potentially preventable hospitalizations. METHODS: We undertook a cohort analysis of linked anonymized data on 237 842 children in the Welsh Electronic Cohort for Children. We included children born in Wales between April 1, 1999 and December 31, 2008. The exposure was the number of residential moves from birth up to 1 year. The main outcome was emergency admissions for potentially preventable hospitalizations (PPH) between the age of 1 and 5 years. RESULTS: After adjustment for confounders, we identified that moving home frequently in the first year of life was associated with an increased risk of emergency PPH between the ages of 1 and 5 when compared with not moving. We found significant differences associated with ≥2 moves for the following: ear, nose, and throat infections (incidence risk ratio [IRR], 1.44; 95% confidence interval [CI], 1.29–1.61); convulsions/epilepsy (IRR, 1.58; 95% CI, 1.23–2.04); injuries (IRR, 1.33; 95% CI, 1.18–1.51); dehydration/gastroenteritis (IRR, 1.51; 95% CI, 1.21–1.88); asthma (IRR, 1.61; 95% CI, 1.19–2.16); influenza/pneumonia (IRR, 1.15; 95% CI, 1.00–1.32); and dental conditions (IRR, 1.30; 95% CI, 1.03–1.64) for ≥1 moves. CONCLUSIONS: Children who move home in the first year of life are at substantially increased risk of emergency admissions for PPH in early childhood. Additional research that focuses on enhancing health and social support services for highly mobile families, educating parents about safety risks, and improving housing quality is warranted

Improved Understanding and Characterisation of Climate Hazards in the UK

This chapter describes new methods and datasets, developed through UK Climate Resilience Programme (UKCR) projects, to better understand climate hazards.We describe projections of hazards using new tools and provide examples of applications for decision-making.Going forward, this new physical and statistical understanding should be incorporated into climate risk assessments

Does frequent residential mobility in early years affect the uptake and timeliness of routine immunisations? An anonymised cohort study

Background: There are conflicting findings regarding the impact of residential mobility on immunisationstatus. Our aim was to determine whether there was any association between residential mobility andtake up of immunisations and whether they were delayed in administration. Methods: We carried out a cohort analysis of children born in Wales, UK. Uptake and time of immunisationwere collected electronically. We defined frequent movers as those who had moved: 2 or more times inthe period prior to the final scheduled on-time date (4 months) for 5 in 1 vaccinations; and 3 or moretimes in the period prior to the final scheduled on-time date (12 months) for MMR, pneumococcal andmeningitis C vaccinations. We defined immunisations due at 2–4 months delayed if they had not beengiven by age 1; and those due at 12–13 months as delayed if they had not been given by age 2. Results: Uptake rates of routine immunisations and whether they were given within the specified time-frame were high for both groups. There was no increased risk (odds ratios (95% confidence intervals)between frequent movers compared to non-movers for the uptake of: primary MMR 1.08 (0.88–1.32);booster Meningitis C 1.65 (0.93–2.92); booster pneumococcal 1.60 (0.59–4.31); primary 5 in 1 1.28(0.92–1.78); and timeliness: primary MMR 0.92 (0.79–1.07); booster Meningitis C 1.26 (0.77–2.07);booster pneumococcal 1.69 (0.23–12.14); and primary 5 in 1 1.04 (0.88–1.23). Discussion: Findings suggest that children who move home frequently are not adversely affected in termsof the uptake of immunisations and whether they were given within a specified timeframe. Both werehigh and may reflect proactive behaviour in the primary healthcare setting to meet Government coveragerates for immunisation

Characterisation and expression of SPLUNC2, the human orthologue of rodent parotid secretory protein

We recently described the Palate Lung Nasal Clone (PLUNC) family of proteins as an extended group of proteins expressed in the upper airways, nose and mouth. Little is known about these proteins, but they are secreted into the airway and nasal lining fluids and saliva where, due to their structural similarity with lipopolysaccharide-binding protein and bactericidal/permeability-increasing protein, they may play a role in the innate immune defence. We now describe the generation and characterisation of novel affinity-purified antibodies to SPLUNC2, and use them to determine the expression of this, the major salivary gland PLUNC. Western blotting showed that the antibodies identified a number of distinct protein bands in saliva, whilst immunohistochemical analysis demonstrated protein expression in serous cells of the major salivary glands and in the ductal lumens as well as in cells of minor mucosal glands. Antibodies directed against distinct epitopes of the protein yielded different staining patterns in both minor and major salivary glands. Using RT-PCR of tissues from the oral cavity, coupled with EST analysis, we showed that the gene undergoes alternative splicing using two 5' non-coding exons, suggesting that the gene is regulated by alternative promoters. Comprehensive RACE analysis using salivary gland RNA as template failed to identify any additional exons. Analysis of saliva showed that SPLUNC2 is subject to N-glycosylation. Thus, our study shows that multiple SPLUNC2 isoforms are found in the oral cavity and suggest that these proteins may be differentially regulated in distinct tissues where they may function in the innate immune response

A mixed-methods cross-sectional study to evaluate the public acceptability of a novel pharmacy-based response service for domestic abuse and/or suicidal ideation

Background: Domestic abuse (DA) and suicidal ideation (SI) are prevalent and often co-occur. Numerous practical and psychosocial barriers inhibit help-seeking, including accessibility and confidentiality concerns. Early intervention and referral are essential for both DA and SI. Pharmacies are accessible and may be perceived as a discreet venue for a DA and SI response service. There is a growing body of literature about the role of community pharmacy teams in suicide prevention and assisting domestic abuse victims globally. Whilst there have been some interventions in UK pharmacies to support domestic abuse victims and encouragement of staff training in suicide prevention, there is currently no commissioned service for DA and/or SI in pharmacies in the UK. Objective: To assess public acceptability of a novel response service in community pharmacy for people in danger from domestic abuse and/or suicidal ideation. MethodsData collection consisted of an online public survey running for 6 weeks and qualitative interviews with pharmacy customers. Descriptive statistics were used to present the survey results and interviews were audio recorded, transcribed verbatim and then analysed using the Framework Analysis method and NVivo 11. Results: The majority of 501 survey respondents and all 12 customer interview participants were supportive of offering a response service for DA and/or SI in community pharmacy. Participants emphasised the need for appropriate staff training and support. They considered it an ethical and accessible approach and the majority said that they would recommend such a service to family or friends, and use it themselves if needed. However, awareness of the service was low and marketing materials were considered insufficiently clear. Conclusions: There is strong public support and acceptability for a response service covering both suicidal ideation and domestic abuse in community pharmacies. Further research is required to develop appropriate marketing materials

Do Children Who Move Home and School Frequently Have Poorer Educational Outcomes in Their Early Years at School? An Anonymised Cohort Study

Frequent mobility has been linked to poorer educational attainment. We investigated the association between moving home and moving school frequently and the early childhood formal educational achievement. We carried out a cohort analysis of 121,422 children with anonymised linked records. Our exposure measures were: 1) the number of residential moves registered with a health care provider, and 2) number of school moves. Our outcome was the formal educational assessment at age 6–7. Binary regression modeling was used to examine residential moves within the three time periods: 0 – ,1 year; 1 – ,4 years and 4 – ,6 years. School moves were examined from age 4 to age 6. We adjusted for demographics, residential moves at different times, school moves and birth related variables. Children who moved home frequently were more likely not to achieve in formal assessments compared with children not moving. Adjusted odds ratios were significant for 3 or more moves within the time period 1 –,4 years and for any number of residential moves within the time period 4– ,6 years. There was a dose response relationship, with increased odds ratios with increased frequency of residential moves (2 or more moves at 4–,6 years, adjusted odds ratio 1.16 (1.03, 1.29). The most marked effect was seen with frequent school moves where 2 or more moves resulted in an adjusted odds ratio of 2.33 (1.82, 2.98). This is the first study to examine the relationship between residential and school moves in early childhood and the effect on educational attainment. Children experiencing frequent mobility may be disadvantaged and should be closely monitored. Additional educational support services should be afforded to children, particularly those who frequently change school, in order to help them achieve the expected educational standards