Carer Supports in Reading-Writing for Children with Learning Difficulties: An Exploratory Cross-Sectional Pilot Survey

When carers are involved in the reading-writing activities of their children at home, their academic performance shows improvement. In this study, a descriptive exploratory survey research design is used to evaluate the nature, type, length, quality, quantity, extensity, and intensity of such carer supports. Following a six-step tool development process, including a review of the relevant tools, and expert validation, an investigator-designed 10-item unstructured questionnaire was administered through open-ended interviews with a random sample of 143 carers of 120 students (comprised of 60 boys and 60 girls in the age group of 6-15 years) suspected of academic difficulties. The derived data in the form of yes/no responses and descriptive narrations by carers was recorded, content-analyzed, coded, scored, and collaboratively evaluated as frequency counts, percentages, and inferential non-parametric statistics. The results were analysed for key parameters like (i) place of study; (ii) time of study; (iii) study materials; (iv) initiation to study; (v) availability of support; (vi) timetable or curriculum; (vii) supervision; (viii) extracurricular activities; (ix) gadget use; and, (x) future goals. The findings are profiled, discussed, and highlighted along with recommended remedies in light of their implications or utility for reading-writing in such affected children. Keywords: Parents, home settings, study habits, gadget use DOI: 10.7176/JEP/14-24-05 Publication date:August 31st 202

Measurement invariance of the phubbing scale across 20 countries

Mobile phone addiction is a robust phenomenon observed throughout the world. The social aspect of mobile phone use is crucial; therefore, phubbing is a part of the mobile phone addiction phenomenon. Phubbing is defined as ignoring an interlocutor by glancing at one's mobile phone during a face-to-face conversation. The main aim of this study was to investigate how the Phubbing Scale (containing 10 items) might vary across countries, and between genders. Data were collected in 20 countries: Belarus, Brazil, China, Croatia, Ecuador, India, Israel, Italy, Netherlands, Pakistan, Poland, Portugal, Serbia, Slovakia, Slovenia, Spain, Turkey, UK, Ukraine and USA. The mean age across the sample (N = 7696, 65.8% women, 34.2% men) was 25.32 years (SD = 9.50). The cross-cultural invariance of the scale was investigated using multigroup confirmatory factor analyses (MGCFA) as well as the invariance analyses. Additionally, data from each country were assessed individually via confirmatory factor analyses (CFAs). We obtained two factors, based on only eight of the items: (a) communication disturbances and (b) phone obsession. The 8 items Phubbing Scale

Theorising age and generation in development: A relational approach

This introduction outlines the analytical approach informing the articles presented in this special issue. The project of ‘generationing’ development involves re-thinking development as distinctly generational in its dynamics. For this, we adopt a relational approach to the study of young people in development, which overcomes the limitations inherent to common categorising approaches. Concepts of age and generation are employed to conceptualise young people as social actors and life phases such as childhood and youth in relational terms. Acknowledging the centrality of young people in social reproduction puts them at the heart of development studies and leads the articles comprising this special issue to explore how young people’s agency shapes and is shaped by the changing terms of social reproduction brought about by development

A Diverse and Flexible Teaching Toolkit Facilitates the Human Capacity for Cumulative Culture

© 2017, The Author(s). Human culture is uniquely complex compared to other species. This complexity stems from the accumulation of culture over time through high- and low-fidelity transmission and innovation. One possible reason for why humans retain and create culture, is our ability to modulate teaching strategies in order to foster learning and innovation. We argue that teaching is more diverse, flexible, and complex in humans than in other species. This particular characteristic of human teaching rather than teaching itself is one of the reasons for human’s incredible capacity for cumulative culture. That is, humans unlike other species can signal to learners whether the information they are teaching can or cannot be modified. As a result teaching in humans can be used to support high or low fidelity transmission, innovation, and ultimately, cumulative culture

Systems biological and mechanistic modelling of radiation-induced cancer

This paper summarises the five presentations at the First International Workshop on Systems Radiation Biology that were concerned with mechanistic models for carcinogenesis. The mathematical description of various hypotheses about the carcinogenic process, and its comparison with available data is an example of systems biology. It promises better understanding of effects at the whole body level based on properties of cells and signalling mechanisms between them. Of these five presentations, three dealt with multistage carcinogenesis within the framework of stochastic multistage clonal expansion models, another presented a deterministic multistage model incorporating chromosomal aberrations and neoplastic transformation, and the last presented a model of DNA double-strand break repair pathways for second breast cancers following radiation therapy

Aesthetic sense and social cognition: : a story from the Early Stone Age

Human aesthetic practices show a sensitivity to the ways that the appearance of an artefact manifests skills and other qualities of the maker. We investigate a possible origin for this kind of sensibility, locating it in the need for co-ordination of skill-transmission in the Acheulean stone tool culture. We argue that our narrative supports the idea that Acheulean agents were aesthetic agents. In line with this we offer what may seem an absurd comparison: between the Acheulean and the Quattrocento. In making it we display some hidden complexity in human aesthetic responses to an artefact. We conclude with a brief review of rival explanations—biological and/or cultural—of how this skills-based sensibility became a regular feature of human aesthetic practices

Teaching: Natural or Cultural?

In this chapter I argue that teaching, as we now understand the term, is historically and cross-culturally very rare. It appears to be unnecessary to transmit culture or to socialize children. Children are, on the other hand, primed by evolution to be avid observers, imitators, players and helpers—roles that reveal the profoundly autonomous and self-directed nature of culture acquisition (Lancy in press a). And yet, teaching is ubiquitous throughout the modern world—at least among the middle to upper class segment of the population. This ubiquity has led numerous scholars to argue for the universality and uniqueness of teaching as a characteristically human behavior. The theme of this chapter is that this proposition is unsustainable. Teaching is largely a result of recent cultural changes and the emergence of modern economies, not evolution

A Forgotten Adivasi Landscape: Museums and Memory in western India

This article focuses on processes of remembering, forgetting and re-remembering. It examines a fundamental tension between the project of retrieving an adivasi past, initiated by an adivasi museum in rural western India, and the social and material landscape surrounding it, characterised instead by fragmentation and separation from the identity of adivasi. The article reflects on a collaborative research project between the researcher, young adivasi curators and inhabitants of the area adjoining the museum. It shows how, while curators engaged in a project of recuperation, at the same time, they were distancing themselves from their traditional identity by joining reform movements and new religious sects. Processes of memory and forgetting, however, also co-existed. People held multiple identities and the process of retrieving the past also called for transformation and reform. The article is a timely contribution to debates about adivasi identity, social transformation and religious reform. It also offers a reflection on the new role of indigenous museums and their potential to address a ‘crisis of postcolonial memory’ (Werbner 1998). Finally, it contributes to discussions of methodology with a focus on the collaborative process of collecting and its role in eliciting or preventing certain kinds of memories