Parents\u27 perceptions of the impact of teachers\u27 attitudes and behaviors on the social-emotional functioning of children with ADHD/ADD

Attention Deficit Hyperactivity Disorder (ADHD/ADD) is the most common childhood psychiatric disorder, affecting attention, hyperactivity, and impulsivity, in 3 to 7 percent of school age children (American Psychiatric Association, 2000; Daley and Birchwood, 2010). ADHD/ADD can impact all aspects of life, in particularly school and social-emotional functioning (Mash and Barkley, 2006; Daley and Birchwood, 2010). Few studies have directly examined teachers\u27 attitudes and behaviors related to teaching children with ADHD/ADD (Kos, Richdale, and Hay, 2006). The goal of this study was to explore the impact of teacher attitudes and behaviors on the social and emotional functioning of children with ADHD/ADD, by surveying parents of children with ADHD/ADD. Twenty-seven parents were surveyed, finding that 1) most parents felt teachers were either a little or somewhat knowledgeable of ADHD/ADD, 2) parents\u27 perceived that teachers were either irritated with their child\u27s behaviors which resulted the perception that teachers were unsupportive and blaming or that they were supportive and understanding that the child was not to blame, but still irritated, 3) parents viewed that children had decreased social functioning, but that 4) emotional functioning was not compromised as a result of teachers\u27 attitudes or behaviors. Further research needs to be completed on the attitudes and behaviors of teachers towards students with ADHD/ADD and other diagnoses without doing so through only assessing teacher knowledge of the diagnoses

Pressed for Space: The Effects of Justification and the Printing Process on Fifteenth-Century Orthography

There is a long-held belief that, prior to the standardisation of written English, printers altered spellings to justify their type. I investigate this claim through an analysis of spelling changes in William Caxton’s two editions of the Canterbury Tales—by examining text within one book, written by one author, and set by one compositor, the only difference between the sections of verse and the sections of prose should be the requirement for justification within the latter. Were the compositors altering spellings to justify their type, we would expect to see a greater number of altered spellings in the prose sections of text. This is not what the results of this study show—instead there is no statistically significant difference between the frequency of spelling changes in justified and non-justified text. However, there is a significantly higher number of abbreviations introduced into the justified text. These results suggest that the compositor of Caxton’s second edition Canterbury Tales did not change spellings to justify his type

A useful savagery: The invention of violence in nineteenth-century England

‘A Useful Savagery: The Invention of Violence in Nineteenth-Century England’ considers a particular configuration of attitudes toward violence that emerged in the early decades of the nineteenth century. As part of a longer-term process of emerging ‘sensibilities,’ violence was, seemingly paradoxically, ‘invented’ as a social issue while concurrently relocated in the ‘civilised’ imagination as an anti-social feature mainly of ‘savage’ working-class life. The dominant way this discourse evolved was through the creation of a narrative that defined ‘civilisation’ in opposition to the presumed ‘savagery’ of the working classes. Although the refined classes were often distanced from the physical experience of violence, concern with violence and brutality became significant parts of social commentary aimed at a middle-class readership. While stridently redefining themselves in opposition to ‘brutality,’ one of the purposes of this literature was to create a new middle class and justify the expansion of state power. By the closing decades of the nineteenth century, as the working classes adopted tenets of Victorian respectability, a proliferating number of social and psychological ‘others’ were identified against which ‘civilised’ thought could define itself

An assessment of benzene genotoxicity : DNA adduct formation and its consequence

The aim of this study was to develop sensitive methods for the analysis of benzene-DNA adducts from benzene-exposed individuals and determine the consequences of such DNA adducts using the supF mutation assay. Benzene-DNA adduct standards, which included a novel DNA adduct characterised and identified as (3', 4'-dihydroxyl)-1, N2-benzetheno-2'-deoxyguanosine 3'-monophosphate, were synthesised and TLC and HPLC systems were developed for the analysed of these adducts following 32P-postlabelling. Attempts were also made to produce an antibody to N2-(4-hydroxyphenyl)-2'-deoxyguanosine 3'-monphosphate, the only benzene-DNA adduct so far identified following in vivo exposure, to be used in an enrichment step prior to 32P-postlabelling. The benzene-DNA adducts formed by the benzene metabolite para-benzoquinone (p-BQ) and the damage induced by hydroquinone (HQ) were assessed for their mutagenic potential in repair proficient and deficient cell lines. Both treatments proved to be mutations following treatment with p-BQ were GCRTMAT transitions, for HQ treatment GCRTMAT transitions predominated, for all cell lines investigated. Application of the 32P-postlabelling assay to the analysis of lymphocyte DNA from petroleum refinery workers resulted in no detectable benzene-DNA adducts, a possible reflection on the low benzene exposure (<2 ppm), the use of an inappropriate surrogate tissue or the detection limit of the assay. Further work in regard to improvement of the assay's sensitivity and selectivity would be necessary prior to any further analysis. The results from the mutation assay indicated that HQ may be the ultimate toxic metabolite, inducing the chromosomal aberrations observed in benzene exposed individuals