Supporting Advanced Dementia in people with Down syndrome and other intellectual disabilities: Consensus Statement of the International Summit on Intellectual Disability and Dementia

The International Summit on Intellectual Disability and Dementia (Glasgow, Scotland; October 2016) noted that advanced dementia can be categorised as that stage of dementia progression characterised by significant losses in cognitive and physical function, including a high probability of further deterioration and leading to death. The questions before the Summit were whether there were similarities and differences in expressions of advanced dementia between adults with intellectual disability and adults in the general population.  The Summit noted challenges in the staging of advanced dementia in people with ID with the criteria in measures designed to stage dementia in the general population heavily weighted on notable impairment in activities of daily living. For many people with an intellectual disability (ID) there is already dependence in these domains generally related to the individuals preexisting level of intellectual impairment, i.e., totally unrelated to dementia. Hence, the summit agreed that as was true in achieving diagnosis, it is also imperative in determining advanced dementia that change is measured from the person’s prior functioning in combination with clinical impressions of continuing and marked decline and of increasing co-morbidity, including particular attention to late onset epilepsy in people with Down syndrome. It was further noted that quality care planning must recognise the greater likelihood of physical symptoms, comorbidities, immobility and neuropathological deterioration.  The Summit recommended an investment in research to more clearly identify measures of person-specific additional decline for ascertaining advanced dementia, inform practice guidelines to aid clinicians and service providers, and to identify specific markers that signal such additional decline and progression into advanced dementia among people with various levels of pre-existing intellectual impairment

The relation between adult height and haemorrhagic and ischaemic stroke in the Renfrew/Paisley study

Adult height is a useful marker of fetal growth, growth and nutrition in childhood and childhood infections. Studies reporting inverse associations between height and stroke therefore provide support for the hypothesis that exposures acting in early life are important determinants of risk of stroke. However, few studies have been able to examine the association between height and stroke subtype. We recently showed that height is inversely related to ischaemic stroke, but because of small numbers it was not possible to robustly analyse the association between height and haemorrhagic stroke. A Norwegian study has shown a stronger inverse association with haemorrhagic compared with ischaemic stroke, but adjustment for socioeconomic position was not possible. We recently reported a significant inverse association between height and stroke mortality in both men and women in the Renfrew/Paisley cohort. Here we examine the association between height and subtype of incident stroke in this cohort

Solution kinetics of gypsum

Two sets of six samples of crushed gypsum and demineralized water were prepared. One set contained crystals of a grain size between 125 and 250 microns, the other set between 500 and 1000 microns. Once a week one sample from each set was dried and weighed. The ion activity product was calculated from the final weight loss of both sets, and found to be 10????? for the larger-grain-sized samples at 25°c., and 10????? for the smaller-grain-sized samples at 25°c. Comparison with the solubility product 10????? suggests that the solutions were very near equilibrium. During the first weeks of the experiment, the samples of smaller grains dissolved at a slightly faster rate than those of larger grains, but the difference was reduced as the solutions approached equilibrium. The rate of solution was not constant for either set of samples, probably due to the presence of very fine particles of gypsum attached to the grains during grinding, whcich dissolved at a faster rate due to a higher surface-area-to-mass ratio.No embarg

Shared education within Northern Ireland: a grounded theory study of integrated education

The nature of this study was to gain an insight into the lives of pupils participating in integrated education in Northern Ireland. The research enquiry used an interpretive approach incorporating a Grounded Theory Strategy. This study has sought to model the perspectives of pupil’s attitudes and experiences encountered during their schooling, and how being educated in an inclusive integrated environment could promote cross community friendships within a post conflict society. The data was collected from two secondary integrated schools in Northern Ireland which were selected as case study sites. Theoretical sampling was a basic principle in collecting the data and a constant comparative methodology has been used to analyse the data and to theorise the results. The Grounded Theory analysis produced a core category subsequently named the Integrated Enhancement Experience (IEE) combining three mediating categories; interpersonal attachment, organisational commitment and surrounding interconnection categories. The knowledge contribution of the study revealed that friendship opportunity was a key component of shaping the pupil’s experience of integrated education. Theoretically, the study contributed to the body of integrated and psychological literature in making visible and modelling the views of pupils who are central to the whole concept of integrated education. It is suggested that integrated education in Northern Ireland can be a unique vehicle for change, that is an educational vehicle that does not go backwards but only forwards, left and right in its continuous development and expansion based on friendship

Reflective leadership: effects of peer mentoring on minority students within an urban school setting

The extent to which school and community resources are utilized by partially proficient students affects their academic and social proficiency (Anderson & Pellicer, 1998; Shann, 2001). All too often a school system will initiate new programs and resources without adequately targeting the students who would benefit most, or not provide the management and leadership necessary, causing the support systems to be ineffective (Munoz, Ross, & McDonald, 2007). Regardless of the varying support systems in place at Wayside Middle School, four subgroups of students have not been achieving academic proficiency as identified by the New Jersey Assessment of Skills and Knowledge (NJ ASK), the test given to all students in grades 3 through 8 in the state of New Jersey. The purpose of my research was to look at the effects peer mentoring groups would have on moving a student from being identified as below proficient to proficiency. To accomplish my research purpose, I applied a mixed methods (Creswell, 2003) approach and identified the necessary steps for the action research to be successful. Within my action research cycles, I applied quantitative methods through a survey and data analysis identifying a baseline. In addition, qualitative methods of formal and informal observations and semi-structured interviews were conducted to understand the perceptions of students, staff, and parents allowing me to identify root causes for low performance. I used the data collected to identify the effects that peer mentoring groups had on the selected students socially and academically. Through this research I found that although there were minor academic changes for the students involved, a greater impact was evident on the students overall enjoyment of school and ability to interact with others