The postnatal support needs of mothers with an intellectual disability

OBJECTIVE: there is growing evidence that many parents with intellectual disabilities can parent successfully when given adequate support. This paper aims to explore the postnatal care experiences of mothers with an intellectual disability. DESIGN: a qualitative design was used and data were collected using a semi-structured interview format and analysed using Interpretative Phenomenological Analysis. SETTING: the study took place in community settings in Scotland. PARTICIPANTS: six mothers with intellectual disabilities were interviewed about their experiences. MEASUREMENTS AND FINDINGS: two super-ordinate themes are discussed with accompanying subthemes: challenges of providing support and how support was delivered. KEY CONCLUSIONS: the mothers valued formal postnatal care, but this was secondary to informal support. How mothers perceived the support impacted on its effectiveness and building effective relationships with professionals presented challenges. IMPLICATIONS FOR PRACTICE: the study suggests the structure and quality of the wider support networks of mothers with an intellectual disability are central and should be taken account of by professionals. Providing information and advice in ways that validates the mother's role is also important, particularly as the mother's perception of how help is given can impact on the degree to which mothers engage with professional

A collaborative approach to learning programming: a hybrid learning model

The use of cooperative working as a means of developing collaborative skills has been recognised as vital in programming education. This paper presents results obtained from preliminary work to investigate the effectiveness of Pair Programming as a collaborative learning strategy and also its value towards improving programming skills within the laboratory. The potential of Problem Based Learning as a means of further developing cooperative working skills along with problem solving skills is also examined and a hybrid model encompassing both strategies outlined

A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences

[EN] RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, & Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement. http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Wilson, R.; Murray, G.; Clarke, B. (2018). A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences. Editorial Universitat Politècnica de València. 807-815. https://doi.org/10.4995/HEAD18.2018.8091OCS80781

How pairs of partners emerge in an initially fully connected society

A social group is represented by a graph, where each pair of nodes is connected by two oppositely directed links. At the beginning, a given amount $p(i)$ of resources is assigned randomly to each node $i$. Also, each link $r(i,j)$ is initially represented by a random positive value, which means the percentage of resources of node $i$ which is offered to node $j$. Initially then, the graph is fully connected, i.e. all non-diagonal matrix elements $r(i,j)$ are different from zero. During the simulation, the amounts of resources $p(i)$ change according to the balance equation. Also, nodes reorganise their activity with time, going to give more resources to those which give them more. This is the rule of varying the coefficients $r(i,j)$. The result is that after some transient time, only some pairs $(m,n)$ of nodes survive with non-zero $p(m)$ and $p(n)$, each pair with symmetric and positive $r(m,n)=r(n,m)$. Other coefficients $r(m,i\ne n)$ vanish. Unpaired nodes remain with no resources, i.e. their $p(i)=0$, and they cease to be active, as they have nothing to offer. The percentage of survivors (i.e. those with with $p(i)$ positive) increases with the velocity of varying the numbers $r(i,j)$, and it slightly decreases with the size of the group. The picture and the results can be interpreted as a description of a social algorithm leading to marriages.Comment: 7 pages, 3 figure

Mortality due to trauma in cats attending veterinary practices in central and south-east England

Objectives: To identify important demographic and spatial factors associated with the risk of trauma and, more specifically, road traffic accident‐related mortality, relative to other diagnoses in cats. Methods: A sample of 2738 cats with mortality data derived from the VetCompass primary‐care veterinary database was selected for detailed study. Generalised linear models investigated risk factors for mortality due to trauma and due to road traffic accidents versus other causes

Parent-infant observation for prediction of later childhood psychopathology in community-based samples : A Systematic Review

Open Access via the PLOS Agreement Funding: The author(s) received no specific funding for this work.Peer reviewedPublisher PD

Recognising the small Ree groups in their natural representations

We present Las Vegas algorithms for constructive recognition and constructive membership testing of the Ree groups 2G_2(q) = Ree(q), where q = 3^{2m + 1} for some m > 0, in their natural representations of degree 7. The input is a generating set X. The constructive recognition algorithm is polynomial time given a discrete logarithm oracle. The constructive membership testing consists of a pre-processing step, that only needs to be executed once for a given X, and a main step. The latter is polynomial time, and the former is polynomial time given a discrete logarithm oracle. Implementations of the algorithms are available for the computer algebra system MAGMA