A chapter of early medical africana

Mention is made of the early treatment utilized by the indigenous population of South Africa, as described in general terms by an intelligent caller and observer Willem ten Rhyne in 1673, who recorded his observations some 13 years later. Reference is also made to an interestino original medical volume to which Ten Rhyne contributed the use of acupuncture and scarification for the treatment of podagra (gout). A description of the physical methods used by the Hottentots of that period is illustrated from original engravings contained in the famous Kolbe 'Beschryving' of 1727. It is interesting to note the mention of dacha (dagga) by the Hottentots in Ten Rhyne's description 'of their physick' and this is possibly the first men/ion made of this drug in South African literature

The Marginal Propensity Out of After-Tax Income and Implications for Tax Policy

From the Washington University Senior Honors Thesis Abstracts (WUSHTA), 2017. Published by the Office of Undergraduate Research. Joy Zalis Kiefer, Director of Undergraduate Research and Associate Dean in the College of Arts & Sciences; Lindsey Paunovich, Editor; Helen Human, Programs Manager and Assistant Dean in the College of Arts and Sciences Mentors: Steven Fazzari, Bruce Petersen, and Maria Cano

From the Warnock Report (1978) to an Education Framework Commission: a novel contemporary approach to educational policy making for pupils with special educational needs /disabilities

This is the final version. Available on open access from Frontiers Media via the DOI in this recordThis paper argues that the significance of the Warnock Report after 40 years goes beyond the impact of its deliberations and recommendations on UK policy and practice and its wider international influence. The Report’s significance also highlights the nature of provision for pupils with SEN and disabilities and the changing context of policy making in contemporary liberal democratic society. This paper shows the strong inter-connection between SEN and inclusion with other aspects of educational provision as the basis for proposing that future policy directions depend on general policy processes. It then argues that policy for pupils with SEN illustrates the democratic deficits in educational and policy-making processes in general. It uses this analysis to conclude that without grappling with these bigger policy issues we cannot expect some crucial questions in the field to be addressed more coherently and convincingly either conceptually or practically. Drawing on a post-democracy political analysis (Crouch, 2000). and contemporary ideas about deliberative democracy (Fishkin, 2018), with a recognition of the plural values that underlie policy tensions (Dahl, 1982). it proposes an Education Framework Commission (EFC). The Commission would set policy priorities as a settlement that has the potential to reconcile plural and sometimes contrary value positions. It would aim to design a ten-year consensual educational policy framework, within which political parties and governments will work; a framework that could be renewed after this period. An EFC would cover all key aspects of education including designs for including the diversity of learners. Finding common ground between different social and political value perspectives involves deliberative democratic principles and approaches that could influence representative democratic policy making. Though this proposal arises in an English context it has international relevance to the project of renewing ideas and values about the nature of schooling in a way that takes genuine account of SEN and disabilities

Amoebiasis of the anterior abdominal wall

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Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.Almost 20% of English pupils still experience difficulties in reading despite a predominantly phonics approach that works well for most children, but not for all; so other approaches need to be explored. The IGR programme involves an inclusive approach to targeted teaching led by class teachers using a group-based class organisation and the integration of diverse research-based approaches (language and phonics-based). IGR has been evaluated in thirty-four English schools in five varied local authority areas using a cluster randomised design and a process evaluation. IGR was found to support enjoyment of reading with as much reading gains as the more phonics-oriented programmes used in control classes. Following its use, there were gains in teachers’ self-efficacy in teaching reading, and no negative effects on the class pupils’ reading. This study shows what a more inclusive approach to targeted reading intervention can achieve with a well-resourced programme. Questions can be about the interpretation of RCT findings when it comes to classroom-based educational interventions, and about teacher choice in opting for alternate teaching approaches.Nuffield Foundatio

An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme

Executive summary and project report - May 2018Nuffield Foundatio

Beyond the Death of Linear Response: 1/f optimal information transport

Non-ergodic renewal processes have recently been shown by several authors to be insensitive to periodic perturbations, thereby apparently sanctioning the death of linear response, a building block of nonequilibrium statistical physics. We show that it is possible to go beyond the ``death of linear response" and establish a permanent correlation between an external stimulus and the response of a complex network generating non-ergodic renewal processes, by taking as stimulus a similar non-ergodic process. The ideal condition of 1/f-noise corresponds to a singularity that is expected to be relevant in several experimental conditions.Comment: 4 pages, 2 figures, 1 table, in press on Phys. Rev. Let

Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative?

This is the final version. Available from Frontiers Media via the DOI in this record. This paper argues for a broader conception about research into inclusive education, one that extends beyond a focus on empirical factors associated with inclusive education and the effects of inclusive education. It starts with a recent summary of international research into the effects of inclusive education on students with SEN/disabilities and those without. On the basis of this review, it examines a model showing the complexity of factors involved in asking questions about the effects of inclusive education. This complexity reflects the ambiguity and complexity of inclusive education, which is discussed in terms of varied contemporary positions about inclusive education. The analysis illustrates how there has been more focus on thin concepts of inclusion (as setting placement or in general terms) rather than its normative and value basis, which reflects a thick concept of inclusion. The paper concludes by illustrating with the use of a version of the capability approach how there are value tensions implicit in inclusion about difference and about personal vs. public choice. This requires value clarification and some settlement about the balance of values, which is where deliberative democratic principles and processes have a crucial role. The proposed answer to the paper’s question about the scope, reach and limits of research in inclusive education is that such research involves both empirical, methodological, and evaluative matters. Educational research about inclusive education is not just empirical, it also involves value and norm clarification, a process which has been too often ignored