Changes in Children’s Cognitive Development at the Start of School in England 2001 – 2008

Since 1997, England has seen massive changes in the Early Years including the introduction of an early childhood curriculum, free pre-school education for three-year-olds and local programmes for disadvantaged communities. Many of these initiatives took time to introduce and become established. Beginning in 2001, and each year thereafter until 2008, the authors collected consistent data from thousands of children when they started school at the age of four on a range of variables, chosen because they are good predictors of later success. These included vocabulary, early reading and early mathematics. Children from the same set of 472 state primary schools in England were assessed each year. This paper contributes to the existing studies of educational trends over time by examining the extent to which children's scores on these measures changed over that period; in general, they were found to have remained stable

Absolute effects of schooling as a reference for the interpretation of educational intervention effects

Knowledge of the absolute effects of schooling provides a useful reference for the interpretation of the effectiveness of educational interventions. We use discontinuities in test scores between the oldest pupils in one birth cohort and the youngest in the next to assess the absolute effects of schooling. Our study includes 90 % of all pupils in year-groups 4–6 of primary education (ages 7–10) in Northern Ireland. Assignment to year-groups is strictly determined by date of birth in Northern Ireland. This creates a situation which parallels randomized controlled experimentation. The findings support the view that the guidelines suggested by Cohen (in 1969) may be overly ambitious when evaluating the effectiveness of educational interventions

Cholesterol-Induced Buckling in Physisorbed Polymer-Tethered Lipid Monolayers

The influence of cholesterol concentration on the formation of buckling structures is studied in a physisorbed polymer-tethered lipid monolayer system using epifluorescence microscopy (EPI) and atomic force microscopy (AFM). The monolayer system, built using the Langmuir-Blodgett (LB) technique, consists of 3 mol % poly(ethylene glycol) (PEG) lipopolymers and various concentrations of the phospholipid, 1-stearoyl-2-oleoyl-sn-glycero-3-phosphocholine (SOPC), and cholesterol (CHOL). In the absence of CHOL, AFM micrographs show only occasional buckling structures, which is caused by the presence of the lipopolymers in the monolayer. In contrast, a gradual increase of CHOL concentration in the range of 0–40 mol % leads to fascinating film stress relaxation phenomena in the form of enhanced membrane buckling. Buckling structures are moderately deficient in CHOL, but do not cause any notable phospholipid-lipopolymer phase separation. Our experiments demonstrate that membrane buckling in physisorbed polymer-tethered membranes can be controlled through CHOL-mediated adjustment of membrane elastic properties. They further show that CHOL may have a notable impact on molecular confinement in the presence of crowding agents, such as lipopolymers. Our results are significant, because they offer an intriguing prospective on the role of CHOL on the material properties in complex membrane architecture

Assessing wellbeing at school entry using the strengths and difficulties questionnaire: professional perspectives

<p>Background: Emotional and behavioural disorders in early childhood are related to poorer academic attainment and school engagement, and difficulties already evident at the point of starting school can affect a child’s later social and academic development. Successful transfer from pre-school settings to primary education is helped by communication between pre-school staff and primary school teachers. Typically, in Scotland, pre-school establishments prepare individual profiles of children before they start school around the age of five years, highlighting their strengths and development needs, for transfer to primary schools. There is, however, no consistent approach to the identification of potential social, emotional and behavioural problems. In 2010, in one local authority area in Scotland, the Strengths and Difficulties Questionnaire (SDQ) was introduced for children about to start school as a routine, structured, component of the transition process to help teachers plan support arrangements for classes and individual children. The SDQ assesses emotional, conduct, hyperactivity/ inattention and peer-relationship problems as well as pro-social behaviour. In order to be an effective means of communicating social and emotional functioning, the use of instruments such as the SDQ needs to be practicable. Finding out the views of pre-school education staff with experience of assessing children using the SDQ was, therefore, essential to establish its future utility.</p> <p>Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected.</p> <p>Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and ‘partnership’ establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically.</p> <p>Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognised potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labelling a child at an early stage of formal education.</p> <p>Conclusion: The findings from this small scale study suggest that, from the point of view of pre-school education staff, it is feasible to assess children systematically for social and behavioural problems as part of the routine transition process at school entry.</p&gt

Fluorescence Measurements Of Phototrophic Sulfur Bacteria For Applications In Water Column Profiling

poster abstractUnlike plants that produce oxygen during photosynthesis, phototrophic sulfur bacteria use sulfide and sunlight to produce carbohydrates and elemental sulfur. These bacteria require a unique aquatic environment to thrive: one that is anoxic (depleted of oxygen) and rich in hydrogen sulfide. Such conditions are found in a number of stratified lakes around the world including several in Northern Indiana. Studying the ecology and geochemical conditions that promote habitable conditions for phototrophic bacteria in lakes provides insight into the Early Earth (thought to be anoxic), ocean anoxic events of the Mesozoic (70-250 million years ago) and modern low oxygen conditions of coastal environments such as the Dead Zone of the Gulf of Mexico. However, locating and directly sampling these bacterial populations in vast bodies of water is not an easy task. In this project, we investigate fluorescent properties of purple sulfur bacteria in order to develop a dependable sensor that can be deployed in the water column. We report a number of measurements of purple sulfur bacterium fluorescence in the near infrared region when excited at discrete wavelengths in the UV range. We use these bench-top measurements to design a water-proof apparatus equipped with an absorption and luminescent detector for localization of bacteria in lake water. This device will be deployed in anoxic lakes of Northern Indiana to find the in situ water column position of phototrophic bacteria

T-duality and Generalized Kahler Geometry

We use newly discovered N = (2, 2) vector multiplets to clarify T-dualities for generalized Kahler geometries. Following the usual procedure, we gauge isometries of nonlinear sigma-models and introduce Lagrange multipliers that constrain the field-strengths of the gauge fields to vanish. Integrating out the Lagrange multipliers leads to the original action, whereas integrating out the vector multiplets gives the dual action. The description is given both in N = (2, 2) and N = (1, 1) superspace.Comment: 14 pages; published version: some conventions improved, minor clarification