A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs

From the introduction/background: The growing demand for inclusive practices within mainstream schools has resulted in classroom teachers having to take direct responsibility for the individual learning needs of all pupils within the setting, and reduced the expectation that support staff should be the primary practitioners for children with special educational needs (SEN). The belief in a need for special pedagogical approaches for these children has also been widely critiqued (e.g. Norwich and Lewis, 2001; Hart, 1996) and there has been a growing focus upon the teaching practices that can be, and are, more broadly used by mainstream practitioners. Central to all these approaches are the interactions that both create the learning context and operate within it

Internal Kinematics of Distant Field Galaxies: I. Emission Line Widths for a Complete Sample of Faint Blue Galaxies at <z>=0.25

We present measurements of the OII(3727) emission line width for a complete sample of 24 blue field galaxies (21.25=0.25, obtained with the AUTOFIB fibre spectrograph on the Anglo-Australian Telescope. Most emission lines are spectrally resolved, yet all have dispersions sigma<100km/s. Five of the 24 sample members have OII doublet line flux ratios which imply gas densities in excess of 100 cm^-3. The line emission in these galaxies may be dominated by an active nucleus and the galaxies have been eliminated from the subsequent analysis. The remaining 19 linewidths are too large by a factor of two (7sigma significance) to be attributed to turbulent motions within an individual star forming region, and therefore most likely reflect the orbital motion of ionized gas in the galaxy. We use Fabry--Perot observations of nearby galaxies to construct simulated datasets that mimic our observational setup at z=0.25; these allow us to compute the expected distribution of (observable) linewidths sigma_v for a galaxy of a given ``true'' (optical) rotation speed v_c. These simulations include the effects of random viewing angles, clumpy line emission, finite fibre aperture, and internal dust extinction on the emission line profile. We assume a linewidth--luminosity--colour relation: ln[ v_c(M_B,B-R) ] = ln[v_c(-19,1)] - eta*(M_B+10) + zeta*[(B-R)-1] and determine the range of parameters consistent with our data. We find a mean rotation speed of v_c(-19,1)=66+-8km/s (68% confidence limits) for the distant galaxies with M_B=-19 and B-R=1, with a magnitude dependence for v_c of eta=0.07+-0.08, and a colour dependence of zeta =0.28+-0.25. Through comparison with several local samples we show that this value of v_c(-19,1) is significantly lower than the optical rotation speed of present-day galaxies with the same absolute magnitudeComment: TeX Text and Tables, no Figures. Compressed and uuencoded PS file of the complete paper (43 pages including 9 figures) available at http://zwicky.as.arizona.edu/~rix/; submitted to MNRA

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place

A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms

Schools across the world have responded to international and national initiatives designed to further the development of inclusive education. In England, there is a statutory requirement for all schools to provide effective learning opportunities for all pupils (QCA, 2000) and children with special educational needs (SEN) are positioned as having a right to be within mainstream classrooms accessing an appropriate curriculum (SENDA, 2001). Previous reviews which have sought to identify classroom practices that support the inclusion of children with SEN have been technically non-systematic and hence a need for a systematic review within this area has been identified (Nind et al., 2004; Rix et al., 2006). This systematic literature review is the last in a series of three

LARGE DATA EMBEDDING; PROBLEM & SOLUTION

The objective of the study was to propose a high capacity data embedding system from DCT domain. The default quantization table is used for fixed mask projection quantization steps. Accordingly, DCT coefficient of the host image from low to higher frequency bands and embed bits from band to band with specially designed base vectors called Hadamard vectors. The embedding scheme procedure is described step wise. The proposed system can be used for data embedding and can be associated with another encryption method to make it safer. The proposed system is reported to be highly robust and secur

A Wide-Field View of Leo II -- A Structural Analysis Using the SDSS

Using SDSS I data, we have analysed the stellar distribution of the Leo II dwarf spheroidal galaxy (distance of 233 kpc) to search for evidence of tidal deformation. The existing SDSS photometric catalogue contains gaps in regions of high stellar crowding, hence we filled the area at the centre of Leo II using the DAOPHOT algorithm applied to the SDSS images. The combined DAOPHOT-SDSS dataset contains three-filter photometry over a 4x4 square degree region centred on Leo II. By defining a mask in three-filter colour-magnitude space, we removed the majority of foreground field stars. We have measured the following Leo II structural parameters: a core radius of r_c = 2.64 +/- 0.19 arcmin (178 +/- 13 pc), a tidal radius of r_t = 9.33 +/- 0.47 arcmin (632 +/- 32 pc) and a total V-band luminosity of L_V = (7.4 +/- 2.0) times 10^5 L_sun (M_V = -9.9 +/- 0.3). Our comprehensive analysis of the Leo II structure did not reveal any significant signs of tidal distortion. The internal structure of this object contains only mild isophotal twisting. A small overdensity was discovered appoximately 4.5 tidal radii from the Leo II centre, however we conclude it is unlikely to be material tidally stripped from Leo II based on its stellar population, and is most likely a foreground overdensity of stars. Our results indicate that the influence of the Galactic graviational field on the structure of Leo II has been relatively mild. We rederived the mass-to-light ratio of this system using existing kinematic data combined with our improved structural measurements, and favour the scenario in which Leo II is strongly dominated by dark matter with (M/L)_V ~ 100 in solar units.Comment: 41 pages, 15 figures, accepted for publication in the Astronomical Journa

A Search for Planetary Nebulae With the SDSS: the outer regions of M31

We have developed a method to identify planetary nebula (PN) candidates in imaging data of the Sloan Digital Sky Survey (SDSS). This method exploits the SDSS' five-band sampling of emission lines in PN spectra, which results in a color signature distinct from that of other sources. Selection criteria based on this signature can be applied to nearby galaxies in which PNe appear as point sources. We applied these criteria to the whole area of M31 as scanned by the SDSS, selecting 167 PN candidates that are located in the outer regions of M31. The spectra of 80 selected candidates were then observed with the 2.2m telescope at Calar Alto Observatory. These observations and cross-checks with literature data show that our method has a selection rate efficiency of about 90%, but the efficiency is different for the different groups of PNe candidates. In the outer regions of M31, PNe trace different well-known morphological features like the Northern Spur, the NGC205 Loop, the G1 Clump, etc. In general, the distribution of PNe in the outer region 8<R<20 kpc along the minor axis shows the "extended disk" - a rotationally supported low surface brightness structure with an exponential scale length of 3.21+/-0.14 kpc and a total mass of ~10^10 M_{\sun}, which is equivalent to the mass of M33. We report the discovery of three PN candidates with projected locations in the center of Andromeda NE, a very low surface brightness giant stellar structure in the outer halo of M31. Two of the PNe were spectroscopically confirmed as genuine PNe. These two PNe are located at projected distances along the major axis of ~48 Kpc and ~41 Kpc from the center of M31 and are the most distant PNe in M31 found up to now.Comment: 58 pages, 17 figures, 2 tables, Accepted to Astronomical Journa

The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children’s reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school