Evaluating insecticide resistance across African districts to aid malaria control decisions

Malaria vector control may be compromised by resistance to insecticides in vector populations. Actions to mitigate against resistance rely on surveillance using standard susceptibility tests, but there are large gaps in the monitoring data across Africa. Using a published geostatistical ensemble model, we have generated maps that bridge these gaps and consider the likelihood that resistance exceeds recommended thresholds. Our results show that this model provides more accurate next-year predictions than two simpler approaches. We have used the model to generate district-level maps for the probability that pyrethroid resistance in Anopheles gambiae s.l. exceeds the World Health Organization thresholds for susceptibility and confirmed resistance. In addition, we have mapped the three criteria for the deployment of piperonyl butoxide-treated nets that mitigate against the effects of metabolic resistance to pyrethroids. This includes a critical review of the evidence for presence of cytochrome P450-mediated metabolic resistance mechanisms across Africa. The maps for pyrethroid resistance are available on the IR Mapper website, where they can be viewed alongside the latest survey data

Intensive intervention for students with mathematics disabilities: Seven principles of effective practice

The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for students in the primary grades: number combinations and story problems. We then focus on seven principles of effective intervention. First, we describe a validated, intensive remedial intervention for number combinations and another for story problems. Then, we use these interventions to illustrate the first six principles for designing intensive tutoring protocols for students with mathematics disabilities. Next, using the same validated interventions, we report the percentage of students whose learning outcomes were inadequate despite the overall efficacy of the interventions and explain how ongoing progress monitoring represents a seventh, and perhaps the most essential, principle of intensive intervention. We conclude by identifying issues and directions for future research in the primary and later grades

The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties

The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4-6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20-30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes

Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial

The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC) remediation, and to examine the transportability of the tutoring protocols. At 2 sites, 133 students were stratified on mathematics difficulty status and site and then randomly assigned to 3 conditions: control (no tutoring), tutoring on automatic retrieval of NCs (i.e., Math Flash), or tutoring on word problems with attention to the foundational skills of NCs, procedural calculations, and algebra (i.e., Pirate Math). Tutoring occurred for 16 weeks, 3 sessions per week and 20-30 min per session. Math Flash enhanced fluency with NCs with transfer to procedural computation but without transfer to algebra or word problems. Pirate Math enhanced word problem skill as well as fluency with NCs, procedural computation, and algebra. Tutoring was not differentially efficacious as a function of students' mathematics difficulty status. The tutoring protocols proved transportable across sites

Discourse Ethics and 'the Rift of Speechlessness': The Limits of Argumentation and Possible Future Directions.

NoJürgen Habermas's discourse ethics ¿ and within this framework, particularly the idea of 'moral discourses', which focuses on 'what is good for all' and is intended as a means of addressing situations where a shared substantive 'background consensus' does not exist or has broken down ¿ is premised on the assumption that participants attempt to engage with and persuade each other through reasoned argumentation. Where does this leave (potential) participants with strong religious convictions? In several recent publications, Habermas himself has started to reflect on this question. His reflections are motivated not least by (responses to) 11 September 2001. In this context, Habermas has suggested that those with secular commitments engage in a process of self-reflection about the meaning of secularisation, the losses involved in the questioning of religious world views, and the question of how we might respond to these losses. Yet while these reflections are interesting and suggestive, Habermas's framework, as it stands, cannot easily accommodate his own recognition of the need to overcome what he has called 'the rift of speechlessness' that threatens to divide religious and secular discourses. Against this background, I consider elements of William E. Connolly's recent reflections on Neuropolitics as one example of a body of work that suggests possible alternative responses to the challenges Habermas identifies ¿ and as a contribution that deserves to be taken seriously by those interested in the further development of discourse ethics and/or deliberative democracy