Teaching word recognition to children with severe learning difficulties: an exploratory comparison of teaching methods

Background: Some children with severe learning difficulties fail to begin word recognition. For these children there is a need for an effective and appropriate pedagogy. However, conflicting advice can be found regarding this derived from teaching approaches that are not based on a shared understanding of how reading develops or the skills that the non-reader needs to master. Purpose: In this research, three techniques for teaching word recognition in this context are described and compared: (1) the handle technique, (2) morphing method and (3) word alone. It also discusses whether it is appropriate for such small-scale research to influence pedagogy. Programme description: The handle technique uses an abstract mnemonic cue used to teach word recognition, and previous research indicates it is more successful than the presentation of words alone. The morphing method transforms a word into a photographic picture and a previous study suggested that it might also be more effective that presenting words alone. Sample: Six children between 11 and 13 years of age were selected. The criterion for selection was being unable to recognise any words from the British Ability Scales Reading Test. All the children attended a school for children with severe learning difficulties. Design and methods: A three-condition related design was used. The order in which the conditions were presented was counterbalanced and each child was taught 12 words, four words in each experimental condition. The children encountered each of the three methods and overall each word was taught via each method. Within conditions (teaching methods), the presentation of words was randomised. The number of words that the children could read (without cues) before each session was recorded, following the presentation of the uncued words in a random order. The difference in the number of words recognised between the three conditions was considered using a non-parametric statistical analysis. Results: The results suggest that the handle approach might be a more effective method of teaching word recognition. Conclusion: Research in this area is necessarily small in scale. However, it is ongoing and cumulative, and can give insights into potentially beneficial changes in classroom practice

PYTHIA 6.4 Physics and Manual

The PYTHIA program can be used to generate high-energy-physics `events', i.e. sets of outgoing particles produced in the interactions between two incoming particles. The objective is to provide as accurate as possible a representation of event properties in a wide range of reactions, within and beyond the Standard Model, with emphasis on those where strong interactions play a role, directly or indirectly, and therefore multihadronic final states are produced. The physics is then not understood well enough to give an exact description; instead the program has to be based on a combination of analytical results and various QCD-based models. This physics input is summarized here, for areas such as hard subprocesses, initial- and final-state parton showers, underlying events and beam remnants, fragmentation and decays, and much more. Furthermore, extensive information is provided on all program elements: subroutines and functions, switches and parameters, and particle and process data. This should allow the user to tailor the generation task to the topics of interest.Comment: 576 pages, no figures, uses JHEP3.cls. The code and further information may be found on the PYTHIA web page: http://www.thep.lu.se/~torbjorn/Pythia.html Changes in version 2: Mistakenly deleted section heading for "Physics Processes" reinserted, affecting section numbering. Minor updates to take into account referee comments and new colour reconnection option

Measurement of the Probability of Gluon Splitting into Charmed Quarks in Hadronic Z Decays

We have measured the probability, n(g->cc~), of a gluon splitting into a charm-quark pair using 1.7 million hadronic Z decays collected by the L3 detector. Two independent methods have been applied to events with a three-jet topology. One method relies on tagging charmed hadrons by identifying a lepton in the lowest energy jet. The other method uses a neural network based on global event shape parameters. Combining both methods, we measure n(g->cc~)= [2.45 +/- 0.29 +/- 0.53]%

Content analysis of Advance Directives completed by patients with advanced cancer as part of an Advance Care Planning intervention: insights gained from the ACTION trial

Purpose: Writing an Advance Directive (AD) is often seen as a part of Advance Care Planning (ACP). ADs may include specific preferences regarding future care and treatment and information that provides a context for healthcare professionals and relatives in case they have to make decisions for the patient. The aim of this study was to get insight into the content of ADs as completed by patients with advanced cancer who participated in ACP conversations. Methods: A mixed methods study involving content analysis and descriptive statistics was used to describe the content of completed My Preferences forms, an AD used in the intervention arm of the ACTION trial, testing the effectiveness of the ACTION Respecting Choices ACP intervention. Results: In total, 33% of 442 patients who received the ACTION RC ACP intervention completed a My Preferences form. Document completion varied per country: 10.4% (United Kingdom), 20.6% (Denmark), 29.2% (Belgium), 41.7% (the Netherlands), 61.3% (Italy) and 63.9% (Slovenia). Content analysis showed that ‘maintaining normal life’ and ‘experiencing meaningful relationships’ were important for patients to live well. Fears and worries mainly concerned disease progression, pain or becoming dependent. Patients hoped for prolongation of life and to be looked after by healthcare professionals. Most patients preferred to be resuscitated and 44% of the patients expressed maximizing comfort as their goal of future care. Most patients preferred ‘home’ as final place of care. Conclusions: My Preferences forms provide some insights into patients’ perspectives and preferences. However, understanding the reasoning behind preferences requires conversations with patients