Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept

The study was conducted to help add knowledge to the literature about supporting children diagnosed with Attention-Deficit/Hyperactivity Disorder. It was hypothesized that through the use of group counseling, self-concept and knowledge and understanding of the disorder would increase. The Piers-Harris Self-Concept Scale and a self-constructed survey were the instruments used in the study. The results of the study showed that the level of self-concept of the students in the counseling group did not increase but their knowledge and understanding of ADHD did. The researcher concluded that group counseling similar to that in the study could serve as a useful form of treatment for school counselors in trying to support the emotional wellbeing of students with ADHD

The peer composition of pre-school settings in England, and early recorded attainment among low-income children

Evidence suggests that early education can promote children’s development and narrow attainment gaps between those from lower-income and higher-income families. However, realisation of these potential benefits depends on many factors, feasibly including peer composition. We use national census data for a year-group cohort of children in England in 2011, to answer two questions: how are low-income children distributed across pre-schools; and what is the relationship between the proportion of low-income peers in a low-income child’s setting and these children’s subsequent recorded educational attainment? In contrast to many European countries and to the United States, we find that the majority of low-income children attend mixed settings. We find little evidence for associations between the proportion of low-income peers and low-income children’s subsequent early attainment. We suggest that this may be due to an arguably optimal distribution across settings, where the funding and provision context of 2011 facilitated a lack of clustering of low-income children

Inequalities in the experience of early education in England: access, peer groups and transitions

This paper summarises the output of a Nuffield-funded research project exploring inequalities in three aspects of children’s experience in early education in England. The main focus of the project was on ‘peer effects’ in pre-school settings: we examine the extent of clustering by income and language background and explore associations between pre-school peer group and children’s outcomes in early primary school. The report also presents findings on access to the full duration of the free entitlement to early education, and on variation in children’s experience of the transition onward to reception class. We find much lower levels of clustering in pre-schools in England than have been identified in studies for the US, particularly by income, and little evidence that pre-school peer group is related to early school attainment as assessed by teachers in reception and Year 2. But we identify significant levels of non-take-up of the full entitlement, particularly among disadvantaged groups. A higher prevalence in the local authority of some types of pre-school appears to make a difference: more voluntary sector or Sure Start provision is associated with higher take-up, while more Sure Start provision is further associated with lower inequalities in access between different groups. We also find disparities in the stability of transitions to reception class. In the cohort we examine, children from lowincome backgrounds and some minority ethnic groups are much more likely to experience the most secure transition – from a school nursery class to a reception class in the same school, with high numbers of known peers – because they are more likely to be in school nurseries to begin with. But among those attending school nurseries, some groups, including Black Caribbean children and those with a statement of special educational needs, are significantly less likely than others to continue to reception in that school. The disparity is of potential concern given wider disadvantages facing these groups of children

“Universal” early education: who benefits? Patterns in take-up of the entitlement to free early education among three-year-olds in England

For over a decade, all three-year-olds in England have been entitled to a free part-time early education place. One aim of this policy is to close developmental gaps between higher-income and low-income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn-born four-year-olds attending in January 2011, and ask whether they started attending when first eligible, in January 2010. One in five children did not access their free place from the beginning, and the proportion is much higher among children from families with persistently low incomes. We also find differences by ethnicity and home language, but these factors explain only a small share of the income gradient. We go on to explore associations between non-take-up and local area factors. In areas with higher child poverty rates, take-up is lower overall, but the gap between low-income and other families smaller. There are also various associations between take-up and local proportions of different provider types (maintained, private, voluntary, Sure Start). In particular, the voluntary sector seems to have more flexibility than maintained provision to offer places in January and more success than private providers in reaching children from lower-income backgrounds. The analysis also highlights how take-up overall is relatively high and the gap by income-level is smaller in areas with more Sure Start provision. This suggests aspects of Sure Start facilitated access among low-income families, and could perhaps be replicated as implementation of the free entitlement continues to be expanded

Closing the gap in access to free ‘universal’ early education: what types of provision can help low-income families participate?

Explores factors associated with low-income families’ lesser take-up of free ‘universal’ pre-schooling. The income-gap is smaller in areas with more state-maintained rather than private sector provision. Predominance of Sure Start is associated with longer access for all children, low and higher-income, and related to a reduced income-gap

Reasons for Forgiving: Individual Differences and Emotional Outcomes

This research is part of a program to identify common forms of forgiveness and study the outcomes associated with different ways of forgiving. Two samples, one in Canada (N = 274) and one in India (N = 159), completed a third version of the Reasons for Forgiving Questionnaire (R4FQ), several measures of individual differences, as well as measures of affect and mood while imagining their injurer. Nine R4FQ subscales were derived: For the Relationship, To Feel Better, Based on Principle, Because Injurer Reformed, To Demonstrate Moral Superiority, Because Understood Injurer, For God, Because of Social Pressure, and For Pragmatic Reasons. These subscales were differentially related to religiosity, attachment security, trait anger, collectivism, and individualism. Positive emotional outcomes were associated with forgiving for the relationship, based on principle, because injurer reformed, and because understood injurer. In contrast, negative outcomes were associated with forgiving To Demonstrate Moral Superiority, Because of Social Pressure, and For Pragmatic Reasons.Brock University Library Open Access Publishing Fun

Novel Polyoxometalate Containing Membranes for PEM Fuel Cells

Current proton exchange membrane (PEM) technologies are inadequate to address the projected needs for fuel cell performance above 80 ºC. Continuing research into traditional ion carriers in novel membrane materials offers the promise of marginal improvement, representing only an evolutionary increase in performance. This conclusion is supported by the role of water in conduction. Thus, the key to better PEMs is not to eliminate water, but to change the role of water by developing ion carriers that will bind water more tightly than traditional sulfur or phosphorus based carriers resulting in materials that will conduct at higher temperatures. This change entails having a carrier structure that interacts more intimately with water and by increasing the ion carrier anionic charge to result in more tightly held inner shell protonated waters of hydration. Both of these factors synergistically act to maintain a critical water concentration at the carrier necessary for conduction. In this work, polyoxometalate (POM) clusters were selected to serve as these different proton carriers

A third of systematic reviews changed or did not specify the primary outcome : A PROSPERO register study

OBJECTIVES: To examine outcome reporting bias of systematic reviews registered in PROSPERO. STUDY DESIGN AND SETTING: Retrospective cohort study. The primary outcomes from systematic review publications were compared with those reported in the corresponding PROSPERO records; discrepancies in the primary outcomes were assessed as upgrades, additions, omissions or downgrades. Relative risks (RR) and 95% confidence intervals (CI) were calculated to determine the likelihood of having a change in primary outcome when the meta-analysis result was favourable and statistically significant. RESULTS: 96 systematic reviews were published. A discrepancy in the primary outcome occurred in 32% of the included reviews and 39% of the reviews did not explicitly specify a primary outcome(s); 6% of the primary outcomes were omitted. There was no significant increased risk of adding/upgrading (RR 2.14, 95% CI 0.53 to 8.63) or decreased risk of downgrading (RR 0.76, 0.27-2.17) an outcome when the meta-analysis result was favourable and statistically significant. As well, there was no significant increased risk of adding/upgrading (RR 0.89, 0.31-2.53) or decreased risk of downgrading (RR 0.56, 0.29-1.08) an outcome when the conclusion was positive. CONCLUSIONS: We recommend review authors carefully consider primary outcome selection and journals are encouraged to focus acceptance on registered systematic reviews

Francisella tularensis subsp. novicida isolated from a human in Arizona

<p>Abstract</p> <p>Background</p> <p><it>Francisella tularensis </it>is the etiologic agent of tularemia and is classified as a select agent by the Centers for Disease Control and Prevention. Currently four known subspecies of <it>F. tularensis </it>that differ in virulence and geographical distribution are recognized:<it>tularensis </it>(type A), <it>holarctica </it>(type B), <it>mediasiatica</it>, and <it>novicida</it>. Because of the Select Agent status and differences in virulence and geographical location, the molecular analysis of any clinical case of tularemia is of particular interest. We analyzed an unusual <it>Francisella </it>clinical isolate from a human infection in Arizona using multiple DNA-based approaches.</p> <p>Findings</p> <p>We report that the isolate is <it>F. tularensis </it>subsp. <it>novicida</it>, a subspecies that is rarely isolated.</p> <p>Conclusion</p> <p>The rarity of this <it>novicida </it>subspecies in clinical settings makes each case study important for our understanding of its role in disease and its genetic relationship with other <it>F. tularensis </it>subspecies.</p

Written education materials for stroke patients and their carers: perspectives and practices of health professionals

Inadequacies in the provision of written education materials to stroke patients and their carers have been reported. In this study, 20 stroke team health professionals were surveyed regarding their use of and perspectives on written education materials. Seventy percent of participants provided materials to 25% or fewer stroke patients and 90% believed that patients and carers are only occasionally or rarely provided with sufficient written information. Health professionals were uncertain which team members provided written information and identified the need to improve the quality of materials used. Stroke teams should implement a system that facilitates the routine provision of quality written materials to patients and carers, communication among team members, and documentation and verbal reinforcement of the information provided