INFLUENCE OF TEACHER FACTORS ON ACADEMIC ACHIEVEMENT OF LEARNERS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) IN INTERNATIONAL PRIMARY SCHOOLS OF MOMBASA (KENYA) AND KAMPALA (UGANDA): A COMPARATIVE STUDY

The purpose of this study was to investigate the influence of teacher factors (gender, qualification, and teaching experience) on academic achievement of learners with ADHD in inclusive learning environments in international primary schools of Mombasa (Kenya) and Kampala (Uganda). This was a comparative study that included 377 Learners (9-11 years) and their class teachers. The study adapted Attention Deficit Hyperactivity Disorder Scale Questionnaire (ADHD-SQ) which assessed the three ADHD subtypes, a self-formulated questionnaire that required class teachers to provide their demographic characteristic, and End of Term Assessment Results (ETAR) of learners in core subjects of math, science and English for their academic achievement. The results revealed that female class teachers in Kampala significantly influenced overall academic achievement (U = 19.50, p = .018) while male class teachers in Mombasa significantly influenced math achievement (U = 241.00, p = .036) of learners with ADHD condition. Teacher’s qualifications did not significantly influence academic achievement of learners with ADHD in Mombasa (rs = -.058, p = .675) and Kampala (rs = .334, p= .139). Teaching experience significantly influenced science achievement of learners with ADHD in Kampala (rs = -.486, p = .025). The study recommended exploration of these teacher factors in public primary schools across the two cities

Need for Practice-Based Research in School Administration

Purpose: This article’s first objective is to establish the need for elevating the quantity and quality of practice-based research in school administration. The requirement is addressed in relation to (a) persisting social demands for school reform, (b) heightened demands for evidence-based practice in all professions, and (c) persistent criticisms indicating that field’s knowledge base and practice protocols are fragmented and weak. The second purpose is to propose that the need should be addressed at the level of individual preparation programs; specifically, faculty should assume responsibility for identifying and eradicating barriers to practice-based research. Proposed Conceptual Argument: In the context of an information-based society, practitioners in all professions are expected to access and analyze empirical data when addressing problems and making decisions. In school administration, the failure to respond to this anticipation presents both a social challenge (improving school effectiveness) and a professional challenge (legitimizing the need for practitioners to be licensed), and both are magnified by philosophical and epistemological dissonance among faculty. Implications: Reliance on external accountability in the absence of internal accountability will neither foster school improvement nor build social authority in school administration. Specifically, persistent indifference toward practice-based research and evidence-based practice will fuel doubts about the efficacy of professional administrators and the need to license them

Reexamination of a multisetting Bell inequality for qudits

The class of d-setting, d-outcome Bell inequalities proposed by Ji and collaborators [Phys. Rev. A 78, 052103] are reexamined. For every positive integer d > 2, we show that the corresponding non-trivial Bell inequality for probabilities provides the maximum classical winning probability of the Clauser-Horne-Shimony-Holt-like game with d inputs and d outputs. We also demonstrate that the general classical upper bounds given by Ji et al. are underestimated, which invalidates many of the corresponding correlation inequalities presented thereof. We remedy this problem, partially, by providing the actual classical upper bound for d less than or equal to 13 (including non-prime values of d). We further determine that for prime value d in this range, most of these probability and correlation inequalities are tight, i.e., facet-inducing for the respective classical correlation polytope. Stronger lower and upper bounds on the quantum violation of these inequalities are obtained. In particular, we prove that once the probability inequalities are given, their correlation counterparts given by Ji and co-workers are no longer relevant in terms of detecting the entanglement of a quantum state.Comment: v3: Published version (minor rewordings, typos corrected, upper bounds in Table III improved/corrected); v2: 7 pages, 1 figure, 4 tables (substantially revised with new results on the tightness of the correlation inequalities included); v1: 7.5 pages, 1 figure, 4 tables (Comments are welcome

Stabilization and Consolidation of Historical Multi-Leaf Masonry

Historical masonry structures with a greater thickness can often be made as so called multi-leaf masonry with outer leaves lined with the application of some of the masonry bonding methods and with the inner leave of the so-called cast core formed by fragments of stones of different sizes that are bonded with more mortar. The load capacity, stiffness and the failure mechanism of multi-leaf masonry are influenced by the interaction of individual leaves with different deformation and physico-mechanical properties and the nature of the mutual connection of individual leaves of masonry. The performed analyses showed a significant influence of especially the cast core masonry tensile strength and the contact joint strength between the core masonry and the outer leaves

Frontiers of beam diagnostics in plasma accelerators: measuring the ultra-fast and ultra-cold

Advanced diagnostics are essential tools in the development of plasma-based accelerators. The accurate measurement of the quality of beams at the exit of the plasma channel is crucial to optimize the parameters of the plasma accelerator. 6D electron beam diagnostics will be reviewed with emphasis on emittance measurement, which is particularly complex due to large energy spread and divergence of the emerging beams, and on femtosecond bunch length measurements

A Compact Fiber Optic Eye Diagnostics System

A new fiber optic probe development for determining transport properties of sub-micron particles in fluids experiments in a microgravity environment has been applied to study different parts of the eye. The probe positioned in front of an eye, delivers a low power (approximately a few mu W) light from a laser diode into the eye and guides the light which is back scattered by different components (aqueous humor, lens, and vitreous humor) of the eye through a receiving optical fiber to a photo detector. The probe provides rapid determination of macromolecular diffusivities and their respective size distributions in the eye lens and the gel-like material in the vitreous humor. For a clinical use, the probe is mounted on a standard slit-lamp apparatus simply using Hruby lens holder. The capability of detecting cataracts, both nuclear and cortical, in their early stages of formation, in a non invasive and quantitative fashion, has the potential in patient monitoring and in developing and testing new drugs or diet therapies to 'dissolve' or slow down the cataract formation before the surgery becomes necessary. The ability to detect biochemical and macromolecular changes in the vitreous structure can be very useful in identifying certain diseases of the posterior chamber and their complications, e.g., posterior vitreous detachment and diabetic retinopathy

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