Writing and iPads in the Early Years: A Report for the Standing Conference on Teacher Education North and South

This chapter sets out the rationale for the project and also sets out the policy context for literacy and digital technology in both Northern Ireland and the Republic of Ireland. Writing in a digital age: Beard (2000) argues that the ability to write, along with reading, is acclaimed as one of the twin peaks of literacy and one of the central gains from education. Writing is both a powerful form of expression and a vehicle for learning. It affords the learner the ability to reflect, think, compose, rearrange and respond (Andrews and Smith, 2011). However, writing is a complex and effortful activity and many children lose interest and motivation when asked to engage in writing. In a recent survey by the National Literacy Trust of pupils aged 8 to 18, just over 50% of children and young people said they enjoyed writing either very much or quite a lot. However, that leaves the other 50% who only enjoy writing a bit or not at all (Clark and Teravainen, 2017). Fewer children are engaging in daily writing outside of class but when they do write, it is technology based formats which dominate this writing (Clark, 2016). So whilst schools maintain what Yelland et al. (2008) refer to as a ‘heritage curriculum’ where value is attached to print texts, children themselves are appropriating and using digital technology for their own purposes in their daily lives. Indeed, McTavish (2014, p320) suggests that ‘for young children born into this technological epoch, there may be no choice, it is simply a way of being’. Many curriculum documents recognise and affirm the importance of communicating meaning through both traditional and digital texts yet print literacy continues to be privileged in classrooms (McKee and Heydon (2015). Therefore, this contradiction in rhetoric and reality is making it very difficult for educators to integrate new literacies and technologies within their classrooms (Wohlwend, 2009). Furthermore, where there is an emphasis on high-stakes testing, expanded views of literacy, beyond print-centric literacy practices, are difficult to achieve (Loerts and Heydon, 2017). With this apparent gap in what policy is advocating and what is happening in classrooms, it is important to look briefly at policy in the two jurisdictions for this study, Northern Ireland and the Republic of Ireland to set the context for the study

Scoping Out A Socio-Economic Research Agenda For The Co-Operative Research Centre For Sustainable Rice Production

In May, 2000 the Co-operative Research Centre for Sustainable Rice Production (henceforth called the Rice CRC) commissioned Professor John Spriggs and Mr Tony Dunn from Charles Sturt University to write a paper called Scoping out a Socio-economic Research Agenda. In June 2000, Associate Professor Barbara Chambers, Director of the Institute for Regional Community Development at the University of Canberra was selected as a Research Associate for the project. The project was based on at least two assumptions. The first was that existing programs do not embrace a systems view of the rice industry, a significant omission given that the CRC is concerned with economic and social sustainability of rice farming in the irrigation areas. The second was that existing programs do not adequately involve producers in the change process required to respond to socio-economic challenges, especially technical research projects (Committee on Socio-economic Issues in the Rice Industry, CSU, December 14, 1999). In a philosophical sense, the dominance of scientific research has meant that the human dimension has often been ignored. A myth is perpetuated that facts and logical thinking will lead to changes in behaviour. But it is people that make decisions about how they will act, how they will respond to change and it is often attitudes and values that affect practice, not information per se. Socio-economic research attempts to address these dimensions, where there is a recognition that the affective (feelings and emotions) is at least as important as the cognitive (thinking) domain when people make important life decisions, such as in producer responses to market forces, salination, water reform and land use. In this context, 'socio-economic' research refers to the study of social and economic effects of policy decisions on people and communities. Changes in policy affect people's way of life, their cultural traditions, their community and their standard and quality of life. With this in mind, the aim of the current project is to focus on policy as it relates to irrigated agriculture in rice-growing areas of eastern Australia and hence to define a socio-economic research agenda for the Rice CRC. Our methodology is to develop a research framework and then use this framework as a basis for constructing the research agenda. We approached the task of building a research framework in four stages. First of all, we built an initial tentative framework from an initial meeting of the Socio-economic Committee of the Rice CRC. Second, we conducted an extensive literature search, including existing research reports and web-based data. Third, we undertook a number of semi-structured interviews with key informants. Finally, we revisited the initial tentative framework and modified it as dictated by the results of the literature search and interviews. The modified framework was then to be used to determine a proposed research agenda for the Rice CRC

Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment

Spoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied in frequency (low/high) and number of phonological onset neighbors (low/high density). Adolescents with ALI required more speech input to initially identify low-frequency words with low competitor density than those with SLI and those with TLD, who did not differ. These differences may be due to less well specified word form representations in ALI

An R2R3 MYB transcription factor determines red petal colour in an Actinidia (kiwifruit) hybrid population

Background Red colour in kiwifruit results from the presence of anthocyanin pigments. Their expression, however, is complex, and varies among genotypes, species, tissues and environments. An understanding of the biosynthesis, physiology and genetics of the anthocyanins involved, and the control of their expression in different tissues, is required. A complex, the MBW complex, consisting of R2R3-MYB and bHLH transcription factors together with a WD-repeat protein, activates anthocyanin 3-O-galactosyltransferase (F3GT1) to produce anthocyanins. We examined the expression and genetic control of anthocyanins in flowers of Actinidia hybrid families segregating for red and white petal colour. Results Four inter-related backcross families between Actinidia chinensis Planch. var. chinensis and Actinidia eriantha Benth. were identified that segregated 1:1 for red or white petal colour. Flower pigments consisted of five known anthocyanins (two delphinidin-based and three cyanidin-based) and three unknowns. Intensity and hue differed in red petals from pale pink to deep magenta, and while intensity of colour increased with total concentration of anthocyanin, no association was found between any particular anthocyanin data and hue. Real time qPCR demonstrated that an R2R3 MYB, MYB110a, was expressed at significant levels in red-petalled progeny, but not in individuals with white petals. A microsatellite marker was developed that identified alleles that segregated with red petal colour, but not with ovary, stamen filament, or fruit flesh colour in these families. The marker mapped to chromosome 10 in Actinidia. The white petal phenotype was complemented by syringing Agrobacterium tumefaciens carrying Actinidia 35S::MYB110a into the petal tissue. Red pigments developed in white petals both with, and without, co-transformation with Actinidia bHLH partners. MYB110a was shown to directly activate Actinidia F3GT1 in transient assays. Conclusions The transcription factor, MYB110a, regulates anthocyanin production in petals in this hybrid population, but not in other flower tissues or mature fruit. The identification of delphinidin-based anthocyanins in these flowers provides candidates for colour enhancement in novel fruits

Seven steps to mapping health service provision: lessons learned from mapping services for adults with Attention-Deficit/Hyperactivity Disorder (ADHD) in the UK.

BACKGROUND: ADHD affects some individuals throughout their lifespan, yet service provision for adults in the United Kingdom (UK) is patchy. Current methods for mapping health service provision are resource intensive, do not map specialist ADHD teams separately from generic mental health services, and often fail to triangulate government data with accounts from service users and clinicians. Without a national audit that maps adult ADHD provision, it is difficult to quantify current gaps in provision and make the case for change. This paper describes the development of a seven step approach to map adult ADHD service provision in the UK. METHODS: A mapping method was piloted in 2016 and run definitively in 2018. A seven step method was developed: 1. Defining the target service 2. Identifying key informants 3. Designing the survey 4. Data collection 5. Data analysis 6. Communicating findings 7. Hosting/updating the service map. Patients and members of the public (including clinicians and commissioners) were involved with design, data collection and dissemination of findings. RESULTS: Using a broad definition of adult ADHD services resulted in an inclusive list of identified services, and allowed the definition to be narrowed to National Health Service (NHS) funded specialist ADHD services at data analysis, with confidence that few relevant services would be missed. Key informants included patients, carers, a range of health workers, and commissioners. A brief online survey, written using lay terms, appeared acceptable to informants. Emails sent using national organisations' mailing lists were the most effective way to access informants on a large scale. Adaptations to the methodology in 2018 were associated with 64% more responses (2371 vs 1446) collected in 83% less time (5 vs 30 weeks) than the pilot. The 2016 map of adult ADHD services was viewed 13,688 times in 17 weeks, indicating effective communication of findings. CONCLUSION: This seven step pragmatic method was effective for collating and communicating national service data about UK adult ADHD service provision. Patient and public involvement and engagement from partner organisations was crucial throughout. Lessons learned may be transferable to mapping service provision for other health conditions and in other locations

Stability of the Autism Diagnostic Interview—Revised from Pre-School to Elementary School Age in Children with Autism Spectrum Disorders

This study examined the stability of scores on the ADI-R from pre-school to elementary school age in children with autism spectrum disorders (ASD). Participants were 35 children who, at T1, all had a clinical diagnosis of ASD. On initial assessment (mean age 3.5 years; SD 0.6), all met ADI-R algorithm criteria for autism. ADI-R assessments were repeated at follow up (FU; mean age 10.5 years; SD 0.8). Changes in ADI-R total, domain and ADI-R algorithm item scores were assessed. Twentyeight children continued to score above the ADI-R cut-off for autism at FU, although significant decreases in ADI-R domain and item scores were also found. In conclusion, while classification of children according to ADI-R criteria, generally remained stable between pre-school and elementary school age, many children demonstrated significant improvements in symptom severity

Early detection and intervention evaluation for people at risk of psychosis: multisite randomised controlled trial

Objective To determine whether cognitive therapy is effective in preventing the worsening of emerging psychotic symptoms experienced by help seeking young people deemed to be at risk for serious conditions such as schizophrenia