Type 1 diabetes mellitus and educational attainment in childhood: a systematic review

Objectives The primary objective of this systematic review was to evaluate available literature on whether type 1 diabetes mellitus (T1DM) has an impact on educational attainment in individuals undertaking high stakes standardised testing at the end of compulsory schooling. Design A systematic review was undertaken comparing educational attainment for individuals with and without T1DM who have undertaken high stakes testing at the end of compulsory schooling. Data sources A comprehensive search of MEDLINE, MEDLINE (epub ahead of print, in-process and other non-indexed citations), EMBASE, Web of Science, British Education Index, Education Resources Information Center and Cumulative Index to Nursing and Allied Health Literature was undertaken on 15 January 2018 and updated on 17 January 2019. Eligibility criteria Included studies fulfilled the following criteria: observational study or randomised controlled trial; included individuals who have undertaken high stakes testing at the end of compulsory schooling; compared the grades obtained by individuals with T1DM with a representative population control. Data extraction and synthesis Two reviewers performed study selection and data extraction independently. Quality and risk of bias in the observational studies included were assessed using the Newcastle-Ottawa Scale. A detailed narrative synthesis of the included studies was completed. Results 3103 articles were identified from the database search, with two Swedish cohort studies (using the same linked administrative data) meeting final inclusion criteria. A small but statistically significant difference was reported in mean final grades, with children with T1DM found to have lower mean grades than their non-diabetic counterparts (adjusted mean difference 0.07–0.08). Conclusions More contemporary research is required to evaluate the impact of T1DM in childhood on educational attainment in individuals undertaking high stakes standardised testing at the end of compulsory schooling, taking into consideration the substantial advances in management of T1DM in the last decade

The association between Type 1 diabetes mellitus and educational attainment in childhood: a systematic review protocol

Introduction Type 1 diabetes has the potential to significantly impact children’s educational attainment. With the increase in incidence, quantifying this effect would be useful to assess how much additional support should be focused on children with type 1 diabetes in school. Methods and analysis We will conduct a systematic review of all observational studies and randomised controlled trials, including individuals both with and without a diagnosis of type 1 diabetes who have undertaken high stakes testing at the end of compulsory schooling when under 18 years of age. The search will cover both peer-reviewed and grey literature available from January 2004 to January 2018. The following seven databases will be searched: Ovid MEDLINE (1946 to present), Ovid MEDLINE Epub Ahead of Print, In-Process & Other Non-Indexed Citations, Ovid EMBASE (1947 to present), Thomson Reuters Web of Science, EBSCO Education Resources Information Center, EBSCO British Education Index and EBSCO Cumulative Index to Nursing and Allied Health Literature. Study selection and data extraction will be performed independently by two reviewers with any disagreements resolved via a third reviewer. The quality and risk of bias in the observational studies included in this review will be assessed using the Newcastle-Ottawa Scale. We aim to conduct a meta-analysis and will assess heterogeneity between the included studies and potential for publication bias if sufficient (>10) studies are included. Results and dissemination Formal ethical approval is not required as individual patient data will not be collected. Results will be disseminated through peer-reviewed publication and conference presentations

Moderate drinking before the unit: medicine and life assurance in Britain and the US c.1860–1930

This article describes the way in which “Anstie’s Limit” – a particular definition of moderate drinking first defined in Britain in the 1860s by the physician Francis Edmund Anstie (1833–1874) – became established as a useful measure of moderate alcohol consumption. Becoming fairly well-established in mainstream Anglophone medicine by 1900, it was also communicated to the public in Britain, North America and New Zealand through newspaper reports. However, the limit also travelled to less familiar places, including life assurance offices, where a number of different strategies for separating moderate from excessive drinkers emerged from the dialogue between medicine and life assurance. Whilst these ideas of moderation seem to have disappeared into the background for much of the twentieth century, re-emerging as the “J-shaped” curve, these early developments anticipate many of the questions surrounding uses of the “unit” to quantify moderate alcohol consumption in Britain today. The article will therefore conclude by exploring some of the lessons of this story for contemporary discussions of moderation, suggesting that we should pay more attention to whether these metrics work, where they work and why

Logic in Early Modern Thought

Logical reflection in early modern philosophy (EMP) is marked by the instability of the period, although it is more lasting (the Port-Royal Logic was nevertheless used as a handbook in philosophy courses until the end of the nineteenth century). It started in the sixteenth century and ended in the nineteenth century, a period of 300 years during which there were deep transformations in the conceptions of authority and scientific method. For the history of twentieth-century philosophy, it was the period of “classical logic,” which lasted from the Renaissance to the linguistic turn conducted by Gottlob Frege. The period was used to be thought of as centuries of little or no original contribution to logic, in which conceptions of logic were tainted by rhetoric, epistemology, and psychologism in the worst sense (Kneale and Kneale 1962; Michael 1997). From the last decades of the twentieth century, however, scholars began to regard this period more accurately with respect to reflection and changes in logic and semantics. It has recently become a promising field for historical and conceptual research; today we can say that the legacy of early modern logical reformism has a philosophical, logical, and semantic value in itself

Editors' Review and Introduction:Lying in Logic, Language, and Cognition

We describe some recent trends in research on lying from a multidisciplinary perspective, including logic, philosophy, linguistics, psychology, cognitive science, behavioral economics, and artificial intelligence. Furthermore, we outline the seven contributions to this special issue of topiCS.</p

Who’s afraid of the predicate theory of names?

This essay is devoted to an analysis of the semantic significance of a fashionable view of proper names, the Predicate Theory of names (PT), typically developed in the direction of the Metalinguistic Theory of names (MT). According to MT, ‘syntactic evidence supports the conclusion that a name such as ‘Kennedy’ is analyzable in terms of the predicate (general term) ‘individual named ‘Kennedy’’. This analysis is in turn alleged to support a descriptivist treatment of proper names in designative position, presumably in contrast with theories of names as ‘directly referring rigid designators’. The main aim of this essay is that of questioning the significance of PT and MT as theories of designation: even granting for the argument’s sake that names are analyzable as (metalinguistic) predicates, their designative occurrences may be interpreted in consonance with the dictates of Direct Reference—indeed, in consonance with the radically anti-descriptivist version of Direct Reference I call Millianism