Inclusive education and social competence development

Students with special educational needs are exposed to the same social and cultural effects as any other child. Their social and emotional development also evolves under those influences and they, too, must adjust to the conditions of their environment. In several cases, however, an inadequate learning environment keeps these children from experiencing and learning social skills and abilities (such as self-confidence and independence). Inclusive education for children with special educational needs is not common practice in Hungary even though it is equally well suited to fostering different social skills and abilities in children with either average or non-average development. This paper endeavours to argue for the importance of having inclusive education in Hungary by discussing examples abroad, with special emphasis on research and practical implementations in Great Britain

A-Z of postural care: how to have a good posture when sitting, standing, exercising and relaxing, a guide for teachers and parents and everyone

An A to Z of Postural Care was designed to help those who work with children with postural care needs. It has been written jointly by specialist teachers, therapists and parents of children with physical impairments. The information provided is informed by research that explored the views of teachers and teaching assistants about their experiences of looking after children with physical impairments in mainstream primary schools in Kent. This A to Z booklet aims to give basic information and may act as a starting point for discussions with the therapy team, the child’s family and others in the school. It should link to more general awareness raising within a school of the importance of good posture for learning. The A-Z can be used together with other POSTED training materials to provide the basis for a training programme for parents and teachers. When using/referring to this booklet please acknowledge authorship as appropriate. Details of the other POSTED training resources and publications can be found at CREATE http://create.canterbury.ac.uk/ Hutton, E. and Coxon, K. (2011) Posture for learning: meeting the postural care needs of children with physical disabilities in mainstream primary schools in England - a research into practice exploratory study. Disability and Rehabilitation. 33 (19–20), pp.1012–1924

Conceptual Frameworks for Linking Relief and Development

Summary Linking relief and development is an intensely practical and political matter. A conceptual framework is essential for assessing the causes of the crisis and deciding what to do. But there are many different proposals and terms often meaning much the same thing. The most important element is to identify that affected people have passed a threshold of disempowerment where their responses to the crisis become significantly different. ‘Relief’ rather than ‘development’ activities are then required. The frameworks are helpful to identify what types of people experience shocks and in what types of crisis and to point out the means of recovery. Resumé Les structures conceptuelles pour allier l'aide d'urgence au développement Allier les mesures d'aide d'urgence au développement, cela exige non seulement des actions très pratiques mais aussi, des actions de haute politique. Il est essentiel de disposer d'une structure conceptuelle afin de pouvoir évaluer les causes de la crise et décider ce qu'il faut faire. Or les actions proposées sont nombreuses, et les termes employés signifient souvent la même chose. Le plus important élément à constater, c'est si les populations affectées ont franchi un seuil de désaffranchissement de leur pouvoir au?delà duquel leurs réponses face à la crise se modifient de manière significative. C'est à ce stade que des actions d'“aide d'urgence” plutôt que de “développement” s'imposent. Les structures sont utiles parce qu'elles permettent d'identifier quels types de peuples éprouvent l'impact de ces phénomènes et dans quels types de crise; et de faire ressortir les moyens de rétablissement les plus appropriés. Resumen Bases conceptuales para la vinculación de asistencia con desarrollo La integración entre asistencia y desarrollo es un asunto intensamente político y práctico. Es esencial tener un marco conceptual para evaluar las causas de la crisis y decidir en un plan de acción. Pero existen muchas proposiciones y términos diferentes que en realidad significan más o menos lo mismo. El elemento más importante es reconocer que las personas afectadas han atravesado un umbral de despojo en el cual sus respuestas a la crisis se vuelven sustancialmente distintas. En este caso se requieren actividades de ‘asistencia’ más que de ‘desarrollo’. Los marcos conceptuales ayudan a identificar los tipos de comunidades que experimentan esos impactos y en qué tipos de crisis, y a indicar posibles medios de recuperación

Stonehenge: a unique Late Cretaceous phosphatic Chalk geology: implications for sea-level, climate and tectonics and impact on engineering and archaeology

Ground investigations for the A303 Stonehenge Tunnels revealed a unique and complex Chalk geology including the presence of the thickest (>20 m thick), and previously unknown phosphatic chalks in England, partly filling fault controlled erosional channels. The use of natural gamma-ray borehole logs to determine the presence and thickness of the phosphatic deposits is of particular value and combined with the lithostratigraphy, macrofossil and nannofossil biostratigraphy from cores has, for the first time, accurately constrained the Coniacian to Santonian age and the lenticular geometry of such deposits. Four phosphatic chalk events between 88.5–86.5 Ma are recognised associated with synsedimentary faulting. We suggest a causal link between tectonics, subsidence and channel-formation, phosphatisation events, pulses of oceanic upwelling on a frequency of about 0.5 million years to mantle-controlled plate tectonic episodes. The implications of this geology for construction of the A303 and the archaeology of the area are discussed

To what extent is behaviour a problem in English schools?:Exploring the scale and prevalence of deficits in classroom climate

The working atmosphere in the classroom is an important variable in the process of education in schools, with several studies suggesting that classroom climate is an important influence on pupil attainment. There are wide differences in the extent to which classroom climate is considered to be a problem in English schools. Some ‘official’ reports suggest that behaviour in schools is ‘satisfactory or better’ in the vast majority of schools; other sources have pointed to behaviour being a serious and widespread problem. The paper details four studies conducted over the past decade which aimed to explore these disparities. The aim of the research was to gain a more accurate insight into the extent to which deficits in classroom climate limit educational attainment and equality of educational opportunity in English schools. The findings question the suggestion that behaviour is satisfactory or better in 99.7% of English schools and the concluding section suggests ways in which deficits in classroom climate might be addressed. Although the study is limited to classrooms in England, OECD studies suggest that deficits in the working atmosphere in classrooms occur in many countries. The study therefore has potential relevance for education systems in other countries

Primary physical education, coaches and continuing professional development

This is an Author's Accepted Manuscript of an article published in Sport, Education and Society, 16(4), 485 - 505, 2011, copyright @ Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13573322.2011.589645.Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake ‘specified work’ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches’ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools

A neglected source of household air pollution: a preliminary, mixed methods study of purposely produced household smoke in Wollo, Ethiopia

Background: Ill health associated with household air pollution (HAP) is increasingly recognized as a public health problem in sub-Saharan Africa. To date, attempts to reduce HAP have focussed on smoke from cooking fires and have ignored traditional cultural practices which generate purposely produced smoke (PPS). This study aimed to investigate PPS prevalence, reasons for use and safety perceptions. Methods: The study was conducted in Wollo, Ethiopia, and used a mixed methods approach of quantitative surveys (analysed descriptively) and qualitative interviews with householders and healthcare workers (analysed thematically). Results: PPS use was reported by 99% of survey respondents and it was considered a fundamental part of life. Although reasons for use included housekeeping, culture/religion and well-being, coffee ceremony was most commonly cited (44% of respondents). Both householders and healthcare workers appeared to assume PPS is safe, except for people with certain underlying conditions. Healthcare workers felt the lack of evidence of harm from PPS meant there was no justification for intervention. Conclusion: This study, the first in-depth study of PPS, has shown its use to be widespread, with many perceived benefits and thus a very important part of local culture in this sample Ethiopian community. Consequently, any public health interventions aimed at reducing HAP in this setting need to consider PPS

Grouping practices in the primary school: what influences change?

During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in responses to this, the nature of the changes made and the reasons for those changes. Forty eight percent of responding schools reported that they had made no change. Twenty two percent reported changes because of the literacy hour, 2% because of the numeracy hour, 7% because of a combination of these and 21% for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the national literacy strategy, practical issues and school self-evaluation

Sharks of the order Carcharhiniformes from the British Coniacian, Santonian and Campanian (Upper Cretaceous).

Bulk sampling of phosphate-rich horizons within the British Coniacian to Campanian (Upper Cretaceous) yielded very large samples of shark and ray teeth. All of these samples yielded teeth of diverse members of the Carcharhiniformes, which commonly dominate the fauna. The following species are recorded and described: Pseudoscyliorhinus reussi (Herman, 1977) comb. nov., Crassescyliorhinus germanicus (Herman, 1982) gen. nov., Scyliorhinus elongatus (Davis, 1887), Scyliorhinus brumarivulensis sp. nov., ? Palaeoscyllium sp., Prohaploblepharus riegrafi (Müller, 1989) gen. nov., ? Cretascyliorhinus sp., Scyliorhinidae inc. sedis 1, Scyliorhinidae inc. sedis 2, Pteroscyllium hermani sp. nov., Protoscyliorhinus sp., Leptocharias cretaceus sp. nov., Palaeogaleus havreensis Herman, 1977, Paratriakis subserratus sp. nov., Paratriakis tenuis sp. nov., Paratriakis sp. indet. and ? Loxodon sp. Taxa belonging to the families ?Proscylliidae, Leptochariidae, and Carcharhinidae are described from the Cretaceous for the first time. The evolutionary and palaeoecological implications of these newly recognised faunas are discussed