Equal subjects, unequal rights: Indigenous people in British settler colonies, 1830-1910

This book focuses on the ways in which the British settler colonies of Australia, Canada, New Zealand and South Africa treated indigenous peoples in relation to political rights, commencing with the imperial policies of the 1830s and ending with the national political settlements in place by 1910. Drawing on a wide range of sources, its comparative approach provides an insight into the historical foundations of present-day controversies in these settler societies. The assertion of exclusive control over the land and the need to contain indigenous resistance meant that the governments preferred to grant citizenship rights to those indigenous peoples committed to individual property and a willingness to abandon indigenous status. However, particular historical circumstances in the new democracies resulted in very different outcomes. At one extreme Maori men and women in New Zealand had political rights similar to those of white colonists; at the other, the Australian parliament denied the vote to all Aborigines. Similarly, the new South African Government laid the foundations for apartheid, whilst Canada made enfranchisement conditional on assimilation. These differences are explored through the common themes of property rights, indigenous cultural and communal affiliations, demography and gender. This book is written in a clear readable style, accessible at all levels from first-year undergraduates to academic specialists in the fields of Imperial and Colonial History, Anthropology and Cultural Studies

Examining Inclusive Practices in Nicaraguan Schools

The purpose of this study was to examine Nicaraguan teachers’ efficacy for inclusive practices and current teaching practices in Nicaraguan schools as the first step in developing a special education training program. Sixty-one teachers in 15 schools completed the Teacher Efficacy of Inclusive Practice (TEIP) survey to determine their confidence in inclusive practices, collaboration and dealing with disruptive behaviors. Classroom observations were also completed to examine the environment, teaching/ learning strategies, student behaviors, learning materials, and time distribution in the classroom. Results from the TEIP indicated Nicaraguan teachers were highly efficacious in inclusive practices. The survey and observation data collected provided a baseline to develop goals and objectives for a two-year special education training

Video Assisted Thoracic Surgery for Indeterminate Pulmonary Nodules

The approach to patients with indeterminate pulmonary nodules is poorly defined. Should every pulmonary nodule be biopsied, is needle biopsy adequate, and other questions are challenges. Video assisted thoracic surgery or thoracoscopy has added a new diagnostic possibility which is evaluated in this paper. Fifty-five patients underwent thoracoscopy for diagnosis of a solitary pulmonary nodule. There were few complications and mortality was zero. A definitive diagnosis was obtained in all patients, although one required a second thoracoscopic wedge resection and 10 required conversion to an open thoracotomy

Assessing the discordance rate between local and central HER2 testing in women with locally determined HER2-negative breast cancer.

BackgroundThe importance of human epidermal growth factor receptor 2 (HER2) as a prognostic and predictive marker in invasive breast cancer is well established. Accurate assessment of HER2 status is essential to determine optimal treatment options.MethodsBreast cancer tumor tissue samples from the VIRGO observational cohort tissue substudy that were locally HER2-negative were retested centrally with both US Food and Drug Administration (FDA)-approved immunohistochemistry (IHC) and fluorescence in situ hybridization (FISH) assays, using FDA-approved assay cutoffs; results were compared.ResultsOf the 552 unique patient samples centrally retested with local HER2-negative results recorded, tumor samples from 22 (4.0%) patients were determined to be HER2-positive (95% confidence interval [CI] = 2.5%-5.7%). Of these, 18 had been tested locally by only one testing methodology; 15 of 18 were HER2-positive after the central retesting, based on the testing methodology not performed locally. Compared with the 530 patients with centrally confirmed HER2-negative tumors, the 22 patients with centrally determined HER2-positive tumors were younger (median age 56.5 versus 60.0 years) and more likely to have ER/PR-negative tumors (27.3% versus 22.3%). These patients also had shorter median progression-free survival (6.4 months [95% CI = 3.8-15.9 months] versus 9.1 months [95% CI = 8.3-10.3 months]) and overall survival (25.9 months [95% CI = 13.8-not estimable] versus 27.9 months [95% CI = 25.0-32.9 months]).ConclusionsThis study highlights the limitations of employing just one HER2 testing methodology in current clinical practice. It identifies a cohort of patients who did not receive potentially efficacious therapy because their tumor HER2-positivity was not determined by the test initially used. Because of inherent limitations in testing methodologies, it is inadvisable to rely on a single test to rule out potential benefit from HER2-targeted therapy

Level of Agreement of 36-Month ASQ-3 between Parents, Child Care Providers, and Health Care Professionals

Introduction Developmental delay is present in approximately 15 percent of children in the United States. 1 Less than one fifth of those children receive early intervention before age 3. Screening processes in pediatric settings are insufficient to identify all children with developmental delay. Objective Investigate the level of agreement in typical methods of administration of the 36 month Ages and Stages Questionnaire 3rd ed. (ASQ 3) between parents, CCPs, and student physical therapists (SPTs). Participants 11 children and parents from 2 childcare centers 5 childcare providers (CCPs) 7 student physical therapists (SPTs) Methods Outcome Measure: 36-Month ASQ-3 Standardized developmental screening tool designed to test a wide age range and be administered by various parties Rapid, simple, and cost effective way to monitor a child’s development Developmental screening was conducted across two testing sessions for each child based on common practices of ASQ-3 administration (Fig. 1). Session 1: Parent scored child’s performance from memory, unless confronted with novel items in which scoring was inferred or administered. SPT was present for questions. Session 2: CCP administered every item and scored the child based on their elicited performance while another SPT scored as an observer. Results Inter-rater Agreement: CCPs and SPTs significantly agreed in 4/5 domains No significant agreement between parents/CCPs or parents/SPTs for any domain (Table 1). Trends in specific domains (Fig. 2): Highly variable across the 5 domains Gross Motor: 73% of parents scored their child’s ability higher than at least one rater from the standardized session by as much as 25 points. Problem Solving: 64% of the parents scored their child as much as 30 points lower than at least one other rater. Conclusion Inter rater agreement between parents and CCPs or healthcare professionals was limited. Clinical Relevance Testing condition for parents was not parallel to the condition for other groups Recommend future exploration into interpretation of this screening tool and best use of the ASQ 3 by parents and CCPs to promote their participation

Screening for breast cancer : medicalization, visualization and the embodied experience

Women’s perspectives on breast screening (mammography and breast awareness) were explored in interviews with midlife women sampled for diversity of background and health experience. Attending mammography screening was considered a social obligation despite women’s fears and experiences of discomfort. Women gave considerable legitimacy to mammography visualizations of the breast, and the expert interpretation of these. In comparison, women lacked confidence in breast awareness practices, directly comparing their sensory capabilities with those of the mammogram, although mammography screening did not substitute breast awareness in a straightforward way. The authors argue that reliance on visualizing technology may create a fragmented sense of the body, separating the at risk breast from embodied experience

Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions

The paper focuses on disabled students in higher education (HE) and their use of technologies to support their learning. Disabled students commonly report that they feel they have to work harder than other students because they have to manage both their disability and their study. Access to and accessibility of technologies affects how well disabled students manage this workload. Data were collected from disabled students in a teaching-intensive university in UK using an online questionnaire survey and a follow-up semi-structured interview. A ‘digital capital’ framework was used to explore the relationship between disabled students and their technologies and examine the potential complexities of this relationship in more detail. Our results show that while disabled students do have access to social and cultural resources; sometimes these resources are not appropriate or effective (e.g. school-based ICT qualifications) or they are not drawing on all the possible resources available to them (e.g. non-institutional based support or support from disabled students). This means that disabled students can lack the ‘right’ kind of digital capital to enable them to succeed within HE environments. These findings have implications for how HE institutions conceptualise and organise technology related support services for disabled students

The sociology of disability and the struggle for inclusive education

This article charts the emergence of the sociology of disability and examines the areas of contestation. These have involved a series of erasures – of the body from debates on the social model of disability, of the Other from educational policies and practices, and of academics from political discourses and action. The paper considers the contribution of the sociology of disability to inclusive education and examines some of the objections currently being voiced. It ends with some reflections on the possibilities for academics within the sociology of disability to pursue alternative forms of engagement and outlines a series of duties that they might undertake