bluuebunny/crossref_metadata_2025 huggingface dataset:
Alkyl-Substituted δ-Lactones Derived from Dihydrojasmone and Their Stereoselective Fungi-Mediated Conversion: Production of New Antifeedant Agents
Authors: Gliszczyńska Anna , Semba Damian , Szczepanik Maryla , Dancewicz Katarzyna , Gabryś Beata
Published: September 2016

A chemoenzymatic method was applied to obtain optically pure alkyl-substituted δ-lactones. First, chemical Baeyer–Villiger oxidation of dihydrojasmone (1) was carried out, affording two new alkyl-substituted δ-lactones: 3,4-dihydro-5-methyl-6-pentyl-2H-pyran-2-one (2) and 5-methyl-6-pentyl-1,13-dioxabicyclo[4.1.0]heptan-2-one (3). In the next step, fungal strains were investigated as biocatalysts to enantioselective conversion of δ-lactones (2) and (3). The fungal cultures: Fusarium culmorum AM10, Fusarium equiseti AM15 and Beauveria bassiana AM278 catalyzed the stereoselective hydration of the double bond of lactone (2) (ee = 20%–99%) while Didymosphaeria igniaria KCh6670 proved to be the best biocatalyst for the reduction of carbonyl group in the epoxylactone (3) (ee = 99%). In both cases, chiral oxyderivatives were obtained in low to high yields (7%–91%). The synthetic lactones (2), (3) and its derivatives (4), (5) were tested for their antifeedant activity towards larvae and adults of lesser mealworm (Alphitobius diaperinus Panzer) and peach potato aphid (Myzus persicae [Sulzer]) and some of them were active towards studied insects.
Synthesis of SiC/Ag/Cellulose Nanocomposite and Its Antibacterial Activity by Reactive Oxygen Species Generation
Authors: Borkowski Andrzej , Cłapa Tomasz , Szala Mateusz , Gąsiński Arkadiusz , Selwet Marek
Published: September 2016

We describe the synthesis of nanocomposites, based on nanofibers of silicon carbide, silver nanoparticles, and cellulose. Silver nanoparticle synthesis was achieved with chemical reduction using hydrazine by adding two different surfactants to obtain a nanocomposite with silver nanoparticles of different diameters. Determination of antibacterial activity was based on respiration tests. Enzymatic analysis indicates oxidative stress, and viability testing was conducted using an epifluorescence microscope. Strong bactericidal activity of nanocomposites was found against bacteria Escherichia coli and Bacillus cereus, which were used in the study as typical Gram-negative and Gram-positive bacteria, respectively. It is assumed that reactive oxygen species generation was responsible for the observed antibacterial effect of the investigated materials. Due to the properties of silicon carbide nanofiber, the obtained nanocomposite may have potential use in technology related to water and air purification. Cellulose addition prevented silver nanoparticle release and probably enhanced bacterial adsorption onto aggregates of the nanocomposite material.
Association of Parental Overweight and Cardiometabolic Diseases and Pediatric Adiposity and Lifestyle Factors with Cardiovascular Risk Factor Clustering in Adolescents
Authors: Lee Chun-Ying , Lin Wei-Ting , Tsai Sharon , Hung Yu-Chan , Wu Pei-Wen , Yang Yu-Cheng , Chan Te-Fu , Huang Hsiao-Ling , Weng Yao-Lin , Chiu Yu-Wen , Huang Chia-Tsuan , Lee Chien-Hung
Published: September 2016

Cardiometabolic risk factors or their precursors are observed in childhood and may continue into adulthood. We investigated the effects of parental overweight and cardiometabolic diseases and pediatric lifestyle factors on the clustering of cardiovascular risk factors among adolescents, and examined the mediating and modifying effects of pediatric adiposity on these associations. Representative adolescents (n = 2727; age, 12–16 years) were randomly recruited through multistage stratified sampling from 36 schools in Southern Taiwan. Adolescent and parent surveys were conducted in schools and participant homes, respectively. Their demographic factors, diet patterns, and physical, anthropometric, and clinical parameters were collected and analyzed. Adolescents with 1–2 and ≥3 risk components for pediatric metabolic syndrome (MetS) were defined as potential MetS (pot-MetS) and MetS, respectively. Adolescents whose parents were overweight/obese, or with diabetes and hypertension had a higher prevalence ratio of pot-MetS and MetS (1.5–1.6 and 1.9–4.2-fold, respectively). Low physical activity (<952.4 MET·min/week), long screen time (≥3 h/day) and high sugar-sweetened beverage intake (>500 mL/day) were associated with a 3.3- (95% confidence intervals (CI) = 1.5–7.3), 2.2- (95% CI = 1.1–4.4), and 26.9-fold (95% CI = 3.2–229.0) odds ratio (OR) of MetS, respectively. Pediatric body mass index (BMI) accounted for 18.8%–95.6% and 16.9%–60.3% increased prevalence ratios of these parental and pediatric risk factors for MetS. The OR of pot-MetS + MetS for sugar-sweetened beverage consumption was multiplicatively enhanced among adolescents with overweight/obesity (combined OR, 8.6-fold (95% CI = 4.3–17.3); p for multiplicative interaction, 0.009). The results suggest that parental overweight and cardiometabolic diseases and pediatric sedentary and high sugar-intake lifestyles correlate with the development of adolescent MetS, and an elevated child BMI explains a part of these associations. Pediatric adiposity might be multiplicatively associated with sugar-sweetened beverage consumption for enhancing the MetS prevalence ratio among adolescents.
Groundwater and Surface Water Availability via a Joint Simulation with a Double Control of Water Quantity and Ecologically Ideal Shallow Groundwater Depth: A Case Study on the Sanjiang Plain, Northeast China
Authors: Wang Xihua , Zhang Guangxin , Xu Y.
Published: September 2016

Joint assessment of groundwater-surface water resources can help develop sustainable regional water management plans for intensive agriculture. In this study, we estimated allowable groundwater and surface water quantities using a water balance model, WetSpass-GMS, for the Sanjiang Plain (10.9 × 104 km2), one of the most important grain production bases in China. We then applied a double control based on the groundwater availability and the concept of an ecologically ideal shallow groundwater depth (EISGD) to three different water use scenarios: (A) continuation of the current water use management; (B) maximal use of water resources under a double control; and (C) irrigation of 266.7 × 104 hectares that are suitable for rice cultivation. We found an annual allowable surface water quantity of 4.71 billion cubic meters for the region and an annual exploitable groundwater quantity of 4.65 billion cubic meters under full consideration of water requirements, i.e., sustaining river base flow, necessary riverine sediment transport, and ecological water supplies for wetlands and reservoirs. Our simulation results showed that for Scenario A, groundwater level in the region would continue falling, and that the groundwater levels in wet, normal and dry years would drop below the EISGD level in 2028, 2023 and 2019, respectively. For Scenario B, groundwater and surface water would be able to support rice paddies of 219.7 × 104 hectares, 212.7 × 104 hectares, and 209.3 × 104 hectares during wet, normal and dry years, respectively. For Scenario C, future demands on groundwater and surface water under wet, dry and normal years would all exceed their allowable supplies. Overall, this study indicates that integrated management plans promoting an increase of surface water use and a reduction in irrigation with groundwater should be developed for sustainable agriculture and ecological preservation on the Sanjiang Plain.
Spatial–Temporal Dynamics of Wetland Vegetation Related to Water Level Fluctuations in Poyang Lake, China
Authors: Tan Zhiqiang , Jiang Jiahu
Published: September 2016

Hydrological properties are driving forces of wetland systems. The influence of water level fluctuations on vegetation distribution is of growing interest as wetlands are increasingly disturbed by climate change and intensive human activity. Based on time series MODIS (Moderate Resolution Imaging Spectroradiometer) imagery from 2000 to 2012, we investigated the spatial–temporal dynamics of wetland vegetation in Poyang Lake using a combined Sen’s slope and Mann–Kendall (MK) test approach, and explored their correlations with water level fluctuations in different hydrological periods. The results showed that more than 34% of wetlands at lower elevations of Poyang Lake had experienced an increasing trend in the enhanced vegetation index (EVI), whereas EVI in about 11% of the wetlands at higher elevations decreased significantly. Responses of grassland area extracted from MODIS EVI were found to be more sensitive to water level fluctuations in the southern lakes. The change rate of grassland area decreased with the rising water level during the rising period, but increased with the rising water level during the retreating period. Correlations between grassland area and water level were much weaker in the dry period. In addition, we found fluctuations of the main water body had negligible effect on grassland area since the water level at Xingzi station was below 14 m. These results provide new insights for predicting future changes of wetland vegetation influenced by the ongoing threats from climate change and human activity, and form a foundation for ecosystem management of Poyang Lake.
Disentangling plasticity of serotiny, a key adaptive trait in a Mediterranean conifer
Authors: Martín‐Sanz Ruth C. , Santos‐del‐Blanco Luis , Notivol Eduardo , Chambel M. Regina , San‐Martín Roberto , Climent José
Published: September 2016

PREMISE OF THE STUDY:

Serotiny, the maintenance of ripe seeds in closed fruits or cones until fire causes dehiscence, is a key adaptive trait of plants in fire‐prone ecosystems, but knowledge of phenotypic plasticity for cone retention in woody plants is extremely scarce. On the basis of published literature and our field observations, we hypothesized that increased aridity might decrease the aerial seed bank as a plastic response, not necessarily adaptive.

METHODS:

We used a Pinus halepensis common garden replicated in three contrasted sites (mild, cold, and dry) to separate population differentiation from phenotypic plasticity of cone serotiny and canopy cone bank (CCB). Differences in growth among trees of the same provenance allowed us to include size effect as a proxy of ontogenetic age for the same chronological age of the trees.

KEY RESULTS:

Tree size had a strong negative effect on serotiny, but serotiny degree differed among trial sites even after accounting for size effects. As hypothesized, serotiny was lower at the harsh (dry and cold) sites compared with the mild site. Genetic variation for size‐dependent cone serotiny and significant population × site interaction were confirmed, the latter implying different plasticity of serotiny among populations. Population differentiation for CCB showed an ecotypic trend, with positive correlation with temperature oscillation (continentality) and negative correlation with summer rainfall.

CONCLUSIONS:

Growth‐limiting environments exacerbated the precocious release of seeds, contrary to the ecotypic trend found for the aerial cone bank, suggesting a counter‐gradient plasticity. This plastic response is potentially maladaptive under a scenario of frequent wildfires.
THE INTERACTION OF THE FERMI BUBBLES WITH THE MILKY WAY’S HOT GAS HALO
Authors: Miller Matthew J. , Bregman Joel N.
Published: September 2016

The Fermi bubbles are two lobes filled with non-thermal particles that emit gamma rays, extend

vertically from the Galactic center, and formed from either nuclear star formation or accretion activity on Sgr A*. Simulations predict a range of shock strengths as the bubbles expand into the surrounding hot gas halo (

K), but with significant uncertainties in the energetics, age, and thermal gas structure. The bubbles should contain thermal gas with temperatures between 106 and 108 K, with potential X-ray signatures. In this work, we constrain the bubbles’ thermal gas structure by modeling O vii and O viii emission line strengths from archival XMM-Newton and Suzaku data. Our emission model includes a hot thermal volume-filled bubble component cospatial with the gamma-ray region, and a shell of compressed material. We find that a bubble/shell model with

cm−3 and with log(T) ≈ 6.60–6.70 is consistent with the observed line intensities. In the framework of a continuous Galactic outflow, we infer a bubble expansion rate, age, and energy injection rate of

km s−1,

Myr, and

erg s−1. These estimates are consistent with the bubbles forming from a Sgr A* accretion event rather than from nuclear star formation.
SOLAR MULTIPLE ERUPTIONS FROM A CONFINED MAGNETIC STRUCTURE
Authors: Lee Jeongwoo , Liu Chang , Jing Ju , Chae Jongchul
Published: September 2016

How eruption can recur from a confined magnetic structure is discussed based on the Solar Dynamics Observatory observations of the NOAA active region 11444, which produced three eruptions within 1.5 hr on 2012 March 27. The active region (AR) had the positive-polarity magnetic fields in the center surrounded by the negative-polarity fields around. Since such a distribution of magnetic polarity tends to form a dome-like magnetic fan structure confined over the AR, the multiple eruptions were puzzling. Our investigation reveals that this event exhibits several properties distinct from other eruptions associated with magnetic fan structures: (i) a long filament encircling the AR was present before the eruptions; (ii) expansion of the open–closed boundary (OCB) of the field lines after each eruption was suggestive of the growing fan-dome structure, and (iii) the ribbons inside the closed magnetic polarity inversion line evolved in response to the expanding OCB. It thus appears that in spite of multiple eruptions the fan-dome structure remained undamaged, and the closing back field lines after each eruption rather reinforced the fan-dome structure. We argue that the multiple eruptions could occur in this AR in spite of its confined magnetic structure because the filament encircling the AR was adequate for slipping through the magnetic separatrix to minimize the damage to its overlying fan-dome structure. The result of this study provides a new insight into the productivity of eruptions from a confined magnetic structure.
Endometriosis in Adolescence: Practical Rules for an Earlier Diagnosis
Authors: Zannoni Letizia , Forno Simona Del , Paradisi Roberto , Seracchioli Renato
Published: September 2016

Dysmenorrhea, cyclic pelvic pain, and acyclic pelvic pain are common in adolescent girls, and at least 10% of these girls are at risk for subsequent development of endometriosis. In this article we highlight practical tips for the management of dysmenorrhea and chronic pelvic pain and how to diagnose endometriosis as early as possible and detect patients at risk for developing the disease in the future. We suggest five practical rules for managing adolescents with dysmenorrhea and chronic pelvic pain: (1) Never underestimate the pain; (2) Always consider endometriosis as a possible cause of severe cyclic pain; (3) Obtain a detailed and accurate history before performing clinical evaluation and pelvic sonography; (4) Treat the pain with hormonal therapies (combined oral contraceptives or progestogen-only pill) and analgesics (acetaminophen and nonsteroidal anti-inflammatory drugs); and (5) Plan frequent follow-up visits to re-evaluate the patient.

[
Pediatr Ann
. 2016;45(9):e332–e335.]
À propos des Relatives Appositives. Syntaxe, sémantique, pragmatique
Authors: Khalifa Jean-Charles
Published: September 2016

Our purpose in this paper is to discuss the specificities, if any, of non-restrictive relative clauses (NRRCs). After a review of the two models that have been proposed to account for the syntax of NRRCs, namely the single constituent hypothesis and the main clause hypothesis, we go on to present the most significant results of a corpus study of those clauses. On the basis of a representative sample of 500, we try to lay the groundwork of a typology of NRRCs, showing in particular that the relative frequency of each of the 4 types we distinguish falls perfectly in line with the “perceptual hierarchy” proposed by psycholinguistics, not only for NRRCs, but for restrictive clauses as well, and which reflects syntactic complexity. We then conclude on pragmatic values of NRRCs in discourse.
BE + -ING est-il un marqueur d’aspect ?
Authors: Larreya Paul
Published: September 2016

This paper aims to show that, in all of its uses (including those in which the meaning seems to bear little relation to ‘progressiveness’), BE + -ING expresses a way of viewing the event which may be termed a focusing vision (as opposed to the globalizing vision which characterizes the simple tenses of the English verb), and consists in (so to speak) zooming in on one short moment of the event, usually in order to identify the event itself or one of its characteristics. The point of mental observation (the reference point) may be unique or multiple; in the latter case it may be mobile - it may move over a period of time whose limits are more or less (im)precise.
Le concept de “métalinguistique” dans la linguistique anglaise
Authors: Boisson Claude
Published: September 2016

This article is a detailed examination of the uses of “metalinguistic” and “metaoperation” in English linguistics, mainly in the work of Henri Adamczewski and his followers. It is shown that they suffer from serious inadequacies and confusions. Since the term “metalinguistic” must keep the canonical meaning it has always had in the logic and linguistic literatures since Tarski’s coinage of “metalanguage” in 1930, it is suggested that the “Grammaire métaopérationnelle” be renamed, as the label is misleading.
R post-vocalique et histoire de l’anglais
Authors: Durand Jacques
Published: September 2016

In this paper, I explore the way in which a different norm emerged in England and in the United States concerning the pronunciation of post-vocalic r’s: the R. P. norm (or ‘BBC English’ in the terms of Roach and Hartman’s 1997 edition of Daniel Jones’ English Pronouncing Dictionary) is non-rhotic, whereas the US norm (or ‘Network English’ for the same authors) is rhotic. While the loss of post-vocalic r’s does require an explanation in phonetic and phonological terms, I mainly concentrate on broader sociolinguistic and sociohistorical issue: on the one hand, the early emergence in Britain of London and the surrounding counties as a centre from which changes radiate across the whole of Britain; on the other hand, the complex evolution of English in the United States with the emergence of new social and geographical boundaries. The paper will attempt to show that, while the selection of particular traits to separate dialects is usually arbitrary from a strict linguistic point of view, once a trait has been selected and functions as a ‘shibboleth’ in the Biblical sense (Judges, xii, 5-6, “King James Version”, 1611) powerful societal forces can conjoin to maintain and reinforce it. The role of London vs. New York in explaining rhoticity in Britain and the United States will be seen as a fundamental one.
A Broad Blockade of Signaling from the IL-20 Family of Cytokines Potently Attenuates Collagen-Induced Arthritis
Authors: Liu Xinyu , Zhou Hong , Huang Xueqin , Cui Jingjing , Long Tianzhen , Xu Yang , Liu Haipeng , Yu Ruoxuan , Zhao Rongchuan , Luo Guangping , Huang Anliang , Liang Joshua G. , Liang Peng
Published: September 2016

Two heterodimeric receptors consisting of either IL-20R1 or IL-22R1 in complex with a common β receptor subunit IL-20R2 are shared by three of the IL-20 family of cytokines: IL-19, IL-20, and IL-24. These proinflammatory cytokines have been implicated in the pathogenesis of some autoimmune diseases, including rheumatoid arthritis (RA), psoriasis, and atopic dermatitis. Although mAbs against IL-19 and IL-20 have each been shown to modulate disease severity of collagen-induced arthritis in animal models, and anti–IL-20 therapeutic Ab has exhibited some efficacy in the treatment of RA in clinical trials, benefits for a complete blockade of these functionally redundant cytokines remain to be explored. In this report, we show that recombinant human soluble IL-20R2-Fc fusion protein binds to IL-19, IL-20, and IL-24 with similar high affinity and blocks their signaling in vitro. In DBA/1 mouse collagen-induced arthritis model, recombinant human IL-20R2-Fc exhibits comparable efficacy as TNF blocker etanercept in the treatment of established arthritis, whereas the combined use of both biologics manifests little synergistic therapeutic effects. In situ ligand–receptor functional binding analysis shows that a large amount of immune infiltrates expressing high levels of TNFR and IL-20 subfamily cytokines congregate within the inflamed disease tissues. Colocalization experiments reveal that signals from IL-20R2 and TNF transduction pathways seem to converge in macrophages and function in tandem in orchestrating the pathogenesis of RA. Elucidation of this interaction provides a better understanding of cytokine cross-talk in RA and a rationale for more effective biologic therapies that target IL-20R2 instead of individual cytokines from IL-20 family.
Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners
Authors: Soares De Sousa Diana
Published: September 2016

The acquisition of reading skills of 100 monolingual English and 100 bilingual Zulu-English third-grade learners was investigated by measuring their phonological- and reading skills. Little research exists on how the presence of a spoken-only Zulu (L1) could influence the English (L2) reading acquisition process. PA tasks were correlated with reading measures in English as an L1 and L2, but significant differences were found on all of the measures; implying overall support for use of PA measures for reading achievement in L1 English monolinguals and in the English (L2) of bilingual children, but with the understanding that L1 Zulu spoken proficiency and L2 English-only instruction influences the underlying repertoire of PA skills used for L2 English reading acquisition, different from that of the L1 English reading acquisition process. The implications of these findings for L2 reading development and using phonological measures across cultural-linguistic groups, for educational purposes, are discussed
The identification of sensory processing difficulties of learners experiencing
Authors: De Jager Petronella Susanna
Published: September 2016

The purpose of this study is to explore the sensory processing difficulties of Grade Rlearners that are diagnosed with Asperger’s Syndrome (AS) in two schools in SouthAfrica. Attwood (2007, p. 271) considers sensory sensitivities to have a greater impacton the lives of these individuals, than problems with making friends, managingemotions and coping academically. This research approach was purely qualitative;it used interviews and observations. The sample consists of two independent case studies composed of learners aged between five and seven who had been clinically diagnosed with AS. The results confirmed sensory processing difficulties, andillustrated how these difficulties impacted on the general learning and development of learners diagnosed with AS. Although they were both bright learners, they wereperceived as underachievers. By identifying these sensory difficulties and creating awareness among educators, it is possible to debunk misconceptions people have of the adaptability of these learners to a mainstream school environment.
Deficiencies within the education system with regard to perceptual motor learning
Authors: Erasmus Myrtle
Published: September 2016

Increased concern about the low levels of literacy and numeracy among Grade 3 learners in South Africa is resulting in more emphasis being placed on the preparatory Grade R year. The level of learning readiness of pupils when entering formal teaching in Grade 1 is determined by perceptual motor stimulation that pupils received during the preschool phase. ‘Learning readiness’ can be influenced by the knowledge ofteachers, teacher/child ratio, the availability of teaching aids, as well as the amount of space and time allocated to movement activities. The aim of the study recounted in this article was to determine the physical deficiencies that could negatively affectchildren’s perceptual motor development and school readiness. Focus was placed on factors that influence perceptual motor development such as the training of teachers, availability of equipment and resources at schools with Grade R classes. Demographic information was collected with regards to; the qualification of teachers, the number of pupils, and intervention programmes that are offered at schools by outside institutions.A Likert scale questionnaire, with a combination of yes/no and open questions, was used and followed up by a personal interview. According to availability, 31 schools and 51 teachers were selected to participate in the research. Teachers of schools in developed areas and disadvantaged areas were involved in the study. The results of the study show that teachers are not sufficiently trained for the early child developmentalneeds within the education environment and that many schools are under-supplied in terms of resources and equipment. It is recommended that these teachers receive inservice training on learners’ perceptual motor development and that the Department of Education should provide schools with resources and equipment to prevent these deficiencies in the education system.
Playing into gender stereotyping in a preschool theatre production
Authors: Fritz Elzette
Published: September 2016

This article gives a critical analysis of a nursery school(kindergarten/pre-school) play performance, in which lyrics and movement set the stage for gender stereotyping and sexualised behaviour. Using extracts of lyrics, the reader is invited to participate as an outsider and ‘witness’ (in accordance with narrative therapy tradition) to the way in which young children are placed as objects of stereotyping, in roles determined bythe teacher play directors. To begin with the reader is introduced to socio-cultural psychology (specifically to the theory of childhood development) that focuses on the acquisition of gender roles. I argue that many school plays, especially at pre-school level, are developed for the entertainment of the (mostly) adult audience without considering what will be in the best interest of the young ‘actors’. I refer to this as an act of perversion, while arguing that this is an educationally careless and irresponsible activity that prevails in school stage performances across a variety of schools in SouthAfrica. I propose, rather, that a school play, as a cultural ritual should be employed as therapeutic tool to the aid of childhood development.
The endangered subject of quality Visual Art education
Authors: Westraadt Georina
Published: September 2016

Quality and meaningful Visual Art education provides opportunities for learning and holistic development to all children at school. Research projects in this regard highlight the problems that teachers experience in this field. The contribution of higher education in the training of educators to provide for teachers in Visual Art education is important. Curricula of four local and one overseas university for the BEd training in theArts are compared and discussed. The importance of literacy and numeracy at schoollevel is not disregarded, but the fact that visual literacy is an important part of being literate is emphasised. The current shortage of well-trained Visual Art educators is a challenge. Overcoming this challenge will provide all members of future generations in schools with the learning opportunities that are available through quality Visual Arteducation. The impact of several reviews of the South African Educational system and the effect thereof on Visual Art education are discussed.
Quality Visual Drop-in centres as a community response
Authors: Ntombela Sithabile
Published: September 2016

School going children have a broad range of needs at any given point in time. If these needs are not met, they may experience barriers to learning and development, which can result in the breakdown of the learning process or even total exclusion. Barriers to learning and development affect learners differently, but nothing threatens their development and quality of life in the same way as the impact of the HIV/AIDS pandemic. Young children, because of their dependence on others, are likely to suffer developmental, educational, emotional and physical setbacks, due to the impact of the pandemic. For many, the impact is so great that their access to schooling is threatened as they (and their siblings) struggle to survive. This article discusses literature on how HIV/AIDS intensifies poverty, while in the process marginalising affected and infected children; and it is also concerned with how communities can respond to the needs of these vulnerable children. Particular attention is paid to dropin centres as a sustainable response to the challenges young children face in KwaZulu- Natal. The article concludes that the drop-in centre scheme is a desirable model of care as it employs an environmentally friendly approach that relies on inter-sectoral collaboration to provide care and support for children in need.
Child-caregiver attachment, self-evaluation and cognitive development in a group of
Authors: Van Deventer Marichelle
Published: September 2016

Primary attachment relationships have an enormous influence on later cognitive development, socio-emotional development and psychological health. Up to date, no research explored the correlations between the quality of the child-caregiver attachment relationship (AQ), self-evaluation (SE), and cognitive development (CD) of five-year-old pre-school children. In accordance, the aim of this study was to explore the correlation between these three variables. Ten Afrikaans speaking mother-child dyads from white, two parent, first marriage families participated. Participants were assessed with the Pictorial Self-Evaluation Scale (PSES), The Observed Attachment Behavior Q-set (AQS), and The Griffiths Mental Development Scales; Extended Revised (GMDS-ER) in a single study in a South African context. Results indicate that a positive, medium to high practical significant correlations do exist between the reliabilities. However, because of the small number of infants tested, it was difficult in this initial sample to draw firm conclusions about the statistical significance of the results.Nonetheless the results obtained in this pilot study are very encouraging and holds great value for further investigation.
Editorial: Building Communities of Research
Authors: Henning Elizabeth
Published: September 2016

No abstract available.
Accessing and assessing young learner’s mathematical dispositions
Authors: Graven Mellony
Published: September 2016

It is argued in this paper that there is an absence of literature relating to research on learner mathematical dispositions, particularly with young learners. Drawing on Kilpatrick, Swafford and Findell’s (2001) five interrelated strands of mathematical proficiency, which include: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition, it is argued that there has been little engagement with productive disposition in the field of mathematics education and how we might access and assess this strand. Despite competence in all strands being essential for mathematical proficiency, literature and assessments that seek to establish learner levels of mathematical proficiency have tended to focus on the first four and have neglected the last; productive disposition. Finding ways in which to access student mathematical learning dispositions can be challenging, especially with young learners who struggle to articulate their views. An instrument is shared that the author has designed with doctoral fellow, Debbie Stott, in order to access and assess the productive disposition of learners participating in maths clubs run within the South African Numeracy Chair. The findings that emerge in one Grade 3 club with six learners is shared. These findings are related to the data collected through instruments that assess the other four strands of mathematical proficiency. This enables a holistic picture of learner’s mathematical proficiency as intended in the conceptualisation of the interrelated five strands of proficiency.
Can we afford to wait any longer? Pre-school children are ready to learn mathematics
Authors: Feza Nosisi Nellie
Published: September 2016

South African students’ poor mathematics performance on national and international tests can be attributed to the gap the children begin schooling with from different socio economics homes. Wright et al assert that this gap continues to grow the longer students are in school. Early childhood research highlights the significant educational gains of exposing young children to quality, structured mathematical play or activity that goes beyond what is learned within the family and community. South Africa has high levels of poverty and inequality and also has tremendous difficulties in overcoming these inequalities. Most provision of quality pre-school education is private, self-funded and not targeted to poor children resulting to different levels of mathematics readiness prior entry to primary school. This paper argues for quality mathematics interventions, longitudinal studies on impact of such interventions and tracking studies on schooling effects of early quality mathematics preparation, higher education effects, and labour market effects.
A Bird’s Eye View on the Status of the Module “Life Skills” in the Foundation Phase at Higher Education Institutions in South Africa
Authors: Steyn Miemsie , Schuld Nicoleen , Hartell Cycil
Published: September 2016

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.
Editorial: Children’s conceptual development of mathematics
Authors: Henning Elizabeth
Published: September 2016

No abstract available.
Core knowledge and working memory as prerequisites of early school arithmetic
Authors: Arndt Dominique
Published: September 2016

Recent studies showed that kindergarten children solve addition, subtraction, doubling and halving problems using the core system for the approximate representation of numerical magnitude. In Study 1, 34 first-grade students in their first week of schooling solved approximate arithmetic problems in a number range up to 100 regarding all four basic operations. Children solved these problems significantly above chance.In Study 2, 66 first graders were tested for their approximate arithmetic achievement, working memory capacity, groupitizing, phonological awareness, naming speed and early arithmetic concepts at the beginning of first grade and again at the beginning of second grade. It appears that approximate arithmetic achievement is independent from most other cognitive variables and correlates most with other variables of the mathematical domain. Furthermore, regression analyses revealed that school success was only predicted by groupitizing and central executive capacity, but not approximate arithmetic achievement, when controlling for other cognitive variables.
Development of numerical concepts
Authors: Peucker Sabine
Published: September 2016

The development of numerical concepts is described from infancy to preschool age. Infants a few days old exhibit an early sensitivity for numerosities. In the course of development, nonverbal mental models allow for the exact representation of small quantities as well as changes in these quantities. Subitising, as the accurate recognition of small numerosities (without counting), plays an important role. It can be assumed that numerical concepts and procedures start with insights about small numerosities. Protoquantitative schemata comprise fundamental knowledge about quantities. One-to-one-correspondence connects elements and numbers, and, for this reason, both quantitative and numerical knowledge. If children understand that they can determine the numerosity of a collection of elements by enumerating the elements, they have acquired the concept of cardinality. Protoquantitative knowledge becomes quantitative if it can be applied to numerosities and sequential numbers. The concepts of cardinality and part-part-whole are key to numerical development. Developmentally appropriate learning and teaching should focus on cardinality and part-part-whole concepts.
Mediating learning number bonds through a Vygotskian lens of scientific concepts
Authors: Askew Mike
Published: September 2016

Children’s learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting methods. This paper focuses on why and how treating early number bonds as scientific concepts may be the key to raising learners’ attainment in these. The paper argues that teacher mediation is crucial and that mediation for learning scientific concepts has to be meaningful, relational and transcendent. This theoretical position is illustrated with examples from a dynamic assessment interview with a Grade 2 learner carried out as part of the Wits Maths Connect – Primary project. It concludes by suggesting the implications for teacher education and professional development.
Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks
Authors: Wright Robert J
Published: September 2016

This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early numeracy, the significance of counting and its distinction from saying a number word sequence, the important topics of structuring numbers in the range 1 to 20 and conceptual place value, the Learning Framework in Number and its use in profiling children’s early numeracy knowledge, and important assessment tasks are explored.
Editorial: School and childhood
Authors: Henning Elizabeth
Published: September 2016

No abstract available.
Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching
Authors: Rousseau Nici
Published: September 2016

From a view of multiple types of knowledge for a blend in teacher education, the paper discusses the need for epistemological diversity in the types of knowledge for grade R teacher education. I claim in this article that for epistemological diversity, innovative mixes of knowledge are required and that they have to be explicated. The argument of the article is that the decisions made by teacher educators when constructing a curriculum for a new grade R qualification are especially challenging because of the narrow purpose
of the qualification. The paper offers an analysis of various models of knowledge types and mixes, outlining each one’s purpose. Finally, the paper provides an epistemological
distillation in a conceptual framework which can guide the process of curriculum making, offering all participants a chance to contribute to the layers underneath the patina of the painting that offers life to the curriculum.
An error analysis in the early grades mathematics – a learning opportunity?
Authors: Herholdt Roelien , Sapire Ingrid
Published: September 2016

Error analysis is the study of errors in learners’ work with a view to looking for possible explanations for these errors. It is a multifaceted activity involving analysis of correct, partially correct and incorrect processes and thinking about possible remediating strategies. This paper reports on such an analysis of learner tests. The tests were administered as part of the evaluation of an intervention project that aimed to teach mathematical problem solving skills to grade 1-4 learners. Quantitative error analysis was carried out using a coding sheet for each grade. A reliability coefficient was found for each test, as were item means and discrimination indexes for each item. The analysis provided some insight into the more common procedural and conceptual errors evidenced in the learners’ scripts. Findings showed similar difficulties across intervention and control schools and highlighted particular areas of difficulty. The authors argue that this analysis is an example of large-scale error analysis, but that the analysis method could be adopted by teachers of grades 1-4.
We are workshopped: problematising Foundation Phase teachers’ identity constructions
Authors: Excell Lorayne
Published: September 2016

The new Minimum Requirements for Teacher Education Qualifications document envisages a particular type of teacher (DHET, 2011). These teachers need to be, amongst other things, reflective, committed, critical practitioners with sound content knowledge (DHET, 2011).  It is with this in mind that a remark made by Foundation Phase teachers in Limpopo raised several questions for the research team investigating communities of practice in the Foundation Phase.  The fact that teachers considered themselves to be ‘workshopped’, where something is done to them, is in opposition to the kind of teacher envisaged by government which sees teachers as pivotal to educational transformation. This paper unpacks the implications of teachers constructing themselves as ‘workshopped’ and its relation to workshops as vehicles through which knowledge is acquired. Using a critical discourse analysis of interviews and classroom observations conducted with Foundation Phase teachers, we explore the extent which the practice of the workshop is inimical to knowledge acquisition and even, possibly, negatively impacts a teachers’ ability to reflect on pedagogical gaps.
Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools
Authors: Ghirwa Grames
Published: September 2016

The Ministry of Education in Malawi introduced a Life Skills Education programwith the intention to empower children with appropriate information and skills to deal with social and health problems affecting the nation including the fight against HIV infections. This study investigated factors affecting the teaching of the Life skills education in four primary schools in the Zomba District, Malawi. Cornbleth’s (1990) notions of the structural and social contexts and Whitaker’s (1993) identification of key role players in curriculum implementation framed the study. Findings suggest that the teaching of Life skills is constrained by a variety of social and structural contextual factors such as the poor conditions under which teachers are working; greater attention given to subjects such as Maths and Languages; the cascade model of training teachers and the short duration of training; the language in teachers guides were not accesibile to teachers; hunger and poverty of learners; lack of community support for sexual education; both teachers and learners being infected or affected by the AIDS/HIV pandemic; teachers felt it is inappropriate to teach sexual education to 9 and 10 year old learners.  These findings indicate structural and social barriers to effective life skills education within the current framework.
A foundation for foundation phase teacher education: Making wise educational judgements
Authors: Murris Karin , Verbeek Clare
Published: September 2016

We start our paper with a critical exploration of the current ‘back to basics’ approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question ‘what is foundational in foundation phase teaching?’ We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta’s work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical ‘know-how’ and views of ‘child’ and ‘childhood’ constitute the subject knowledge that is foundational in the foundation phase curriculum.
Inclusive education and insufficient school readiness in Grade 1: Policy versus practice
Authors: Bruwer Marietjie , Hartell Cycil , Steyn Miemsie
Published: September 2016

A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement – CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.