bluuebunny/crossref_metadata_2025 huggingface dataset:
Realising pre-school mathematical education – a development-oriented math programme with special consideration of phonological language processing aspects
Authors: Langhorst Petra
Published: September 2016

Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme Mina and the Mole on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of the programme, the present study focused on aspects of phonological awareness and of phonological working memory. It was evident that these phonological language processing aspects correlated with mathematic skills. Furthermore, it was found that the dominant linguistic focus of the training did not constitute a disadvantage – even linguistically weak children significantly improved their mathematical skills. Moreover, children with poor or average phonological performance could profit from the supportive programme also regarding their phonological language processing.
Evaluation of maths training programme for children with learning difficulties
Authors: Ehlert Antje
Published: September 2016

In the German school system, children are seen as educationally impaired when they are more than two grades behind in their performance in several areas of learning, and this has been the case for several years. A special problem is the fact that support measures are often effective only to a limited extent, or only for a short period.The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T), and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.
Editorial
Authors: Henning Elizabeth
Published: September 2016

No abstract available.
South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework
Authors: Henning Elizabeth
Published: September 2016

The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.
Exploring links between foundation phase teachers’ content knowledge and their example spaces
Authors: Morrison Samantha
Published: September 2016

This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.
Locating the difference: A comparison of pedagogic strategies in high and low performing schools
Authors: Aploon-Zokufa Kaylianne Rialda
Published: September 2016

A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.
Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments
Authors: Graven Mellony
Published: September 2016

In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the South African landscape, that counting-based strategies in the foundation phase are replaced in the intermediate phase with traditional algorithms. We share experiences in the form of vignettes to illuminate this problem. Whilst literature and the CAPS curriculum emphasise the important role of mental computation within number sense, we note that the ANAs do not include a “mental mathematics” component. This absence in assessment, where assessment often drives teaching, is problematic. We conclude with the suggestion that research be conducted into the viability/appropriateness of an orally administered mental mathematics assessment component in the ANAs as a way to establish a focus on number sense across the foundation and intermediate phases.
A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views
Authors: Kok Lyn
Published: September 2016

Teacher education for South African foundation phase education requires student
teachers to be prepared for teaching science concepts in an integrated programme in a
learning area known as life skills . This study examined the challenges faced by university
teachers of foundation phase student teachers in the development of science modules/
courses. The national curriculum for this subject aims to strengthen learner awareness
of social relationships, technological processes and elementary science (DBE 2011a). We
developed an integrated numeracy, science and technology module for foundation phase
student teachers, based on the science-technology-society (STS) approach to teaching
science concepts. Students’ understanding of science concepts was assessed, using a
project method in which they solved a problem derived from children’s literature. Then
students’ views of this integrated approach to teaching science concepts were gathered.
The negative views of the foundation phase student teachers towards the integrated STS
approach was thought to indicate an empiricist view of the nature of science that could
impede their future teaching.
Bridging the Gap between Advantaged and Disadvantaged Children:
Authors: Fitzpatrick Caroline
Published: September 2016

Reducing the economic and social burden associated with poor academic achievement represents an urgent social concern. Increasingly research suggests that child characteristics in kindergarten play an important role in charting courses towards academic success. Although math and reading skill are important predictors of later achievement, executive function skills which underlie children’s ability to focus attention and become autonomous, self-directed learners are also likely to play a key role in later adjustment to school. Disadvantaged children perform more poorly on tests of achievement and executive functions.  Furthermore, executive functions have been found to partially account for the relationship between socioeconomic status and later achievement. It is possible to target executive functions in at-risk children using specific interventions. Not only are these interventions effective, they are also cost effective. It is proposed that increasing efforts towards promoting executive functions in preschool-aged children represents a promising strategy for reducing economically-based disparities in the education and eventual life chances of individuals.
What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?
Authors: Condy Janet , Blease Bernita
Published: September 2016

A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).
A mathematics competence test for Grade 1 children migrates from Germany to South Africa
Authors: Fritz-Stratmann Annemarie Agnes , Balzer Lars , Herholdt Roelien , Ragpot Lara , Ehlert Antje
Published: September 2016

This article presents the translation and adaptation process of a mathematics test for the acquisition of key mathematical (arithmetic) concepts by children from four to eight years of age. The origin of this test was in Germany, whence it was sourced by researchers at the University of Johannesburg. A conceptual model of hierarchical mathematics competence development forms the theoretical foundation of the test. This notion of hierarchical competence was tested in a one-dimensional Rasch analysis, which confirmed the hierarchical structure of the test with five levels of ability. In the translation process, it was imperative to ascertain whether the items of the translation had retained the conceptual content of the original test and had been allocated to the same conceptual levels as in the original test. In a number of pilot studies with a total of 1 600 South African children, we focused on the items that had been allocated to a different level, aiming to find out whether this was the result of translation errors. In analyses of different samples, discussing and reflecting on the model fit, and especially on items that did not fit well, ‘misfitting’ items could mostly be attributed to translation difficulties and differences in the children’s strategies, and not to a generally altered model. The final model was established after the rephrasing of critical items. This model has already been tested with 500 additional South African children. Results are presented and discussed, with the focus on the Sesotho test results.
The readability of two Grade 4 natural sciences textbooks for South African schools
Authors: Sibanda Lucy
Published: September 2016

This paper, deriving from a larger study, evaluates the readability of two Grade 4 natural sciences textbooks used by learners who speak English as an additional language in two South African schools. The study is set within the context of the reading-related transitional challenges faced by English second language learners when they move from the foundation phase to the intermediate phase. Text readability is critical for educational achievement during this transition. The case study was conducted by means of a qualitative content analysis of factors that are not accommodated in the readability formulae which were used to investigate the textbooks. While the findings from the two instruments were ambivalent for Book 1, with the content analysis showing the book to be largely readable, but the readability calculator indicating it to be beyond the learners’ reading level, both instruments indicated poor readability for Book 2. The study recommends a close consideration of text readability by both authors and teachers.
Ethical considerations in educational research involving children: Implications for educational researchers in South Africa
Authors: Pillay Jace
Published: September 2016

Adopting a social justice theoretical framework, the author proposes that the involvement of children in educational research is paramount. However, such involvement often exposes children to exploitation and a violation of their rights. As such, it is essential that all research involving children should be ethically sound. Hence, the purpose of this study was to explore ethical considerations in educational research involving children, especially in South Africa, which was historically known for the marginalization of and discrimination against children. This generic qualitative study included a sample of eight experts with extensive knowledge of the ethical concerns surrounding children’s participation in research activities. Data was collected through individual interviews, a questionnaire, and the analysis of documents and instruments pertaining to the ethical-legal protection of children’s involvement in research activities in South Africa. The findings identify several ethical principles that should be considered within a South African perspective and which have specific implications for educational researchers.
Critical reflections on the PGCE (Foundation Phase) qualification in South Africa
Authors: Verbeek Clare
Published: September 2016

There is a crisis in provision of quality teaching in the foundation phase of schooling in South Africa. This article argues that the Postgraduate Certificate in Education (Foundation Phase) (PGCE(FP)) has potential to help address this crisis. The article draws on data from university admission policies, focused discussion between teacher educators from six universities, and a survey of registered PGCE(FP) students at one of these institutions. Through an examination of criteria for admission to the qualification, the article considers which students could potentially be recruited into teaching via the PGCE(FP). The value of students’ academic maturity is highlighted in relation to the duration and content of the curriculum, and in terms of knowledge and motivational effects on children taught by these teachers. It is recommended that admission criteria for the PGCE(FP) should allow recruitment of graduates from a wider variety of academic backgrounds, and it is argued that this qualification should be seen as part of a continuum of professional learning and that teachers with a baccalaureate are well skilled to be active lifelong professional learners. Specific suggestions are made for further research to develop a full analysis of the distinct contribution the PGCE(FP) can make to the early years teaching profession.
The reading literacy profiles of first-year BEd foundation phase students
Authors: Nel Carisma , Adam Aninda
Published: September 2016

Reading is not simply an additional tool that students need at university; it constitutes the very process whereby learning occurs. Pre-service students are required to read prescribed course material which is predominantly in English. An overview of the reading literacy profiles of first-year BEd foundation phase students from diverse language backgrounds in a Faculty of Education Sciences indicates a diverse pattern of strengths and needs in terms of pseudo-word reading, spelling, oral reading fluency, vocabulary size and depth, and reading comprehension. An assessment and support rocket system for addressing the academic reading literacy needs of these students is discussed. This system seeks not only to facilitate success for all students, but also to fulfil requirements of quality student outcomes and timely completion and throughput rates.
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)
Authors: Desai Zubeida , Nomlomo Vuyokazi
Published: September 2016

The initiative of the Department of Higher Education and Training (DHET) in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R–3) programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation phase teacher. Whilst awaiting the outcome of our accreditation, the authors, as two of the persons who assisted in the design of the language curriculum, thought it appropriate to subject the curriculum to an internal scrutiny whilst we prepare to offer the programme. This internal dialogue is informed by the literature on early language development, particularly in multilingual contexts such as in South Africa.
Foundation phase teachers’ (limited) knowledge of geometry
Authors: Luneta Kakoma
Published: September 2016

This study is about student teachers’ conceptual understanding of shapes. While the National Curriculum Statement stipulates that by the time learners exit high school they should have grounded knowledge of basic geometry and know shapes such as polygons and polyhedrons and their properties, this study finds that the majority of student teachers have limited knowledge of basic geometry and require not remedial, but re-learning of these basic concepts. The Van Hiele levels of geometric thought model is used as a lens to gauge and understand students’ knowledge of geometry. A cohort of 128 first-year students registered for a foundation phase programme took part in the study. It was found that while Grade 12 learners are expected to operate at levels 3 and 4 of the Van Hiele’s levels, the majority of the participants in the study were operating at level 1, the level of the learners they will be teaching when they complete the course. Suggestions are made for how to address this problem.
‘Learning walks’: Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum
Authors: Zinn Denise , Geduld Deidre , Delport Aletta , Jordaan Christina
Published: September 2016

In teacher education, the integration of theory and practice is perhaps best manifested in work-integrated learning (WiL), which entails the merging of academic and professional knowledge domains (CHE 2011). The redesign of current BEd programmes at Nelson Mandela Metropolitan University (NMMU) to align with the Faculty of Education’s new vision and mission started in 2011. Rigorous interrogation of previous and current paradigms and practices led to uncomfortable awareness of the lack of relevance of teacher preparation programmes in relation to conditions in the majority of schools in the country. Furthermore, the undesired schism between theory and practice was clearly exacerbated by the existing teaching practice model. The primary challenge was to design integrated, coherent new BEd programmes, to be responsive to the realities of the majority of South African schools, and to facilitate the connection between theory and practice in the teacher education programme. The study described in this article responded to this challenge through the application of a humanising curriculum framework that had been co-constructed within the Faculty. It led to the implementation of ‘learning walks’, the name given to the dialogic spaces which were created to develop and inform a new model of WiL.
The role of working memory in childhood education: Five questions and answers
Authors: Cockcroft Kate
Published: September 2016

Working memory is the mental ability to temporarily store and manipulate information. Its functioning is distinct from the vast storage capacity of long-term memory and is crucial for optimal learning and development. There is considerable research on several theoretical aspects of working memory. Far less research has explored the application of such theory in order to understand how children perform in educational settings and to support and improve their academic performance. In this paper, five key aspects regarding working memory are considered and their implications for early childhood development, learning and education are discussed. These aspects include the role of the different components of working memory in early childhood learning, ways in which working memory is assessed in children, how verbal and visual working memory develop, how working memory difficulties manifest in children, and ways in which working memory can be improved.
A retrospective case report on demographic changes of learners at a school for children with Autism Spectrum Disorder in the Gauteng Province
Authors: Van Biljon Sumari , Kritzinger Alta , Geertsema Salomé
Published: September 2016

Limited research has been published about the demographic characteristics of children with Autism Spectrum Disorder (ASD) in South Africa. Describing the profiles of learners from a school for children with ASD may contribute to local knowledge in the field. A retrospective comparative design was utilised to compare the demographic characteristics of learners over two time intervals: 1992-2002 (Group 1, n=32) and 2003-2014 (Group 2, n=109). A total of 141 historical admission records in paper-based files were reviewed. Results indicated that there is a large male gender bias (8.4:1) in learners, which increased over the years. The age of the child when parents first became concerned and the age at diagnosis and assessment at school increased over both time periods. There was also an increase in the diversity of home languages after 2002. Parental qualifications decreased, but social class improved in recent years. The low qualification of a mother was associated with an advanced age of the child at school entry. The data serves as a point of reference for future studies about the characteristics of school children with ASD in South Africa.
The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning
Authors: Newman Linda , Obed Loveth
Published: September 2016

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.
Stories of change: The case of a foundation phase teacher professional development programme
Authors: Brown Bruce , Wilmot Di , Ash Margie Paton
Published: September 2016

The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom – an important component of the complex education environment in South Africa. This article describes teachers’ and principals’ reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children’s learning in the classroom. We argue that the programme’s strong orientation to practice, its focus on teachers’ understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers’ practices.
Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013
Authors: Draper Kim , Spaull Nic
Published: September 2016

The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.
An overview of key datasets in education in South Africa
Authors: Van Wyk Chris
Published: September 2016

This paper provides an overview of the various datasets pertaining to education in South Africa that are informing or could inform policy making in education. The paper serves as an inventory for anyone interested in understanding what data is available, how it may be accessed, what the quality of the data is and in what formats it may be accessed.
The paper is divided into three parts. The first part provides a description of existing education datasets and the basic data elements contained in each of these datasets. When discussing each of the existing education datasets, the paper addresses the quality of the education data available in South Africa. The first part also refers to the policy implications and the important role that data plays in policy-formulation. No information system on its own is comprehensive enough to provide all the information needed in strategic decision-making. Hence, part two of this paper discusses the need for data integration as an important data management strategy. The third part examines the effectiveness of implementing a learner unit record system nationally in comparison with the EMIS system that is currently in place and that is based on aggregate or summary institution–level data.

 
Plasma Epstein–Barr virus and Hepatitis B virus in non-Hodgkin lymphomas: Two lymphotropic, potentially oncogenic, latently occurring DNA viruses
Authors: Sinha Mahua , Rao Clementina Rama , Premalata C S , Shafiulla Mohammed , Lakshmaiah K C , Jacob Linu Abraham , Babu Govind K , Viveka B K , Appaji L , Subramanyam Jayshree R
Published: September 2016

Context: There is a need to study potential infective etiologies in lymphomas. Lymphocyte-transforming viruses can directly infect lymphocytes, disrupt normal cell functions, and promote cell division. Epstein–Barr virus (EBV) is known to be associated with several lymphomas, especially Hodgkin lymphomas (HLs). And recently, the lymphocyte-transforming role of hepatitis B virus (HBV) has been emphasized. Aims: The aim of this study was to elucidate the association of two potentially oncogenic, widely prevalent latent DNA viruses, EBV and HBV, in non-HL (NHL). Settings and Design: In this prospective study, we estimated plasma EBV and HBV DNA in NHL patients. Materials and Methods: Peripheral blood was obtained from newly diagnosed, treatment na ïve, histologically confirmed NHL patients. Plasma EBV DNA was quantified by real-time polymerase chain reaction (PCR) targeting Epstein–Barr Nucleic acid 1 while the plasma HBV DNA was detected using nested PCR targeting HBX gene. In a small subset of patients, follow-up plasma samples post-anticancer chemotherapy were available and retested for viral DNA. Results: Of the 110 NHL patients, ~79% were B-cell NHL and ~21% were T-cell NHL. Plasma EBV-DNA was detected in 10% NHLs with a higher EBV association in Burkitt lymphoma (33.3%) than other subtypes. Pretherapy HBV DNA was detected in 21% NHLs; most of them being diffuse large B-cell lymphoma (DLBCL). Moreover, 42% of DLBCL patients had HBV DNA in plasma. Since all patients were HBV surface antigen seronegative at diagnosis, baseline plasma HBV-DNAemia before chemotherapy was indicative of occult hepatitis B infection. Conclusions: Our findings indicate a significant association of HBV with newly diagnosed DLBCL.
Intrathecal trastuzumab for leptomeningeal carcinomatosis in patients with human epidermal growth factor receptor 2 positive breast cancer
Authors: Gulia Seema , Gupta Sudeep , Singh Ashish
Published: September 2016

There has been recent increase in incidence of leptomeningeal carcinomatosis, possibly due to widespread use of adjuvant trastuzumab and its known poor CNS penetration. Currently there are limited therapeutic options for these patients and outcome is poor. We report two cases of women with HER2 positive breast cancer who developed leptomeningeal carcinomatosis for which they were treated with intrathecal trastuzumab in combination with systemic therapy. Both patients had rapid symptomatic benefit and radiological response and remained progression free for at least seven months. Intrathecal trastuzumab can be considered a reasonable therapeutic option for these difficult to treat patients.
Sharp interface limit of an energy modelling nanoparticle-polymer blends
Authors: Alama Stan , Bronsard Lia , Topaloglu Ihsan
Published: September 2016

We identify the

\Gamma

-limit of a nanoparticle-polymer model as the number of particles goes to infinity and as the size of the particles and the phase transition thickness of the polymer phases approach zero. The limiting energy consists of two terms: the perimeter of the interface separating the phases and a penalization term related to the density distribution of the infinitely many small nanoparticles. We prove that local minimizers of the limiting energy admit regular phase boundaries and derive necessary conditions of local minimality via the first variation. Finally, we discuss possible critical and minimizing patterns in two dimensions and how these patterns vary from global minimizers of the purely local isoperimetric problem.
Impact of Infection Control Measures to Control an Outbreak of Multidrug-Resistant Tuberculosis in a Human Immunodeficiency Virus Ward, Peru
Authors: Ticona Eduardo , Huaroto Luz , Kirwan Daniela E. , Chumpitaz Milagros , Munayco César V. , Maguiña Mónica , Tovar Marco A. , Evans Carlton A. , Escombe Roderick , Gilman Robert H.
Published: September 2016

Multidrug-resistant tuberculosis (MDRTB) rates in a human immunodeficiency virus (HIV) care facility increased by the year 2000—56% of TB cases, eight times the national MDRTB rate. We reported the effect of tuberculosis infection control measures that were introduced in 2001 and that consisted of 1) building a respiratory isolation ward with mechanical ventilation, 2) triage segregation of patients, 3) relocation of waiting room to outdoors, 4) rapid sputum smear microscopy, and 5) culture/drug–susceptibility testing with the microscopic-observation drug-susceptibility assay. Records pertaining to patients attending the study site between 1997 and 2004 were reviewed. Six hundred and fifty five HIV/TB–coinfected patients (mean age 33 years, 79% male) who attended the service during the study period were included. After the intervention, MDRTB rates declined to 20% of TB cases by the year 2004 (P = 0.01). Extremely limited access to antiretroviral therapy and specific MDRTB therapy did not change during this period, and concurrently, national MDRTB prevalence increased, implying that the infection control measures caused the fall in MDRTB rates. The infection control measures were estimated to have cost US$91,031 while preventing 97 MDRTB cases, potentially saving US$1,430,026. Thus, this intervention significantly reduced MDRTB within an HIV care facility in this resource-constrained setting and should be cost-effective.
Overlap in the Seasonal Infection Patterns of Avian Malaria Parasites and West Nile Virus in Vectors and Hosts
Authors: Medeiros Matthew C. I. , Ricklefs Robert E. , Brawn Jeffrey D. , Ruiz Marilyn O. , Goldberg Tony L. , Hamer Gabriel L.
Published: September 2016

Multiple vector-borne pathogens often circulate in the same vector and host communities, and seasonal infection dynamics influence the potential for pathogen interactions. Here, we explore the seasonal infection patterns of avian malaria (Haemosporida) parasites (Plasmodium and Haemoproteus) and West Nile virus (WNV) in birds and mosquitoes in suburban Chicago. We show that both pathogens vary seasonally in Culex mosquitoes and avian hosts, but that patterns of covariation are complex. Different putative Plasmodium species varied asynchronously across the season in mosquitoes and birds, suggesting that different forces may govern their transmission. Infections of Culex mosquitoes with Plasmodium parasites were positively associated with WNV infections in pools of individuals aggregated from the same time and site, suggesting that these pathogens respond to common environmental drivers and co-circulate among the same host and vector populations. Future research should focus on these common drivers, and whether these pathogens interact in vectors and hosts.
Ambient measurement of fluorescent aerosol particles with a WIBS in the
Yangtze River Delta of China: potential impacts of combustion-related
aerosol particles
Authors: Yu Xiawei , Wang Zhibin , Zhang Minghui , Kuhn Uwe , Xie Zhouqing , Cheng Yafang , Pöschl Ulrich , Su Hang
Published: September 2016

Abstract. Fluorescence characteristics of aerosol particles in a polluted atmosphere were studied using a wideband integrated bioaerosol spectrometer (WIBS-4A) in Nanjing, Yangtze River Delta area of China. We observed strong diurnal and day-to-day variations of fluorescent aerosol particles (FAPs). The average number concentrations of FAPs (1–15 µm) detected in the three WIBS measurement channels (FL1: 0.6 cm−3, FL2: 3.4 cm−3, FL3: 2.1 cm−3) were much higher than those observed in forests and rural areas, suggesting that FAPs other than bioaerosols were detected. We found that the number fractions of FAPs were positively correlated with the black carbon mass fraction, especially for the FL1 channel, indicating a large contribution of combustion-related aerosols. To distinguish bioaerosols from combustion-related FAPs, we investigated two classification schemes for use with WIBS data. Our analysis suggests a strong size dependence for the fractional contributions of different types of FAPs. In the FL3 channel, combustion-related particles seem to dominate the 1–2 µm size range while bioaerosols dominate the 2–5 µm range. The number fractions of combustion-related particles and non-combustion-related particles to total aerosol particles were  ∼  11 and  ∼  5 %, respectively.
Improvement of OMI ozone profile retrievals by simultaneously fitting polar
mesospheric clouds
Authors: Bak Juseon , Liu Xiong , Kim Jae H. , Deland Matthew T. , Chance Kelly
Published: September 2016

Abstract. The presence of polar mesospheric clouds (PMCs) at summer high latitudes could affect the retrieval of ozone profiles using backscattered ultraviolet (UV) measurements. PMC-induced errors in ozone profile retrievals from Ozone Monitoring Instrument (OMI) backscattered UV measurements are investigated through comparisons with Microwave Limb Sounder (MLS) ozone measurements. This comparison demonstrates that the presence of PMCs leads to systematic biases for pressures smaller than 6 hPa; the biases increase from  ∼ −2 % at 2 hPa to  ∼ −20 % at 0.5 hPa on average and are significantly correlated with brightness of PMCs. Sensitivity studies show that the radiance sensitivity to PMCs strongly depends on wavelength, increasing by a factor of  ∼  4 from 300 to 265 nm. It also strongly depends on the PMC scattering, thus depending on viewing geometry. The optimal estimation-based retrieval sensitivity analysis shows that PMCs located at 80–85 km have the greatest effect on ozone retrievals at  ∼  0.2 hPa ( ∼  60 km), where the retrieval errors range from −2.5 % with PMC vertical optical depth (POD) of 10−4 to −20 % with 10−3 POD at backscattering angles. The impacts increase by a factor of  ∼  5 at forward-scattering angles due to stronger PMC sensitivities. To reduce the interference of PMCs on ozone retrievals, we perform simultaneous retrievals of POD and ozone with a loose constraint of 10−3 for POD, which results in retrieval errors of 1–4 × 10−4. It is demonstrated that the negative bias of OMI ozone retrievals relative to MLS can be improved by including the PMC in the forward-model calculation and retrieval.
An evaluation of International Reference Ionosphere electron density in the polar cap and cusp using EISCAT Svalbard radar measurements
Authors: Bjoland Lindis Merete , Belyey Vasyl , Løvhaug Unni Pia , La Hoz Cesar
Published: September 2016

Abstract. Incoherent scatter radar measurements are an important source for studies of ionospheric plasma parameters. In this paper the EISCAT Svalbard radar (ESR) long-term database is used to evaluate the International Reference Ionosphere (IRI) model. The ESR started operations in 1996, and the accumulated database up to 2012 thus covers 16 years, giving an overview of the ionosphere in the polar cap and cusp during more than one solar cycle. Data from ESR can be used to obtain information about primary plasma parameters: electron density, electron and ion temperature, and line-of-sight plasma velocity from an altitude of about 50 and up to 1600 km. Monthly averages of electron density and temperature and ion temperature and composition are also provided by the IRI model from an altitude of 50 to 2000 km. We have compared electron density data obtained from the ESR with the predicted electron density from the IRI-2016 model. Our results show that the IRI model in general fits the ESR data well around the F2 peak height. However, the model seems to underestimate the electron density at lower altitudes, particularly during winter months. During solar minimum the model is also less accurate at higher altitudes. The purpose of this study is to validate the IRI model at polar latitudes.
Connecting spatial and temporal scales of tropical precipitation in observations and the MetUM-GA6
Authors: Martin Gill M. , Klingaman Nicholas P. , Moise Aurel F.
Published: September 2016

Abstract. This study analyses tropical rainfall variability, on a range of temporal and spatial scales, in a set of parallel Met Office Unified Model (MetUM) simulations at a range of horizontal resolutions, compared with two satellite-derived rainfall datasets. We focus on the shorter scales i.e. from the native grid and time-step of the model through sub-daily to seasonal, since previous studies have paid relatively little attention to sub-daily rainfall variability and how this feeds through to longer scales. We find that the behaviour of the deep convection parametrization in this model on the native grid and time-step is largely independent of the grid-box size and time-step length over which it operates. There is also little difference in the rainfall variability on larger/longer spatial/temporal scales. Tropical convection in the model on the native grid/time-step is spatially and temporally intermittent, producing very large rainfall amounts interspersed with grid-boxes/time-steps of little or no rain. In contrast, switching off the deep convection parametrization, albeit at an unrealistic resolution for resolving tropical convection, results in very persistent (for limited periods), but very sporadic, rainfall. In both cases, spatial and temporal averaging smoothes out this intermittency. On the ~ 100 km scale, for oceanic regions, the spectra of 3-hourly and daily mean rainfall in the configurations with parametrized convection agree fairly well with those from satellite-derived rainfall estimates, while at ~ 10 day timescales the averages are overestimated, indicating a lack of intra-seasonal variability. Over tropical land the results are more varied, but the model often underestimates the daily mean rainfall (partly as a result of a poor diurnal cycle) but still lacks variability on intra-seasonal timescales. Ultimately, such work will shed light on how uncertainties in modelling the small/short scale processes relate to uncertainty in climate change projections of rainfall distribution and variability, with a view to reducing such uncertainty through improved modelling of the small/short scale processes.
Tropical Moisture Exports, Extreme Precipitation and Floods in
Northeast US
Authors: Lu Mengqian , Lall Upmanu
Published: September 2016

Abstract. A statistically and physically based framework is put forward that investigates the relationship between Tropical Moisture Exports (TME), and extreme Precipitation and floods in the Northeast United States (N.E. USA). TME correspond to the meridional transport of moist air masses, primarily born in tropical oceanic areas, to higher latitudes; contribute to the global climatology precipitation and its extremes; and are closely related to flood events, especially in the mid-latitudes. The birth process and the steering of TME have seasonal and interannual variability. In this study, we explore how the TME are related to extreme precipitation and floods in the N.E. USA with a focus on seasonal variability and the potential impact of the El Niño Southern Oscillation. Links of TME to large floods events in N.E. USA in different seasons are first identified. The major moisture sources of the TME that contribute to precipitation extremes and floods in N.E. USA are then identified, together with the seasonally and interannually varying characteristics in terms of both TME birth and entrance to the N.E. USA, and their subsequent contribution to extreme precipitation. We show that the extreme daily precipitation events are dominated by extreme TME entering the N.E. USA events in every season.
Setting priorities in healthcare institutions: The case of McGill University Health Centre
Authors: Hisarciklilar Onur , Woozageer Atish , Moatari-Kazerouni Afrooz , Schiffauerova Andrea , Thomson Vincent
Published: September 2016

Priority setting is a decision-making process concerning the distribution of resources. The imbalance between allocated resources and public demand for health services as well as the inherent complexity of healthcare institutions are making priority setting one of the most challenging health management issues. Nevertheless, the priority setting processes and policymaking have not been studied very much at the hospital strategic planning level, i.e., the prioritisation of clinical activities. The purpose of this paper is to provide an evidence based case for improving the priority setting process in large hospitals. In a qualitative case study carried out at the McGill University Health Centre (MUHC), a priority setting exercise is described and the process is assessed in line with an accountability for reasonableness framework. Data collection involved in-depth, one-on-one interviews with key participants, review of key documents, and in-field observation. To assess the priority setting exercise, this paper compares the priority setting process against the five conditions of accountability for reasonableness, and identifies good practices and opportunities for improvement.