bluuebunny/crossref_metadata_2025_split huggingface dataset:
In situ localization of heat‐shock and histone proteins in honey‐bee (apis mellifera l.) larvae infected with paenibacillus larvae
Authors: Gregorc Aleš , Bowen Ivor D. 
Published: September 2002

The immunohistochemical localization of the heat shock proteins (Hsp70 and Hsp90) and histone protein in healthy and Paenibacillus larvae infected honeybee (Apis mellifera L.) larvae has been studied. Hsp70 was found in the nuclei and the cytoplasm of infected midgut, salivary gland cells and haemocytes, but not in uninfected larvae. Hsp90 was localized in both infected and uninfected cells. Exposed histone proteins were localized in the nuclei of dying uninfected cells undergoing programmed cell death. The distribution of histone protein in uninfected cells of midgut, salivary gland, and other tissues was nuclear and indicative of normal programmed cell death at levels between 1 and 5%.After applying histone protein antibodies to P. larvae infected honeybee larvae, the DAB based reaction product was located in the nuclei or immediate surroundings of all larval cells. The Hsp70, Hsp90 and histone protein distribution patterns are discussed in relation to the morphological, cytochemical and immunocytochemical characteristics of programmed cell death and pathological necrosis. Results produced by methyl green‐pyronin staining confirm an elevation of RNA levels in normal programmed cell death and a reduced staining for RNA in necrotic infected cells.
The effects of formal order and spatial content on reasoning in three dimensions
Authors: Boudreau Ginette , Pigeau Ross , McCann Carol 
Published: September 2002

This study investigates the effects of formal order and spatial content on reasoning in three dimensions in view of the Formal Rules theory and the Mental Models theory of spatial reasoning. Twenty‐six subjects solved 144 spatial deductive problems that varied by the formal order of the entities (referential order, referential continuity) and the spatial content (dimension, orientation, and direction). There were two dependant variables: the correct responses and their response times. The number of mental models and the formal derivations underlying the deductions allowed comparison of opposite predictions made by the Formal Rules theory and the Mental Models theory of spatial reasoning.The results overwhelmingly supported the Mental Models theory's predictions. The effects of referential order showed that problems yielding two possible mental models were significantly more difficult than problems based on one mental model, although the former problems involved a shorter formal derivation than the latter. The effects of referential continuity also generalized the Mental Models theory's prediction to reasoning in all three dimensions. The effects of referential continuity showed that problems that required independent layouts in memory were reliably more difficult than problems that allowed the continuous integration of the entities in a mental model. We obtained these results despite the fact that the former condition required a shorter formal derivation than the latter. The effects of spatial content were also reliable despite the fact that the formal derivations were the same across spatial content. Thus, spatial deductions were significantly easier to make in 1D than in 2D and in 2D than 3D. Deductions were also significantly easier to make from left to right along the horizontal axis of a mental model, and from top to bottom along the vertical axis rather than from the respective opposite directions. The effects of spatial content suggest that mental models reproduce spatial relations relative to reference frames.
Popular histories: ‘education’ and ‘entertainment’ in information books for children
Authors: Scanlon Margaret , Buckingham David 
Published: September 2002

ABSTRACTUK government policy has increasingly emphasized the importance of learning in the home; and commercial publishers have not been slow to respond. There is now a growing market in popular information books targeted at parents and children. This article provides an analytical case‐study of four such books on a common historical theme: ancient Rome. It addresses three main issues. First, it considers the epistemology or historiography of these texts, particularly in relation to their use of sources and their implicit view of what history (as a subject) is. Second, it discusses the pedagogic style of the texts, as reflected in their mode of address to the reader and their use of narrative and expository language. Finally, it considers the balance between ‘education’ and ‘entertainment’ and the implications of using popular cultural genres as a means of representing the past.
Reintroducing creativity: Day 10 at Hackleton School
Authors: Woods Peter , O'Shannessy Jennifer 
Published: September 2002

ABSTRACTThis article reports on the first year of a fortnightly ‘creative arts’ morning, instituted by a primary school to bring more balance into the curriculum, which the staff saw as dominated by National Curriculum, and especially literacy and numeracy requirements. Through increasing and unrelenting demands, creativity and the arts had become suppressed in the school. The initiative was evaluated using qualitative research methods involving observation, discussion and study of documents. It was found that there were significant educational benefits in the creative arts mornings, especially in the areas of generating positive emotions, the cultivation of social relationships among both staff and children, the development of pupil skills and creativity, and heightened teacher morale. The initial aims were all achieved in part, though some more fully than others. The article concludes with a discussion of possible longer‐term aims and the principles on which they might be based.
The Literacy Hour: a case for listening to children
Authors: Hancock Roger , Mansfield Melian 
Published: September 2002

ABSTRACTDespite a professional rhetoric about the importance of consulting children, there is reason to think that many teachers continue to disregard children's views in their dayto‐day practice. The Literacy Hour, with its detailed content and prescribed pedagogic structure, leaves teachers, teaching assistants and children very little room for comment or change. This article reports on a small‐scale interview study involving 48 children. The study aimed to understand children's experiences of the Literacy Hour. It is suggested that their comments should serve to inform professional practice. They raise important considerations related to teaching and learning and also provide reasons for questioning if the hour is as complete an answer to literacy teaching as it is claimed to be.
Economic aspects of citizenship education: an investigation of students' understanding
Authors: Davies Peter , Howie Helen , Mangan Jean , Telhaj Shqiponja 
Published: September 2002

ABSTRACTIn 2002 education for citizenship will become a statutory requirement in English secondary schools for the first time. Broad guidelines which have been issued to schools include some elements of economic understanding, although this aspect of citizenship has attracted little attention in public debate. Moreover, relatively little is known about students' current thinking on these aspects of citizenship. Our article addresses this gap in current knowledge through reporting results from a large‐scale (over 1000 responses) survey of 15‐ and 17‐year‐old students. A draft survey was trialled in May 2000 and revised in the light of students' responses and discussion at a research seminar in July 2000. The questionnaire focuses on students' understanding of, and attitude towards, aspects of taxation, government spending, employment and inflation. These results may usefully inform planning for programmes of citizenship education and they can also provide a point of reference for subsequent evaluation of those programmes.
Measuring teacher beliefs about alternative curriculum designs
Authors: Cheung Derek , Wong Hin‐Wah 
Published: September 2002

ABSTRACTAlthough all teachers hold beliefs about alternative curriculum designs, researchers know little about how the beliefs are related to each other and to teacher demographic characteristics such as gender and subject areas. In addition, measuring instruments in this area of curriculum enquiry remain primitive. In this article, we review issues surrounding the measurement of teachers' curriculum orientations, report the development and validation of a 30‐item curriculum orientation inventory,and use the data gathered from a sample of 648 Hong Kong teachers to examine the relationships between curriculum orientations and some teacher demographic characteristics. The inventory was designed to measure teachers' five curriculum orientations: academic, cognitive process, social reconstruction, humanistic and technological. We found that the reliability and validity of the data were adequate. In contrast to logical expectation, teachers valued all the five theoretically conflicting curriculum orientations and the correlations among the orientations were considerable and positive. There was no significant difference in teachers' curriculum orientations based on gender. Primary and secondary school teachers also did not show significant difference. Furthermore, experienced teachers were more likely to value the academic orientation and English language teachers were more humanistic than science teachers. Directions for future research are suggested.
Children's grammatical categories of verb and noun: A comparative look at children with specific language impairment (SLI) and normal language (NL)
Authors: Skipp Amy , Windfuhr Kirsten L. , Conti‐Ramsden Gina 
Published: September 2002

AbstractThe study investigated the development of grammatical categories (noun and verb) in young language learners. Twenty‐eight children with specific language impairment (SLI) with a mean language age of 35 months and 28 children with normal language (NL) with a mean language age of 34 months were exposed to four novel verbs and four novel nouns during 10 experimental child‐directed play sessions. The lexical items were modelled with four experimentally controlled argument structures. Both groups of children showed little productivity with syntactic marking of arguments in the novel verb conditions. Thus, both groups of children mostly followed the surface structure of the model presented to them, regardless of the argument they were trying to express. Therefore, there was little evidence of verb‐general processes. In contrast, both groups used nouns in semantic roles that had not been modelled for them. Importantly, however, children with SLI still appeared to be more input dependent than NL children. This suggests that children with NL were working with a robust noun schema, whereas children with SLI were not. Taken together, the findings suggest that neither group of children had a grammatical category of verb, but demonstrated a general knowledge of the grammatical category of noun. These findings are discussed in relation to current theories of normal and impaired language development.
Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high‐functioning autism
Authors: Norbury Courtenay Frazier , Bishop Dorothy V. M. 
Published: September 2002

AbstractAn investigation is reported into the story comprehension abilities of four groups of children: those with typical specific language impairment (SLI‐T), those with pragmatic language impairments who were not autistic (PLI), those with high‐functioning autism (HFA) and typically developing controls. The story comprehension task required children to answer questions about the literal content of the story, as well as questions involving two types of inferences: text‐connecting and gap‐filling. The control children outscored the three clinical groups on story comprehension, but the group means of the clinical groups did not differ. However, categorical examination of the data revealed that children with pragmatic difficulties related to HFA were more likely to have specific inferencing deficits. Error analysis suggested that all children could make inferences, but these were not always relevant to the story context. This supports the notion of weak central coherence underlying deficits in inferencing. There were no group differences on story recall. However, there was a strong relationship between story comprehension and recall, in that those who had better comprehension tended to have better recall. It is concluded that comprehension aids recall by enabling the listener to build a more stable mental representation of the story. The pragmatic deficits seen in autism compromise this process.
Phonological training in children with dyslexia using temporally modified speech: A three‐step pilot investigation
Authors: Habib Michel , Rey Véronique , Daffaure Virginie , Camps Roselyne , Espesser Robert , Joly‐Pottuz Barbara , Démonet Jean‐François 
Published: September 2002

AbstractThree separate studies were successively carried out to investigate the usefulness of intensively training children with dyslexia with daily exercizes based on the temporal processing theory of dyslexia, according to which these children would be specifically unable to process brief and rapidly changing auditory stimuli. The speech modification, similar for the three studies, was close to that proposed by Merzenich et al. (1996) and Tallal et al. (1996), including both artificial slowing of natural speech stimuli and amplification of brief, unstable portions of the speech signal. In the first study, 12 children, aged 10‐12 years, received either such modified speech or normal speech for 1 h a day, 5 days a week, over 5 weeks, and they were assessed on phonological tasks before, during and after training. A significant advantage for the modified speech group was found both in pre‐post‐training improvement and in day‐to‐day progression on phonological performance. In a second study, 29 children with dyslexia, aged 5‐12, received a similar training, but for only 15 min a day, 7 days a week, over 6 weeks, part at the speech therapist office, part in their own homes. The finding of comparable improvement in a more ‘natural’ environment and in children over a wider age range indicates both the efficacy and feasibility of the method in usual clinical practice. However, this study also showed that one of four children did not improve as expected, prompting a third study where 23 other children underwent specific tasks presumably exploring various aspects of temporal processing in order to find predictors of training efficacy. A ‘temporal order judgement’ (TOJ) task was found best correlated with post‐training improvement, suggesting that one use this task for selecting the best candidates for temporo‐phonological training. Moreover, such correlation provided further argument in favour of the temporal deficit theory of dyslexia, not only by showing a link between a purely temporal task and ultimate phonological performance, but also by demonstrating that TOJ performance itself improves after phonological training. Finally, and taken together, these studies provide further justification for a rational, indication‐based temporo‐phonological treatment of dyslexia. Possible neural substrates of the relevant mechanisms are discussed in the light of recent experimental and brain‐imaging studies.
Strategies for achieving joint attention when signing to children with Down's syndrome
Authors: Clibbens John , Powell Gaye G. , Atkinson Ellen 
Published: September 2002

AbstractResearch indicates that joint attention is an important factor in determining the rate and nature of early vocabulary development in typically developing children. Studies conducted with deaf children acquiring sign language indicate that caregivers adopt special strategies for achieving joint attention with this group: these strategies make allowance for the visual medium in which the language is transmitted. Joint attention is also important for the development of communication in children with Down's syndrome, who also often have restricted attentional capacity. Moreover, there is good evidence that the use of signed input in addition to speech can have significant benefits for these children. This paper reports on a study designed to explore the utility of strategies observed in deaf parents for the achievement of joint attention when signing with children with Down's syndrome. Data are presented from recordings of four children with Down's syndrome and their mothers. The results showed that the mothers were successful in enabling the child to perceive both signed input and contextual referents much of the time, but that the range of strategies used was very limited compared to deaf parents of deaf children. Adopting a wider range of strategies would allow a considerable increase in signed input. Implications for intervention programmes are discussed.
Carer knowledge of dysphagia management strategies
Authors: Chadwick Darren D. , Jolliffe Jane , Goldbart Juliet 
Published: September 2002

AbstractDysphagia can have many negative health consequences for people with learning disabilities, including dehydration, aspiration and asphyxiation. Few studies have investigated dysphagia management among adults with learning disabilities. This study aims to contribute to the existing knowledge by investigating carer knowledge of speech and language therapists' (SLTs) recommendations regarding dysphagia management, and by comparing carer knowledge with their behavioural adherence to SLT recommendations. An exploratory study was undertaken investigating carer knowledge of dysphagia management strategies, along with a within‐participants' study comparing carer knowledge and adherence. Structured interviews were conducted with carers supporting adults with learning disabilities and dysphagia to explore and ascertain their knowledge of dysphagia management. These data were then compared with observational data gathered in naturalistic contexts, assessing the behavioural adherence of these same carers. Recommendations pertaining to altering consistency and using specialized equipment and utensils were recalled significantly more readily than those concerning support and prompting for the dysphagic persons. Moreover, carers adhered to management strategies to a significantly greater degree than they could recall the details of the written guidelines containing the dysphagia management strategies. The findings suggest that tangible and routinely used management strategies, e.g. food and drink consistency, and use of specialized utensils, are easier for carers to adhere to and remember than support‐based strategies such as verbal prompting and pacing. The discrepancy between compliance and knowledge can be explained by calling upon cognitive theories of memory and skill acquisition. This has implications for the selection of relevant outcomes of dysphagia training of direct care staff. Knowledge does not necessarily predict actual behavioural adherence and, though desirable, does not appear to be an adequate outcome indicator if the goal is behavioural adherence. Practice implications for SLTs training carers in dysphagia management strategies include combating fossilization of incorrect knowledge; encouraging carers to refamiliarize themselves with management strategies and their rationales periodically following initial training; and providing more specific contingency information for support and prompting in the guideline documentation.
Speech and language therapy services to education in England and Wales
Authors: Lindsay Geoff , Soloff Nina , Law James , Band Sue , Peacey Nick , Gascoigne Marie , Radford Julie 
Published: September 2002

AbstractServices for children with speech and language needs in England and Wales are in a period of change. The context is subject to major systemic pressures deriving from government policies. These include the development of inclusive education and encouragement of multiprofessional collaboration in policy development and practice (‘joined up thinking’). In addition, structures at local level are changing with the establishment of unitary authorities and the change from Health Trusts to Primary Care Trusts. Professional practice is also changing with a shift from clinical to community settings for speech and language therapists working with children. The present study reports on a survey sponsored by the Department for Education and Employment, Department of Health and the Welsh Assembly to identify the nature of speech and language therapy (SLT) services provided to education in England and Wales. The sample comprised all SLT service managers (n = 133, response rate 74%). The results indicate that services vary greatly in size and in their SLT: child ratio, with a mean of one SLT to 4257 child population. The caseload was highest for the 5‐10 age group, and service delivery was targeted at these children, with low levels of work with secondary aged pupils. Most provision in educational settings was made to mainstream schools, but the provision of SLT time per child was substantially higher in specialist language resources. Apart from the preschool phase, most SLT provision was for children with statements of special educational needs. Prioritization of service delivery was usually by severity of need. The provision of bilingual SLT services was very limited, with only 14.0 full‐time equivalents SLTs fluent in a community language, other than Welsh, where proportionately availability was much greater. Most LEAs funded SLT posts, although these were usually employed as part of the SLT service, with only about 10% of LEAs employing SLTs direct. However, 55.5% of SLT managers reported that recruitment and retention were problematic, resulting in gaps in the service. These findings are discussed with respect to changes driven by professional judgements on the nature of optimal service delivery, and government policy, with particular reference to inclusion and equity of service delivery.