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Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry
Ten percent of the school-aged population have speech, language, and communication needs (SLCN) that impact access to the curriculum. Successful implementation of classroom-based SLCN interventions can reduce barriers to learning, thereby improving educational outcomes for this vulnerable population. The challenges of implementing innovations in educational settings are well-documented, yet limited studies have addressed such considerations when developing, and piloting universal level SLCN interventions for use in Irish schools.
A qualitative exploratory study was undertaken to establish the acceptability, feasibility, and appropriateness of a universal level SLCN intervention. An advisory panel of teachers (n = 8) and children with SLCN (n = 2) were engaged as co-researchers in the study. The Communication Supporting Classrooms Observation Tool, developed as part of the Better Communication Project in the UK, was trialled across a diverse sample of school settings (n = 5). Semi-structured interviews were conducted with school practitioners and school leaders, and a deductive content analysis was undertaken using the domains of the Consolidation Framework for Implementation Research.
The observation tool was viewed as acceptable with suggested additions. Integrating use of the tool within existing data-informed, school self-evaluation processes aimed at supporting school improvement was noted as a potential means of supporting implementation. A knowledge gap in relation to school-based models of support for SLCN was identified which may negatively impact implementation. An implementation strategy targeting coherence, cognitive engagement and contextual integration is indicated if the tool is to be normalised into routine practice in Irish classrooms. Implementation needs appeared to vary at the school level.
The importance of early-stage exploration to guide implementation planning with regards to developing and testing universal level interventions for SLCN in schools is highlighted. Engaging an advisory panel provides important insights to guide implementation decisions. Findings suggest an adaptive design is required when planning implementation studies targeting classroom setting.
Journal Article
Chance, order, change : the course of international law : general course on public international law
The course of international law over time needs to be understood if international law is to be understood. This work aims to provide such an understanding. It is directed not at topics or subject headings but at some of the key unresolved problems of the discipline.
Book
Caffeine exposure induces browning features in adipose tissue in vitro and in vivo
Brown adipose tissue (BAT) is able to rapidly generate heat and metabolise macronutrients, such as glucose and lipids, through activation of mitochondrial uncoupling protein 1 (UCP1). Diet can modulate UCP1 function but the capacity of individual nutrients to promote the abundance and activity of UCP1 is not well established. Caffeine consumption has been associated with loss of body weight and increased energy expenditure, but whether it can activate UCP1 is unknown. This study examined the effect of caffeine on BAT thermogenesis
in vitro
and
in vivo
. Stem cell-derived adipocytes exposed to caffeine (1 mM) showed increased UCP1 protein abundance and cell metabolism with enhanced oxygen consumption and proton leak. These functional responses were associated with browning-like structural changes in mitochondrial and lipid droplet content. Caffeine also increased peroxisome proliferator-activated receptor gamma coactivator 1-alpha expression and mitochondrial biogenesis, together with a number of BAT selective and beige gene markers.
In vivo
, drinking coffee (but not water) stimulated the temperature of the supraclavicular region, which co-locates to the main region of BAT in adult humans, and is indicative of thermogenesis. Taken together, these results demonstrate that caffeine can promote BAT function at thermoneutrality and may have the potential to be used therapeutically in adult humans.
Journal Article
Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry
Ten percent of the school-aged population have speech, language, and communication needs (SLCN) that impact access to the curriculum. Successful implementation of classroom-based SLCN interventions can reduce barriers to learning, thereby improving educational outcomes for this vulnerable population. The challenges of implementing innovations in educational settings are well-documented, yet limited studies have addressed such considerations when developing, and piloting universal level SLCN interventions for use in Irish schools. A qualitative exploratory study was undertaken to establish the acceptability, feasibility, and appropriateness of a universal level SLCN intervention. An advisory panel of teachers (n = 8) and children with SLCN (n = 2) were engaged as co-researchers in the study. The Communication Supporting Classrooms Observation Tool, developed as part of the Better Communication Project in the UK, was trialled across a diverse sample of school settings (n = 5). Semi-structured interviews were conducted with school practitioners and school leaders, and a deductive content analysis was undertaken using the domains of the Consolidation Framework for Implementation Research. The observation tool was viewed as acceptable with suggested additions. Integrating use of the tool within existing data-informed, school self-evaluation processes aimed at supporting school improvement was noted as a potential means of supporting implementation. A knowledge gap in relation to school-based models of support for SLCN was identified which may negatively impact implementation. An implementation strategy targeting coherence, cognitive engagement and contextual integration is indicated if the tool is to be normalised into routine practice in Irish classrooms. Implementation needs appeared to vary at the school level. The importance of early-stage exploration to guide implementation planning with regards to developing and testing universal level interventions for SLCN in schools is highlighted. Engaging an advisory panel provides important insights to guide implementation decisions. Findings suggest an adaptive design is required when planning implementation studies targeting classroom setting.
Journal Article
الفولكلور في العهد القديم (التوراة)
قدم الأشياء والاعتبار عليها من قديم الزمان يضفى عليها حجابا يمنع الناس من رؤيتها على صورتها الحقيقية أو التمعن أو التحليل لها، واستخلاص الصواب أو الخطأ مما فيها، وهذا هو مالم يقع فيه \"جميس فريزر\" وهو ذو حدة وباع كبير فى علم الأنثربولوجى عندما وضع العهد القديم تحت منظاره للبحث والدراسة. فعندما أمسك بنصوص العهد القديم استوقفته أشياء مرت مرور الكرام على الكثيرين، أشياء وأحداث وقصص وردت فى العهد القديم رأى فيها علاقة وثيقة بالوثنيات والطقوس التى كان يمارسها أناس القبائل القديمة، وهو ماليس غريبا حيث أن الديانة اليهودية هى أول الديانات السماوية، وهو نذلك ضاربة فى عمق التاريخ، وحتى تعرف جيدا ما أراده المؤلف بدارسته الهامة تلك ينبغ لنا أن تعود إلى كلماته التى ذكرها فى مقدمته عندما قال (حاولت فى هذا الكتاب أن أسير على هدى الدراسات الفولكلورية منعقبا بعض معتقدات الاسرائيليين القدماء وأنماط سلوكها نجده لدى القبائل البدائية التى تعيش حتى اليوم من معتقدات وعادات، وإذا كنت فقد حققت أى قدر من النجاح فى هذه المحاولة، فانه سيكون من الممكن النظر إلى تاريخ بنى اسرائيل فى ضوء أكثر صدقا، وأن يكون أقل رومانسية، بوصفهم شعبا لا يميزه الوحى الالهى عن غيره من الشعوب الاخرى ذلك التمييز العجيب، بل شعبا تطور كبقية الشعوب من مرحلة بدائية يسودها الجهل والهمجية، وذلك عن طريق عملية انتخاب طبيعى بطيئة، جدير بالذكر أن الكتاب الذى بين يدينا وهو يقع فى مجلدين هما اختصار قام به \"جميس فريزر\" بنفسه لدارسته لكثيرين وقتا وجهدا لمتابعتها واقتنائها. وأخيرا بعد ذلك لم تبق لدنيا أدنى شك فى أهمية الدراسة التى قدمها \"فريزر\" وترجمها للعربية الدكتورة \"نبيلة إبراهيم\" على كافة الأصعدة الدينية والإجتماعية والتاريخية.
BOOK
The development and productivity of a measure for identifying low language abilities in children aged 24–36 months
Background
Accurate early identification of children with low language ability is important but existing measures generally have low sensitivity. This remains an area of concern for preventive and public health services. This study aimed to create and evaluate a measure of child language, communication and related risks which can be used by community health nurses to accurately identify children with low language aged 24–30 months.
Methods
The Early Language Identification Measure (ELIM) was developed and comprised five measurement sections, each measuring different aspects of development combined into a single measure. This was tested blind against a reference standard language measure, the Preschool Language Scale-5 (PLS-5), at the universal 24–30-month health visitor review in England. The threshold for likely low language was the tenth centile or below on the PLS-5. The aim was to ascertain the performance of the five individual sections in the scale, and consider the optimum combination of sections, for predicting low language ability. Specificity, sensitivity, and positive and negative predictive values were reported for each of the five sections of the ELIM alone and in conjunction with each other. The performance for children from monolingual English-speaking families and those who spoke languages other than English were also considered separately.
Results
Three hundred and seventy-six children were assessed on both the ELIM identification measure and the PLS-5 with 362 providing complete data. While each section of the ELIM predicted low language ability, the optimal combination for predicting language outcome was the parent reported vocabulary checklist coupled with the practitioner observation of the child’s communication and related behaviours. This gave a sensitivity of 0·98 with a specificity of 0·63.
Conclusions
A novel measure has been developed which accurately identifies children at risk of low language, allowing clinicians to target resources efficiently and intervene early.
Journal Article