Causality in classical physics

Classical physics encompasses the study of physical phenomena which range from local (a point) to nonlocal (a region) in space and/or time. We discuss the concept of spatial and temporal nonlocality. However, one of the likely implications pertaining to non-locality is non-causality. We study causality in the context of phenomena involving nonlocality. An appropriate domain of space and time which preserves causality is identified.     

Leading the small rural primary school: The challenges of headship

This paper is intended to describe the roles and responsibilities of the small school head and is based on the personal experiences of a serving headteacher. It seems an accepted element of academic discourse that recent governmental initiatives have impacted on the leadership and management of educational institutions in such a way that they have offered both opportunities and challenges for school leaders. It is the central contention of this paper that the impact of these opportunities and challenges has nowhere been greater than in the leading of small schools.     

Representations of swine flu: perspectives from a Malaysian pig farm

Novel influenza viruses are seen, internationally, as posing considerable health challenges, but public responses to such viruses are often rooted in cultural representations of disease and risk. However, little research has been conducted in locations associated with the origin of a pandemic. We examined representations and risk perceptions associated with swine flu amongst 120 Malaysian pig farmers. Thirty-seven per cent of respondents felt at particular risk of infection, two-thirds were somewhat or very concerned about being infected. Those respondents who were the most anxious believed particular societal "out-groups" (homosexuals, the homeless and prostitutes) to be at higher infection risk. Although few (4%) reported direct discrimination, 46% claimed friends had avoided them since the swine flu outbreak. Findings are discussed in the context of evolutionary, social representations and terror management theories of response to pandemic threat.     

Family- and classroom-related factors and mother–kindergarten teacher trust in Estonia and Finland

This study examined the role of family-related (mother’s education, depressive symptoms and child’s gender) and kindergarten-related (teacher’s experience, teaching practices and class size) factors in mothers’ and teachers’ mutual trust in Estonia and Finland. Six hundred eighteen (206 Estonian and 412 Finnish) mothers of kindergarten children and their teachers (26 Estonian, 49 Finnish) were participated in the study. Both mothers and teachers filled in the questionnaire on trust; teachers’ teaching practices were observed with early childhood classroom observation measure. The results of multilevel modelling showed that mothers in both countries trusted more in teachers who used child-centred rather than teacher-directed practices. Teachers indicated higher trust in highly educated mothers and mothers of girls. Estonian teachers with longer work experience trusted more in mothers than less experienced teachers, and Finnish teachers trusted less in mothers reporting more depressive symptoms. The results emphasise the importance of both family-related and kindergarten-related factors in the enhancement of mutual trust.     

Predicting child maltreatment among Puerto Rican children from migrant and non-migrant families

ObjectivesThe objectives of the present study were to (1) describe the prevalence of child maltreatment among migrant and non-migrant Puerto Rican families and (2) identify socio-demographic and cultural (i.e., acculturation pattern, familismo) predictors of maltreatment within these two samples.MethodRepresentative community samples of Puerto Rican children (ages 5–13 at baseline) and their adult caretakers were interviewed at two sites: the South Bronx in New York City (n = 631 families) and the Standard Metropolitan Areas of San Juan and Caguas in Puerto Rico (n = 859 families). Participants were re-interviewed 1 and 2 years following the baseline assessment.ResultsWhile prevalence rates of maltreatment (physical abuse, 10%; sexual abuse 1%; neglect, 10%; and multi-type, 6%) did not differ between the two sites at baseline assessment, site differences emerged over time. Rates of physical abuse at follow-up were significantly higher in the Bronx compared to Puerto Rico. Further, for families living in the Bronx, living in poverty predicted chronic maltreatment, whereas living above the poverty line predicted new cases of maltreatment at follow-up. For families living in Puerto Rico, those who experienced physical abuse or multi-type maltreatment at baseline were more likely to report chronic maltreatment at follow-up regardless of poverty level. Cultural factors were not related to baseline or follow-up maltreatment at either site.ConclusionFindings suggest that while rates of child maltreatment may be similar in migrant and non-migrant Puerto Rican families and when compared to prevalence rates in the US, predictors of maltreatment may differ.Practice implicationsSince predictors of maltreatment may vary across population subgroups, studying homogenous samples will lead to more effective and targeted interventions.     

The role of individual and contextual factors in the development of maths skills

In this study, we examined the development of maths skills in 269 Estonian primary school children (119 boys and 150 girls; 20 classes). Testing was carried out over a three‐year period (Grade 1–Grade 3). Before the last testing session, children’s verbal skills and motivational orientations were also tested. In addition, teachers evaluated children’s learning behaviour and provided information about their own teaching methods. The data were analysed using multilevel growth curve modelling. We found that children with higher levels of pre‐maths skills developed at a faster rate. At the individual level, pre‐maths skills and verbal ability were positively associated with maths achievement in Grade 3, and avoidance orientations (self‐reported) and task‐avoidant behaviour (teacher‐reported) were negatively associated with maths achievement in Grade 3. At the classroom level, formalist teaching methods and teacher experience had a positive effect on students’ maths performance.