Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme

Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies.     

Researchers Apply Lesson Study: A Cycle of Lesson Planning,Implementation, and Revision

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K‐12 teachers during professional development training.     

Dielectrophoretic sample preparation for environmental monitoring of microorganisms: Soil particle removal

Detection of pathogens from environmental samples is often hampered by sensors interacting with environmental particles such as soot, pollen, or environmental dust such as soil or clay. These particles may be of similar size to the target bacterium, preventing removal by filtration, but may non-specifically bind to sensor surfaces, fouling them and causing artefactual results. In this paper, we report the selective manipulation of soil particles using an AC electrokinetic microfluidic system. Four heterogeneous soil samples (smectic clay, kaolinitic clay, peaty loam, and sandy loam) were characterised using dielectrophoresis to identify the electrical difference to a target organism. A flow-cell device was then constructed to evaluate dielectrophoretic separation of bacteria and clay in a continous flow through mode. The average separation efficiency of the system across all soil types was found to be 68.7% with a maximal separation efficiency for kaolinitic clay at 87.6%. This represents the first attempt to separate soil particles from bacteria using dielectrophoresis and indicate that the technique shows significant promise; with appropriate system optimisation, we believe that this preliminary study represents an opportunity to develop a simple yet highly effective sample processing system.     

Genetics of muscle strength and power: polygenic profile similarity limits skeletal muscle performance

Environmental and genetic factors influence muscle function, resulting in large variations in phenotype between individuals. Multiple genetic variants (polygenic in nature) are thought to influence exercise-related phenotypes, yet how the relevant polymorphisms combine to influence muscular strength in individuals and populations is unclear. In this analysis, 22 genetic polymorphisms were identified in the literature that have been associated with muscular strength and power phenotypes. Using typical genotype frequencies, the probability of any given individual possessing an "optimal" polygenic profile was calculated as 0.0003% for the world population. Future identification of additional polymorphisms associated with muscular strength phenotypes would most likely reduce that probability even further. To examine the genetic potential for muscular strength within a human population, a "total genotype score" was generated for each individual within a hypothetical population of one million. The population expressed high similarity in polygenic profile with no individual differing by more than seven genotypes from a typical profile. Therefore, skeletal muscle strength potential within humans appears to be limited by polygenic profile similarity. Future research should aim to replicate more genotype-phenotype associations for muscular strength, because only five common genetic polymorphisms identified to date have positive replicated findings.     

The effects of age and body weight on anthropometric estimations of minimal wrestling weight in high school wrestlers

The purpose of this study was to determine the effects of age and body weight on anthropometric estimations of minimal wrestling weight (MWW) in high school wrestlers. Five hundred and twenty-two high school wrestlers (M age +/- SD = 16.45 +/- 1.03 years) volunteered as subjects for this study. The total sample (N = 522) was dichotomized by age (less than 16 years, n = 171; greater than or equal to 16 years, n = 351) and body weight (less than or equal to 62.60 kg, n = 252; greater than 62.60 kg, n = 270). Cross-validation analyses included examination of the constant error (CE), standard error of estimate (SEE), r, and total error (TE). The results indicated that the quadratic skinfold equation of Lohman (EQ1; Table 2) most accurately estimated MWW in each group. Furthermore, it was recommended that MWW be calculated from EQ1 using the conversion constants of Lohman ([(5.03/BD)-4.59] x 100) to estimate relative fat from body density.     

Issues for the Asia-Pacific region

The Asia-Pacific region has made substantial but uneven advances in education, particularly over the past two decades. The region’s countries must share information on successful and unsuccessful approaches to solving educational problems and join forces to explore topics about which educators and policy-makers know little or nothing. On the basis of a history of successful co-operation and a commitment to respecting cultural difference, they can and must collaborate both to improve their own education systems and to contribute to the development of secondary education around the world.     

初秋

When Bill was very young, they had been in love. Many nights they had spent walking, talking together. Then something not very important had come between them, and they didn' t speak. Impulsively, she had married a man she thought she loved. Bill went away,