Taking care with attachment disorders and autistic-like traits: the potential significance of cognitive markers

The behaviours associated with the attachment disorders (ADs) appear to overlap substantially with those linked to the autism spectrum (AS). Given the similarities between the two conditions this article urges caution when drawing conclusions concerning the likely aetiology of presenting difficulties in any particular case. Attention is drawn to recent research findings which may prove helpful in alerting psychologists to the presence of additional autistic-like vulnerabilities in children known to have experienced significant attachment-related trauma. The potential implications for practice are discussed.     

Document clustering of scientific texts using citation contexts

Document clustering has many important applications in the area of data mining and information retrieval. Many existing document clustering techniques use the “bag-of-words” model to represent the content of a document. However, this representation is only effective for grouping related documents when these documents share a large proportion of lexically equivalent terms. In other words, instances of synonymy between related documents are ignored, which can reduce the effectiveness of applications using a standard full-text document representation. To address this problem, we present a new approach for clustering scientific documents, based on the utilization of citation contexts. A citation context is essentially the text surrounding the reference markers used to refer to other scientific works. We hypothesize that citation contexts will provide relevant synonymous and related vocabulary which will help increase the effectiveness of the bag-of-words representation. In this paper, we investigate the power of these citation-specific word features, and compare them with the original document’s textual representation in a document clustering task on two collections of labeled scientific journal papers from two distinct domains: High Energy Physics and Genomics. We also compare these text-based clustering techniques with a link-based clustering algorithm which determines the similarity between documents based on the number of co-citations, that is in-links represented by citing documents and out-links represented by cited documents. Our experimental results indicate that the use of citation contexts, when combined with the vocabulary in the full-text of the document, is a promising alternative means of capturing critical topics covered by journal articles. More specifically, this document representation strategy when used by the clustering algorithm investigated in this paper, outperforms both the full-text clustering approach and the link-based clustering technique on both scientific journal datasets.     

Change management and the SENCo role: developing key performance indicators of inclusivity

This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice.     

How to Make your Audience Suffer: Melodrama,Masochism and Dead Time in Lars von Trier's Dogville

Abstract

Both fans and critics of Lars von Trier's work would likely agree with his capacity to make his audience suffer. This essay canvasses the devices through which the suffering of women in von Trier's melodramas is rendered excruciating to watch. Drawing on Deleuze's influential account of masochism, the first part of the essay discusses how von Trier's film Dogville foregrounds the complicated relationship that suffering has with pleasure and power. The second part of the essay focuses on the temporal dynamics of melodrama and the creative ways in which Lars von Trier disturbs the rhythms of suffering on screen. In particular I argue that von Trier introduces intervals of ‘dead time’ that make the passage of time itself painful to the audience and that open up a larger cultural history of temporal disorder. This part of the essay looks back to von Trier's early experiments with time in Psychomobile 1: The World Clock (2000) and forward to more recent innovative play with time and movement in Melancholia (2011) to make the case for rethinking the temporal dimensions of mediated suffering and the significance of time in the work of Lars von Trier.     

On the Move: Technology, Mobility, and the Mediation of Social Time and Space

The current explosion in mobile computing and telecommunications technologies holds the potential to transform "everyday" time and space, as well as changes to the rhythms of social institutions. Sociologists are only just beginning to explore what the notion of "mobility" might mean when mediated through computing and communications technologies, and so far, the sociological treatment has been largely theoretical. This article seeks instead to explore how a number of dimensions of time and space are being newly reconstructed through the use of mobile communications technologies in everyday life. The article draws on long-term ethnographic research entitled "The Socio-Technical Shaping of Mobile Multimedia Personal Communications," conducted at the University of Surrey. This research has involved ethnographic fieldwork conducted in a variety of locales and with a number of groups. This research is used here as a resource to explore how mobile communications technologies mediate time in relation to mobile spaces. First the paper offers a review and critique of some of the major sociological approaches to understanding time and space. This review entails a discussion of how social practices and institutions are maintained and/or transformed via mobile technologies. Ethnographic data is used to explore emerging mobile temporalities. Three interconnected domains in mobile time are proposed: rhythms of mobile use, rhythms of mobile use in everyday life, and rhythms of mobility and institutional change. The article argues that while these mobile temporalities are emerging, and offer new ways of acting in and perceiving time and space, the practical construction of mobile time in everyday life remains firmly connected to well-established time-based social practices, whether these be institutional (such as clock time, "work time") or subjective (such as "family time").     

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers�� Inquiry-Based and Culturally-Relevant Science Teaching Practices

Despite many scholars?? recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the ??culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers?? classroom practices, surveys and interviews, we explore changes in teachers?? attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers?? attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.     

Teacher evaluation and school improvement: An analysis of the evidence

In recent years, substantial investments have been made in reengineering systems of teacher evaluation. The new generation models of teacher evaluation typically adopt a standards-based view of teaching quality and include a value-added measure of growth in student learning. With more than a decade of experience and research, it is timely to assess empirical evidence bearing on the efficacy of this school improvement strategy. This paper examines the new generation of teacher evaluation along three lines of analysis: evidence on the magnitude, consistency, and stability of teacher effects on student learning, evidence on the impact of teacher evaluation on growth in student learning, and literature from the sociology of organizations on how schools function. Although the trend towards focusing on teacher evaluation is increasingly evident internationally, most of the empirical research evaluated in this paper is from the USA. This critical evaluation of the empirical literature yields two key conclusions. First, we conclude that the policy logic supporting this reform remains considerably stronger than the empirical evidence. Second, we suggest that alternative improvement strategies may yield more positive results and at a lower cost in terms of staff time and district funds.     

Adverse Childhood Experiences (ACEs) Questionnaire and Adult Attachment Interview (AAI): Implications for parent child relationships

Although Adverse Childhood Experiences (ACEs) are linked to increased health problems and risk behaviors in adulthood, there are no studies on the association between ACEs and adults’ states of mind regarding their early childhood attachments, loss, and trauma experiences. To validate the ACEs questions, we analyzed the association between ACEs and emotional support indicators and Adult Attachment Interview (AAI) classifications in terms of unresolved mourning regarding past loss or trauma and discordant states of mind in cannot classify (U/CC) interviews. Seventy-five urban women (41 clinical and 34 community) completed a questionnaire on ACEs, which included 10 categories of abuse, neglect, and household dysfunction, in addition to emotional support. Internal psychological processes or states of mind concerning attachment were assessed using the AAI. ACE responses were internally consistent (Cronbach's α = .88). In the clinical sample, 84% reported ≥ 4 ACEs compared to 27% among the community sample. AAIs judged U/CC occurred in 76% of the clinical sample compared to 9% in the community sample. When ACEs were ≥ 4, 65% of AAIs were classified U/CC. Absence of emotional support in the ACEs questionnaire was associated with 72% of AAIs being classified U/CC. As the number of ACEs and the lack of emotional support increases so too does the probability of AAIs being classified as U/CC. Findings provide rationale for including ACEs questions in pediatric screening protocols to identify and offer treatment reducing the intergenerational transmission of risk associated with problematic parenting.