Diagnosing Global Case Influence on MAR Versus MNAR Model Comparisons

When missingness is suspected to be not at random (MNAR) in longitudinal studies, researchers sometimes compare the fit of a target model that assumes missingness at random (here termed a MAR model) and a model that accommodates a hypothesized MNAR missingness mechanism (here termed a MNAR model). It is well known that such comparisons are only interpretable conditional on the validity of the chosen MNAR model’s assumptions about the missingness mechanism. For that reason, researchers often perform a sensitivity analysis comparing the MAR model to not one, but several, plausible alternative MNAR models. In the social sciences, it is not widely known that such model comparisons can be particularly sensitive to case influence, such that conclusions drawn could depend on a single case. This article describes two convenient diagnostics suited for detecting case influence on MAR–MNAR model comparisons. Both diagnostics require much less computational burden than global influence diagnostics that have been used in other disciplines for MNAR sensitivity analyses. We illustrate the interpretation and implementation of these diagnostics with simulated and empirical latent growth modeling examples. It is hoped that this article increases awareness of the potential for case influence on MAR–MNAR model comparisons and how it could be detected in longitudinal social science applications.     

The Early Development Instrument as an Evaluation and Improvement Tool for School-Based,Integrated Services for Young Children and Parents: The Toronto First Duty Project

Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool and as a formative program improvement tool supporting practitioners in Toronto First Duty, an integrated services demonstration project that combined kindergarten, child care, and parenting supports in public schools. Pre-post comparisons at community demonstration sites and comparisons with matched community sites using the EDI suggested that the demonstration program was associated with modest improvements in emotional and social domains of children's development. Mixed methods and multiple measures were used to contextualize summative findings in case studies across demonstration sites. The case studies explored how integration was implemented at different sites and how dimensions of enacted integration might contribute to positive outcomes for children and families. A case study of one site showed how an integrated staff team used EDI school-level profiles, along with formative feedback on program quality, to target and improve programming. Over the course of implementation, the integrated program environment quality ratings and EDI scores improved in relevant areas assessing quality of interaction and social–emotional development. Practice or Policy: Findings are discussed in terms of the role of the EDI in program evaluation and in improvement of practice. The potential value of integrated early childhood services and the challenges of evaluating complex community initiatives are also discussed.     

An inexpensive microfluidic device for three-dimensional hydrodynamic focusing in imaging flow cytometry

We present design, characterization, and testing of an inexpensive, sheath-flow based microfluidic device for three-dimensional (3D) hydrodynamic focusing of cells in imaging flow cytometry. In contrast to other 3D sheathing devices, our device hydrodynamically focuses the cells in a single-file near the bottom wall of the microchannel that allows imaging cells with high magnification and low working distance objectives, without the need for small device dimensions. The relatively large dimensions of the microchannels enable easy fabrication using less-precise fabrication techniques, and the simplicity of the device design avoids the need for tedious alignment of various layers. We have characterized the performance of the device with 3D numerical simulations and validated these simulations with experiments of hydrodynamic focusing of a fluorescently dyed sample fluid. The simulations show that the width and the height of the 3D focused sample stream can be controlled independently by varying the heights of main and side channels of the device, and the flow rates of sample and sheath fluids. Based on simulations, we also provide useful guidelines for choosing the device dimensions and flow rates for focusing cells of a particular size. Thereafter, we demonstrate the applicability of our device for imaging a large number of RBCs using brightfield microscopy. We also discuss the choice of the region of interest and camera frame rate so as to image each cell individually in our device. The design of our microfluidic device makes it equally applicable for imaging cells of different sizes using various other imaging techniques such as phase-contrast and fluorescence microscopy.     

Effect of antimalarials treatment on rat liver lysosomal function—Anin vivo study

Effects of treatmentin vivo with the antimalarials:chloroquine (CQ), primaquine (PQ) and quinine(Q) on lysosomal enzymes and lysosomal membrane integrity were examined. Treatment with the three antimalarials showed an apparent increase in the membrane stability. CQ treatment resulted in increase in both the ‘free’ and ‘total’ activities of all the enzymes i.e. acid phosphatase, RNase II, DNase II and cathepsin D. PQ treatment lowered the ‘free’ and ‘total’ activities of acid phosphatase and cathepsin D, but the DNase II activities increased. Treatment with Q resulted in increased ‘free’ and ‘total’ activities of RNase II and DNase II. While ‘free’ activities of acid phosphatase and cathepsin D were low; the ‘total’ activities increased significantly. Our results suggest that a generalized increase in free nucleases activities following prolonged treatment with antimalarials may lead to cell damage and/or necrosis.     

#Eduresistance: a critical analysis of the role of digital media in collective struggles for public education in the USA

From Facebook-coordinated high-school walkouts to compelling Internet-based protest art that has accompanied recent teacher strikes, grassroots education activism in the USA has gone digital. Despite the proliferation of research on the mediatisation of education policy, few studies have explored the ways in which activists for public education engage with Web 2.0 technologies. This paper makes a contribution to this under-researched area by exploring selected activist accounts including Parents Across America, United Opt Out National, and the PS 2013 campaign in New York City. I draw on critical, feminist, and cultural studies theories of education and social movement media to analyse activist media practices in a policy and political milieu dominated by corporate media and neoliberal governance structures. The analysis reveals that progressive education activists strategically deploy digital media to amplify voice, build collective identity, and disseminate alternative knowledge to enable direct action. A situated analysis also reveals significant differences in activist media practice which are shaped by particular political histories and geographies. The paper concludes with a discussion about future lines of inquiry into the role of digital media in collective struggles for public education.     

Comparing three South African student cohorts on their attitudes to the rights of working women

This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered.     

Foraging on the radial-arm maze: Effects of altering the reward at a target location

Thirsty rats were trained to collect small water rewards from the end of each arm of an eight-arm radial maze. During these training trials and subsequent testing trials, the subjects were allowed to choose a maximum of eight arms. “Preference” for a target maze location was studied by noting when, in the sequence of eight choices, the target was selected. During testing, when one maze location was consistently devoid of water, rats decreased their preference for this arm over trials (Experiment 1). Similarly, rats that learned a saccharin-lithium association demonstrated lower preferences for a maze location that consistently held the conditioned saccharin solution. This was true for animals that received saccharin-lithium conditioning on the maze (Experiment 3A) and for animals conditioned to saccharin in a separate context (Experiment 3B). An increase in preference for a target maze location consistently containing a sweet chocolate milk solution was observed in animals that were water- and food-deprived (Experiment 2). These studies demonstrate that animals will modify their responses toward (preferences for) maze locations that predictably contain an altered reward.     

Interpreting the Rules: Language and Transformation in a Boys’ Comprehensive

This essay emerges from my position as a new trainee teacher, entering my first school, a school as unique and also as typical as any. What struck me was the complexity of the school's culture (and counter-cultures). Language was revealed as a site of resistance, a clash between staff and pupils at the point of instruction; a reluctance to read or write; an unanticipated response to text. This resistance was often shut down, yet it must at some level be meaningful. Indeed, it was often clearly communicated to me by the boys' complaints about having to read the texts prescribed to them, or indeed in the depth of the creative responses, particularly to visual images, that many of them displayed when given the opportunity to write in class. This suggests the need for a broader understanding of the way language is used, the different registers employed by pupils in interactions in the classroom; and, for me in my new role as teacher, the challenge of how to harness those moments which enable students to explore expression in ways they find meaningful.     

The Contemporary Women's Movement and Women's Education in India

The contemporary women's movement in India (1975–present) has played an important role in bringing gender issues to the forefront of development planning and defining feminist politics. This paper examines how this movement has addressed the issue of women's education. The first section highlights contributions of the social reformist movement in the 19th century and the nationalist movement in promoting women's education. The role of the contemporary women's movement in changing school curricula is examined in the second section, followed by discussion on how women's studies has contributed to redefining knowledge. The fourth section discusses women's empowerment and education from the perspective of the women's movement. The article concludes by highlighting challenges facing the women's movement in promoting women's education for equality and empowerment.