Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.     

Beyond Access: Psychosocial Barriers to Computer Literacy

Research consistently indicates that Latinos and African-Americans are less likely to own and use computers than either Caucasians or Asians. While conventional wisdom holds that high computer costs and lack of access are the primary reasons for this discrepancy, my ethnographic research with 100 low-income adults reveals three non-cost-related psychosocial obstacles that significantly undermine motivation for acquiring computer skills: “relevance,” “fear,” and “self-concept.” My research thus suggests that a more complex relationship exists between ethnicity, identity, and attitudes associated with computers than previously examined; this relationship may better explain why some people are choosing not to use computers at this time. My research also indicates that while community technology centers (CTCs) play an important role in helping adults overcome their resistances and achieve computer literacy, they are presently an underutilized resource—less than 5% of San Diegans use them to meet their computing needs. Hence, my research also questions why more residents do not avail themselves of these community resources. I conclude that efforts to increase computer literacy in underserved communities must go beyond physical access and connectivity and consider the role of cultural factors.     

Dating in the time of “relational filter bubbles”: exploring imaginaries,perceptions and tactics of Italian dating app users

ABSTRACT

In this paper, we address algorithmic imaginary, perception and tactics of Italian dating apps users. Little attention has hitherto been devoted to the ways in which the algorithms employed by mobile dating platforms (to rate users, to manage user visibility, to arrange results) might contrast, or enhance, people’s homophily. Our goal is to explore whether and how mobile dating algorithms modify the perception of what we define as “relational filter bubbles”; and whether, and how, users believe dating algorithms reshape (extend or limit) the heterogeneity of their intimate interactions. The paper builds on literature addressing online dating, the datafication of society, the rise of the so-called quantified self, and of the algorithmic culture. We organized 4 focus groups involving Italian dating apps users, who reported a variety of sexual orientations and of dating apps usage. Overall, while dating apps’ algorithms operate in an opaque way, participants developed an “algorithmic imaginary”. Moreover, they appreciate the role of mobile dating apps in reinforcing their relational homophily (their tendency to like people that are “similar” to them), whilst, at the same time, mainly using these apps for increasing the diversity of their intimate interactions in terms of extending their preexisting networks.     

Community outreach library services in the UK: a case study of Wirral Hospital NHS Trust (WHNT)

AIMS AND OBJECTIVES: The study evaluates the Community Outreach Library Service at Wirral Hospital National Health Service Trust (WHNT). It considers the information seeking behaviour and information needs of primary care staff, and service effectiveness in meeting those needs. METHODS: A literature review established the current context and areas of best practice. The investigative case study used postal questionnaires to 250 primary care staff and an interview with the Community Outreach Librarian. FINDINGS: Themes emerged from the literature regarding information seeking behaviour, information needs, and meeting user needs through effective service delivery. Outreach services have value in terms of improving information skills and providing services at point of need. Time is a major constraint for both users and service providers. CONCLUSIONS: Investment is needed from appropriate funding sources to support the provision and marketing of outreach library services. Librarians benefit from sharing best practice. The continued evaluation of outreach library services is recommended.     

Addressing sexuality and pregnancy in childbirth education classes

A positive, nonjudgmental, and informed approach to sexual health during pregnancy promotes acceptance of the normal functioning of women's bodies. It also encourages the development of close and supportive relationships that are so essential during pregnancy and birth. Common concerns do not need to become problems. Concerns include issues of libido, positioning, and preterm labor or fetal health, as well as myths and cultural attitudes. Childbirth educators can use tools such as the PLISSIT model to approach the topic of sexuality during pregnancy. In addition, opportunities are available in every childbirth class to acknowledge or ignore sexual issues. Perinatal educators who take responsibility for addressing this often-taboo topic can enhance women's feelings of safety and their confidence in normal birth.     

Critical factors influencing secondary school pupil’s decisions to study computing in tertiary education: Gender differences

This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils, 135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used, addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying Computing and d) how pupils perceived the profile of a computer professional in terms of gender.

DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY

ABSTRACT:   This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.     

Connecting languages: the use of the portfolio as a means of exploring and overcoming frontiers within the curriculum

The Linguistic European Policy stresses the importance of linguistic diversity and encourages students to learn several languages, believing that the more languages we know, the better we can understand each other and preserve our languages. To preserve diversity and to value all the languages (either included in the curriculum or not) is a first step to develop a plurilingual and intercultural competence in the classroom as a means of overcoming frontiers between languages and between people. A second step is to work with teachers and to value what they know by helping them to find new and innovative answers to meet these professional challenges. Thus, this paper describes the work within a project for professional development of a group of in‐service language teachers. The teacher education programme suggests a portfolio‐oriented language learning and teaching approach that promotes plurilingualism. We will analyse the teachers' starting point and their willingness to work within an innovative and challenging approach. The analysed data include a questionnaire prior to the starting of the programme and three written reflections at the end of the programme concerning professional development, new concepts, teaching approach and working habits. The conclusions indicate that the teachers were not familiar with either the concept of plurilingualism or the portfolio‐oriented language learning and teaching approach. Nevertheless, they clearly show their willingness to try a new approach in their teaching practice.

La politique linguistique européenne défend l'importance de la diversité linguistique et encourage l'apprentissage de diverses langues, en croyant que la maîtrise de plusieurs langues augmente la capacité de comprendre les autres et de préserver nos propres langues. Préserver et valoriser toutes les langues (présentes, ou pas, dans le curriculum scolaire) est le début du développement de la compétence plurilingue et interculturelle. Ceci constitue un moyen de dépasser les barrières entre des langues et des peuples différents. Un deuxième pas est le travail avec les enseignants, en valorisant leurs connaissances et en les aidant à découvrir de nouvelles réponses, capables de faire face aux défis de la gestion de la diversité. Cet article décrit le travail mené au sein d'un programme de formation continue destiné à un groupe d'enseignants de langues. Ce programme de formation se construit autour d'une approche plurilingue où le portfolio est le concept‐clé. Le texte présente l'analyse du point de départ des enseignants, en explicitant leurs prédispositions à travailler d'une autre façon. Les données analysées incluent les réponses à un questionnaire antérieur au programme de formation et trois réflexions écrites à la fin de ce même programme à propos du développement professionnel (nouveaux concepts, nouvelle approche, nouvelles habitudes). Les résultats montrent que les enseignants n'étaient familiarisés ni avec le concept de plurilinguisme ni avec l'utilisation du portfolio. Toutefois, les enseignants révèlent le désir d'essayer une nouvelle approche dans leurs pratiques d'enseignement.

La política lingüística europea defiende la importancia de la diversidad lingüística y alienta a aprender varios idiomas, en la convicción de que cuantos más idiomas sabemos, mejor podemos entendernos y preservar nuestros idiomas. Preservar y valorar todas las lenguas (estén o no presentes en el currículum) es un primer paso para desarrollar una capacidad plurilingüe e intercultural en clase, que se convierte en un medio de superar las barreras entre idiomas y entre pueblos. Un segundo paso es trabajar con profesores, valorando lo que saben y ayudándolos a descubrir nuevas e innovadoras respuestas para su desarrollo profesional en momentos de cambios. Este escrito describe el trabajo llevado a cabo en el marco de un proyecto para el desarrollo profesional de un grupo de profesores en un instituto, a partir de un programa de formación sobre enseñanza y aprendizaje de idiomas basado en el porfolio. Analizaremos el punto de partida de su camino y la predisposición para trabajar un abordaje innovador y desafiante del currículum. Los datos analizados incluyen las respuestas a un cuestionario anterior al programa de formación y tres reflexiones escritas en el término de ese programa, sobre desarrollo profesional, nuevos conceptos y hábitos de trabajo. Las conclusiones indican que los profesores no estaban familiarizados ni con el concepto de plurilingüismo ni con la enseñanza y aprentisage de idiomas basado en el porfolio. Sin embargo, evidencian predisposición para intentar nuevos abordajes en sus practicas profesionales.

Die Europäische Sprachenpolitik legt grossen Wert auf die linguistische Vielfalt. Eine der Prioritäten ist demnach, Schüler zum Erlernen mehrerer Fremdsprachen zu motivieren. Diese Idee basiert auf der Grundlage, dass das Erlernen mehrerer Sprachen nicht nur eine bessere Verständigung zwischen Kulturen ermöglicht, sondern auch die eigene Sprache und Kultur erhält. Die linguistische Vielfalt zu erhalten und grossen Wert auf alle Sprachen zu legen (im Lehrplan beinhaltet oder nicht) stellt einen ersten Schritt dar, eine mehrsprachige und interkulturelle Kompetenz im Klassenzimmer zu entwickeln, zur Überwindung von Grenzen zwischen Sprachen und Leuten. Ein zweiter Schritt ist die Arbeit mit Lehrern, in der deren Vorkenntnisse wichtig genommen werden und ihnen damit geholfen werden soll, neue Antworten für die entsprechenden beruflichen Herausforderungen auszuarbeiten. In diesem Vortrag soll die Zusammenarbeit mit einer Lehrergruppe im Rahmen einer beruflichen Weiterbildung beschrieben werden. Das Lehrerausbildungsprogramm schlägt ein portfolio‐orientiertes Sprachlernen und Unterrichten vor, das Sprachenvielfalt fördert. Es soll analysiert werden, aus welchen Ausgangspunkten die Lehrer kommen und welche Bereitschaft sie zu einer innovativen Unterrichtspraxis zeigen. Die analysierten Daten, ein Fragebogen vor Programmbeginn und drei schriftliche Reflexionen am Ende des Programms, beziehen sich auf professionelle Entwicklung neuer Konzepte, Unterrichtspraxis und Arbeitsmitte. Die Schluβfolgerungen zeigen, dass die Lehrer weder mit dem Konzept der Mehrsprachigkeit noch mit dem portfolio‐orientierten Sprachlernen und Unterrichten vertraut waren. Andererseits deuten sie auf eine Bereitwilligkeit von Seiten der Lehrer, eine neue Herangehensweise ihre Unterrichtspraxis zu erproben.     

Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test

Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.