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1
LoBue, Stephen A., Fukutaro Mano, Erin Schaefer, and Thomas D. LoBue. "Unilateral Multifocal Intraocular Lens Implantation in a Patient with Adie’s Pupil." Case Reports in Ophthalmology 9, no. 2 (August 9, 2018): 369–74. http://dx.doi.org/10.1159/000492106.
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Purpose: To report a case of a patient with unilateral Adie’s pupil who underwent bilateral cataract extraction with multifocal and monofocal posterior chamber intraocular lens (IOL) implantation. Methods: A 74-year-old woman presented to our institution complaining of worsening near vision. Gross examination revealed a 6-mm fixed pupil on the right eye (OD) and a 5-mm pupil reacting to 3 mm with light on the left eye (OS). Slit lamp examination revealed a tonic pupil with an exaggerated pupillary constriction to dilute pilocarpine OD. Dilated exam revealed 2–3+ nuclear and cortical lens changes bilaterally. The patient’s active lifestyle, personality, and biometry measurements made her a good candidate for multifocal IOL (MfIOL) implantation OS. Femtosecond laser-assisted cataract extraction with a ReSTOR +3 ADD (SN60D1) implantation was performed OS. Monofocal lens implantation (SN60WF) was performed OD 6 months later. Results: One year postoperatively, our patient had an uncorrected visual acuity (VAsc) of 20/15 for distance and J10 for near OD. Her VAsc was 20/25 +1 for distance and J1 for near OS. Visual acuity when using both eyes was 20/15 for distance and J1 for near. Conclusion: Optimizing success for MfIOL implantation is a multifactorial process. Large pupils preoperatively are of particular concern, as this may lead to increased dysphotopsia with pupil-dependent MfIOLs. Thus, patients with unilateral mydriasis, such as Aide’s pupil, may have a beneficial outcome combining multifocal-monofocal implantation after bilateral cataract extraction, especially if they are not a candidate for monovision but desire spectacle independence.
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Barber, Mark. "Using Intensive Interaction to add to the palette of interactive possibilities in teacher–pupil communication." European Journal of Special Needs Education 23, no. 4 (November 2008): 393–402. http://dx.doi.org/10.1080/08856250802387380.
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Veal, Mary Lou. "Pupil Assessment Perceptions and Practices of Secondary Teachers." Journal of Teaching in Physical Education 7, no. 4 (July 1988): 327–42. http://dx.doi.org/10.1123/jtpe.7.4.327.
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Noting that current research has revealed a substantial gap between pupil assessment theory and the practices of secondary teachers, this study examined not only what teachers are doing, but also why they select and use certain practices. Assessment was observed in at least three classes for each of 13 selected secondary teachers, and descriptions of specific assessment practices were obtained through formal and informal interviews. School documents and teacher-developed assessment instruments were also examined in order to add depth to descriptions. The bulk of the data consisted of field notes from interviews and observations, which were analyzed qualitatively. Frequency indices were also prepared to allow easier viewing of patterns in the data. Ninety specific assessment practices were identified. Of the 90 total instances, 16% were preassessment, 30% were formative assessment, and 54% were summative assessment. Analysis of emergent themes indicated that teachers’ assessment practices were influenced by the effort and improvement of their students, and that teachers individualized their assessments. Teachers also identified conditions under which they used assessment including the determination of the purpose or utility of each technique as well as efficiency of administration.
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Steinhauer, Stuart R., Ruth Condray, and Misha L. Pless. "Pharmacological Isolation of Cognitive Components Influencing the Pupillary Light Reflex." Journal of Ophthalmology 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/179542.
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Cognitive operations can be detected by reduction of the pupillary light response. Neurophysiological pathways mediating this reduction have not been distinguished. We utilized selective blockade of pupillary sphincter or dilator muscles to isolate parasympathetic or sympathetic activity during cognition, without modifying central processes. Pupil diameter was measured during the light reaction in 29 normal adults under three processing levels: No Task, during an easy task (Add 1), or a difficult task (Subtract 7). At three separate sessions, the pupil was treated with placebo, tropicamide (blocking the muscarinic sphincter receptor), or dapiprazole (blocking the adrenergic dilator receptor). With placebo, pupil diameter increased with increasing task difficulty. The light reaction was reduced only in the Subtract 7 condition. Dapiprazole (which decreased overall diameter) showed similar task-related changes in diameter and light reflex as for placebo. Following tropicamide (which increased overall diameter), there was a further increase in diameter only in the difficult task. Findings suggest two separate inhibitory components at the parasympathetic oculomotor center. Changes in baseline diameter are likely related to reticular activation. Inhibition of the light reaction in the difficult task is likely associated with cortical afferents. Sustained sympathetic activity also was present during the difficult task.
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McDaniel, William W. "Serotonin Syndrome: Early Management with Cyproheptadine." Annals of Pharmacotherapy 35, no. 7-8 (July 2001): 870–73. http://dx.doi.org/10.1345/aph.10203.
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OBJECTIVE: T o report a psychiatric patient who developed serotonin syndrome after a medication overdose and whose marked mydriasis was quickly reversed by administration of cyproheptadine. This phenomenon was confirmed when other cases of serotonin syndrome were studied. METHOD: In the index patient as well as in three subsequent cases of serotonin syndrome, pupil diameter, muscle tone, mental status, and vital signs were monitored before and after a test dose of cyproheptadine as medications were discontinued and antiserotonergic therapy begun. RESULTS: In each patient, cyproheptadine produced rapid reversal of mydriasis within one hour of the initial dose. Other signs of serotonin syndrome remitted more slowly. As the signs and symptoms of serotonin syndrome remitted and pupils returned to normal size and reactiveness, cyproheptadine therapy seemed to produce mydriasis after each dose. Cessation of therapy after this point did not result in recurrence of symptoms. One patient developed serotonin syndrome twice. Two patients developed serotonin syndrome during treatment with medications that are partial serotonin antagonists (mirtazapine and nefazodone). CONCLUSIONS: Rapid reversal of mydriasis in serotonin syndrome by cyproheptadine may serve as a specific suppressive test for the condition, and possibly may add to our understanding of the syndrome. Treatment with cyproheptadine is not thought to abbreviate the illness, but provides symptomatic relief while symptoms persist.
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Puranen, Karoliina, and Matti Roitto. "Gradual Changes to Discipline: A Case Study of Punishment Records and Corporal Punishment in Three Schools in Finland After the 1872 School Order Act." Nordic Journal of Educational History 5, no. 2 (December 17, 2018): 67–92. http://dx.doi.org/10.36368/njedh.v5i2.118.
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Punishment and violence in the history of education have been covered in numerous scholarly works, but most of them have relied heavily on what might be considered normative sources such as regulations, legislation, other studies in the history of education, various instructions, manuals, and guidebooks. The history of education in Finland, as elsewhere, would have us believe that punishment practices in general changed drastically, and that corporal punishment in particular had been dropped by the late nineteenth and early twentieth centuries, as proscribed in secondary schools by the School Order Act of 1872. We argue, however, that this was not always the case, especially when certain empirical sources that have often been overlooked—such as school punishment records—are taken into account. We use these sources to explore whether punishments in general, and corporal in particular, continued to be administered all the same after 1872. Our hypothesis is that the “cultural shift” regarding this issue was more gradual and complex than previously assumed. The administering of punishments, corporal or otherwise, clearly continued after the legislation had changed, regardless of whether contemporary educationalists were recommending other means of managing pupil behaviour. For instance, it remained culturally acceptable, at least for secondary schools, to “chastise” pupils (to send them home for corporal punishment). Our findings add to the existing knowledge on punishment practices and provide valid grounds for re-evaluating research on the matter.
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Güell, José L., and Omar A. Barrada. "Intracorneal Inlays – Special Focus on the Raindrop." European Ophthalmic Review 08, no. 01 (2014): 23. http://dx.doi.org/10.17925/eor.2014.08.01.23.
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Presbyopia remains the last frontier for refractive surgeons. With increased demand for spectacle independence at all ages, ophthalmologists are exploring different approaches for presbyopia correction. The idea of adding synthetic material to the cornea for the management of presbyopia has come a long way since its inception. The Raindrop® (ReVision Optics®), KAMRA Inlays (AcuFocus) and the Flexivue Microlens (Presbia) are three very different inlays that attempt to reverse presbyopia through different mechanisms. The Raindrop changes the curvature of the anterior cornea in the plane of the pupil, the Kamra uses the principle of the pinhole to increase depth of focus, while the Flexivue is a refractive annular add lenticule that creates a paracentral zone for near vision. The decreased incidence of complications, ease of insertion, reversibility and potential applicability to patients with various refractive statuses make inlays a powerful addition to the armamentarium in the management of presbyopia.
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I Gde Suranaya, Pandit. "Application of different Fresh Fish Handling Technique on the Quality of Raw Ingredients of Pindang Production." Jurnal Perikanan Universitas Gadjah Mada 19, no. 2 (May 13, 2017): 89. http://dx.doi.org/10.22146/jfs.27819.
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Histamine toxicity can be occurred after consumsing decomposing fish (pindang). The community (fishermen) perform different handling techniques on raw materials of pindang to slow down the decomposition process. This research is aimed to know the influence of various techniques of handling fish on the quality of raw materials of pindang. This research used completely randomized design with single factor. This study compared various methods of fish handling commonly used by community (fisherman in Kusamba village) to maintain the quality of raw materials of pindang, such as: kept on room temperature (technique A), add 1 kilogram crushed ice for 4 kilogram fishes (technique B), add 10% salt (technique C), and combination of technique B and C (ice and fish combination 1:8 plus 5% salt as technique D). Diversity analysis show a significant influence of different techniques of fish handling on the quality of raw material of pindang (p value <0.05). Addition of crushed ice show the best quality result among fish handling technique with histamine levels 11.30 mgN%, moisture content 74.53%, TVB 20.19 mgN%, salt 0.32%, bacteria 13 x 101 colonies / g, and negative coliform. Organoleptic assessment for B techniques also show the best result with visibility score 8.0 (bright, strong, and thin scale), eye 7.7 (convex, slightly foggy cornea, slightly faint pupil), odor 7.8 (soft odor), and texture 7.8 (elastic).
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Güell, José L., and Omar A. Barrada. "Intracorneal Inlays—Special Focus on the Raindrop." US Ophthalmic Review 07, no. 02 (2014): 123. http://dx.doi.org/10.17925/usor.2014.07.02.123.
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Presbyopia remains the last frontier for refractive surgeons. With increased demand for spectacle independence at all ages, ophthalmologists are exploring different approaches for presbyopia correction. The idea of adding synthetic material to the cornea for the management of presbyopia has come a long way since its inception. The Raindrop® (ReVision Optics®), KAMRA™ Inlays (AcuFocus™), and the Flexivue Microlens™ (Presbia™) are three very different inlays that attempt to reverse presbyopia through different mechanisms. The Raindrop changes the curvature of the anterior cornea in the plane of the pupil, the KAMRA uses the principle of the pinhole to increase depth of focus, while the Flexivue is a refractive annular add lenticule that creates a paracentral zone for near vision. The decreased incidence of complications, ease of insertion, reversibility, and potential applicability to patients with various refractive statuses make inlays a powerful addition to the armamentarium in the management of presbyopia.
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Tsaliki, Evanthia. "Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools." International Journal of Comparative Education and Development 19, no. 2/3 (May 8, 2017): 50–64. http://dx.doi.org/10.1108/ijced-07-2017-0013.
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Purpose The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece. Design/methodology/approach The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers. Findings The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools. Research limitations/implications The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education. Originality/value The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.
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Demaree, Clark, and Henry Dietz. "Camera Unavoidable Scene Watermarks: A Method for Forcibly Conveying Information onto Photographs." Electronic Imaging 2020, no. 4 (January 26, 2020): 216–1. http://dx.doi.org/10.2352/issn.2470-1173.2020.4.mwsf-216.
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When a scene’s image rights need to be protected e.g. a stage performance, it is valuable to use human imperceptible methods to forcibly add markers to a camera’s perception of the scene regardless of the camera’s precise location, focus distance, or shutter speed. This work expands upon extant methods for adding human imperceptible, camera perceptible markers to scenes but does so with the assumption that the photographer will take natural steps to avoid capturing the markers. The proposed method utilizes a combination of a traditional method of adding an image to the scene, and projections from the scene onto the camera’s entrance pupil. This method is intended to function even when the target camera utilizes an IR filter and has a shutter speed 1/60 s. More interestingly, the combination of traditional images with projecting onto the camera allows this method to not be reliant upon knowledge of the camera’s focus settings, or the precise location of the camera. It is, however, marred by numerous other requirements which make the method unreliable.
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Ginsborg, Hannah. "Wittgenstein on Going On." Canadian Journal of Philosophy 50, no. 1 (January 2020): 1–17. http://dx.doi.org/10.1017/can.2019.48.
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In a famous passage from the Philosophical Investigations, Wittgenstein describes a pupil who has been learning to write out various sequences of numbers in response to orders such as “+1” (for the natural numbers) and “+2” (for the series 0, 2, 4, 6, 8…). He has shown himself competent for numbers up to 1000, but when we have him continue the “+2” sequence beyond 1000, he writes the numerals 1004, 1008, 1012. As Wittgenstein describes the case: We say to him, “Look what you’re doing!” — He doesn’t understand us. We say “You should have added two; look how you began the series!” — He answers: “Yes! Isn’t it right? I thought that’s how I should [sollen] do it. — Or suppose he were to say, pointing to the series, “But I went on in the same way!”(PI §185)1The passage continues:— It would now be no use to us to say “But don’t you see…?” — and repeat for him the old explanations and examples. — In such a case, we might perhaps say: this person naturally understands our order, once given our explanations, as we would understand the order “Add 2 up to 1000, 4 up to 2000, 6 up to 3000, and so on.”(ibid.)
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Cordes, Sarah A. "In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City." Education Finance and Policy 13, no. 4 (August 2018): 484–512. http://dx.doi.org/10.1162/edfp_a_00240.
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A particularly controversial topic in current education policy is the expansion of the charter school sector. This paper analyzes the spillover effects of charter schools on traditional public school (TPS) students in New York City. I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain credibly causal estimates of the impacts of charter schools on TPS student performance, and I am among the first to estimate the impacts of charter school co-location. I further add to the literature by exploring potential mechanisms for these findings with school-level data on per pupil expenditures (PPE), and parent and teacher perceptions of schools. Briefly, I find charter schools significantly increase TPS student performance in both English Language Arts and math, and decrease the probability of grade retention. Effects increase with charter school proximity and are largest in TPSs co-located with charter schools. Potential explanations for improved performance include increased PPE, academic expectations, student engagement, and a more respectful and safe school environment after charter entry. The findings suggest that more charter schools in New York City may be beneficial at the margin, and co-location may be mutually beneficial for charter and traditional public schools.
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James, Chris, Steve Brammer, Michael Connolly, Mike Fertig, Jane James, and Jeff Jones. "School Governing Bodies in England Under Pressure: The Effects of Socio-economic Context and School Performance." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 414–33. http://dx.doi.org/10.1177/1741143211404258.
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This article reports research into the nature and functioning of school governing bodies in different socio-economic and performance contexts. The research analysed 5000 responses from a national questionnaire-based survey and undertook 30 case studies of school governing. The research confirmed that school governing in England is a complex and onerous responsibility that places governing bodies under considerable pressure. The socio-economic and performance contexts can be particularly demanding additional pressures. Governing bodies interact with those contexts in a complex way which we explain using the notions of governance capital and governance agency. Governance capital is the network of individuals and their capabilities, relationships and motivations that are available for the governing of a school. It is likely to be greater for schools that: are well regarded; are in high socio-economic status settings; and have high levels of pupil attainment. These effects may add and mutually reinforce creating an ‘amplifier effect’, which may significantly impact on the governing of a school. Governance agency is the capacity of those involved in the governing of a school to act. It is significant; can ameliorate the effects of low governance capital; and complicates the relationship between governing, performance and socio-economic context.
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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.
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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.
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Трошкова, Анна Олеговна. "Plot CIP 325 Crafty Lore / ATU 325 «The Magician and His Pupil» in Catalogues of Tale Types by A. Aarne (1910), Aarne - Thompson (1928, 1961), G. Uther (2004), N. P. Andreev (1929) and L. G. Barag (1979)." ТРАДИЦИОННАЯ КУЛЬТУРА, no. 5 (December 10, 2019): 87–100. http://dx.doi.org/10.26158/tk.2019.20.5.007.
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Цель настоящего исследования - анализ словарных статей сюжета 325 Хитрая наука / The Magician and His Pupil, содержащихся в наиболее значимых международных, региональных и национальных указателях. В работе исследуется эволюция сюжетной статьи ATU 325 в указателях А. Аарне 1910 г., Аарне-Томпсона 1928 и 1961 гг. и Г. Утера 2004 г., а также сюжет 325 в национальных каталогах Н. П. Андреева и Л. Г. Барага, К. П. Кабашникова, Н. В. Новикова. В результате исследования автор приходит к следующим выводам: 1) анализ сюжетной статьи 325, начиная с первого опубликованного международного каталога Аарне 1910 г. и заканчивая новейшей версией Г. Утера 2004 г., показывает эволюцию сюжетной статьи и усложнение ее научного аппарата; соответственно включение указанного типа во все международные указатели и широкий ареал его распространения подтверждает факт типологического сходства вариантов сюжета; 2) исследование мотивов сюжетной статьи 325 в указателе С. Томпсона 1961 г. позволяет поставить вопрос о необходимости введения более четкого определения понятия «мотив» в традиции международных указателей, а также объединения / универсализации некоторых мотивов для более четкого описания типов сказок; 3) основываясь на последних достижениях фольклористики в области исследования сказок, в частности материалов статьи 325 в указателе Г. Утера, становится возможным включение в национальный каталог «Восточнославянская сказка» разделов «Контаминация», «Ремарки» и «Литература / Варианты» после каждой сюжетной статьи; 4) проведенный сравнительный анализ сюжетных статей также позволяет уточнить некоторые моменты сюжета 325 Хитрая наука. The purpose of the study is to present a comparative analysis and evolution of plot No. 325 “The Magician and his Pupil” in the international catalogues by A. Aarne (1910), Aarne-Thompson (1928 and 1961) and G. Uther (2004), as well as 325 in the national (Russian) catalogues by N. P. Andreev and L. G. Barag, K. P. Kabashnikov and N. V. Novikov (Comparative index of plots: East-Slavic folk-tale). The research leads the author to the following conclusions: 1) the analysis of plot No. 325, starting with the first international catalogue by Aarne (1910) and ending with its latest version by G. Uther (2004), shows the evolution of its plot, the complexity of its scientific apparatus, as well as the wide area of its distribution which confirms the fact of the typological similarity of the plot variants; 2) the study of ATU 325 motifs in Thompson’s catalogue (1961) shows the necessity to introduce a clearer definition of the notion “motif” in the tradition of international catalogues, as well as the unification of its motifs for a clearer description of a fairy tale type; 3) based on the latest achievements of folklore studies in the field of fairy tale research, it becomes necessary to check and update the national catalogue Comparative index of plots: East-Slavic folk-tale, include more modern materials on the study of this plot type, add such sections as Contaminations, Remarks and Literature / Variants after each plot description; 4) a comparative analysis allows us to clarify some points in Plot No. 325 ‘Crafty lore’ (‘The Magician And his Pupil’).
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Kret, Mariska E., and Carsten K. W. De Dreu. "Pupil-mimicry conditions trust in partners: moderation by oxytocin and group membership." Proceedings of the Royal Society B: Biological Sciences 284, no. 1850 (March 15, 2017): 20162554. http://dx.doi.org/10.1098/rspb.2016.2554.
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Across species, oxytocin, an evolutionarily ancient neuropeptide, facilitates social communication by attuning individuals to conspecifics' social signals, fostering trust and bonding. The eyes have an important signalling function; and humans use their salient and communicative eyes to intentionally and unintentionally send social signals to others, by contracting the muscles around their eyes and pupils. In our earlier research, we observed that interaction partners with dilating pupils are trusted more than partners with constricting pupils. But over and beyond this effect, we found that the pupil sizes of partners synchronize and that when pupils synchronously dilate, trust is further boosted. Critically, this linkage between mimicry and trust was bound to interactions between ingroup members. The current study investigates whether these findings are modulated by oxytocin and sex of participant and partner. Using incentivized trust games with partners from ingroup and outgroup whose pupils dilated, remained static or constricted, this study replicates our earlier findings. It further reveals that (i) male participants withhold trust from partners with constricting pupils and extend trust to partners with dilating pupils, especially when given oxytocin rather than placebo; (ii) female participants trust partners with dilating pupils most, but this effect is blunted under oxytocin; (iii) under oxytocin rather than placebo, pupil dilation mimicry is weaker and pupil constriction mimicry stronger; and (iv) the link between pupil constriction mimicry and distrust observed under placebo disappears under oxytocin. We suggest that pupil-contingent trust is parochial and evolved in social species in and because of group life.
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Lang, lain A., Ruth Marlow, Robert Goodman, Howard Meltzer, and Tamsin Ford. "Influence of problematic child-teacher relationships on future psychiatric disorder: population survey with 3-year follow-up." British Journal of Psychiatry 202, no. 5 (May 2013): 336–41. http://dx.doi.org/10.1192/bjp.bp.112.120741.
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BackgroundTeacher-pupil relationships have been found to mediate behavioural, social and psychological outcomes for children at different ages according to teacher and child report but most studies have been small.AimsTo explore later psychiatric disorder among children with problematic teacher-pupil relationships.MethodSecondary analysis of a population-based cross-sectional survey of children aged 5-16 with a 3-year follow-up.ResultsOf the 3799 primary-school pupils assessed, 2.5% of parents reported problematic teacher-pupil relationships; for secondary-school pupils (n=3817) this rose to 6.6%. Among secondary-school pupils, even when children with psychiatric disorder at baseline were excluded and we adjusted for baseline psychopathology score, problematic teacher-pupil relationships were statistically significantly related to higher levels of psychiatric disorder at 3-year follow-up (odds ratio (OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR=3.00, 95% CI 1.37-6.58 for conduct disorder). Results for primary-school pupils were similar but non-significant at this level of adjustment.ConclusionsThis study underlines the need to support teachers and schools to develop positive relationships with their pupils.
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Mathôt, Sebastiaan, and Yavor Ivanov. "The effect of pupil size and peripheral brightness on detection and discrimination performance." PeerJ 7 (December 19, 2019): e8220. http://dx.doi.org/10.7717/peerj.8220.
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It is easier to read dark text on a bright background (positive polarity) than to read bright text on a dark background (negative polarity). This positive-polarity advantage is often linked to pupil size: A bright background induces small pupils, which in turn increases visual acuity. Here we report that pupil size, when manipulated through peripheral brightness, has qualitatively different effects on discrimination of fine stimuli in central vision and detection of faint stimuli in peripheral vision. Small pupils are associated with improved discrimination performance, consistent with the positive-polarity advantage, but only for very small stimuli that are at the threshold of visual acuity. In contrast, large pupils are associated with improved detection performance. These results are likely due to two pupil-size related factors: Small pupils increase visual acuity, which improves discrimination of fine stimuli; and large pupils increase light influx, which improves detection of faint stimuli. Light scatter is likely also a contributing factor: When a display is bright, light scatter creates a diffuse veil of retinal illumination that reduces perceived image contrast, thus impairing detection performance. We further found that pupil size was larger during the detection task than during the discrimination task, even though both tasks were equally difficult and similar in visual input; this suggests that the pupil may automatically assume an optimal size for the current task. Our results may explain why pupils dilate in response to arousal: This may reflect an increased emphasis on detection of unpredictable danger, which is crucially important in many situations that are characterized by high levels of arousal. Finally, we discuss the implications of our results for the ergonomics of display design.
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Kristjánsson, Kristján. "Medicalised pupils: the case of ADD/ADHD." Oxford Review of Education 35, no. 1 (January 16, 2009): 111–27. http://dx.doi.org/10.1080/03054980802417354.
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Strand, Steve, and Ariel Lindorff. "Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11." Exceptional Children 87, no. 3 (March 12, 2021): 344–68. http://dx.doi.org/10.1177/0014402921990895.
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We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.
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Graddy, Kathryn, and Margaret Stevens. "The Impact of School Resources on Student Performance: A Study of Private Schools in the United Kingdom." ILR Review 58, no. 3 (April 2005): 435–51. http://dx.doi.org/10.1177/001979390505800307.
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This article reports the results of an empirical study of the impact of school inputs on pupils' performance in private (independent) schools in the United Kingdom, using a new school-level panel dataset constructed from information provided by the Independent Schools Information Service. The authors show a consistent negative relationship between the pupil-teacher ratio at a school and the examination results achieved by pupils aged 18, controlling for the pupils' performance in examinations two years earlier. The results are noteworthy in comparison with results of studies for the state sector, relatively few of which have found a consistent and statistically significant effect of the pupil-teacher ratio.
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Lindfors, Matias, Caroline Lindblad, David W. Nelson, Bo-Michael Bellander, Jari Siironen, Rahul Raj, and Eric P. Thelin. "Prognostic performance of computerized tomography scoring systems in civilian penetrating traumatic brain injury: an observational study." Acta Neurochirurgica 161, no. 12 (October 28, 2019): 2467–78. http://dx.doi.org/10.1007/s00701-019-04074-1.
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Abstract Background The prognosis of penetrating traumatic brain injury (pTBI) is poor yet highly variable. Current computerized tomography (CT) severity scores are commonly not used for pTBI prognostication but may provide important clinical information in these cohorts. Methods All consecutive pTBI patients from two large neurotrauma databases (Helsinki 1999–2015, Stockholm 2005–2014) were included. Outcome measures were 6-month mortality and unfavorable outcome (Glasgow Outcome Scale 1–3). Admission head CT scans were assessed according to the following: Marshall CT classification, Rotterdam CT score, Stockholm CT score, and Helsinki CT score. The discrimination (area under the receiver operating curve, AUC) and explanatory variance (pseudo-R2) of the CT scores were assessed individually and in addition to a base model including age, motor response, and pupil responsiveness. Results Altogether, 75 patients were included. Overall 6-month mortality and unfavorable outcome were 45% and 61% for all patients, and 31% and 51% for actively treated patients. The CT scores’ AUCs and pseudo-R2s varied between 0.77–0.90 and 0.35–0.60 for mortality prediction and between 0.85–0.89 and 0.50–0.57 for unfavorable outcome prediction. The base model showed excellent performance for mortality (AUC 0.94, pseudo-R2 0.71) and unfavorable outcome (AUC 0.89, pseudo-R2 0.53) prediction. None of the CT scores increased the base model’s AUC (p > 0.05) yet increased its pseudo-R2 (0.09–0.15) for unfavorable outcome prediction. Conclusion Existing head CT scores demonstrate good-to-excellent performance in 6-month outcome prediction in pTBI patients. However, they do not add independent information to known outcome predictors, indicating that a unique score capturing the intracranial severity in pTBI may be warranted.
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Watier, Nicholas, Christopher Healy, and Heather Armstrong. "Effects of Photo-Depicted Pupil Diameter on Judgments of Others’ Attentiveness and on Facial Recognition Memory." Perceptual and Motor Skills 124, no. 2 (December 26, 2016): 366–79. http://dx.doi.org/10.1177/0031512516685191.
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Occasionally, individuals perceive that someone is no longer paying attention to the discussion at hand even when there are no overt cues of inattentiveness. As a preliminary study of this phenomenon, we examined whether pupil diameter might be implicitly used to infer others’ attentiveness. Forty participants (27 women, 13 men, M age = 19.7 year, SD = 2.8) were presented with images of male faces with either large or small pupils, and, in the context of a personnel selection scenario, participants then judged the attentiveness of the person in the image. Images of faces with large pupils were judged as more attentive, compared with images of faces with small pupils. Face recognition memory performance was not affected by depicted pupil size. Our results are consistent with the proposal that pupillary fluctuations can be an index of perceived attention, and they provide preliminary evidence that pupil dilation may be implicitly relied upon to infer attentional states.
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Larson, Merlin D., Farzin Tayefeh, Daniel I. Sessler, Malcolm Daniel, and Mimi Noorani. "Sympathetic Nervous System Does Not Mediate Reflex Pupillary Dilation during Desflurane Anesthesia." Anesthesiology 85, no. 4 (October 1, 1996): 748–54. http://dx.doi.org/10.1097/00000542-199610000-00009.
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Background Pupil size is determined by an interaction between the sympathetic and parasympathetic divisions of the autonomic nervous system. Noxious stimulation dilates the pupil in both unanesthetized and anesthetized humans. In the absence of anesthesia, dilation is primarily mediated by the sympathetic nervous system. In contrast, pupillary dilation in cats given barbiturate or cloralose anesthesia is mediated solely by inhibition of the midbrain parasympathetic nucleus. The mechanism by which noxious stimuli dilate pupils during anesthesia in humans remains unknown. Accordingly, the authors tested the hypothesis that the pupillary dilation in response to noxious stimulation during desflurane anesthesia is primarily a parasympathetic reflex. Methods In six volunteers, the alpha-I adrenergic receptors of the iris musculature were blocked by unilateral administration of topical dapiprazole; six other volunteers were given unilateral topical tropicamide to block the muscarinic receptors in the iris. Desflurane anesthesia was subsequently induced in all volunteers. Sympathetic nervous system activation, with reflex dilation of the pupil, was produced by noxious electrical stimulation during 4% and 8% end-tidal desflurane, and by a rapid 4%-to-8% step-up in the desflurane concentration. Pupil diameter and the change in pupil size induced by a light stimulus (light reflex amplitude) were measured with infrared pupillometry. Results Dapiprazole drops produced a Horner's miosis, but pupils were equally small after induction of anesthesia. Pupillary dilation after noxious stimulation and desflurane step-up was identical in the unblocked and dapiprazole-blocked pupils. After tropicamide administration, the pupil was dilated and the light reflex was completely inhibited. Noxious stimulation nonetheless produced a slight additional dilation. Conclusions During desflurane anesthesia, pupillary dilation in response to noxious stimulation or desflurane step-up is not mediated by the sympathetic nervous system (as it is in unanesthetized persons). Although inhibition of the pupillo-constrictor nucleus may be the cause of this dilation, the mechanism remains unknown.
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Por, Emiel H. "Phase-apodized-pupil Lyot Coronagraphs for Arbitrary Telescope Pupils." Astrophysical Journal 888, no. 2 (January 16, 2020): 127. http://dx.doi.org/10.3847/1538-4357/ab3857.
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Whang, Allen Jong-Woei, Yi-Yung Chen, Wei-Chieh Tseng, Chih-Hsien Tsai, Yi-Ping Chao, Chieh-Hung Yen, Chun-Hsiu Liu, and Xin Zhang. "Pupil Size Prediction Techniques Based on Convolution Neural Network." Sensors 21, no. 15 (July 21, 2021): 4965. http://dx.doi.org/10.3390/s21154965.
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The size of one’s pupil can indicate one’s physical condition and mental state. When we search related papers about AI and the pupil, most studies focused on eye-tracking. This paper proposes an algorithm that can calculate pupil size based on a convolution neural network (CNN). Usually, the shape of the pupil is not round, and 50% of pupils can be calculated using ellipses as the best fitting shapes. This paper uses the major and minor axes of an ellipse to represent the size of pupils and uses the two parameters as the output of the network. Regarding the input of the network, the dataset is in video format (continuous frames). Taking each frame from the videos and using these to train the CNN model may cause overfitting since the images are too similar. This study used data augmentation and calculated the structural similarity to ensure that the images had a certain degree of difference to avoid this problem. For optimizing the network structure, this study compared the mean error with changes in the depth of the network and the field of view (FOV) of the convolution filter. The result shows that both deepening the network and widening the FOV of the convolution filter can reduce the mean error. According to the results, the mean error of the pupil length is 5.437% and the pupil area is 10.57%. It can operate in low-cost mobile embedded systems at 35 frames per second, demonstrating that low-cost designs can be used for pupil size prediction.
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Karavanaki, K., A. G. Davies, L. P. Hunt, M. H. Morgan, and J. D. Baum. "Pupil size in diabetes." Archives of Disease in Childhood 71, no. 6 (December 1, 1994): 511–15. http://dx.doi.org/10.1136/adc.71.6.511.
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Boivin, Richard. "New apodizers that arbitrarily decrease sensitivity to defocusing or to the variation of spherical aberration." Canadian Journal of Physics 66, no. 10 (October 1, 1988): 878–82. http://dx.doi.org/10.1139/p88-145.
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Two families of pupil amplitude filters, or apodizers, are devised for rotationally symmetric optical systems. One type of apodizer, pertaining to systems with circular pupils, arbitrarily reduces their sensitivity to the variation of primary spherical aberration, when this is combined with defocusing to optimally compensate for the aberration. The other type of apodizer, pertaining to systems with slit pupils, arbitrarily extends their depth of focus.
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Mooij, Ton. "Pupil-class determinants of aggressive and victim behaviour in pupils." British Journal of Educational Psychology 68, no. 3 (September 1998): 373–85. http://dx.doi.org/10.1111/j.2044-8279.1998.tb01298.x.
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Francis, Becky, and Louise Archer. "Negotiating the Dichotomy of Boffin and Triad: British-Chinese Pupils' Constructions of ‘Laddism’." Sociological Review 53, no. 3 (August 2005): 495–521. http://dx.doi.org/10.1111/j.1467-954x.2005.00563.x.
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Little research has examined constructions of gender among young British-Chinese. This paper seeks to further understanding in this area, particularly in relation to notions of ‘laddism’ currently deployed in educational policy discourse around gender and achievement. As a group British-Chinese boys tend to very high achievement in the British Education system. The notion of ‘laddish behaviour’ as an explanation for boys’ apparent underachievement in comparison to girls at GCSE level was discussed with British-Chinese pupils. An overwhelming majority of British-Chinese pupils supported this explanation, and a majority of these pupils applied notions of ‘laddish behaviour’ to British-Chinese boys, to some extent contesting stereotypes of the Chinese as uniformly ‘good pupils’. However, the discourses of ‘the good Chinese pupil’ and ‘Chinese value of education’ were frequently drawn on by pupil respondents, with the result that the pupils often presented British-Chinese manifestations of ‘laddism’ as mild versions in comparison with pernicious ‘others’. The paper discusses different presentations of laddism among some of the male respondents. It concludes by analysing the impact of ‘raced’ and gendered discourses on British-Chinese constructions of masculinity. British-Chinese boys may be able to adopt versions of masculinity which do not impede their learning, but this tended to result in their masculinity being problematised in teacher discourse.
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McNamara, E., and M. Jolly. "The Reduction of Disruptive Behaviour Using Feedback On-Task Behaviour: An Across Setting Study of a Class of 12- and 13-Year-Old Pupils." Behavioural Psychotherapy 18, no. 2 (April 1990): 103–19. http://dx.doi.org/10.1017/s014134730001822x.
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The growing body of research indicating that classroom behavioural management strategies can successfully modify the behaviour of mainstream classes of disruptive adolescent pupils is referred to. These “successes” are qualified by the observation that they could make the pupil teacher dependent, whereas pupil self-control is the ideal control state. Feedback strategies have the potential to encourage internalization of control (Van Houton, 1984). An intervention package involving the feedback of level of on-task behaviour as a major component is described. The effect on the individual and the group's level of on-task behaviour in two settings (Religious Education and French lessons) is reported. Claims are made that (1) the intervention promoted levels of on-task behaviour and (2) the group data generally reflected the data of individual pupils. The conclusions are drawn that while it remains to be demonstrated that the behavioural attributional tendencies of the pupils were moved in the direction of “internalization” nonetheless the research can serve as a starting point for further research in this area.
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Prais, S. J. "The Superior Educational Attainments of Pupils in Religious Foundation Schools in England." National Institute Economic Review 193 (July 2005): 102–5. http://dx.doi.org/10.1177/0027950105058560.
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Pupils of religious foundation schools in England show superior educational performance over general (Local Education Authority) schools, the advantage having been estimated in previous studies at learning about a tenth faster for the average pupil by the age of leaving primary schooling (age 11+). In this study access to individual pupils' scores at SAT tests shows that the advantage of religious foundation schools is particularly great for lower-attaining pupils, with only the lowest tenth of those in religious schools attaining the scores of the lowest third in general schools.
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Gamlem, Siv M. "Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics." SAGE Open 9, no. 3 (July 2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861485.
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The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils’ age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils’ results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning “emotional support,” “classroom organization,” and “instructional support.” The lowest quality is found for the dimensions “analysis and inquiry,” “instructional dialogue,” and “regard for adolescent perspectives,” which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils’ learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions “behaviour management” and “productivity.” Analyses show that “positive climate” and “student engagement” both have strong effect sizes and are significant concerning pupils’ learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.
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Robertson, Kendra A., and Antónia Monteiro. "Female Bicyclus anynana butterflies choose males on the basis of their dorsal UV-reflective eyespot pupils." Proceedings of the Royal Society B: Biological Sciences 272, no. 1572 (July 6, 2005): 1541–46. http://dx.doi.org/10.1098/rspb.2005.3142.
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Sexual and natural selection pressures are thought to shape the characteristic wing patterns of butterfly species. Here we test whether sexual selection by female choice plays a role in the maintenance of the male wing pattern in the butterfly Bicyclus anynana . We perform one of the most extensive series of wing pattern manipulations in butterflies, dissecting every component of the ‘bulls-eye’ eyespot patterns in both ventral and dorsal wing surfaces of males to test the trait's appeal to females. We conclude that females select males on the basis of the size and brightness of the dorsal eyespot's ultraviolet reflecting pupils. Pupil absence is strongly selected against, as are artificially enlarged pupils. Small to intermediate (normal sized) pupils seem to function equally well. This work contradicts earlier experiments that suggest that the size of dorsal eyespots plays a role in female choice and explains why male dorsal eyespots are very variable in size and often have indistinct rings of coloration, as the only feature under selection by females seems to be the central white pupil. We propose that sexual selection by female choice, rather than predator avoidance, may have been an important selective factor in the early stages of eyespot evolution in ancestral Lepidopteran lineages.
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Wilkinson, David, Alex Bryson, and Lucy Stokes. "Assessing the Variance in Pupil Attainment: How Important is the School Attended?" National Institute Economic Review 243 (February 2018): R4—R16. http://dx.doi.org/10.1177/002795011824300110.
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We explore the variation in pupil attainment at the end of secondary schooling in England. The paper links data on all schools and all pupils within these schools to analyse the role of the school in accounting for this variation. We analyse a number of different indicators of pupil attainment including value added between the end of primary and secondary schooling and attainment levels at the end of secondary schooling. We examine indicators that were the focus of the school accounting framework as well as other indicators that were not directly part of how schools were assessed. We show that schools account for a minority of the variance in pupil attainment, and the extent of the variation accounted for by the school is sensitive to the measure of pupil attainment used. In addition, we find that the majority of the explained school-level variance in attainment is related to school composition. However, most of the variance in attainment remains unexplained, raising questions about what other factors contribute to the variation in school performance.
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Sofiudin, Muh. "Tasawuf Abd Al-Rahman Al-Sulamī (Perspektif Historis)." Refleksi: Jurnal Filsafat dan Pemikiran Islam 18, no. 2 (July 30, 2018): 183. http://dx.doi.org/10.14421/ref.2018.1802-04.
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Abu Abd al-Rahman Al-Sulamī (d. 412 H) is known as a great Sufi scholar. In the realm of tasawuf, he formulated tasawuf as in al-muqaddimah fi al-tasawwuf and wrote the biographies of the Sufi scholars in his book Thabaqat al-Sufiyyah. The tasawuf review in the form of biography of the Sufi ulama gives a distinctive picture in the process of formulating the concept of tasawuf. On the other hand, although al-Sulamī is known as a tasawuf briliant thinker, in Indonesia, it turns out to be less prestige than his pupil named al-Qusyairi. In fact, al-Sulamī is al-Qusyairi’s teacher who actually has more scientific authority than his pupil. This fact can be caused by many factors, one of which is the lack of information and references to al-Sulamī.
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Ristić Dedić, Zrinka, and Boris Jokić. "Croatian Pupils' Perspectives on Remote Teaching and Learning during the COVID-19 Pandemic." Drustvena istrazivanja 30, no. 2 (July 20, 2021): 227–47. http://dx.doi.org/10.5559/di.30.2.03.
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On March 16th 2020, the Croatian government mandated a nationwide closure of schools and introduced remote teaching and learning in response to the COVID-19 pandemic. The present study explores the perspectives of pupils in the 7th grade of elementary education regarding this period of remote teaching and learning. The study aims to examine the level and determinants of pupils' satisfaction with newly implemented practices and to explore their perception of remote teaching and learning in comparison to classroom practices. An online survey was conducted with 920 pupils from 23 elementary schools in Zagreb between May 25th and June 6th 2020. The results indicate average satisfaction levels and a weak ability of the model to predict pupils' satisfaction based on a set of individual pupil characteristics. Pupils' interest in using digital devices and fathers' educational status were the only significant predictors of satisfaction. On average, pupils perceived remote teaching and learning as unfavourable in terms of quality, task load and effort in comparison to classroom practices. There was, however, a small cluster of pupils (15%) who associated remote teaching and learning with higher-quality practices.
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Brodie, T., and S. Adalat. "Unilateral fixed dilated pupil in a well child." Archives of Disease in Childhood 91, no. 12 (July 28, 2006): 961. http://dx.doi.org/10.1136/adc.2006.106104.
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Chaney, Robert H., Carolyne A. Givens, Melanie F. Aoki, and Michael L. Gombiner. "Pupillary Responses in Recognizing Awareness in Persons with Profound Mental Retardation." Perceptual and Motor Skills 69, no. 2 (October 1989): 523–28. http://dx.doi.org/10.2466/pms.1989.69.2.523.
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Pupil-size changes have been shown to indicate positive or negative reactions to several sensory and psychologic stimuli in normal persons. Whether this could be extended to mentally retarded patients who lack ability for verbal or motor behavior was tested by pupillary responses to several visual, tactile, and auditory stimuli. 24 institutionalized severely and profoundly retarded patients were examined by video camera in their usual environments rather than in a controlled laboratory setting. The videotapes were later projected onto a screen for pupil-size measurements. Pupils dilated with pleasant stimuli, including visualizing a familiar person, soft touch to the arm, music, and soft compliments. There was constriction with presenting an unfamiliar person, rough grasp of the arm, and abrasive noise and harsh commands. The findings demonstrate the existence of pupil reactivity in profoundly retarded persons and suggest such testing as a means of determining which elements of their environment are pleasing or aversive to them.
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Douglas, Ron H., Shaun P. Collin, and Julie Corrigan. "The eyes of suckermouth armoured catfish (Loricariidae, subfamily Hypostomus): pupil response, lenticular longitudinal spherical aberration and retinal topography." Journal of Experimental Biology 205, no. 22 (November 15, 2002): 3425–33. http://dx.doi.org/10.1242/jeb.205.22.3425.
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SUMMARY The dilated, round pupils of a species of suckermouth armoured catfish(Liposarcus pardalis) constrict slowly on illumination (over 35-40 min) to form crescent-shaped apertures. Ray tracing of He—Ne laser beams shows that the lenses of a related species (Pterygoplichthys etentaculus), which also has a crescent-shaped pupil, are well corrected for longitudinal spherical aberration, suggesting that the primary purpose of the irregular pupil in armoured catfish is not to correct such aberration. It is suggested that the iris operculum may serve to camouflage the pupil of these substrate-dwelling species. An examination of the catfish retina shows the photoreceptors to be exclusively single cones interspersed with elongate rods and demonstrates the presence of multiple optic nerve head papillae. Two areas of high ganglion cell density, each side of a vertically oriented falciform process, provide increased spatial resolving power along the axes examining the substrate in front of and behind the animal.
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Crosskey, Liz, and Maggie Vance. "Training teachers to support pupils’ listening in class: An evaluation using pupil questionnaires." Child Language Teaching and Therapy 27, no. 2 (May 25, 2011): 165–82. http://dx.doi.org/10.1177/0265659010397249.
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Raymond, J. "An Educational Psychologist's Intervention with a Class of Disruptive Pupils Using Pupil Perceptions." Educational Psychology in Practice 3, no. 2 (July 1987): 16–22. http://dx.doi.org/10.1080/0266736870030204.
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Thompson, Daniel A., Hoda Abbasizanjani, Richard Fry, Emily Marchant, Lucy Griffiths, Ashley Akbari, Joe Hollinghurst, et al. "Staff–pupil SARS-CoV-2 infection pathways in schools in Wales: a population-level linked data approach." BMJ Paediatrics Open 5, no. 1 (May 2021): e001049. http://dx.doi.org/10.1136/bmjpo-2021-001049.
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BackgroundBetter understanding of the role that children and school staff play in the transmission of SARS-CoV-2 is essential to guide policy development on controlling infection while minimising disruption to children’s education and well-being.MethodsOur national e-cohort (n=464531) study used anonymised linked data for pupils, staff and associated households linked via educational settings in Wales. We estimated the odds of testing positive for SARS-CoV-2 infection for staff and pupils over the period August– December 2020, dependent on measures of recent exposure to known cases linked to their educational settings.ResultsThe total number of cases in a school was not associated with a subsequent increase in the odds of testing positive (staff OR per case: 0.92, 95% CI 0.85 to 1.00; pupil OR per case: 0.98, 95% CI 0.93 to 1.02). Among pupils, the number of recent cases within the same year group was significantly associated with subsequent increased odds of testing positive (OR per case: 1.12, 95% CI 1.08 to 1.15). These effects were adjusted for a range of demographic covariates, and in particular any known cases within the same household, which had the strongest association with testing positive (staff OR: 39.86, 95% CI 35.01 to 45.38; pupil OR: 9.39, 95% CI 8.94 to 9.88).ConclusionsIn a national school cohort, the odds of staff testing positive for SARS-CoV-2 infection were not significantly increased in the 14-day period after case detection in the school. However, pupils were found to be at increased odds, following cases appearing within their own year group, where most of their contacts occur. Strong mitigation measures over the whole of the study period may have reduced wider spread within the school environment.
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Henderson, Angela, Deborah Kinnear, Michael Fleming, Bethany Stanley, Nicola Greenlaw, Genevieve Young-Southward, Jill P. Pell, and Sally-Ann Cooper. "Antipsychotic and antidepressant prescribing for 704 297 children and young people with and without intellectual disabilities: record linkage study." British Journal of Psychiatry 218, no. 1 (December 28, 2020): 58–62. http://dx.doi.org/10.1192/bjp.2020.232.
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BackgroundPsychotropics are overprescribed for adults with intellectual disabilities; there are few studies in children and young people.AimsTo investigate antipsychotic and antidepressant prescribing in children and young people with and without intellectual disabilities, and prescribing trends.MethodScotland's annual Pupil Census, which identifies pupils with and without intellectual disabilities, was record-linked to the Prescribing Information System. Antidepressant and antipsychotic data were extracted. Logistic regression was used to analyse prescribing between 2010 and 2013.ResultsOf the 704 297 pupils, 16 142 (2.29%) had a record of intellectual disabilities. Antipsychotic and antidepressant use increased over time, and was higher in older pupils; antipsychotic use was higher in boys, and antidepressant use was higher in girls. Overall, antipsychotics were prescribed to 281 (1.74%) pupils with intellectual disabilities and 802 (0.12%) without (adjusted odds ratio 16.85, 95% CI 15.29–18.56). The higher use among those with intellectual disabilities fell each year (adjusted odds ratio 20.19 in 2010 v. 14.24 in 2013). Overall, 191 (1.18%) pupils with intellectual disabilities and 4561 (0.66%) without were prescribed antidepressants (adjusted odds ratio 2.28, 95% CI 2.03–2.56). The difference decreased each year (adjusted odds ratio 3.10 in 2010 v. 2.02 in 2013).ConclusionsSignificantly more pupils with intellectual disabilities are prescribed antipsychotics and antidepressants than are other pupils. Prescribing overall increased over time, but less so for pupils with intellectual disabilities; either they are not receiving the same treatment advances as other pupils, or possible overprescribing in the past is changing. More longitudinal data are required.
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Lorenz, Kent A., Michalis Stylianou, and Pamela Hodges Kulinna. "Changes in healthy behaviour knowledge of rural pupils." European Physical Education Review 26, no. 2 (August 12, 2019): 465–80. http://dx.doi.org/10.1177/1356336x19867732.
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This study was informed by the body of literature on pupil knowledge and its potential contributions to developing healthy and active lifestyles, along with the focus of various current national physical education standards on cognitive outcomes. This study aimed to investigate the impact of conceptual-based intervention programmes in two rural schools on pupils’ healthy behaviour knowledge. Schools used a similar intervention model of healthy behaviour concepts taught as part of physical education classes, by classroom teachers, and in wellness week activities. The intervention in both schools was based on the Fitness for Life curricular model (i.e. materials for classroom teachers and for physical education teachers). Pupil healthy behaviour knowledge was tracked over time to determine the impact of the intervention programmes. Analysis of variance (ANOVA) was used to compare average percentage of correct responses within school, across time within a year, and across years. ANOVA results showed a significant main effect for grade ( F(5, 1152) = 33.10, p < 0.0001, η2 = 0.125), school ( F(1, 1152) = 75.23, p < 0.0001, η2 = 0.061), time ( F(1, 1152) = 164.71, p < 0.0001, η2 = 0.125), and year ( F(1, 1152) = 6.27, p = 0.012, η2 = 0.005), and a significant three-way interaction among grade, time, and year ( F(13, 1152) = 6.76, p < 0.0001, η2 = 0.07). The findings of this study suggest that pupils can acquire healthy behaviour knowledge using several different intervention points of instruction, particularly in rural areas. This study also highlights the need to help pupils in these settings improve their healthy behaviour content knowledge.
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Cale, Lorraine, Jo Harris, and Oliver Hooper. "Get(ting) to the Start Line – the evaluation of an innovative intervention to address adolescents’ school-related stress and anxiety." European Physical Education Review 26, no. 3 (August 2020): 642–63. http://dx.doi.org/10.1177/1356336x20902487.
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There are growing concerns over young people’s mental health, the academic pressures they face, and the association between school-related stress and health. Given this, alongside the known benefits of physical activity for psychological health, the need for school-based interventions with a physical activity focus seems justified. This paper reports on findings from the evaluation of a pilot of ‘Get to the Start Line’, an innovative school-based programme designed to address adolescents’ school-related stress and anxiety. The research adopted a mixed-methods approach and a pre- and post- design. Six schools from the East Midlands, UK, and selected year 11 pupils (aged 15–16) identified as experiencing examination-related stress and anxiety, participated in the programme. The programme was coordinated by a school champion (a staff member), delivered by an athlete mentor, and comprised six workshops. Data were collected from school champions and athlete mentors via an online survey following each workshop, and via semi-structured focus groups and interviews with pupils and school champions, respectively, pre-, mid- and post-intervention. Schools also provided relevant pupil data. The findings revealed the programme to be positively received by most pupils and to result in positive outcomes such as reported reductions in examination-related stress and anxiety for some, and fewer pupil well-being referrals. However, various challenges and limitations of the programme were identified, and recommendations were made for its future development. Therefore, whilst some of the findings were encouraging, further research into the implementation and impact of this and other such programmes is needed.
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LIE, NILS, and A. M. HAEGGERNES. "Lawbreaking in Former Remedial-Class Pupils." Criminal Justice and Behavior 14, no. 1 (March 1987): 26–32. http://dx.doi.org/10.1177/0093854887014001003.
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In a representative Swedish cohort, men and women who attended remedial-school classes as children are recorded in the Swedish General Police Register (all offenses) and in the Swedish General Criminal Register (serious offenses only) significantly more often than subjects who attended ordinary classes. To be a remedial-class pupil seems to be a predictor of subsequent criminality. Since, with few exceptions, remedial classes in Sweden are composed of pupils with subnormal intelligence (IQs between 70 and 85), the intellectual inferiority of the remedial-class pupils appears to be responsible for their increased level of lawbreaking, probably because failure at school reduces their self-esteem and makes them likely candidates for anti-social groups.
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Irving, Barrie, and Marie Parker-Jenkins. "Pupil Empowerment: Pupil Power?" Pastoral Care in Education 13, no. 2 (June 1995): 3–6. http://dx.doi.org/10.1080/02643949509470913.
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Vámos, Ágnes, Gyongyi S. Foldesi, and Tamas Doczi. "Effects of Regional Inequalities on the Sporting Activity of School Pupils: The Hungarian Case." Physical Culture and Sport. Studies and Research 70, no. 1 (June 1, 2016): 18–27. http://dx.doi.org/10.1515/pcssr-2016-0011.
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AbstractIn this study, the sporting activity of Hungarian school pupils is investigated with a focus on regional differences. The objective of the paper is to answer the following questions: Are there regional differences in pupils’ sporting activity, and, if yes, what is their relationship with the socio-cultural background of the pupils and the infrastructural and staffing conditions of schools? Has the 2012 introduction of daily physical education had a different effect on pupils’ leisure-time sporting activity in disadvantaged and affluent regions? Can the trends in the sporting activity of pupils be characterized as convergent or divergent since the introduction of daily physical education? The paper is based on an extensive study that relies on the most comprehensive database on physical education in schools, the National Assessment of Basic Competencies (NABC). The present study statistically analyzed eighth-grade pupil and school data from the 2010 and 2014 NABC. The results present the regional differences in pupils’ participation in sporting activity, their recent modification, and the main reasons behind the changes. In conclusion, the authors state that social, economic, and cultural inequalities are not clearly reflected in the sporting activity of students; however, certain data still call attention to the need to examine regional differences.