The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences in pupil attainment (age 6) and pupil progress. The administered instruments include: the Mathematics Enhancement Classroom Observation Record (MECORS), a parent/guardian questionnaire, a teacher questionnaire, a head teacher questionnaire and a field note sheet. Results from multilevel analyses reveal that the prior attainment of pupils (age 5), pupil ability, learning support, curriculum coverage, teacher beliefs, teacher behaviours and head teacher age are predictors of pupil attainment (age 6) and/or pupil progress. Residual scores from multilevel analyses also reveal that primary schools in Malta are differentially effective. Of the 37 participating schools, eight are effective, 22 are average and seven are ineffective for mathematics. Also, in eight schools, withinschool variations in teaching quality, amongst teachers in Year 2 classrooms, were also elicited. Illustrations of practice in six differentially effective schools compared and contrasted the strategies implemented by Maltese primary school head teachers and Year 2 teachers. A discussion of the main findings as well as recommendations for future studies and the development of local educational policy conclude the current study.

《鍼經指南》為元代竇默，字漢卿，所著。其所記載的鍼刺手法上承《黃帝內經》、《難經》，下啟《金鍼賦》、《玉龍歌》、《鍼灸大成》等，為鍼刺手法發展史上里程碑，亦是後世各種複式手法發展的啟蒙。 本文通過對《鍼經指南》相關鍼刺手法的篇章進行整理，從＂呼吸補瀉＂、＂燃轉補瀉＂、＂提插補瀉＂、＂迎隨補瀉＂、＂寒熱補瀉＂，及＂手指補瀉十四法＂等方面展開分析，分別探討《鍼經指南》的學術淵源和《鍼經指南》對元明時期鍼刺手法發展的影響。最後將相關醫家觀點與《鍼經指南》中鍼刺手法理論進行對比分析，討論其異同點。 通過資料整理，學術思想的對比分析，筆者總結《鍼經指南》對鍼刺手法理論主要貢獻是：1.提出調息治神法﹔ 2.熱補涼瀉復合補瀉手法﹔ 3.＂提鍼豆許＂手法技巧﹔ 4.＂瀉南補北＂迎隨補瀉理論。元代與明代主要鍼灸醫家的手法技巧和鍼刺理論均從《鍼經指南》的內容中發展與推衍出來。 根據研究結果顯示，鍼刺手法自《鍼經指南》后空前發展。鍼刺補瀉理論體系更加完善，手法操作更加繁複。符合由簡而繁的事物發展規律。此外，後世醫家在臨床實踐中將《鍼經指南》的鍼刺手法理論與當代文化思想結合并產生新的鍼刺手法及鍼刺理論，從另一方面體現了理論與實踐相結合的哲學思想。 關鍵詞：誠刺手法﹔《鍼經指南》﹔竇漢卿

<p> Family poverty is associated with children&rsquo;s health, achievement, and behavior (Brooks-Gunn &amp; Duncan, 1997). Less than half, 48%, of children from low income homes are considered school ready by the age of five compared with 75% of their peers from middle to high income homes (Isaacs, 2012). Researchers have linked school readiness to long-term outcomes like success in grade school, lower drop-out rates in high school, and higher earned income as adults (Duncan et al., 2007). Although children in poverty experience greater deficits in areas of school readiness, participation in a quality childhood education can serve as a protective buffer and has been shown to be associated with improved academic, social and health outcomes (Caughy, DiPietro, &amp; Strobino, 1994; Love et al., 2003; Karoly, Kilburn, &amp; Cannon, 2005). School readiness has been an aim of Head Start since its conception (Raver &amp; Zigler, 1997). </p><p> More research has been dedicated to aspects of early childhood education programming to ascertain which aspects are most beneficial to children and thus there is a growing body of literature for which researchers have assessed the impact of early entry into Head Start, which in turn provides children with two years versus one year of Head Start programming (Moiduddin, Aikens, Tarullo, &amp; West, 2010; Tarullo, Aikens, Moiduddin, &amp; West, 2010). Due to the limited program capacity, children who enter Head Start at three instead of four-years-old, tend to have more extreme risk factors that afford them priority for enrollment. While randomization of a treatment such as early entry into Head Start is not often feasible nor ethical, a quasi- experimental design like propensity score analysis can help mitigate the effects of selection bias by controlling for confounding variables (Rosenbaum &amp; Rubin, 1983). </p><p> Researchers who have applied this methodology to learn more about the impact of early entry into Head Start, have found that the additional year of Head Start programming tends to lead to gains in social competence and literacy outcomes. This study sought to replicate these findings with a new sample and extend this work by assessing possible differentiated treatment effects by propensity score strata. Further, this study sought to assess the nature of the relationship between social competence and literacy. </p><p> Early Entry into Head Start was associated with significant gains in literacy throughout the four-year-old year for children in the treatment compared to those in the control. This treatment effect was consistent across all propensity score strata. There were no significant treatment effects of early entry on social competence, including social skills and problem behavior. Significant gains in social skills were observed throughout the academic year for both the treatment and control groups, but no changes were observed in problem behavior. The treatment effect on social competence was distinct for children with low propensity scores who were therefore least likely to be in the treatment group. Ad-hoc analyses of the low propensity score group identified some possible areas for future research. Finally, data here established a small positive correlation between social skills and literacy but found no correlation between problem behavior and literacy. </p><p> Collectively, the findings suggested that early entry into Head Start was significantly associated with improved early literacy outcomes that were sustained throughout the pre- Kindergarten year. Head Start, regardless of the age of entry, was associated with significant gains in literacy and social skills. Recommendations are made to improve program efficacy regarding problem behavior outcomes and assess program characteristics. Recommendations are made for future research to address the Head Start selection criteria and enrollment process to identify areas of opportunity for outreach and advocacy. </p><p>

<p> The current study examined the relationship between the dismissal of the young child with developmental delays (YCDD) from the individual educational plan (IEP) prior to kindergarten and later requalification for special education services. The primary purpose of the study was to provide stakeholder perceptions of current practices regarding meeting the needs of four former YCDD students. The perceptions came through interviews with former YCDD students, their parents, teachers, administrators and, additionally, data from interventions, state assessments and survey. </p><p> Data showed that the relationship between dismissal and requalification for services showed low achievement from all four former YCDD students. All four focus students did requalify for special education services. In addition, the stakeholder&rsquo;s perceptions revealed recurring themes and implications for practice. Given the small sample utilized for the current study, the findings may not be generalized to all children with a former YCDD diagnosis. Results provided implications for keeping the diagnosis through kindergarten transition and researching the study on a larger scale.</p><p>

Magister Scientiae - MSc / Breast cancer (BC) is the most common cancer in women worldwide, and is the second most common cancer in the world, responsible for more than 500 000 deaths annually. Estimates are that 1 in 8 women will develop BC in their lifetime. In South Africa, BC in women affects about 16.6 % of the population and could see a 78 % increase in cases by 2030. The failure of conventional diagnostic tools to detect BC from an early onset has revealed the need for diagnostic tools that would enable early diagnosis of BC. The current diagnostic tools include breast self-examination, mammography magnetic resonance imaging, ultrasonography and serum biomarkers; BRACA1, BRACA2, HER2. These conventional methods lack sensitivity, specificity and positive predictive value, and some of these diagnostic tools may be expensive and quite invasive. Therefore, novel diagnostic tools such as microRNAs which address the short comings of current methods are required for early diagnosis as well as BC management. MicroRNAs are a class of non-coding RNA molecules, which are important in RNA stability and gene expression. Various methodologies have been employed to identify novel microRNAs for diagnostics such as bioinformatics, also referred to as in silico analysis. The aim of this study is to identify novel microRNAs that can potentially detect BC at its earliest stage.

<p> Three learning cycle science lessons were developed for preschoolers in an early childhood children&rsquo;s center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed. </p><p>

This project focuses on the early Mesolithic in the Kennet Valley, Berkshire in southern England. Through an extensive analysis of the lithic assemblages from six prominent early Mesolithic sites (i.e. Thatcham 1958-1961 Sites I, II, and III, Thatcham Sewage Works 1989, Greenham Dairy Farm, and Faraday Road), this thesis explores the social and practical processes which hunter-gatherers engaged in during lithic activities. It investigates the very notion of process and how we as archaeologists, often negate such phenomena in favour of strict technical and functional aspects associated with lithic assemblages from this period. Drawing upon this argument, this study explores and critiques the traditional theory that Mesolithic inhabitations were nothing more than functional type sites (e.g. hunting and base camps). Instead, it advocates an approach which seeks to illuminate that these occupations were derived from many historical and contemporary social and practical processes, which were embedded within lithic activities that were largely responsible for the continual production of the early Mesolithic landscape in the Kennet Valley.

<p> This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings. </p><p> The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes. </p><p> The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change. </p><p> The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience.</p><p>

No description available.

>Magister Scientiae - MSc / Cancer is a disease most often associated with poor prognosis. During the development of the disease, cells acquire genetic mutations which result in changes in bio-molecules (DNA and protein), thus altering normal functioning of cells. These bio-molecules can thus serve as biomarkers for the diagnosis of cancer and can also facilitate the early detection of cancer. Antibodies labelled with organic fluorophores are typically used in immunohistochemistry techniques to screen cancerous tissue for the presence of biomarkers. More recently, researchers started to use cancer specific peptides (e.g LYP-1, RGD,) rather than antibodies for this purpose. Advantages of peptides include high affinity to their binding target, rapid accumulation at target sites and the ability to evade the immune system. Fluorescent nanocrystals or quantum dots are emerging as nanoparticles that can replace organic fluorophores. Several properties of quantum dots make these nanoparticles an ideal application in the detection of cancer related biomarkers. These include size tunable fluorescence emission, resistance to photobleaching as well as high quantum yields that result in bright emission of fluorescence. The aim of this research project was to investigate the specific binding of selected peptides to cancer cells using functionalized quantum dots. Since the cost of synthetic peptides are so high, the aim of this study was also to express these peptides in E.coli bacterial cells. Cancer targeting peptides were identified from literature and oligonucleotides with sequences encoding these peptides were designed. Four oligonucleotides encoding the peptides p6.1, p.L, MV and NL1.1 were successfully cloned using the pET21b plasmid vector. However, the peptides were not successfully expressed in E.coli. Cancer targeting peptides namely p.C, p.H, p.L, p6.1 and Frop-1 were chemically synthesized and obtained from GL biochem (Shanghai). These peptides were conjugated to quantum dots (Qdot 525) using 1-ethyl-3-(3-dimethylamino) carbodiimide HCl (EDC) chemistry. The peptidequantum dot conjugates were applied to cancer cells to achieve specific binding. The Kmst-6 noncancerous cell line served as a control. The binding of the peptide-quantum dot conjugates was analyzed using flow cytometry and fluorescence microscopy. The p.H peptide revealed the highest binding affinity to cancer cells as indicated by fluorescence intensity. This was followed by the p.C peptide which showed differential binding amongst the cancer cell lines. The Frop-1 peptide displayed the lowest binding affinity, while the binding affinity of the peptides to Kmst-6 cell lines was very low. This study demonstrated that the cancer targeting peptides used in this study bind to cancer cells and that the specificity with which these peptides bind to the cells depends on the cell types and the peptide