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The purpose of this article is the analysis of barriers and facilitators to enrolling children with disabilities in inclusive daycare facilities. Data were gathered from nine (N = 9) mothers of children with diverse developmental disabilities who were admitted to inclusive daycare centres in Paris, France. Semi-structured interviews were conducted and analysed using the Inductive Thematic Analysis (Braun and Clarke [2006. "Using Thematic Analysis in Psychology." "Qualitative Research in Psychology" 3 (2): 77-101. doi: 10.1191/1478088706qp063oa]). The emerging themes related to barriers were: lack of inclusive practice training, perceived attitudes towards disability, daycare centre's directors' reluctance, and wider challenges on a community level. Facilitators included having a regular contact person, staff training, space adjustment of the daycare facility and adaptive equipment, inclusive daycare centre's project, getting and sharing information. Finally, further implications for practice and research are proposed.

This research aims to analyse the barriers and facilitators to enrolling a toddler in inclusive day care facilities. Data were gathered from ten (N = 10) childcare providers who work in inclusive day care centres in Paris, France. Semi-structured interviews were conducted and analysed using the thematic analysis (Braun and Clarke in Qual Res Psychol 3(2):77-101, 2006. https://doi.org/10.1191/1478088706qp063oa). The emerging categories related to barriers were the challenges induced by the disability itself, childcare provider's emotional exhaustion and parental and childcare providers' perceptions on disability. Facilitators included space adjustment of the day care facility and adequate equipment, specialized inclusive practices, training programmes, support within the childcare team, skills recognition and sense of competence and, finally, partnerships and cooperation with specialized settings. Further implications for practice and research are discussed.

Running a secondary school science department is one of the most complex and diverse leadership roles that exists in schools, particularly when compared to other middle leadership roles. The workplace health and safety responsibilities, in particular, has some very real legal (and human) consequences when science leaders do not understand their responsibilities. Yet, while school systems put significant resources into leadership training, there is very little in the way of training people to manage such complex legal issues. The Science Safety Essentials is an attempt to fill this gap by creating a set of documents that provides out-of-field science teachers and new science leaders with the essential information that they need in order to do their job in a way that is both safe and informs them of their legal responsibilities. This article provides a brief explanation of the Science Safety Essentials.

Language and arithmetic are both lateralized to the left hemisphere in the majority of right-handed adults. Yet, does this similar lateralization reflect a single overall constraint of brain organization, such an overall "dominance" of the left hemisphere for all linguistic and symbolic operations? Is it related to the lateralization of specific cerebral subregions? Or is it merely coincidental? To shed light on this issue, we performed a "colateralization analysis" over 209 healthy subjects: We investigated whether normal variations in the degree of left hemispheric asymmetry in areas involved in sentence listening and reading are mirrored in the asymmetry of areas involved in mental arithmetic. Within the language network, a region-of-interest analysis disclosed partially dissociated patterns of lateralization, inconsistent with an overall "dominance" model. Only two of these areas presented a lateralization during sentence listening and reading which correlated strongly with the lateralization of two regions active during calculation. Specifically, the profile of asymmetry in the posterior superior temporal sulcus during sentence processing covaried with the asymmetry of calculation-induced activation in the intraparietal sulcus, and a similar colateralization linked the middle frontal gyrus with the superior posterior parietal lobule. Given recent neuroimaging results suggesting a late emergence of hemispheric asymmetries for symbolic arithmetic during childhood, we speculate that these colateralizations might constitute developmental traces of how the acquisition of linguistic symbols affects the cerebral organization of the arithmetic network.

As literate adults, we appreciate numerical values as abstract entities that can be represented by a numeral, a word, a number of lines on a scorecard, or a sequence of chimes from a clock. This abstract, notation-independent appreciation of numbers develops gradually over the first several years of life. Here, using functional magnetic resonance imaging, we examine the brain mechanisms that 6- and 7-year-old children and adults recruit to solve numerical comparisons across different notation systems. The data reveal that when young children compare numerical values in symbolic and nonsymbolic notations, they invoke the same network of brain regions as adults including occipito-temporal and parietal cortex. However, children also recruit inferior frontal cortex during these numerical tasks to a much greater degree than adults. Our data lend additional support to an emerging consensus from adult neuroimaging, nonhuman primate neurophysiology, and computational modeling studies that a core neural system integrates notation-independent numerical representations throughout development but, early in development, higher-order brain mechanisms mediate this process.

We propose that women regularly anticipate and receive messages from others that trivialize the severity of their body image concerns. Moreover, we suggest that these minimizing messages can heighten women's negative affective reactions to body image threats, particularly if they internalize them. Two studies provided support for these ideas. In Study 1, women and men estimated the likelihood that others would minimize the feelings of a woman who felt badly about her body. As expected, women estimated a high likelihood of minimization. In Study 2, women internalized or rejected a message that either minimized or validated the severity of body image concerns before undergoing a body image threat themselves. Women felt heightened negative affect following the threat if they internalized the minimizing message, but they maintained their prethreat affective state if they rejected the minimizing message or internalized the validating message. The discussion focuses on the implications of these findings for research on effective social support and clinical interventions.

Because of the unpredictability of food in nature, humans have evolved to eat to their physiological limits when food is plentiful. Discrepancies between the environment in which the hunger and eating system evolved and the food-replete environments in which many people live have led to the current problem of overconsumption. This evolutionary perspective has implications for understanding anorexia nervosa. (SM)

This article was written as a result of the author reading "MT177," a special issue dedicated to the teaching of "proof" in mathematics. He used the ideas in this special issue for planning his session "mathematical reasoning and proof," which was part of a weekend course for primary trainees. It consisted of three activities: (1) How many different triangles are there?; (2) What different polygons can you make from a two-piece tangram?; and (3) A prime claim. Proof by exhaustion was evident in the tangram case, but there was also a hint of this with the primes, since the whole numbers had been "modularised" by the columns. Disproof by contradiction was conveyed quite memorably through the primes example. There had been a lot of deduction going on, and some of what had been "proved" could be so described. As a bonus the visual proof for three consecutive numbers had within it the seeds of an inductive proof. The original triangles activity is an interesting one, since there are all three elements of "proof" and "disproof" present. The two-way classification table--arrived at by deciding on what was different--led to the deduction that nine possibilities existed. (Contains 1 endnote.)

Suggests that students' preconceptions about hunger and eating are inconsistent with contemporary theories. These theories assert that among adequately nourished individuals, hunger occurs because of pleasurable expectations of eating rather than energy deficits. Maintains that instructors should discuss the incompatibility of these preconceptions with the empirical evidence. (MJP)