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Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child's unaided AAC can be challenging. This study draws on excerpts of video recordings of interactions in a classroom for 6–9-year-old children who used AAC to explore how three child participants used the range of multimodal resources available to them – vocal, movement-based, and gestural, technological, temporal – to shape (and to some degree, co-control) classroom interactions. Our research was concerned with examining achievements and problems in establishing a sense of common ground and the realization of child agency. Through detailed multimodal analysis, this paper renders visible different types of practices rejecting a request for clarification, drawing new parties into a conversation, disrupting whole-class teacher talk-through which the children in the study voiced themselves in persuasive ways. It concludes by suggesting that multimodal accounts paint a more nuanced picture of children's resourcefulness and conversational asymmetry that highlights children's agency amidst material, semiotic, and institutional constraints. [ABSTRACT FROM AUTHOR]

AbstractThe relationships between the use of nouns and verbs, and other word classes have been well established in the typical language development literature. However, questions remain as to whether the same relationships are seen in the language use of individuals who use graphic symbol-based augmentative and alternative communication (AAC). The aim of the study was to examine relationships between the use of verbs and nouns, and the use of prepositions, adverbs, and adjectives through a secondary analysis of language transcripts taken from 12 children and adolescents who used aided AAC in conversation with an adult. A series of multiple linear mixed-effect regression analyses showed a positive predictive association between the use of verbs and the use of prepositions and adverbs, as well as a positive predictive relationship between the use of nouns and the use of adjectives. The theoretical and practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

AbstractPurposeResultsConclusions\nIMPLICATIONS FOR REHABILITATIONLittle is known about how children learn to control eye-gaze technology, and clinicians lack information to guide decision-making. This paper examines whether typically developing 2–3 year olds can infer for themselves the causal mechanisms by which eye-gaze technology is controlled, whether a teaching intervention based on causal language improves performance and how their performance compares to the same task accessed via a touchscreen.Methods and materials: Typically developing children’s (n = 9, Mean Age 28.7 months) performance on a cause and effect game presented on eye-gaze and touchscreen devices was compared. The game was presented first with no specific instruction on how to control the devices. This was followed by a subsequent presentation with explicit instruction about how the access methods worked, using a causal language approach. A final presentation examined whether children had retained any learning.Performance in the eye-gaze condition without instruction (42.5% successful trials) was significantly below performance in the corresponding touchscreen condition (75%). However, when causal language instruction was added, performance with both access methods rose to comparable levels (90.7% eye-gaze and 94.6% touchscreen success). Performance gains were not retained post-intervention.Although 2–3 years in the study could make use of eye-gaze technology with support, this study found no evidence that these children could infer the causal mechanisms of control independently or intuitively. The lack of spatial contiguity and the comparative lack of feedback from eye-gaze devices are discussed as possible contributory factors.There are challenges in young children inferring for themselves the causal link between eye movements and control of an eye-gaze device.Explicit instruction may improve children’s performance in a specific task, but it is debatable whether this translates to the establishment of causal mechanisms for control of the device.Clinicians should be cautious of making assumptions about what children are learning from activities claiming to teach cause and effect or other foundational eye-gaze control skills.There are challenges in young children inferring for themselves the causal link between eye movements and control of an eye-gaze device.Explicit instruction may improve children’s performance in a specific task, but it is debatable whether this translates to the establishment of causal mechanisms for control of the device.Clinicians should be cautious of making assumptions about what children are learning from activities claiming to teach cause and effect or other foundational eye-gaze control skills. [ABSTRACT FROM AUTHOR]

The present study investigated the relationship between lexicon and grammar in individuals who use graphic symbol-based aided augmentative and alternative communication (AAC). Data came from 60 transcripts of generalization sessions that were part of two previous intervention studies, aimed at improving the expressive vocabulary and grammar of 12 children and youth who used graphic symbol-based AAC. The specific aims of the current study were to (a) describe vocabulary composition across different levels of expressive vocabulary and (b) analyze the relationship between global measures of expressive vocabulary and the use of grammar in individuals who use aided AAC. A series of multiple linear mixed effect regression analyses showed a positive predictive association between overall vocabulary size and the use of closed-class words, and a positive relationship between the use of verbs and the use of closed-class words. Additionally, the use of verbs had a significant positive association with the use of inflectional morphology, while the use of nouns did not. Theoretical and practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The Hydrogen Economy concept is being proposed as a means of reducing and eventually decarbonising the world's energy use. It looks to hydrogen as being a replacement for methane (natural gas) and generally as a way of removing all fossil fuels from the energy supply. The concept, however, has at least four flaws, as follows: (1) hydrogen has significantly different properties to methane; (2) hydrogen has properties that create significant hazards; (3) hydrogen has a very small initiation (activation) energy; and (4) liquid hydrogen cannot readily replace liquefied natural gas (LNG). Hydrogen's hazards will prevent it from being accepted in a societal sense. To the question 'Can the Hydrogen Economy concept be the solution to the future energy crisis?', the answer is 'no'. Hydrogen has and will have a role in world energy but that role will be limited to industry. For the future we need an advanced electric economy. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop and test a new classification scale to describe looking behaviours (gaze fixations and gaze shifts) in relation to eye-pointing. The Eye-pointing Classification Scale (EpCS) was developed and tested following established procedures for the construction and evaluation of equivalent scales, and involved 2 phases: Drawing on research literature, Phase 1 involved initial drafting of the scale through a series of multi-disciplinary group discussions; evaluation of the scale through a survey procedure, and subsequent expert group evaluation. Phase 2, was an examination of scale reliability and relationships between child characteristics and level of EpCS classification. In Phase 1, an initial draft of the scale was developed and then evaluated by 52 participants in 10 countries, leading to its refinement. Subsequent expert evaluation of content, style and structure indicated that no further refinement was required. In Phase 2, the scale achieved excellent levels of reliability in clinical testing. A significant relationship was identified between level of child motor ability and EpCS classification, and level of child language understanding and EpCS classification. Non-speaking children with severe bilateral cerebral palsy who have limited upper limb movement may communicate by using controlled looking behaviours to point to objects and people, referred to as eye-pointing. However, there is little consensus as to which looking behaviours represent eye-pointing and which do not. The Eye-pointing Classification Scale (EpCS) was developed to describe looking behaviours related to eye-pointing in this population of children The EpCS provides a new robust tool for clinical management and research with children with cerebral palsy. [ABSTRACT FROM AUTHOR]

This article seeks to contribute to ongoing debates about the causes and consequences of China's Belt and Road Initiative (BRI). It argues via a neoclassical realist analysis that BRI can be seen as the product of the convergence of Aussenpolitik (foreign policy) and Innenpolitik (domestic politics) factors in China's grand strategy, specifically enduring desires to balance against American primacy and to secure China's frontier regions such as the Xinjiang Uyghur Autonomous Region (XUAR). The article concludes that the intersection of these objectives with the geopolitical logic of BRI (i.e. combating American primacy in the maritime domain of the Indo-Pacific through China-led Eurasian integration) provides an explanation for the timing and intensity of Beijing's imposition of a pervasive 'security state' in Xinjiang. [ABSTRACT FROM AUTHOR]

This study evaluated the effects of a conversation-based intervention on the use of verbs, personal pronouns, bound morphemes and spontaneous clauses in adolescents with cerebral palsy who use augmentative and alternative communication (AAC). Four teenage girls aged from 14 to 18 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant in the context of a personal collage-building activity. The conversations were videotaped, transcribed, and analyzed using the Systematic Analysis of Language Transcripts (SALT™). While the results are mixed, all four participants increased their use of at least one linguistic target, three increased their use of verbs and grammatically correct spontaneous clauses, two increased their use of personal pronouns, and one produced more bound morphemes during intervention than in baseline. These findings, and future research needs, are discussed. [ABSTRACT FROM AUTHOR]

This paper explores whether a structured history-taking tool yields useful descriptions of children's looking skills. Parents of 32 children referred to a specialist communication clinic reported their child's looking skills using the Functional Vision for Communication Questionnaire (FVC-Q), providing descriptions of single object fixation, fixation shifts between objects and fixation shifts from object to person. Descriptions were compared with clinical assessment. 24/32 children were reported to have some limitation in fixation. Limitation was subsequently seen in 30/32 children. Parental report and assessment agreed fully in 23/32 (72%). The largest area of discrepancy was object-person fixation shifts, with five children not observed to show this behavior despite its being reported. Findings indicate a structured questionnaire yields description of fixations, which correspond well with clinical assessment. Descriptions supported discussion between parents and clinicians. It is proposed that the FVC-Q is a valuable tool in supporting clinicians in eliciting information about fixation skills. [ABSTRACT FROM AUTHOR]

Keywords: Evolution; habitat; wildlife management; fire ecology EN Evolution habitat wildlife management fire ecology 184 186 3 07/11/20 20200501 NES 200501 Recent catastrophic fires in Australia, the Amazon and the USA, along with insights from climate science, indicate the frequency of large-scale wildfires has increased, and will continue to increase, globally. If we cannot, perhaps some of these species are not really obligate early successional specialists but rather just casualties of earlier habitat loss that destroyed their formerly more widespread, but different, preferred habitat (e.g. Takahe, I Porphyrio hochstetteri i ). Evolution, habitat, wildlife management, fire ecology. [Extracted from the article]

An introduction is presented in which the editor discusses articles in the issue on the topic of Australian national security as a field of study.

The foreign policy crises that the USA has confronted under the administration of President Barack Obama have generated profound uncertainty about whether the USA can maintain what has been its consistent grand strategy since the end of the Cold War: primacy. The authors argue, drawing on a neoclassical realist framework, that this uncertainty has been driven not so much by fundamental changes in the international system itself, but rather by how such changes have beeninterpretedby the Obama administration and its critics. US grand strategy is now caught between approaches best described as the ‘decline management’ of the Obama administration and the ‘decline denial’ of president Donald Trump, which reflects the fracturing of the domestic ‘political support system’ that has underpinned primacy since the end of the Cold War. [ABSTRACT FROM PUBLISHER]

This article examines the wellsprings of Donald Trump's nascent foreign policy program. It argues that the locus of the Republican president's foreign policy agenda is found within the Jacksonian tradition of American foreign policy identified by Walter Russell Mead. Here, notions of “national honor” and “reputation” are the driving factors that underpin Trump's emerging narrative. The implications of this for U.S. strategic and defense policy may be an enhanced reliance on nuclear deterrence and the downgrading of the U.S. military's forward posture in Asia and the Middle East. [ABSTRACT FROM AUTHOR]

President Barack Obama’s foreign policy has confounded critics from both the left and right in American politics. This analysis argues that this is because Obama’s foreign policy exhibits affinities with the least prominent of the four traditions of American foreign policy identified by Walter Russell Mead: the Jeffersonian tradition. In contrast to the more prominent Wilsonian and Hamiltonian traditions, the Jeffersonian tradition exhibits more introverted tendencies that seek to perfect and protect rather than export the virtues of the Republic. The Jeffersonian understanding of foreign policy is, in Walter Lippman’s phrase, primarily the “shield of the republic.” This analysis tracks the influence and implications of this perspective through examination of the Obama Administration’s approach to two prominent foreign policy challenges after 2008: intervention in Libya and the ongoing Syrian crisis. [ABSTRACT FROM PUBLISHER]

For children with typical development, language is learned through everyday discursive interaction. Adults mediate child participation in such interactions through the deployment of a range of co-constructive strategies, including repeating, questioning, prompting, expanding, and reformulating the child’s utterances. Adult reformulations of child utterances, also known as recasts, have also been shown to relate to the acquisition of linguistic structures in children with language and learning disabilities and children and adults learning a foreign language. In this paper we discuss the theoretical basis and empirical evidence for the use of different types of recasts as a major language learning catalyst, and what may account for their facilitative effects. We consider the occurrence of different types of recasts in AAC-mediated interactions and their potential for language facilitation, within the typical operational and linguistic constraints of such interactions. We also consider the benefit of explicit and corrective forms of recasts for language facilitation in conversations with children who rely on AAC. We conclude by outlining future research directions. [ABSTRACT FROM PUBLISHER]

This article argues that China's approach to Afghanistan since the end of the Cold War has been shaped by the desire both for security in Xinjiang and for geopolitical advantage in Central Asia. While Beijing's Xinjiang calculus was ascendant from 1991 to 2001, since 2001 a broader geopolitical calculus has emerged. This latter factor has been encapsulated in President Xi Jinping's 'One Belt, One Road' strategy, which, at its core, is an outgrowth of Beijing's decades-long agenda to integrate Xinjiang and utilise this region's unique geopolitical position to facilitate a Chinacentric Eurasian geo-economic system. While China's Xinjiang calculus determines that it shares an interest with the USA in combating radical Islamism in Afghanistan (and Central Asia more broadly), the geopolitical calculus of the 'One Belt, One Road' strategy points to a fundamental incompatibility between US and Chinese interests. [ABSTRACT FROM AUTHOR]

Self-report measures of empathy and emotional intelligence have frequently revealed significant gender differences, with females typically scoring higher than males on these dimensions. In this study, we investigated whether, in line with a social identity approach, manipulating the gender normativity of empathy and emotional intelligence would ameliorate typically observed differences. Male and female participants (N = 330) were randomly assigned to read one of three narratives comprising fictitious neurological research evidence which claimed that males (Condition 1) or females (Condition 2) or neither males nor females (Condition 3) scored higher on measures of empathy and emotional intelligence. Results indicated that, in Conditions 2 and 3, females scored significantly higher than males on self-reported empathy. However, when information suggested that males were superior to females (Condition 1), no significant gender differences in self-reported empathy were observed. A similar pattern was found for emotional intelligence, however the predicted interaction effect failed to reach significance. The role of social context in determining gender differences in emotional functioning is discussed with particular reference to gender differences in motivation. [ABSTRACT FROM AUTHOR]

Previous studies have often revealed differences between the acknowledgment of same-sex attraction and rates of bisexual or homosexual identification. This study contends that social influences (including the perception that same-sex sexual attraction is not gender normative) as well as prejudice toward bisexual persons (biphobia), may help explain this discrepancy. In this study, the authors tested whether, in line with a social identity approach, manipulating social factors regarding the gender normativity of bisexuality influenced participants’ self-perceptions of their sexualities and expression of biphobia. Male and female participants (N = 416) were randomly assigned to read one of two narratives comprising fictitious neurological research evidence, which claimed that their own gender was more naturally bisexual than the other gender (Condition 1), whereas a control group (Condition 2) did not receive any information regarding the gender normativity of bisexuality. Results indicated that men endorsed significantly more same-sex attraction when bisexuality was presented as being more normative for their gender. Gender-normative information produced no significant difference in terms of men's sexual behavior and identity, or women's sexual attraction, behavior, and identity. Results also indicated no significant differences between conditions in biphobia toward bisexual persons of either gender. Irrespective of condition, male and female participants endorsed significantly more biphobia toward bisexual men than bisexual women. [ABSTRACT FROM AUTHOR]

Conversational repair has been found to play a fundamental role in the acquisition of language. This paper describes existing research on conversational repair and its relationship to language learning, whether a first language or a second language, as well as its relevance to augmentative and alternative communication (AAC). A case is made for incorporating prompts to repair in conversation-based language interventions with children learning to use AAC. We argue that interventions targeting linguistic complexity should encourage self-repair in conversation in order to develop linguistic and operational competency as well as increase automaticity when using AAC. Clinical implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

This study examined the influence of differing volume load and intensity (%1 repetition maximum[% 1RM]) resistance exercise workouts on session rating of perceived exertion (sRPE) countermovement jump (CMJ) performance and endocrine responses. Twelve participants performed a workout comprising four exercises (bench press, back squat, deadlift and prone bench pull) in randomised order as either power (POW); 3 sets × 6 repetitions at 45%1RM × 3 min inter-set rest, strength (ST); 3 sets × 3 repetitions at 90%1RM × 3 min inter-set rest, or hypertrophy (HYP); 3 sets × 10 repetitions at 70%1RM × 1 min inter-set rest in a randomised-crossover design. CMJ performance and endocrine responses were measured immediately pre-, post-, 12, 24, 48 and 72 h post-exercise. POW sRPE (3.0 ± 1.0) was lower than ST (4.5 ± 1.0) (P = 0.01), and both were lower than HYP (8.5 ± 1.0) (P = 0.01). Duration of CMJ decrement was longer (P ≤ 0.05) for HYP (72 h) compared to POW (12 h) and ST (24 h). Testosterone concentration was greater (P ≤ 0.05) immediately post-exercise in HYP compared to POW and ST. In conclusion, less inter-set rest, greater volume load and intensity (%1RM) may increase sRPE, duration of CMJ performance decrement and testosterone responses in resistance exercise. [ABSTRACT FROM AUTHOR]

Investigating voice in research that involves children with disabilities is highly challenging. Very few studies have problematised voice for the purposes of designing new technologies for and with children who have disabilities. We embarked on qualitative fieldwork with children who have severe speech and physical impairments with the view to motivate designers to consider new child-centred perspectives for conceptualising new communication technologies. In this article, we use reflexivity as a tool to critically examine how empowering our methodological decisions were for children with disabilities, in advancing child-centred accounts of their communication experiences. We propose four considerations that can be useful for researchers and practitioners when undertaking participatory work involving children with disabilities. These are: 1.Theoretical lenses guiding data collection, analysis and interpretation; 2. Developing credible accounts through strong and prominent ideas; 3. Children's ways of participating evidencing their voices, and; 4. Methods hindering the promotion of child centred accounts. Children with severe speech and physical impairments are rarely involved in designing new technologies for supporting communication. It can be challenging to study what children with severe speech and physical impairments express as important about their communication. This article examines the ways in which researchers made decisions about how they worked with children. We studied communication by focusing on the child during their interactions. Our goal was to understand what children expressed as important for communication. We found that researcher beliefs, the use of different methods, and observing children's ways of participating all influenced the findings. The findings identify that it is important for researchers to be clear to others about the perspectives and different data sources that influence their decisions. Some data collection methods, such as taking photos, can be less empowering for children as they can focus on how the researcher sees the situation. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate the influence of different types of tasks performed with or without an electronic device (tablet) on pre-sleep alertness, subsequent sleep quality and next-day athletic performance. Eight highly trained netball players attended a sleep laboratory for pre-sleep testing, polysomnographic sleep monitoring and next-day physical performance testing on 5 separate occasions (1 familiarisation and 4 experimental sessions). For 2 h prior to bedtime, athletes completed cognitively stimulating tasks (puzzles) or passive tasks (reading) with or without a tablet. Sleepiness tended to be greater after reading compared to completing puzzles without a tablet (d = 0.80), but not with a tablet. Melatonin concentration increased more so after reading compared to completing puzzles on a tablet (P = 0.02). There were no significant differences in sleep quality or quantity or next-day athletic performance between any of the conditions. These data suggest that using a tablet for 2 h prior to sleep does not negatively affect subsequent sleep or next-day performance in athletes. [ABSTRACT FROM AUTHOR]

Introduction: We investigated the feasibility of using computer-assisted arm rehabilitation (CAAR) computer games in schools. Outcomes were children's preference for single player or dual player mode, and changes in arm activity and kinematics.Method: Nine boys and two girls with cerebral palsy (6–12 years, mean 9 years) played assistive technology computer games in single-user mode or with school friends in an AB–BA design. Preference was determined by recording the time spent playing each mode and by qualitative feedback. We used the ABILHAND-kids and Canadian Occupational Performance Measure to evaluate activity limitation, and a portable laptop-based device to capture arm kinematics.Results: No difference was recorded between single-user and dual-user modes (median daily use 9.27 versus 11.2 min,p = 0.214). Children reported dual-user mode was preferable. There were no changes in activity limitation (ABILHAND-kids,p = 0.424; COPM,p = 0.484) but we found significant improvements in hand speed (p = 0.028), smoothness (p = 0.005) and accuracy (p = 0.007).Conclusion: School timetables prohibit extensive use of rehabilitation technology but there is potential for its short-term use to supplement a rehabilitation program. The restricted access to the rehabilitation games was sufficient to improve arm kinematics but not arm activity.Implications for RehabilitationSchool premises and teaching staff present no obstacles to the installation of rehabilitation gaming technology.Twelve minutes per day is the average amount of time that the school time table permits children to use rehabilitation gaming equipment (without disruption to academic attendance).The use of rehabilitation gaming technology for an average of 12 minutes daily does not appear to benefit children's functional performance, but there are improvements in the kinematics of children's upper limb. [ABSTRACT FROM PUBLISHER]