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Background: Unhealthy alcohol use is a public health issue, prioritized by the World Health Organization (WHO) for prevention and reduction. Ukraine falls in the highest WHO category of "years of life lost" due to alcohol use. Objective: To investigate perceptions of alcohol consumption in a sample of youth and adults in western Ukraine. Methods: In-depth semi-structured interviews were conducted with 38 adult stakeholders (aged 21-63 years), and 81 adolescents and young adults (aged 12-21 years) completed paper-and-pencil open-ended questions. A combined deductive-inductive thematic analysis of these qualitative data resulted in an initial coding scheme for both parts of the data. These initial codes were organized into patterns, which were further condensed to four themes. Results: The four themes that were developed are: (1) The general historical, socio-economic-political situation and its relation to alcohol use, (2) Alcohol in the home and daily environment, (3) Alcohol use, related feelings, peers, family, and burden to health, and (4) Perceptions of the consequences of alcohol (mis)use. Conclusions: Respondents indicated awareness that daily consumption, also in youth, as well as binge drinking and childhood sipping constitute a risk to health. These risks were described in the context of easy availability, low pricing, and peer pressure. The respondents mentioned awareness that alcohol dependence (AD) of parents affected families with the risk of disadvantageous child development. Interventions may include targeting current norms, stigmatizing beliefs and supporting subjects in developing coping skills. 2020 The Author(s). Published with license by Taylor & Francis Group, LLC This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. Toornstra, A (reprint author), Maastricht Univ, Fac Psychol & Neurosci, Dept Neuropsychol & Neuropharmacol, NL-6200 MD Maastricht, Netherlands. annet.toornstra@maastrichtuniversity.nl

The study aims to establish demographically corrected, pediatric norms for the computerized Delayed Matching to Sample (DMS) test, a measure of "visual matching ability and short-term visual recognition memory, for non-verbalisable problems". The DMS was administered to n = 184 children aged 5.10 to 14.5 years old. The DMS is a 4-choice recognition task of non-verbal, abstract patterns. The child has "to select, among four different choice patterns, the one that matches a complex visual pattern presented," i.e., (the target stimulus). The DMS consists of two conditions: a) the overt condition in which the target stimulus and four choice patterns are shown simultaneously and b) the covert condition, in which the choice patterns are shown after the target pattern is covered. The DMS test provides three outcome measures: the accuracy score (i.e., the number of correct patterns selected), latency (i.e., the response speed) and the probability of making an error after an incorrect response. These outcome measures were calculated for both conditions and for both conditions combined. Results showed that demographic variables, such as age, sex, and/or level of parental education (LPE) affected scores on these outcome measures. Based on these data, demographically corrected norms were established for all outcome measures, per condition and for both conditions combined.

The study aims to establish demographically corrected norms for three computerized tasks measuring different aspects of visual short-term memory (VSTM) in Ukrainian schoolchildren. These tasks measure respectively visual STM (the Pattern Recognition Memory (PRM) test), spatial STM (the Spatial Span (SSP) task), and visual spatial STM (the Paired Associates Learning (PAL) task). All tasks were administered to n = 186 children aged 5.10 years to 14.5 years old to evaluate the influence of demographic variables. Relevant demographic factors that influence task scores (VSTM), i.e., age and level of parental education, are identified and in keeping with the current literature. No sex differences were found. Based on these data, regression-based, demographically corrected norms were established per task. This approach to constructing norms differs from how (worldwide) PRM, SSP, and/or PAL norms have been constructed traditionally. In the latter approach, norms are calculated for each age group separately and without correcting for level of parental education, whereas in the regression-based normative method, multiple regression models are used to compute the expected test scores of an individual (rather than the subgroup means that are used in the traditional approach). Consequently, the regression-based norms for the PRM, SSP, and PAL presented in this paper are individualized, taking into account the unique characteristics of the individual that is tested on these tasks. Last, the confidence intervals of the PRM scores of the Ukrainian schoolchildren and the western norm group largely overlapped, except for the youngest age group, which adds to the literature about cultural effects on cognition.

The aim of the study was to establish demographically representative norms for tasks measuring goal setting, and more specifically planning and reasoning in children. Three tasks were administered to n = 195 Ukrainian children aged 5.10 to 14.5 years old: the Spatial Working Memory (SWM), the Stockings of Cambridge (SOC) test, and the Naglieri Nonverbal Ability Test (NNAT). Main outcome per test was accuracy: i.e., the total number correct for the SOC and NNAT, and the total amount of incorrect responses for the SWM. Correlations among accuracy measures varied from − 0.51 to 0.60, indicating these tasks measure related but at the same time unique constructs. Higher age was associated with more accurate test performances on all outcome measures. On the NNAT, we found a curvilinear association between age and accuracy, indicating that younger children’s NNAT accuracy scores increased more with age compared with older children. We found a cubic age effect on accuracy for the SWM and SOC: i.e., test scores were relatively stable at younger and older ages, with a curvilinear increase in test scores in the other age groups. Demographically corrected norms were calculated and presented per test. These indicated that sex was not associated with accuracy scores on any of the tests. Last, a higher level of parental education (LPE) was associated with higher accuracy scores, but only on the NNAT. We conclude that demographic variables in norm analyses enhance insight in the scores and allow for application in clinical settings and research.

BACKGROUND: Dyslexia, a specific learning difficulty and a disability as defined in the Equality Act 2010, is a lifelong condition that affects a child from the start of education. Dyslexia is characterized by difficulties in language processing (reading, spelling, and writing) which do not correspond with the child's general intellectual abilities. Although dyslexia cannot be cured, there is a consensus that interventions are more effective and have greater impact the earlier they are administered. Effective interventions start with diagnosis. Currently, formal diagnosis requires an assessment by a dyslexia specialist or educational psychologist. These assessments are expensive and are not easy for a non-specialist teacher or parent to interpret. Consequently, formal assessments are normally performed at a much later age, when interventions are less likely to be effective. Combining the latest in scientific research, expertise of dyslexia practitioners and real-time interactivity facilitated by digital technologies, we aim to provide a cost-effective and convenient solution that focuses on early dyslexia detection and management.OBJECTIVE: We discuss the rationale and protocol for the design and development of a digital health solution aimed at improving the early detection, monitoring and management of dyslexia (DIMMAND) in young children (4-8 years). The primary objective is to create a game-based digital solution aimed at children, parents, and teachers that firstly assesses, then monitors and manages progress in a convenient, cost-effective and private environment.METHODS: The proposed solution will be designed and developed in phases. In the initial phase, the full functional specification of the games that constitute the app will be designed, together with the overall architecture of the solution. Prototype proof-of-concept implementation for few of these games, and commercialization strategies will also be developed. The follow-on phases will see the design implemented into a validated solution.RESULTS: In the initial phase, we worked closely with dyslexia specialists, adult dyslexics, teachers of special-needs children, parents of dyslexic children, and senior dyslexia representatives for large organizations. These interactions provided insights into the range of language difficulties faced by dyslexics, which solutions are used by teachers and professionals, and an overall understanding of the market. We comprehensively defined the ethical, privacy, and data security issues. The detailed design spec of the games, the methodology to be followed to interpret the results, and flow diagrams illustrating how the game screens will be presented was completed. As proof of concept, a few reading, visual, and auditory games were developed and successfully tested by stakeholders on different digital devices. The stakeholders provided regular feedback and confirmed the viability of our game-based solution.CONCLUSIONS: DIMMAND has the potential to provide significant positive health care and economic impact. It is expected to reduce intervention costs, improve dyslexia detection at an early age and aid self-management.REGISTERED REPORT IDENTIFIER: RR1-10.2196/9583.

BACKGROUND Dyslexia, a specific learning difficulty and a disability as defined in the Equality Act 2010, is a lifelong condition that affects a child from the start of education. Dyslexia is characterized by difficulties in language processing (reading, spelling, and writing) which do not correspond with the child’s general intellectual abilities. Although dyslexia cannot be cured, there is a consensus that interventions are more effective and have greater impact the earlier they are administered. Effective interventions start with diagnosis. Currently, formal diagnosis requires an assessment by a dyslexia specialist or educational psychologist. These assessments are expensive and are not easy for a non-specialist teacher or parent to interpret. Consequently, formal assessments are normally performed at a much later age, when interventions are less likely to be effective. Combining the latest in scientific research, expertise of dyslexia practitioners and real-time interactivity facilitated by digital technologies, we aim to provide a cost-effective and convenient solution that focuses on early dyslexia detection and management. OBJECTIVE We discuss the rationale and protocol for the design and development of a digital health solution aimed at improving the early detection, monitoring and management of dyslexia (DIMMAND) in young children (4-8 years). The primary objective is to create a game-based digital solution aimed at children, parents, and teachers that firstly assesses, then monitors and manages progress in a convenient, cost-effective and private environment. METHODS The proposed solution will be designed and developed in phases. In the initial phase, the full functional specification of the games that constitute the app will be designed, together with the overall architecture of the solution. Prototype proof-of-concept implementation for few of these games, and commercialization strategies will also be developed. The follow-on phases will see the design implemented into a validated solution. RESULTS In the initial phase, we worked closely with dyslexia specialists, adult dyslexics, teachers of special-needs children, parents of dyslexic children, and senior dyslexia representatives for large organizations. These interactions provided insights into the range of language difficulties faced by dyslexics, which solutions are used by teachers and professionals, and an overall understanding of the market. We comprehensively defined the ethical, privacy, and data security issues. The detailed design spec of the games, the methodology to be followed to interpret the results, and flow diagrams illustrating how the game screens will be presented was completed. As proof of concept, a few reading, visual, and auditory games were developed and successfully tested by stakeholders on different digital devices. The stakeholders provided regular feedback and confirmed the viability of our game-based solution. CONCLUSIONS DIMMAND has the potential to provide significant positive health care and economic impact. It is expected to reduce intervention costs, improve dyslexia detection at an early age and aid self-management. REGISTERED REPORT IDENTIFIER RR1-10.2196/9583

PurposeThe purpose of this paper is to discuss the results of a customer knowledge study commissioned by the Parliamentary Documentation Centre (PDC) of the European Parliament in order to elicit a better understanding of the views and needs of its actual and potential client base.Design/methodology/approachThe study consisted of in‐depth, face‐to‐face interviews with 72 clients and 11 staff (83 individuals) in Brussels in February 2004. The paper explores the significance of information in the parliamentary context and summarises the activities which respondents described as being information‐dependent. The paper also highlights the evolutionary nature of information need during the course of the legislative process.FindingsThe information‐seeking behaviour and skills of the PDC clients are discussed, as are the criteria by which they assess information quality. The study revealed that users were frequently uncritical and pragmatic in use of the most readily available information, sacrificing quality in favour of ease of access.Originality/valueThis paper presents results from a uniquely complex information environment – the European Union. Users tended to be complacent about their information‐seeking skills and reluctant to engage in skills enhancement activities.

The international aid architecture is experiencing significant changes characterized by a decrease in the importance of traditional multilateral and bilateral donors and the emergence of South-South cooperation providers such as Brazil and China and private philanthropic funds such as the Bill & Melinda Gates Foundation. 1 In this context, the importance of strengthening national systems and institutions in recipient countries is greater than ever to ensure that recipient countries are able to make the most of the new opportunities presented by the increasing sources of development financing available (Davies 2010). A challenge for old and emerging development actors is to enable governments in recipient countries to own the development process in terms of creating effective development strategies, reforming legal and regulatory frameworks, efficiently delivering public services, and implementing results-based monitoring and evaluation of public programs in a consistent and coordinated way.

LEARN (Local Environmental Analysis and the assessment of Rural Needs) is a new operational research approach, designed to meet three major challenges of rural development research: putting people's priorities first, cost-effectiveness, and tackling rural environmental problems. LEARN shares the features of the general methodology of RRA (Rapid Rural Appraisal) but is distinctive on some major points. It proceeds from an actor's perspective and is focused on environmental problems. The separation that LEARN makes between the (emic) perception of rural people and the researchers' (etic) point of view, is an important feature of this approach. The LEARN approach was first applied in a floodplain and a savannah village in the Waza Logone region of North Cameroon. Although LEARN has resulted in more questions than the research started with, the new insights and new questions have allowed the research team to move towards a better understanding of the villagers' problems and towards possible solutions for these problems.