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This paper demonstrates how the orientation of trainee teachers to messages relayed about an aspect of practice can be specified if a dialectic is kept between the theoretical and the empirical, in accordance with principles developed by Basil Bernstein. Bernstein's methodology has the capacity to establish subtle understandings of how practices are recognized by exposing the different constellations of social relations structuring modalities of pedagogic communication. Practices designed for use during initial teacher education (ITE) to encourage trainees to commit to development of family-school partnerships (FSP) are used to illustrate the utility of Bernstein's approach. The message ITE providers relay about FSPs has a direct bearing on trainees' knowledge, competences, values, and attitudes. How they recognize the legitimate message relayed has implications for their future practice. ITE providers should be concerned with identifying the social relations of pedagogic communication to determine whether a mode exists that will increase the likelihood of trainees adopting practices that make the establishment of FSPs more likely. The origins and originality of Bernstein's work is discussed and examples from research on FSPs are embedded into his methodology to illustrate how it serves as a framework with which to inform the design of ITE curricula.

This study examined the effect of pre-meal presentation on the consumption of vegetables in a sample of 16 students with autism spectrum disorder (ASD). These 16 students (75% male; mean age = 13 years; age range 8-18 years) were enrolled in a private school serving children with autism. School staff offered participants 10 small pieces of two vegetables during lunch (baseline) or prior to lunch (pre-meal presentation). Observers recorded the number of bites students consumed. We used an A-B-A-B design to examine the effects of pre-meal presentation. Results were evaluated using a mixed-method, individual- and group-level, analysis. Pre-meal presentation resulted in increased vegetable consumption for 9 of the 16 participants. A reversal to baseline demonstrated expected decreases in bites consumed, and the subsequent return to intervention demonstrated expected increases in bites consumed. One-way repeated measures ANOVA compared bites consumed per session across 10 four-session study blocks and found significant differences between these two conditions. Paired comparisons revealed no change in bites consumed per session from baseline to intervention block #1, but significant increases from baseline to intervention #2 and all subsequent intervention blocks. Our results suggested pre-meal presentation can serve as a low-cost, low-effort intervention for increasing vegetable consumption for some children with ASD.

Assessment for Learning (AfL) has long been identified as effective in supporting teachers to modify their teaching and learning with the aim of improving attainment but AfL practices are rarely applied to mathematics homework. Parental involvement in learning is also a key ingredient to success. This paper explores the benefits of using AfL strategies within mathematics homework that harnessed the involvement of parents. Nine English primary schools piloted the use of mathematics homework projects that were based in the lived experiences of parents and children. A designated classroom changeover session was introduced to provide an opportunity for children, teachers and parents to practice AfL strategies within the context of mathematics homework. Findings suggest that changing the nature of the homework provided more opportunities for discussion in the home which resulted in higher quality engagement. Parents commented that there was reduced tension over homework as they were able to use their own calculation methods and children were more willing to see them as experts with this type of activity. Children more readily accepted feedback from parents and peers on how to improve their approaches.

The impact of human milk (HM) feeding compared with cow's milk formula (MF) feeding on small intestinal and circulatory metabolome patterns has not been fully investigated. Therefore, 2-day-old male piglets were fed HM or MF (n = 26/group) from postnatal day 2 (PND 2) through 21 and were weaned to a solid diet until PND 51. The small intestine (gastrointestinal [GI]) contents, serum, and urine were collected from subsets of piglets at PND 21 and PND 51. Samples were subjected to primary metabolomics analyses at the West Coast Metabolomics Center, UC Davis. The metabolome data assessment and the statistical analyses were performed with MetaboAnalyst software. Compared with MF feeding, at PND 21, HM feeding resulted in a higher abundance of fucose in the jejunum and urine and a greater concentration of myo-inositol in serum. In HM-fed piglets, 1,5-anhydroglucitol was higher in the duodenum, serum, and urine at PND 21. Additionally, the HM group had higher levels of urinary kynurenic acid at PND 21. Correlations between bacterial genera and altered metabolites in ileum revealed that Turicibacter sp. and Campylobacter sp. were positively correlated with maltotriose and panose at PND 21, while ileal Campylobacter sp. was negatively correlated with fumaric acid. At PND 51, no significant metabolites were identified between HM and MF diet groups. The metabolites associated with the neonatal diets may serve as the substrates and signals that contribute to the physiological effects in HM and MF during infancy, with a subset reflecting diet-associated differences in microbial metabolism and ecology.IMPORTANCE Exclusive HM feeding for newborns is recommended at least for the first 6 months of life. However, when breastfeeding is not possible, MF is recommended as a substitute. Due to the challenges associated with sample collection from infants fed HM or MF, their gut metabolism is poorly understood. Thus, an established piglet model from our team was used to determine the metabolite profile in relation to host, diet, and microbiota. The current study is the first to provide novel insights across the small intestine metabolism and its association with circulatory metabolites in the HM group relative to the MF group at the weaning and postweaning period. Data also demonstrate that during the neonatal period, diet, host, and microbial metabolism contribute to the lumen and circulatory metabolite profile. Furthermore, small intestinal lumen metabolome can be tracked in the urine as a biomarker of dietary differences, which would be a useful tool for clinical interventions.

The impact of human milk (HM) or dairy milk-based formula (MF) on the large intestine's metabolome was not investigated. Two-day old male piglets were randomly assigned to HM or MF diet (n = 26/group), from postnatal day (PND) 2 through 21 and weaned to a solid diet until PND 51. Piglets were euthanized at PND 21 and PND 51, luminal contents of the cecum, proximal (PC) and distal colons (DC), and rectum were collected and subjected to metabolomics analysis. Data analyses were performed using Metaboanalyst. In comparison to MF, the HM diet resulted in higher levels of fatty acids in the lumen of the cecum, PC, DC, and rectum at PND 21. Glutamic acid was greater in the lumen of cecum, PC, and DC relative to the MF group at PND 21. Also, spermidine was higher in the DC and rectal contents of HM relative to MF at PND 21. MF diet resulted in greater abundances of amino acids in the cecal lumen relative to HM diet at PND 21. Additionally, several sugar metabolites were higher in various regions of the distal gut of MF fed piglets relative to HM group at PND 21. In contrast, at PND 51, in various regions there were higher levels of erythritol, maltotriose, isomaltose in HM versus MF fed piglets. This suggests a post weaning shift in sugar metabolism that is impacted by neonatal diet. The data also suggest that infant diet type and host-microbiota interactions likely influence the lower gut metabolome.

This study examined the effect of pre-meal presentation on the consumption of vegetables in a sample of 16 students with autism spectrum disorder (ASD). These 16 students (75% male; mean age = 13 years; age range 8-18 years) were enrolled in a private school serving children with autism. School staff offered participants 10 small pieces of two vegetables during lunch (baseline) or prior to lunch (pre-meal presentation). Observers recorded the number of bites students consumed. We used an A-B-A-B design to examine the effects of pre-meal presentation. Results were evaluated using a mixed-method, individual- and group-level, analysis. Pre-meal presentation resulted in increased vegetable consumption for 9 of the 16 participants. A reversal to baseline demonstrated expected decreases in bites consumed, and the subsequent return to intervention demonstrated expected increases in bites consumed. One-way repeated measures ANOVA compared bites consumed per session across 10 four-session study blocks and found significant differences between these two conditions. Paired comparisons revealed no change in bites consumed per session from baseline to intervention block #1, but significant increases from baseline to intervention #2 and all subsequent intervention blocks. Our results suggested pre-meal presentation can serve as a low-cost, low-effort intervention for increasing vegetable consumption for some children with ASD., Author(s): Jonathan W. Ivy [sup.1], Keith Williams [sup.2], Lauren Davison [sup.3], Ben Bacon [sup.3], Fred E. Carriles [sup.1], Helen M. Hendy [sup.4] Author Affiliations: (1) grid.29857.31, 0000 0001 2097 4281, [...]

Nine English primary schools piloted homework tasks that utilised mathematical problems set in "everyday" contexts to generate specific forms of parental involvement in children's learning and, as a result, make mathematics homework enjoyable. Homework is pedagogically and socioculturally significant because of the effect it has on parents and children. If homework tasks are situated in everyday applications of mathematics and if teachers can convince parents that they can help regardless of their own perceived degree of mathematical competence, parent-child interaction is more likely. If teachers find time in their week to discuss homework children will recognise that their efforts are valued at home and in school. The child is then more likely to recognise the usefulness of mathematics as a life skill and the value of feedback. Doing more interesting homework may foster children's mathematics talk, and increase self-efficacy and completion rates. Homework packs were sent home every week over a period of 20 weeks and four sets of data were collected: parent feedback sheets, pupil enjoyment questionnaires, teacher interviews and focus groups. Parents were asked to use encouragement, reinforcement and modelling rather than instructional techniques. The high profile given to the homework in class helped to convince parents that their contributions had value. The use of everyday problems provided opportunities to apply knowledge and skills. This evaluation points to a homework model that is manageable and enjoyable.

IntroductionMethodResultsDiscussionTo date, there are no caregiver-reported screening measures of oral behaviors related to feeding. The goal of this study was to develop such a measure.Caregivers of 803 children referred to a feeding clinic and 188 comparison children reported their children’s frequency of nine oral behaviors. These data were used to develop an Oral Behavior Screener (OBS). Both the psychometrics of the OBS and the relations between the OBS and child demographics were examined.As expected, the clinical sample demonstrated more deficits in oral behaviors than the comparison sample. We also found special needs status and age were linked to the OBS summary score.The OBS is a brief screener that can be used by clinicians to examine the need for further assessment, possible targets for intervention, oral behaviors often associated with feeding problems. [ABSTRACT FROM AUTHOR]

Snow provides critical water resources for billions of people, making the remote sensing of snow water equivalent (SWE) a highly prioritized endeavor, particularly given ongoing climate change impacts. Synthetic aperture radar (SAR) is a promising method for remote sensing of SWE because radar penetrates snow, and SAR interferometry (InSAR) can be used to estimate changes in SWE (Δ SWE) between SAR acquisitions. We calculated Δ SWE retrievals from 10 NASA L-band (1–2 GHz, ∼25 cm wavelength) uninhabited aerial vehicle SAR (UAVSAR) acquisitions covering a ∼640 km 2 swath in northern Colorado during the winters of 2020 and 2021. UAVSAR acquisitions coincided with ∼117 mm of accumulation in 2020 and ∼282 mm of accumulation in 2021. Δ SWE retrievals were evaluated against measurements of SWE from repeat ground-penetrating radar (GPR) and terrestrial lidar scans (TLSs) collected during the NASA SnowEx time series campaigns at two field sites (total area =∼0.2 km 2) as well as SWE measurements from seven automated stations distributed throughout the UAVSAR swath. For single InSAR pairs, UAVSAR Δ SWE retrievals yielded an overall r of 0.72–0.79 and an RMSE of 19–22 mm when compared with TLS and GPR Δ SWE retrievals. UAVSAR Δ SWE showed some scatter with Δ SWE measured at automated stations for both study years, but cumulative UAVSAR SWE yielded a r of 0.92 and an RMSE of 42 mm when compared to total SWE measured by the stations. Further, UAVSAR Δ SWE RMSEs differed by <10 mm for coherences (i.e., the complex interferometric coherence) of 0.10 to 0.90, suggesting that coherence has only a small influence on the Δ SWE retrieval accuracy. Given the evaluations presented here and in other recent studies, the upcoming NASA-ISRO SAR (NISAR) satellite mission, with a 12 d revisit period, offers an exciting opportunity to apply this methodology globally. [ABSTRACT FROM AUTHOR]

Applied Research (AR) in Canadian community colleges is driven by a mandate, via the collective voice of Colleges and Institutes Canada--a national voluntary membership association of publicly supported colleges and related institutions--to address issues of interest to industry, government, and/or community. AR is supported through significant federal and provincial level funding mechanisms as well as funding from the private sector. Performance measurement tools have largely been developed by government agencies such as the Natural Sciences and Engineering Research Council (NSERC) and the National Research Council of Canada (NRC), which are external to the colleges that engage in AR. This paper presents an overview of AR in Canadian community colleges and institutes and provides recommendations for the development of sustainable performance measurement frameworks for AR in Canadian community colleges and institutes.