A genome wide association study of mathematical ability reveals an association at chromosome 3q29, a locus associated with autism and learning difficulties: a preliminary study

Mathematical ability is heritable, but few studies have directly investigated its molecular genetic basis. Here we aimed to identify specific genetic contributions to variation in mathematical ability. We carried out a genome wide association scan using pooled DNA in two groups of U.K. samples, based on end of secondary/high school national academic exam achievement: high (n = 419) versus low (n = 183) mathematical ability while controlling for their verbal ability. Significant differences in allele frequencies between these groups were searched for in 906,600 SNPs using the Affymetrix GeneChip Human Mapping version 6.0 array. After meeting a threshold of p<1.5×10-5, 12 SNPs from the pooled association analysis were individually genotyped in 542 of the participants and analyzed to validate the initial associations (lowest p-value 1.14 ×10-6). In this analysis, one of the SNPs (rs789859) showed significant association after Bonferroni correction, and four (rs10873824, rs4144887, rs12130910 rs2809115) were nominally significant (lowest p-value 3.278 × 10-4). Three of the SNPs of interest are located within, or near to, known genes (FAM43A, SFT2D1, C14orf64). The SNP that showed the strongest association, rs789859, is located in a region on chromosome 3q29 that has been previously linked to learning difficulties and autism. rs789859 lies 1.3 kbp downstream of LSG1, and 700 bp upstream of FAM43A, mapping within the potential promoter/regulatory region of the latter. To our knowledge, this is only the second study to investigate the association of genetic variants with mathematical ability, and it highlights a number of interesting markers for future study.

Parenting difficulties and postnatal depression: implications for primary healthcare assessment and intervention

Postnatal depression (PND) is associated with impairments in the mother–child relationship, and these impairments are themselves associated with adverse child outcomes. Thus, compared to the children of non-depressed mothers, children of mothers with PND are more likely to be insecurely attached, and to have externalising behaviour problems and poor cognitive development. Each of these three child outcomes is predicted by a particular pattern of difficulty in parenting: insecure attachment is related to maternal insensitivity, particularly in relation to infant distress and emotional vulnerability; externalising problems are particularly common in the context of hostile parenting; and poor cognitive development is related to parental difficulties in noticing infant signs of interest and supporting their engagement with the environment. This article sets out procedures for how parenting could be assessed in ways that are sensitive to the domain-specific associations between parenting and child outcome, while remaining sensitive to the child's developmental stage. This set of assessments requires field testing.

The psychology of containment: mis/representing emotional and behavioural difficulties in Australian schools

The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with particular backgrounds are over-represented in special schools, little is known about the backgrounds of students entering such settings in Australia. This study examined the government school enrolment data from New South Wales, the most populous of the Australian states. Linear and quadratic trends were used to describe the numbers and ages of students enrolled in special schools in the ED and BD categories. Changes between 1997 and 2007 were observed. Results showed an over-representation of boys that increased across the decade and a different pattern across age for boys and girls. Consistent with international findings, these results indicate that trends in special school placements are unrelated to disability prevalence in the population. Rather, it is suggested that schools act to preserve time and resources for others by removing their more challenging students: most typically, boys.

Awareness of number in children with severe and profound learning difficulties: three exploratory case studies

This paper reports on exploratory work investigating how children with severe and profound learning difficulties register an awareness of small quantities and how they might use this information to inform their understanding. It draws on studies of typically developing children and investigates their application to pupils whose response to conventional mathematical tasks are often limited because they lack relevance and interest. The responses of the three pupils to individualized learning contexts mirror the progression suggested in the literature, namely from awareness of number to simple actions using number cues to problem-solving behaviour

Interpreting communication of people with profound and severe learning difficulties

The present paper highlights some of the issues involved in interpreting the communication behaviours of people with profound and multiple learning difficulties (PMLDs). Both inference and intention can play an important role in the communication process, and this raises a number of difficulties and dangers where one of the communication partners is not in a position to correct misunderstandings. The present authors discuss the importance of validating communication and pose a number of key questions to ask those who are most significant in the life of a person with PMLDs. A case study is provided that illustrates a number of these issues.

Difficulties for Vietnamese when pronouncing English : Final Consonants

Vietnamese people have many difficulties when pronouncing English. Among those, this paper will firstly deal with the hypothesis “English word-final consonants are not pronounced in a native-like way by Vietnamese speakers”. Theoretical phonological research about final consonants in the Vietnamese language and English has been carried out to characterize the difficulties. Data from Vietnamese informants were collected and analyzed, then synthesized to the most significant problems. Vietnamese effort to pronounce English word-final consonants will be towards omitting, adding schwa or replacing by sounds closer to those existing in their mother-tongue. Results of native speakers’ evaluation of Vietnamese-accented final consonants are also concluded to clarify how comprehensible informants’ pronunciation is. These findings will hopefully be useful for those who are interested in the topic and for further research.

ICT as a tool in English teaching : A literature review on the use of ICT for Swedish students with learning difficulties and their literacy learning in grades 7-9

Information and communication technology (ICT) is a subject that is being discussed as a tool that is used within education around the world. Furthermore it can be seen as a tool for teachers to individualize students´ education. Students with literacy difficulties, such as dyslexia, are in constant need of new ways to learn, and new ways to be motivated to learn. The aim of this study is to see what research says in regard to how ICT can be used as a tool to help students with literacy difficulties. Literacy difficulties can be due to a number of things, such as the student has not been taught how to read, trouble within the family which can cause distress, or a neurological disorder such as dyslexia. Furthermore, the main research questions will focus on how ICT can be compared to traditional education forms, such as books and a more teacher centered education within the classroom, and whether ICT can be preferred. The results of this literature review indicates that ICT can be seen as a way for teachers to help students with literacy difficulties gain more self-esteem – something the literature tells us students with learning difficulties lack. The results also show how ICT can lead to a more individualized education. This is due to tools that increase reading comprehension and tools that give direct response when working with ICT, which helps students work more independently.

Start-up acquisition: motivations, difficulties and lesson learned

Em um esforço continuo de sobrevivência, corporações buscam meios para expandir seus negócios, seja dentro de seus mercados atuantes, ou na exploração de novos mercados. Para alcançar esse objetivo, inovações são realizadas pelos funcionários que, por meio de suas iniciativas, praticam o empreendedorismo coorporativo. São diversas formas em que o empreendedorismo corporativo se manifesta, dentre elas por meio de aquisições. Ao comprar uma outra empresa, a empresa compradora tem como motivação a busca de alguns atributos que complementem seus objetivos iniciais. Após a compra, o processo de integração entre as duas empresas é, por muitas vezes, complicado e penoso. O objetivo desse estudo é o de identificar quais são essas motivações de compra, os problemas enfrentados durante a integração entre as duas empresas, e quais são as lições aprendidas por grandes/médias corporações quando adquirem Start-ups. Muitos estudos atualmente tratam de temas relacionados à aquisição de empresas, porém, quando se trata de Start-ups, pouca literatura é encontrada. Os resultados dessa pesquisa são fruto de entrevistas com os gestores e empreendedores que participaram do processo de aquisição da SAMURAI pela Momentum e da Save-me pela Buscapé – empresas brasileiras. Os resultados são seis sugestões que devem ser consideradas por grandes/medias corporações antes e durante o processo de aquisição de uma strat-up: (i) A base de clientes da empresa comprada deve ser cuidadosamente considerada; (ii) um contato muito próximo entre os gestores das duas empresas é crucial antes da realização da aquisição; (iii) a contratação de uma empresa de consultoria em aquisições pode ser primordial durante o processo de integração; (iv) o empreendedor tem um papel de central importância para o future da nova empresa formada após a aquisição; (v) a forma como a integração entre as duas empresas ocorrerá após a compra deve ser cuidadosamente escolhida e (iv) a criação de uma corporate venture deve ser levada em consideração.

Experience gained and difficulties in performing dynamic load test in composite piles made with steel rails

The results of dynamic instrumentation in two construction sites that used steel rails as pile foundation are presented in this paper. The first dynamic load tests were executed in piles made by single steel rails of the type TR32 and TR37. In the second group of dynamic tests, the piles were made by a composition of two and three steel rails of the same type TR37. The difficulties in placing the sensors, the effect of hammer blow eccentricity and the influence of the non-uniform welding along the pile length are presented in detail and discussed.

Função motora fina, sensorial e perceptiva de escolares com transtorno do déficit de atenção com hiperatividade

OBJETIVO: Caracterizar e comparar as funções motoras fina, sensorial e perceptiva de escolares com Transtorno do Déficit de Atenção com Hiperatividade (TDAH) e escolares com bom desempenho escolar sem alterações de comportamento. MÉTODOS: Participaram 22 escolares do ensino fundamental, de gênero masculino, distribuídos em: GI - 11 escolares com Transtorno do Déficit de Atenção com Hiperatividade; e GII - 11 escolares com bom desempenho acadêmico e sem alterações de comportamento. Os escolares foram submetidos à aplicação do Protocolo de Avaliação da Função Motora Fina, Sensorial e Perceptiva e da Escala de Disgrafia. RESULTADOS: Houve diferença nas tarefas de função motora fina, função sensorial e função perceptiva entre o GI e o GII, com desempenho inferior do GI. Todos os escolares de GI apresentaram disgrafia. CONCLUSÃO: Escolares com Transtorno do Déficit de Atenção com Hiperatividade apresentam desempenho inferior aos escolares com bom desempenho acadêmico em relação às funções motoras fina, sensorial e perceptiva. Tais dificuldades podem causar impacto significativo sobre o desempenho acadêmico, uma vez que comprometem o desenvolvimento da linguagem escrita, ocasionando disgrafia nesses escolares.