Data-driven treatment selection for seamless phase II/III trials incorporating early-outcome data

Seamless phase II/III clinical trials are conducted in two stages with treatment selection at the first stage. In the first stage, patients are randomized to a control or one of k > 1 experimental treatments. At the end of this stage, interim data are analysed, and a decision is made concerning which experimental treatment should continue to the second stage. If the primary endpoint is observable only after some period of follow-up, at the interim analysis data may be available on some early outcome on a larger number of patients than those for whom the primary endpoint is available. These early endpoint data can thus be used for treatment selection. For two previously proposed approaches, the power has been shown to be greater for one or other method depending on the true treatment effects and correlations. We propose a new approach that builds on the previously proposed approaches and uses data available at the interim analysis to estimate these parameters and then, on the basis of these estimates, chooses the treatment selection method with the highest probability of correctly selecting the most effective treatment. This method is shown to perform well compared with the two previously described methods for a wide range of true parameter values. In most cases, the performance of the new method is either similar to or, in some cases, better than either of the two previously proposed methods.

Any response? How demand response could be enhanced based on early UK experience

Policy makers are in broad agreement that demand response should play a major role in EU electricity systems and provide much needed future system flexibility. Yet, little demand response has been forthcoming in member states to date. This paper identifies some of the technical potential for demand response, based on empirical data from one UK demand aggregator. Half-hourly electricity readings of demand during normal operation and during response events have been analysed for different industry and service sectors. We review these findings in the context of ongoing EU policy developments with particular focus on the role appropriate arrangements to enhance the available resource. We conclude that in some sectors appropriate policy and regulation could triple the available response capacity and thereby lead to stronger commercial uptake of demand response.

The acquisition of person and number morphology within the verbal domain in Early Greek

The aim of this paper is to examine the acquisition pattern of person and number verb morphology within the generative framework and to compare the results of the analyses with previous research in Greek and other European languages. The study considers previous data on the acquisition of subject-verb agreement, and thereafter, examines the acquisition of person and number morphology in a new dataset of two monolingual Greek-speaking children. The analyses present quantitative data of accuracy of person and number marking, error data, and qualitative analyses addressing the productivity of person and number marking. The results suggest that person and number morphology is used correctly and productively from a very early age in Greek speaking children. The findings provide new insight into early Greek language acquisition and are also relevant for research in early development of languages with rich inflectional morphology.

Where are Yorkshire’s terps? Wetland exploitation in the early medieval period

Where are the terps in Yorkshire, or for that matter where is any other evidence of exploitation of the wetlands in the early medieval period? Archaeological evidence remains largely elusive for the period between the early fifth and the late ninth century. Among the very few sites in wetland landscapes dated to this period are the settlement of York and the middle Anglo-Saxon bridge at Skerne in the Hull valley. Sites from the free-draining soils adjacent to wetlands are more frequent, and include a monastery (Beverley), settlements (e.g. Nafferton and North Frodingham), cemeteries (e.g. Hornsea, Burton Pidsea, Hessle, North Frodingham, Swine and Stamford Bridge) and various isolated finds (recently summarised in Van de Noort and Davies 1993).

Clonal expansion of early to mid-life mitochondrial DNA point mutations drives mitochondrial dysfunction during human ageing

Age-related decline in the integrity of mitochondria is an important contributor to the human ageing process. In a number of ageing stem cell populations, this decline in mitochondrial function is due to clonal expansion of individual mitochondrial DNA (mtDNA) point mutations within single cells. However the dynamics of this process and when these mtDNA mutations occur initially are poorly understood. Using human colorectal epithelium as an exemplar tissue with a well-defined stem cell population, we analysed samples from 207 healthy participants aged 17-78 years using a combination of techniques (Random Mutation Capture, Next Generation Sequencing and mitochondrial enzyme histochemistry), and show that: 1) non-pathogenic mtDNA mutations are present from early embryogenesis or may be transmitted through the germline, whereas pathogenic mtDNA mutations are detected in the somatic cells, providing evidence for purifying selection in humans, 2) pathogenic mtDNA mutations are present from early adulthood (<20 years of age), at both low levels and as clonal expansions, 3) low level mtDNA mutation frequency does not change significantly with age, suggesting that mtDNA mutation rate does not increase significantly with age, and 4) clonally expanded mtDNA mutations increase dramatically with age. These data confirm that clonal expansion of mtDNA mutations, some of which are generated very early in life, is the major driving force behind the mitochondrial dysfunction associated with ageing of the human colorectal epithelium.

Investigating early years teachers’ understanding and response to children’s preconceptions

This paper focuses on young children’s scientific preconceptions and discusses teachers’ identification of these preconceptions when teaching science in the early years, on which research is still limited. This paper is based on the theoretical framework of constructivism and it defines preconceptions as children’s erroneous concepts prior to formal education. A two phase case study approach was employed, facilitating in-depth investigation though the use of questionnaires, interviews and observations. The results indicate that the teachers did not dedicate time to identify children’s preconceptions when planning and teaching science, even when acknowledging preconceptions’ possible existence. This indicates a possible lack of appreciation of the importance of children’s preconceptions of the consequences when ignoring them. The results also indicate the need for further training and professional development in relation to the teaching of early-years science, especially since only a very small percentage of early years teachers tend to study science during their years compulsory education. A number of suggestions are also provided for practice and policy that can be useful for other subjects as well.

Using drama techniques for the teaching of early years science : a case study

This paper investigates the effect of drama techniques when employed to facilitate teaching and learning early years science. The focus is a lesson intervention designed for a group of children aged between four and five years old. A number of different drama techniques, such as teacher in role, hot seating and miming, were employed for the teaching of the water cycle. The techniques were implemented based on their nature and on what they can offer to young children considering their previous experiences. Before the beginning of the intervention, six children were randomly selected from the whole class, who were interviewed, aiming to identify their initial ideas in regards to the water cycle. The same children were interviewed after the end of the intervention in an attempt to identify the ways in which their initial ideas were changed. The results appear to be promising in terms of facilitating children’s scientific understanding and show an improvement in the children’s use of vocabulary in relation to the specific topic.

Dating the dead: a high-resolution radiocarbon chronology of burial Within an Early Bronze Age barrow cemetery at Over, Cambridgeshire

This paper outlines the results of a programme of radiocarbon dating and Bayesian modelling relating to an Early Bronze Age barrow cemetery at Over, Cambridgeshire. In total, 43 dates were obtained, enabling the first high-resolution independent chronology (relating to both burial and architectural events) to be constructed for a site of this kind. The results suggest that the three main turf-mound barrows were probably constructed and used successively rather than simultaneously, that the shift from inhumation to cremation seen on the site was not a straightforward progression, and that the four main ‘types’ of cremation burial in evidence were used throughout the life of the site. Overall, variability in terms of burial practice appears to have been a key feature of the site. The paper also considers the light that the fine-grained chronology developed can shed on recent much wider discussions of memory and time within Early Bronze Age barrows

Ecophysiology of seed dormancy and the control of germination in early spring-flowering Galanthus nivalis and Narcissus pseudonarcissus (Amaryllidaceae)

Seed dormancy induction and alleviation in the winter-flowering moist temperate woodland species Galanthus nivalis and Narcissus pseudonarcissus are complex and poorly understood. Temperature, light and desiccation were investigated to elucidate their role in the germination ecophysiology of these species. Outdoor and laboratory experiments simulating different seasonal temperatures, seasonal durations, and temperature fluctuations; the presence of light during different seasons; and intermittent drying (during the summer period) over several ‘years’ investigated the importance of these factors in germination. Warm summer-like temperatures (20°C) were necessary for germination at subsequent cooler autumn-like temperatures (greatest at 15°C in G. nivalis and 10°C in N. pseudonarcissus). As the warm temperature duration increased so did germination at subsequent cooler temperatures; further germination occurred in subsequent ‘years’ at cooler temperatures following a second, and also third, warm period. Germination was significantly greater in darkness, particularly in G. nivalis. Dormancy increased with seed maturation period in G. nivalis, because seeds extracted from green capsules germinated more readily than those from yellow. Desiccation increased dormancy in an increasing proportion of N. pseudonarcissus seeds the later they were dried in ‘summer’. Seed viability was only slightly reduced by desiccation in N. pseudonarcissus but was poor and variable in G. nivalis. Shoot formation occurred both at the temperature at which germination was greatest and also if 5°C cooler. In summary, continuous hydration of seeds of both species during warm summer-like temperatures results in the gradual release of seed dormancy; thereafter, darkness and cooler temperatures promote germination. Cold temperatures, increased seed maturity (G. nivalis), and desiccation (N. pseudonarcissus) increase dormancy while light inhibits germination.

Early, late or very late? Timing acquisition and bilingualism

Research on child bilingualism accounts for differences in the course and the outcomes of monolingual and different types of bilingual language acquisition primarily from two perspectives: age of onset of exposure to the language(s) and the role of the input (Genesee, Paradis, & Crago, 2004; Meisel, 2009; Unsworth et al., 2014). Some findings suggest that early successive bilingual children may pattern similarly to simultaneous bilingual children, passing through different trajectories from child L2 learners due to a later age of onset in the latter group. Studies on bilingual development have also shown that input quantity in bilingual acquisition is considerably reduced, i.e., in each of their two languages, bilingual children are likely exposed to much less input than their monolingual peers (Paradis & Genesee, 1996; Unsworth, 2013b). At the same time, simultaneous bilingual children develop and attain competence in the two languages, sometimes without even an attested age delay compared to monolingual children (Paradis, Genesee & Crago, 2011). The implication is that even half of the input suffices for early language development, at least with respect to ‘core’ aspects of language, in whatever way ‘core’ is defined.My aim in this article is to consider how an additional, linguistic variable interacts with age of onset and input in bilingual development, namely, the timing in L1 development of the phenomena examined in bilingual children’s performance. Specifically, I will consider timing differences attested in the monolingual development of features and structures, distinguishing between early, late or ‘very late’ acquired phenomena. I will then argue that this three-way distinction reflects differences in the role of narrow syntax: early phenomena are core, parametric and narrowly syntactic, in contrast to late and very late phenomena, which involve syntax-external or even language-external resources too. I explore the consequences of these timing differences in monolingual development for bilingual development. I will review some findings from early (V2 in Germanic, grammatical gender in Greek), late (passives) and very late (grammatical gender in Dutch) phenomena in the bilingual literature and argue that early phenomena can differentiate between simultaneous and (early) successive bilingualism with an advantage for the former group, while the other two reveal similarly (high or low) performance across bilingual groups, differentiating them from monolinguals. The paper proposes that questions about the role of age of onset and language input in early bilingual development can only be meaningfully addressed when the properties and timing of the phenomena under investigation are taken into account.

Children's misconceptions and the teaching of early years science: a case study

The aim of this paper is to examine how teachers’ awareness of children’s misconceptions can affect children’s acquisition of scientific concepts. In other words, this paper is aimed at examining whether teaching is altered when teachers are aware of pupils’ misconceptions of a specific science concept. This paper details a case study focused on two kindergarten classes of five year-old children and their teachers and took place in Cyprus. Two lessons were observed and three children from each class were interviewed. Through the analysis of children’s responses it was possible to identify specific misconceptions related to the concept of rain. The results indicate that it is very important for teachers to be aware of what misconceptions children have, because this can help them plan lessons for children to overcome their misconceptions. It seems that it is more likely for children to overcome their misconceptions when teachers take these misconceptions into account as they plan and teach science lessons.