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  • 1
    Online Resource
    Online Resource
    SAGE Publications ; 2007
    In:  Australasian Journal of Early Childhood Vol. 32, No. 3 ( 2007-09), p. 59-66
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 32, No. 3 ( 2007-09), p. 59-66
    Abstract: THIS STUDY SET OUT to investigate the use of digital cameras and voice recorders to accurately capture essential components of early learners' achievements. The project was undertaken by 29 early childhood educators within kindergarten settings in Tasmania and the Australian Capital Territory. Data collected indicated that digital technologies, involving cameras and voice recorders, have the potential to facilitate the collection of accurate evidence for assessment purposes. Study results also reveal that digital tools have the potential to enhance not only the young child's learning but also the teaching methods of early childhood practitioners. The prospective value of employing digital technologies in documentation processes in the early years of education has only begun, with this study suggesting there is an exciting potential for these technologies to enhance assessment and record-keeping practices in early childhood settings.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2007
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
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  • 2
    Online Resource
    Online Resource
    SAGE Publications ; 2006
    In:  Australasian Journal of Early Childhood Vol. 31, No. 4 ( 2006-12), p. 1-6
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 31, No. 4 ( 2006-12), p. 1-6
    Abstract: Within the current climate of heightened interest in the education of young children, it is essential that consideration be given to different factors which may impact, either positively or negatively, on the achievement of young learners when their academic progress in literacy and numeracy is considered. The research study reported in this paper aimed to investigate whether age and gender impacted on the academic results of five- and six-year-old students in Tasmanian state schools. The dual-method study considered the children's development in the area of early literacy and numeracy, at the commencement of their year in Prep (following their previous year in kindergarten). Results for 884 students from the PIPS (Performance Indicators of Primary Schools) testing procedure (mandated by the Tasmanian Department of Education for all children at the start of their year in Prep) were used to inform this study. Quantitative results revealed that children's age had a significant impact on the results they receive in PIPS at the commencement of Prep. Younger children (aged 5.00–5.03 years at the time of the test) within the Prep class cohort were found to be performing at significantly lower levels of academic achievement than their peers who were six to 11 months older in the areas of maths, reading and phonics. Likewise, girls achieved statistically higher results in reading and in the PIPS total scores when compared to the scores of boys. This study provides key evidence that there are children who, because of their age or gender, are achieving lower test scores on PIPS. These children and their literacy and numeracy needs must be more fully understood and acted upon.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2006
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
    Location Call Number Limitation Availability
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  • 3
    Online Resource
    Online Resource
    SAGE Publications ; 2003
    In:  Australasian Journal of Early Childhood Vol. 28, No. 2 ( 2003-06), p. 20-26
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 28, No. 2 ( 2003-06), p. 20-26
    Abstract: The diversity and complexity of change within school management practices, over the past decade, have meant changing roles for school leaders, teachers and their communities. Early childhood leaders in school settings have not been exempt from the impact of these changes as they have striven to accommodate rapid social and educational challenges within their leadership role. This article reports on a survey undertaken with Tasmanian early childhood teachers and leaders to investigate the nature and diversity of challenges faced by leaders with responsibilities in Kindergarten to Grade 2 leadership. Analysis of the data, concerning the most challenging aspects of early childhood leadership, revealed that both teachers and leaders perceived there were significant, diverse and complex educational changes being faced by leaders. Also, there were pressing organisational dilemmas associated with time available for teaching and leading. Further, teachers perceived there were key challenges inherent in the area of leaders' knowledge and relationships which were impacting negatively on the leadership provision in schools
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2003
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
    Location Call Number Limitation Availability
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  • 4
    Online Resource
    Online Resource
    SAGE Publications ; 2006
    In:  Australasian Journal of Early Childhood Vol. 31, No. 3 ( 2006-09), p. 15-21
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 31, No. 3 ( 2006-09), p. 15-21
    Abstract: This article reports on a study that investigated the importance of children possessing personal/social skills when starting kindergarten, from teachers' and parents' perspectives. The study involved a sample of 16 kindergarten teachers and 63 parents of kindergarten children from government schools in one of the six education districts within the Tasmanian Department of Education. Data was collected through mailed questionnaires, which utilised 22 personal/social skills sourced from the Early Social Skills brochure (Department of Education, 2002a) and the Kindergarten Development Check (Department of Education, 2003). Results from the study support the importance of socially preparing children for the kindergarten environment, with emphasis being placed upon children commencing kindergarten with many of the specified personal/social skills. It was revealed that there was a lack of congruence between teachers' and parents' perceptions in respect of some items, in the areas of ‘attitude to learning’ and ‘social communication’. This indicates that there may be inconsistent expectations between home and school which have the potential to impact negatively upon a child's personal/social development.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2006
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
    Location Call Number Limitation Availability
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  • 5
    Online Resource
    Online Resource
    SAGE Publications ; 2002
    In:  Australasian Journal of Early Childhood Vol. 27, No. 4 ( 2002-12), p. 6-11
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 27, No. 4 ( 2002-12), p. 6-11
    Abstract: Research pertaining to the beneficial and/or detrimental impact of full-day and half day kindergarten attendance for children aged four and five years is limited, with studies conducted overseas focusing on kindergarten children who are 12 months older. A study was designed to investigate Tasmanian kindergarten teachers’ perceptions of the advantages and disadvantages of both half day and full-day kindergarten sessions. Fifty-three full-day and 46 half-day kindergarten teachers responded to the study's postal survey, which was supported by small group interviews. Preparation of children for full-time schooling and enhancement of their social skills were perceived by teachers to be the main advantages of full-day attendance. They referred to the length of the school day and lack of session continuity as disadvantages. Program continuity and children's preparedness to learn were perceived as benefits of half-day attendance. Teachers cited as deficits students’ lack of experience in full-time school routines, and the challenge for parents associated with half day attendance.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2002
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
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  • 6
    In: Brain, Oxford University Press (OUP), ( 2024-06-17)
    Abstract: Alpha-tubulin 4A encoding gene (TUBA4A) has been associated with familial amyotrophic lateral sclerosis (fALS) and fronto-temporal dementia (FTD), based on identification of likely pathogenic variants in patients from distinct ALS and FTD cohorts. By screening a multicentric French cohort of 448 unrelated probands presenting with cerebellar ataxia, we identified ultra-rare TUBA4A missense variants, all being absent from public databases and predicted pathogenic by multiple in-silico tools. In addition, gene burden analyses in the 100,000 genomes project (100KGP) showed enrichment of TUBA4A rare variants in the inherited ataxia group compared to controls (OR: 57.0847 [10.2- 576.7]; p = 4.02 x10-07). Altogether, we report 12 patients presenting with spasticity and/or cerebellar ataxia and harboring a predicted pathogenic TUBA4A missense mutation, including 5 confirmed de novo cases and a mutation previously reported in a large family presenting with spastic ataxia. Cultured fibroblasts from 3 patients harboring distinct TUBA4A missense showed significant alterations in microtubule organisation and dynamics, providing insight of TUBA4A variants pathogenicity. Our data confirm the identification of a hereditary spastic ataxia disease gene with variable age of onset, expanding the clinical spectrum of TUBA4A associated phenotypes.
    Type of Medium: Online Resource
    ISSN: 0006-8950 , 1460-2156
    RVK:
    Language: English
    Publisher: Oxford University Press (OUP)
    Publication Date: 2024
    detail.hit.zdb_id: 1474117-9
    SSG: 12
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  • 7
    Online Resource
    Online Resource
    SAGE Publications ; 2005
    In:  Australasian Journal of Early Childhood Vol. 30, No. 1 ( 2005-03), p. 36-43
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 30, No. 1 ( 2005-03), p. 36-43
    Abstract: This study investigated the reasons parents of kindergarten children selected the attendance option of either full days or half-days for their child/ren. Three-hundred-and-thirty-two kindergarten parents from 30 schools across three Tasmanian school districts were participants in this study. Postal surveys were employed to gather data investigating the reasons behind parents' selection of either full-day or half-day attendance. Forty-nine percent of responses from ‘full-day parents’ (n=208) offered child-based reasons (including child's readiness for full days, preparation for Prep grade the following year, childcare issues, and quality of the learning program) for their selection. However, 94 per cent of parents of ‘half-day students’ (n=114) cited child-based reasons (including frequency of attendance, child's age, readiness for half-days, and quality of the learning program) for their decision. Few ‘half-day parents’ (4.3%) cited family-based reasons, while 50.6 per cent of ‘full-day parents’ cited these reasons (including work commitments, childcare convenience, transport issues and home location). Hence, while a majority of ‘half-day parents’ made their choice for child-based reasons, these results indicate that full-day kindergartens serve at least two functions: providing a service that supports an aspect of family life plus educating the kindergarten child.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2005
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
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  • 8
    In: JAMA, American Medical Association (AMA), Vol. 329, No. 14 ( 2023-04-11), p. 1183-
    Abstract: Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT02735707
    Type of Medium: Online Resource
    ISSN: 0098-7484
    RVK:
    Language: English
    Publisher: American Medical Association (AMA)
    Publication Date: 2023
    detail.hit.zdb_id: 2958-0
    detail.hit.zdb_id: 2018410-4
    SSG: 5,21
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  • 9
    In: The Lancet Respiratory Medicine, Elsevier BV, Vol. 9, No. 11 ( 2021-11), p. 1221-1230
    Type of Medium: Online Resource
    ISSN: 2213-2600
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2021
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