Cue Cards Research Articles

Bloody Sunday

Bloody Sunday Lauren Jackson, Stephanie Russell, Sean Ogle, Ruth Goodwin, and Austin Schaeffer Curator's Introduction This group focused on the publication of the Saville Report on 15 June 20101 and UK Prime Minister David Cameron's subsequent apology to the British people for the actions of British paratroopers on Bloody Sunday (30 January 1972). In early discussions they explained that they wanted to explore the significance of an official apology as a retroactive, performative gesture. The final product explores how this official apology, decades after the fact, is part of the larger process of creating a historical narrative by remembering a moment from a certain perspective. By juxtaposing various points of view, the BBC project performed in this piece uses the figures of the victim, the Protestant child witness, the soldier who opened fire, the outraged militant, and the bereaved partner to construct one specific way of remembering the incident. This singular narrative shapes the stories of the imagined individuals under the guise of testimony. The Stage Manager's focus on getting everything to look, sound, and feel right for the screen emphasizes the performed disregard for complexity in this narrative. Even David Cameron, as represented, is not allowed to speak in his own, readily available words in delivering his apology. The Prime Minister in this documentary must embody the deep conflict that the government preceding his by almost forty years must have felt. What appears on every "cue card labeled BBC" is, as the Cameraperson interjects, "such bullshit." This dissident voice is forcibly silenced. Bloody Sunday also addresses discursive violence at work in Prime Minister David Cameron's apology. The play suggests that this apology frames the people gunned down by armed forces, and by extension all people in Northern Ireland who advocate(d) for separation from the UK, as perpetual victims. Locking them in this identity denies any progress made in the thirty years separating the act from the apology. The Cameraperson's outburst, "I'm not scared to talk about what happened ... I'm scared that nobody will listen!" succinctly addresses the challenge in discussing "difficult stories." The treatment of the audience for this piece also concerns ways of remembering. Audience members are separated according to no particular criteria, and made to experience the piece under forced comfort or forced discomfort. On a literal level, this device makes the experience of segregation and arbitrary treatment by authority figures real for the audience, echoing everyday experience in Ireland during the Troubles. As staged for the class presentation, it also allowed one half of the audience to watch the performance from a removed space (the Rotunda balcony). Although these audience members must endure the Security Guard's bullying, they are physically removed from complicity in the official narrative being constructed on the stage floor. Bloody Sunday Cast List STAGE MANAGER, Lauren Jackson CAMERAPERSON, Stephanie Russell ACTOR NUMBER ONE, Sean Ogle ACTOR NUMBER TWO, Ruth Goodwin SECURITY GUARD, Austin Schaeffer (The audience is separated into Catholics and Protestants. Half the audience is greeted nicely by the ACTORS, who invite them to sit comfortably up near the stage. The rest are shoved upstairs by a SECURITY GUARD and told to be quiet. This "event" is hosted by the BBC production company commissioned by the British Government, for a filming of Bloody Sunday. All the shots of the ACTORS are projected as live feed onto the stage behind the scene at hand. The two ACTORS hand out candy while a CAMERAPERSON sets up the equipment on stage. There is a STAGE MANAGER getting ready onstage, preparing cue cards and warming up.) Stage Manager: (Standing at a podium marked "BBC.") Welcome everyone. The British Broadcasting Corporation would like to thank you all for your participation this afternoon. We've been working on this project for months now [End Page 91] and your involvement is greatly important. Before we start is everyone comfortable? Great. As you know, Bloody Sunday was a terrible travesty and we here at BBC are committed to exposing the truth of that day's events, and the inquiry that followed. We all know that the British Army is the best in the world ... Actors: Here HERE! Stage Manager...

205 Challenges to Pediatric Adherence to ART Treatment and Strategies to Improve Adherence Among a Large Cohort of Uganda Children

ISSUES: Perfect adherence (>95%) to highly active antiretroviral treatment(HAART) is critical to treatment success, yet little is known about adherence rates to HAART and strategies to improve adherence among children in resource – limited settings. DESCRIPTION: Mama's Club Uganda has 2,800 HIV – positive children.1, 200 of these are on HAART, after a rapid scale-up of HIV care and treatment services during the last year. Statistics show that 90% of patients on HAART for 12-15 months have = 95% adherence rates. LESSONS LEARNED: To support adherence, PIDC a partner organization Mama's Club works with developed an interdisciplinary strategy and several innovative adherence tools that were rolled out with the scale-up of HAART. All cadres of clinic staff play a critical role in reinforcing and promoting adherence to drugs and refill appointments. An adherence nurse visit, home-based adherence assessment and counseling services.Additional adherence tools developed include pictorial aids and cue cards on the principles of HAART; a patient handout on key guidelines for pediatric HAART administration translated in the local language; a standardized psychosocial pre- HAART assessment form incorporation checklists of “high risk” psychosocial situations, disclosure,and common barriers to adherence; and support groups for adolescents and caretakers. An overview of the above tools will be shared, with an in-depth description of the challenges and successes of adherence in this large, urban pediatric cohort. RECOMMENDATIONS: Home-based unannounced assessments of adherence are necessary to obtain an accurate picture of true adherence rates among patients on HAART.Adherence support of children and adolescents should involve an interdisciplinary team approach using innovative facility and community-based interventions. Research regarding the effectiveness of these interventions is needed.

Extreme musculo-skeletal ultrasound: training of non-physicians in the Arctic Circle

Abstract Objective The purpose of this study was to compare if non-physician, inexperienced ultrasound subjects can take quality diagnostic images after watching a brief educational video and using reference cue cards (autonomous group) versus taking ultrasound images with expert guidance using a satellite connection. Methods Six non-medical, inexperienced ultrasound subjects from a rural area (Arctic Circle) obtained ultrasound images of target anatomic regions using a portable ultrasound device after receiving expert-guided training or autonomous training (educational video and cue cards). Real-time expert guidance was provided using an audiovisual tele-ultrasound connection with direct ultrasound video compression which was relayed to a remote expert via a secure satellite connection. The resultant images from all studies were blindly reviewed by imaging experts for determination of diagnostic adequacy. Results All of the examinations were completed in <15 min. The blinded expert identified 85.1% of autonomously acquired images and 86.2% of the images obtained by expert guidance to be of diagnostic quality; there was no statistical difference between the two groups (P = 0.6653). Conclusion Non-physician, inexperienced subjects can quickly educate themselves to retrieve diagnostic quality ultrasound images whether they are being expert-guided or trained autonomously.

Cue Cards: A Self-Regulatory Strategy for Students With Learning Disabilities

General and special educators have used many instructional strategies to help students with learning disabilities (LD) succeed in school. One of those strategies is cue cards. As a vehicle for supporting evidence-based practices, cue cards help students (a) learn academic and behavioral steps, principles, procedures, processes, and rules; (b) organize their approach to a task; (c) monitor their performance; and (d) become more independent learners. This article describes how teachers can develop and use cue cards to promote these self-regulation skills for students with LD.

Rapid Response Team for Behavioral Emergencies

Behaviors of patients with psychiatric illness who are hospitalized on nonbehavioral health units can be difficult to address by staff members. Instituting a rapid response team to proactively de-escalate potential volatile situations on nonpsychiatric units in a hospital allows earlier treatment of behavioral issues with these patients. The behavioral emergency response team (BERT) consists of staff members (registered nurses, social workers) from behavioral health services who have experience in caring for patients with acute psychiatric disorders as well as competence in management of assaultive behavior. BERT services were trialed on a medical pulmonary unit; gradual housewide implementation occurred over 2 years. Tools developed for BERT include an activation algorithm, educational cue cards for staff, and a staff survey. Results of a performance improvement survey reveal that staff nurses have had positive experiences with BERT but that many nurses are still not comfortable caring for psychiatric patients on their units.

Evaluation of the effects of social cue cards for preschool age children with autism spectrum disorders (ASD).

Evaluation of the effects of social cue cards for preschool age children with autism spectrum disorders (ASD).

A Hymnal's Theological Significance

Abstract: A hymnal is a synthetic theological manual, which is a cue card to the church's sounding form. It lives in a stream with a soundscape, expresses a theological orientation, and stands as an ethical check and balance with a prophetic voice against the empire's addictions and entrapments.

The impact of goal cues on everyday action performance in dementia

Everyday action performance is impaired as a consequence of dementia. Omissions (i.e., not performing task steps) are a frequent source of error in everyday tasks among dementia patients. External cues or notes are often suggested to improve everyday functioning and might specifically address omission errors; however, the efficacy of such strategies has not been evaluated. Thus, the primary aim of this study was to assess the efficacy of goal cues (i.e., reminders of everyday task objectives) for improving dementia patients' everyday action performance. Forty-four participants with mild to moderate dementia were administered the Naturalistic Action Test (NAT), a performance-based test that includes three everyday tasks. After participants indicated that they had completed each task, they were presented with a cue card restating the task goals. Videotapes were used to code task performance as well as responses to the cues. Most participants checked their work and showed significant improvement in task accomplishment/omission errors, but not commission errors, after the cues. However, effect sizes for the differences were small, and the proportion of cases in the impaired range did not differ before versus after the cues. Therefore, although statistically significant, we concluded that the goal cues did not meaningfully or clinically improve everyday functioning.

Increased dopamine release in the right anterior cingulate cortex during the performance of a sorting task: A [11C]FLB 457 PET study

There is clear evidence that the prefrontal cortex is strongly involved in executive processes and that dopamine can influence performance on working memory tasks. Although, some studies have emphasized the role of striatal dopamine in executive functions, the role played by prefrontal dopamine during executive tasks is unknown. In order to investigate cortical dopamine transmission during executive function, we used D2-dopamine receptor ligand [11C]FLB 457 PET in healthy subjects while performing the Montreal Card Sorting Task (MCST). During the retrieval with shift task of the MCST, the subjects had to match each test card to one of the reference cards based on a classification rule (color, shape or number) determined by comparing the previously viewed cue card and the current test card. A reduction in [11C]FLB 457 binding potential in the right dorsal anterior cingulate cortex (ACC) was observed when subjects performed the active task compared to the control task. These findings may suggest that right dorsal ACC dopamine neurotransmission increases significantly during the performance of certain executive processes, e.g., conflict monitoring, in keeping with previous evidence from fMRI studies showing ACC activation during similar tasks. These results may provide some insights on the origin of cognitive deficits underlying certain neurological disorders associated with dopamine dysfunction, such as Parkinson's disease and schizophrenia.

Tswana speaking South Africans’ understanding of pain scales

Aim: The aim of this study was to establish the validity and reliability of the Tswanatranslations of three pain scales.Design: This was a cross–sectional study to validate and test the reliability of threepain scales.Participants: One hundred subjects participated in the study. They were selectedfrom the back schools of five hospitals in the North -West Province of South A frica andfrom workers in these hospitals who were employed as kitchen workers, laundryworkers and cleaners.Method: Translation of the pain scales and the stages of cross-cultural adaptation were followed as recommended byBeaton et al (2000). Pain tolerance of the subjects was measured using a P.T.M. (pressure threshold meter). The painscales used were the V.A .S. (visual analogue scale) one (nought and ten only), the V.A .S. (visual analogue scale) two(nought through to ten), the W.B.F. (Wong-Baker Faces pain measure) and the V.R.S. (verbal rating scale). The V.R.S.used came in two forms. The first form was written on cue cards which the subjects arranged in order and the second form was the questionnaire version of the V.R.S.The subjects were interviewed and asked five questions relating to their back pain. Upon completion of the interviewthe pressure threshold of the painful area (back) was tested. Subjects then filled in the three pain scales, namely the (V.A .S. one, V.A .S. two, the V.R.S. and lastly the W.B.F. pain scale). Approximately a third of the sample (37) was retested the following day following the same procedure asdescribed above. Results: There was no correlation between the pressure threshold meter readings and the pain scale measurements. Conclusion: From the statistical analysis of the results, it became apparent that the subjects tested did not have anunderstanding of any of the three pain scales. Future research needs to be done in developing entirely different scales for peoples of low literacy and differentlanguage and cultural groups in South Africa.

Using a Time Timer™ to increase appropriate waiting behavior in a child with developmental disabilities

This study aimed to examine the use of a predictive stimulus (Time Timer™) and delayed reinforcement to increase appropriate waiting behavior in a child with developmental disabilities and problem behavior maintained by access to tangible items and activities. The study employed a changing criterion design across settings to gradually increase reinforcement delay from 1 s to 10 min. Firstly a baseline phase was conducted to measure the duration of appropriate waiting behavior to access tangible reinforcers/activities. Phase 2 involved the use of a red cue card and the verbal instruction “wait”. Phase 3 involved the introduction of the Time Timer™ with the cue card attached, and the verbal instruction “wait”. Finally, Phase 4 utilised the Time Timer™ without the cue card. This method was an effective strategy for increasing appropriate waiting behavior with this participant in a school setting. The role of adding a concurrent activity during the reinforcement delay, using cues to predict reinforcement, future generalization, maintenance and the teaching of functionally equivalent skills are discussed.

The Derivation and Validation of the Ottawa 3D and Ottawa 3DY Three- and Four-Question Screens for Cognitive Impairment

Objective: To derive and validate simple screens of 2 to 4 questions to identify cognitive impairment. Design: Cross-sectional database analysis. Setting and Participants: Community-dwelling participants in the Canadian Study of Health and Aging with mild to moderate cognitive impairment (N = 958), or normal cognition (N = 602). Measurements: Cognitive questions not requiring paper, pen, cue cards, props or more than 30 seconds to answer were selected from the Modifi ed Mini-Mental State Examination (3MS). A sequential weighting approach was applied to logistic regression analyses to create scales of equally-weighted questions using the fi rst 2, 3 or 4 questions from the regression equations. Sensitivities and specifi cities were calculated for all cutoffs. Two sets of questions, which approximated the psychometric properties of the 3MS, were validated in a second database. Results: The two tests whose properties approached those of the 3MS (sensitivity 84%, specifi city 62%) were the Ottawa 3D test: Day, Date, DLROW (sensitivity 76%, specifi city 62%) and the Ottawa 3DY test: Day, Date, DLROW, Year (sensitivity 80%, specifi city 61%). Conclusions: The Ottawa 3D and 3DY tests show promising psychometric properties and are easy enough to employ to promote widespread use but must be revalidated in the target groups for which they are intended. The full potential value of the Ottawa 3D and 3DY tests can best be understood in the context of ‘serial trichotomization’ cognitive screening or case-finding algorithms. Dementia researchers focusing on biomarkers and neuroimaging should consider similar trichotomization approaches as these may improve the sensitivities and specificities of their tests.

Realising child voice: the development of Cue Cards

There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes ‘real’ rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services.

Cohesiveness of spatial and directional representations recorded from neural ensembles in the anterior thalamus, parasubiculum, medial entorhinal cortex, and hippocampus

Anatomical and physiological evidence suggests that hippocampal place cells derive their spatial firing properties from the medial entorhinal cortex (MEC) and other parahippocampal areas that send spatial and directional input to the MEC. MEC neurons fire in a precise, geometric pattern, forming a hexagonal grid that tessellates the surface of environments. Similar to place cells and head direction cells, the orientation of grid cell firing patterns can be controlled by visual landmarks, but the cells maintain their firing patterns even in the dark. Place cells and head direction cells can also completely decouple from external landmarks in the light, but it is not known whether the MEC and parahippocampal regions exhibit similar properties or are more explicitly tied to external landmarks. We recorded neurons in the MEC, parasubiculum, and CA1 and head direction cells of the anterior thalamus as the rat's internal direction sense was pitted against a salient visual landmark by slowly rotating the rat in a covered bucket while counter-rotating the visual cue. In different sessions, spatial firing rate maps and head direction tuning curves either rotated their preferred firing locations/directions by the same amount as the bucket rotation or maintained their preferences in the external laboratory framework. In few cases, the firing preferences rotated with the cue card. When cells from different regions were recorded simultaneously, the dominant response in one area almost always matched the response of the other areas. Although dominant responses were consistent throughout the recording regions, CA1 ensembles exhibited a greater degree of response heterogeneity than other regions, which nearly all exhibited internally consistent responses. Thus, the parahippocampal and MEC input to the hippocampus can be controlled by the animal's internal direction sense (presumably reflected in the firing of head direction cells) and become completely decoupled from external sensory input, yet maintain internal coherence with each other and in general with the place cell system of the hippocampus.

Learning in a geometric model of place cell firing

Following Hartley et al. (Hartley et al. (2000) Hippocampus 10:369-379), we present a simple feed-forward model of place cell (PC) firing predicated on neocortical information regarding the environmental geometry surrounding the animal. Incorporating the idea of boundaries with distinct sensory qualities, we show that synaptic plasticity mediated by a BCM-like rule (Bienenstock et al. (1982) J Neurosci 2:32-48) produces PCs that encode position relative to specific extended landmarks. In an unchanging environment the model is shown to undergo an initial phase of learning, resulting in the formation of stable place fields. In familiar environments, perturbation of environmental cues produces graded changes in the firing rate and position of place fields. Model simulations are compared favorably with three sets of experimental data: (1) Results published by Barry et al. (Barry et al. (2006) Rev Neurosci 17:71-97) showing the slow disappearance of duplicate place fields produced when a barrier is placed into a familiar environment. (2) Rivard et al.'s (Rivard et al. (2004) J Gen Physiol 124:9-25) study showing a graded response in PC firing such that fields near to a centrally placed object encode space relative to the object, whereas more distant fields respond to the surrounding environment. (3) Fenton et al.'s (Fenton et al. (2000a) J Gen Physiol 116:191-209) observation that inconsistent rotation of cue cards produces parametric changes in place field positions. The merits of the model are discussed in terms of its extensibility and biological plausibility.

Human Memory Systems: A Framework for Understanding Dementia

Human Memory Systems: A Framework for Understanding Dementia

Changes in goal selection induced by cue conflicts are in register with predictions from changes in place cell field locations.

In the cognitive mapping theory of hippocampal function, currently active place cells represent a rat's spatial location (J. O'Keefe & L. Nadel, 1978). A systematic shift of firing field locations should therefore produce a similar shift in a rat's judgment of its location. A. A. Fenton, G. Csizmadia, and R. U. Muller (2000a) recorded place cells in cylinders with 2 cue cards separated by 135 degrees . When the separation was changed, firing fields moved systematically, as described by a vector-field equation (A. A. Fenton, G. Csizmadia, & R. U. Muller, 2000b). Given this cohesive movement of firing fields, the mapping theory predicts that a rat's decisions about the location of an unmarked goal should move after card separation changes, as described by the vector-field equation. The authors tested this reasoning with a task in which the rat earned a food reward by pausing in a small, unmarked goal zone. When cues were shifted in the absence of reward, goal choice shifts were accurately predicted by the vector-field equation, providing strong support for the notion that a rat's judgment of its spatial location is intimately related to the across-cell discharge pattern of simultaneously active place cells.

A role for terrain slope in orienting hippocampal place fields

The three-dimensional topography of the environment is a potentially important source of orienting information for animals, but little is known about how such features affect either navigational behaviour or the neural representation of place. One component of the neural place representation comprises the hippocampal place cells, which show location-specific firing that can be oriented by directional cues in the environment. The present study investigated whether a simple topographical feature, terrain slope, could provide such orienting information to place cells. Place cells were recorded as rats explored a tilted (30 degrees) square box located in the centre of a dark, curtained and visually symmetrical circular enclosure. The orientation of the tilted surface was varied, first in conjunction with that of a visible cue card (to stabilise the system) and then in the absence of the cue card, when the slope of the box was the only remaining stable polarising cue in the environment. In the latter condition, place fields continued to be reliably oriented by the slope. Thus, terrain slope provides sufficient orienting information to set and probably maintain the orientation of the hippocampal place system. This may explain previous behavioural observations that spatial orientation is improved when slope information is available.

Communication skills for medical/dental students at the University of Pretoria: Lessons learnt from a two-year study using a forum theatre method

Background: This study describes the lessons learnt from using a novel method for teaching communication skills to second-year medical/dental students. Methods: Medical and drama teachers designed this action research project to serve the educational interests of secondyear medical/dental and drama students. The drama students enacted problematic doctor-patient scenarios for their forum theatre course. The interactive enactment was done for groups of 60-70 medical/dental students. The latter interrupted the actors to suggest improved communication skills. The drama students then re-enacted the scenarios, incorporating the improvements. The medical/dental students’ knowledge of communication skills was assessed before the enactment, three weeks later, and again four months after that. Their semi-structured feedback was analysed thematically. In the next year, the feedback was used to improve the methodology for the new second-year students. Results: In both years, the medical/dental students’ knowledge showed a statistically significant improvement after the enactment, and this was sustained for four months. In year 1, the feedback revolved around language problems and disrespectful attitudes. In year 2, visual cue cards of the communication skills were displayed during the act, and the drama students emphasised these rather than attitudinal problems. However, feedback showed that caricaturing the doctors’ attitudes still detracted attention from the desired focus on communication skills.

Two interventions that enhance the metacognition of students with disabilities: Cognitive cue cards and correspondence training.

This paper outlines and reviews two types of interventions used with students with learning disabilities. Cognitive cue cards are regarded as a form of cognitive intervention and correspondence training is regarded as a behavioural intervention. It is concluded that both kinds of interventions are valuable and result in improvements in the metacognitivecapabilities of learners with learning disabilities.