Elementary Teachers\u27 and Principals\u27 Concerns in the Implementation of Inclusion in a South Texas School District

This study addressed the in depth concerns that elementary regular education teachers, elementary special education teachers, and campus administrators in one South Texas school district have for the use or non-use of inclusionary practices as a means of educating students with special needs. These concerns that teachers and campus administrators have can influence the practice of inclusion. The purpose of this mixed methods study was to: (a) identify the levels of concern of elementary regular and special education teachers in one South Texas school district concerning the implementation of inclusion; (b) identify the levels of concern of campus administrators in one inclusive South Texas school district concerning the implementation of inclusion; (c) explore in depth the levels of concern of elementary regular education teachers who have students with disabilities integrated in their classrooms, and elementary special education teachers who are integrated into the regular education classroom concerning the implementation of inclusion; (d) explore in depth the levels of concern of campus administrators who do and do not utilize inclusionary practices in their respective campuses. While identifying levels of concern of teachers and campus leadership, this study attempted to address those concerns to determine what perceptual suggestions could improve the education of special education students that are and are not participating in inclusion as a method of education

Elementary Teachers’ and Principals’ Concerns in the Implementation of Inclusion in a South Texas School District

The purpose of this study was to examine the concerns that elementary education teachers, special education teachers and campus administrators in one South Texas school district have regarding the use or non-use of inclusionary practices as a means of educating students with special needs. It is important to examine these concerns as they can influence the practice of inclusion, accountability, and campus leadership. This qualitative study explored the concerns of campus administrators who do and do not utilize inclusionary practices in their respective campuses. This study addressed the concerns to determine what suggestions could improve the education of special education students that are and are not participating in inclusionary practices as a method of education. The results of this study revealed that the delivery of inclusion required great support from all individuals within a school setting, especially school administrators

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements

WHO global research priorities for antimicrobial resistance in human health

The WHO research agenda for antimicrobial resistance (AMR) in human health has identified 40 research priorities to be addressed by the year 2030. These priorities focus on bacterial and fungal pathogens of crucial importance in addressing AMR, including drug-resistant pathogens causing tuberculosis. These research priorities encompass the entire people-centred journey, covering prevention, diagnosis, and treatment of antimicrobial-resistant infections, in addition to addressing the overarching knowledge gaps in AMR epidemiology, burden and drivers, policies and regulations, and awareness and education. The research priorities were identified through a multistage process, starting with a comprehensive scoping review of knowledge gaps, with expert inputs gathered through a survey and open call. The priority setting involved a rigorous modified Child Health and Nutrition Research Initiative approach, ensuring global representation and applicability of the findings. The ultimate goal of this research agenda is to encourage research and investment in the generation of evidence to better understand AMR dynamics and facilitate policy translation for reducing the burden and consequences of AMR