PUSH-IN OR PULL-OUT? TWO MODELS IN TEACHING CHILDREN WITH DISABILITIES

This study investigated the programs in Push-in and Pull-out Models of Inclusive Education by understanding its advantages and disadvantages in teaching students with disabilities, with the aim of providing recommendations to better manage a school that provides quality education to all students despite their diversities. A total of eighty (80) related books, articles, interviews, laws, and literature were explored in different internet sources and library databases. The collection of sources showed that significant data produce different points of views from students, teachers, specialists, and administrators on the appropriateness of models in teaching students with disabilities. Programs under the Push-in model such as co-teaching, accommodations, and the use of specialists provide the specific benefit of better socialization of students with disabilities to their peers without disability inside a regular classroom. On the other hand, the Pull-out model uses resource rooms and provides the specific benefit of focused learning. Overall, guidelines and recommendations on how to cater the programs to the specific needs of students are as follows: (1) Organizing, collaborating, and communicating in a systematic manner between the regular and special education teachers, specialists, and administrators; (2) Re-training of teachers; and (3) Involvement of administrators. Given the challenges and benefits of Inclusive Education pedagogy, it is worthy to note that IE, in order to provide fairness, can be embraced by everyone involved. Regardless of whether the child is in a program under a Push-in or Pull-out model, the main goal for an institution is to provide several openings for growth and learning to students with disabilities through education

Genomic and biochemical approaches in the discovery of mechanisms for selective neuronal vulnerability to oxidative stress

<p>Abstract</p> <p>Background</p> <p>Oxidative stress (OS) is an important factor in brain aging and neurodegenerative diseases. Certain neurons in different brain regions exhibit selective vulnerability to OS. Currently little is known about the underlying mechanisms of this selective neuronal vulnerability. The purpose of this study was to identify endogenous factors that predispose vulnerable neurons to OS by employing genomic and biochemical approaches.</p> <p>Results</p> <p>In this report, using <it>in vitro </it>neuronal cultures, <it>ex vivo </it>organotypic brain slice cultures and acute brain slice preparations, we established that cerebellar granule (CbG) and hippocampal CA1 neurons were significantly more sensitive to OS (induced by paraquat) than cerebral cortical and hippocampal CA3 neurons. To probe for intrinsic differences between <it>in vivo </it>vulnerable (CA1 and CbG) and resistant (CA3 and cerebral cortex) neurons under basal conditions, these neurons were collected by laser capture microdissection from freshly excised brain sections (no OS treatment), and then subjected to oligonucleotide microarray analysis. GeneChip-based transcriptomic analyses revealed that vulnerable neurons had higher expression of genes related to stress and immune response, and lower expression of energy generation and signal transduction genes in comparison with resistant neurons. Subsequent targeted biochemical analyses confirmed the lower energy levels (in the form of ATP) in primary CbG neurons compared with cortical neurons.</p> <p>Conclusion</p> <p>Low energy reserves and high intrinsic stress levels are two underlying factors for neuronal selective vulnerability to OS. These mechanisms can be targeted in the future for the protection of vulnerable neurons.</p

Análisis de parámetros de calidad de la energía a un sistema de producción farmacéutico

Tesis (Licenciatura en Ingeniería Eléctrica), Instituto Politécnico Nacional, ESIME, Unidad Zacatenco, 2015, 1 archivo PDF, (91 páginas). Tesis.ipn.mx

Guide à l'intention des travailleurs en orientation, en langue et en établissement /

Bibliogr.: p. 389-396Index: p. 397-40