The impact of REWARDS on reading skills of students with learning disabilities

Twenty-one students, an intact convenience group, were selected to participate in this research project. Each student received Special Education Services through a Resource Specialist Program (RSP). All students were randomly assigned to either the comparison or experimental group. Over a five week period participants in the comparison group remained in their language arts classroom and participated in Sustained Silent Reading (SSR). Students in the experimental group participated in REWARDS- Reading Excellence: Word Attack and Rate Development Strategies, a reading intervention. Both groups were administered the Woodcock-Johnson III form A at pre-test and form B at post-test, results of these assessments were analyzed using an AnCOVA test

Guidelines for Facilitating a Patient Empowerment Program

The traditional medical treatment model often ignores the emotional, spiritual, social, and cognitive aspects of living with a chronic disease such as diabetes. Empowerment programs address these psychosocial areas by helping individuals develop skills and self-awareness in goal setting, problem solving, stress management, coping, social support, and motivation. Although many diabetes educators have been taught to use an empowerment curriculum to facilitate self-management, there is minimal research concerning the actual process of providing such programs to patients. We evaluated an empowerment curriculum (Empowerment: A Personal Path to Self-Care) with a diverse group of individuals with diabetes to determine the key elements of planning and implementing a successful diabetes patient empowerment program.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68728/2/10.1177_014572179502100408.pd

Whereabouts you are

•‘Whereabouts you are’ was an exhibition of work by ten Glasgow School of Art PhD Researchers, curated by Allyson Keehan (Glasgow School of Art) and guest curator Viviana Checchia (Centre for Contemporary Arts) • The exhibition ran from Saturday 15th October to Thursday 10th November in The Reid Gallery, Glasgow School of Art ‘Whereabouts you are’ explored the diverse research practices of the Glasgow School of Art PhD cohort. Bringing together researchers from disciplines across the fields of Fine Art and Design, the exhibition posed a number of questions about the role of arts practice in academic research, its unique character, and its particular challenges. For the exhibiting researchers, pinpointing whereabouts you are is about marking a particular moment in the research process, pausing to reflect and take stock of their individual journey so far and to consider the next steps. In that spirit, rather than deferring the questions posed by the exhibition, they tackled them head-on through accompanying events organised in collaboration with the Centre for Contemporary Arts. By bringing their work out of the studio, the group hoped to not only shed light on the thought-provoking and innovative research undertaken at Glasgow School of Art, but to enliven the research through conversation with its new audience. The exhibiting researchers were: • Eszter Biró (School of Fine Art) • Jacqueline Butler (School of Fine Art) • Mirian Calvo (Institute for Design Innovation) • Inês Bento Coelho (School of Fine Art) • Allyson Keehan (School of Fine Art) • Fiona Jane MacLellan (Institute for Design Innovation) • Catherine M. Weir (School of Fine Art) • Dawn Worsley (School of Fine Art) • Hanan Makki Zakari (School of Simulation and Visualisation) • Polina Zioga (School of Simulation and Visualisation). Curated by Allyson Keehan (Glasgow School of Art) and guest curator Viviana Checchia (Centre for Contemporary Arts)

Spelling errors and keywords in born-digital data: a case study using the Teenage Health Freak Corpus

The abundance of language data that is now available in digital form, and the rise of distinct language varieties that are used for digital communication, means that issues of non-standard spellings and spelling errors are, in future, likely to become more prominent for compilers of corpora. This paper examines the effect of spelling variation on keywords in a born-digital corpus in order to explore the extent and impact of this variation for future corpus studies. The corpus used in this study consists of e-mails about health concerns that were sent to a health website by adolescents. Keywords are generated using the original version of the corpus and a version with spelling errors corrected, and the British National Corpus (BNC) acts as the reference corpus. The ranks of the keywords are shown to be very similar and, therefore, suggest that, depending on the research goals, keywords could be generated reliably without any need for spelling correction

Whereabouts you are

'Whereabouts you are' was an exhibition of work by ten Glasgow School of Art Ph.D. Researchers, curated by Allyson Keehan (Glasgow School of Art) and guest curator Viviana Checchia (Centre for Contemporary Arts Glasgow). The exhibition ran from Saturday 15th October to Thursday 10th November 2016 in The Reid Gallery, Glasgow School of Art. 'Whereabouts you are' explored the diverse research practices of the Glasgow School of Art Ph.D. cohort. Bringing together researchers from disciplines across the fields of Fine Art and Design, the exhibition posed a number of questions about the role of arts practice in academic research, its unique character, and its particular challenges. For the exhibiting researchers, pinpointing 'whereabouts you are' is about marking a particular moment in the research process, pausing to reflect and take stock of their individual journey so far and to consider the next steps. In that spirit, rather than deferring the questions posed by the exhibition, they tackled them head-on through accompanying events organised in collaboration with the Centre for Contemporary Arts Glasgow. By bringing their work out of the studio, the group hoped to not only shed light on the thought-provoking and innovative research undertaken at Glasgow School of Art, but to enliven the research through conversation with its new audience. The exhibiting researchers were: • Eszter Biró (School of Fine Art) • Jacqueline Butler (School of Fine Art) • Mirian Calvo (Institute for Design Innovation) • Inês Bento Coelho (School of Fine Art) • Allyson Keehan (School of Fine Art) • Fiona Jane MacLellan (Institute for Design Innovation) • Catherine M. Weir (School of Fine Art) • Dawn Worsley (School of Fine Art) • Hanan Makki Zakari (School of Simulation and Visualisation) • Polina Zioga (School of Simulation and Visualisation)

Defining biodiverse reforestation: Why it matters for climate change mitigation and biodiversity

Mixed species plantings present an attractive alternative to monoculture reforestation through their added benefits to biodiversity. Yet there is ambiguity in the use of the term ‘biodiversity’ in carbon and biodiversity markets, which may create perverse outcomes when designing schemes and projects. Here, we review how the concept of biodiversity is defined and applied in reforestation projects, and restoration more broadly. Improved transparency around the use of the term biodiversity is urgently needed to provide rigour in emerging market mechanisms, which seek to benefit the environment and people. Summary: Reforestation to capture and store atmospheric carbon is increasingly championed as a climate change mitigation policy response. Reforestation plantings have the potential to provide conservation co-benefits when diverse mixtures of native species are planted, and there are growing attempts to monetise biodiversity benefits from carbon reforestation projects, particularly within emerging carbon markets. But what is meant by ‘biodiverse’ across different stakeholders and groups implementing and overseeing these projects and how do these perceptions compare with long-standing scientific definitions? Here, we discuss approaches to, and definitions of, biodiversity in the context of reforestation for carbon sequestration. Our aim is to review how the concept of biodiversity is defined and applied among stakeholders (e.g., governments, carbon certifiers and farmers) and rights holders (i.e., First Nations people) engaging in reforestation, and to identify best-practice methods for restoring biodiversity in these projects. We find that some stakeholders have a vague understanding of diversity across varying levels of biological organisation (genes to ecosystems). While most understand that biodiversity underpins ecosystem functions and services, many stakeholders may not appreciate the difficulties of restoring biodiversity akin to reference ecosystems. Consequently, biodiversity goals are rarely explicit, and project goals may never be achieved because the levels of restored biodiversity are inadequate to support functional ecosystems and desired ecosystem services. We suggest there is significant value in integrating biodiversity objectives into reforestation projects and setting specific restoration goals with transparent reporting outcomes will pave the way for ensuring reforestation projects have meaningful outcomes for biodiversity, and legitimate incentive payments for biodiversity and natural capital accounting