The effect of Project Read on the reading fluency and comprehension of third grade students with special needs

The purpose of this study was to examine the effect Project Read has on the reading fluency and comprehension of third grade students with special needs. This study implemented a two group, pretest-posttest design. The participants were six students with special needs from a third grade inclusion classroom who scored about two grade levels below grade three. A pretest, intervention mid-test, and intervention posttest were utilized to collect data. The independent variables were the use of the Project Read Story Form Literature Connection materials. The dependent variable was the measure of the participants reading fluency and comprehension using the Developmental Reading Assessment (DRA). Overall, the study results showed Project Read to be an effective intervention in increasing students\u27 reading fluency and comprehension. Participants in this study made about a one year independent reading level gain. The mean scores from the pretest to the intervention posttest showed an increase in reading fluency and comprehension in both groups. These intervention strategies and methods have shown to increase test scores and increase students\u27 confidence to read. The results suggest that Project Read can be an effective instructional tool for improving the reading fluency and comprehension of students with special needs. This comprehensive, language arts program provides explicit instruction to benefit students with special needs in a small group setting with similar below grade reading levels

Behavior Genetic Frameworks of Causal Reasoning for Personality Psychology

Identifying causal relations from correlational data is a fundamental challenge in personality psychology. In most cases, random assignment is not feasible, leaving observational studies as the primary methodological tool. Here, we document several techniques from behavior genetics that attempt to demonstrate causality. Although no one method is conclusive at ruling out all possible confounds, combining techniques can triangulate on causal relations. Behavior genetic tools leverage information gained by sampling pairs of individuals with assumed genetic and environmental relatedness or by measuring genetic variants in unrelated individuals. These designs can find evidence consistent with causality, while simultaneously providing strong controls against common confounds. We conclude by discussing several potential problems that may limit the utility of these techniques when applied to personality. Ultimately, genetically informative designs can aid in drawing causal conclusions from correlational studies

Behavior Genetic Frameworks of Causal Reasoning for Personality Psychology

Identifying causal relations from correlational data is a fundamental challenge in personality psychology. In most cases, random assignment is not feasible, leaving observational studies as the primary methodological tool. Here, we document several techniques from behavior genetics that attempt to demonstrate causality. Although no one method is conclusive at ruling out all possible confounds, combining techniques can triangulate on causal relations. Behavior genetic tools leverage information gained by sampling pairs of individuals with assumed genetic and environmental relatedness or by measuring genetic variants in unrelated individuals. These designs can find evidence consistent with causality, while simultaneously providing strong controls against common confounds. We conclude by discussing several potential problems that may limit the utility of these techniques when applied to personality. Ultimately, genetically informative designs can aid in drawing causal conclusions from correlational studies

Exploring the Lived Experiences of Parkland College Students

Parkland College is home to roughly 10,000 students, coming from various backgrounds and cultures. This diversity in the student body, led us to focus this study on the types of resources offered to Parkland students. We believe that the college answers to the needs of its students and that looking at these resources in terms of academics and mental health can help identify the challenges that students deal with in their lived experiences. Habitus in cultural anthropology is defined as the “dispositions, attitudes, or preferences” that a community uses to create an identity (Griffith and Marion 2020). By observing the habitus of Parkland students, and how this community is supported we can better understand the student lived experiences. We further narrowed our focus by asking how the different resources and support services offered to students compared to the neighboring University of Illinois at Urbana Champaign

Methodology for designing accelerated aging tests for predicting life of photovoltaic arrays

A methodology for designing aging tests in which life prediction was paramount was developed. The methodology builds upon experience with regard to aging behavior in those material classes which are expected to be utilized as encapsulant elements, viz., glasses and polymers, and upon experience with the design of aging tests. The experiences were reviewed, and results are discussed in detail

The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled ‘Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the ‘Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programm

Does Caffeine Intake Impact Menstrual Function? Assessment of Caffeine Intake in Active Women with and Without Exercise Induced Menstrual Dysfunction (ExMD)

It has been hypothesized that caffeine intake can directly interfere with estrogen synthesis; it is also well documented that caffeine can increase energy expenditure. Active women with ExMD are at risk for the female athlete triad, a syndrome associated with negative energy balance, leading to menstrual dysfunction and eventually poor bone health. Thus, for active women high levels of caffeine intake may suppress estrogen synthesis and simultaneously increase energy needs, contributing to ExMD