An Analysis of Development Impact Fees in Georgia

A development impact fee is defined as “payment of money imposed upon development as a condition to development approval to pay for a proportionate share of the cost of system improvements needed to serve growth and development.” Development impact fees are a relatively new idea in Georgia, but have been used in other jurisdictions for years. This paper analyzes the development of the Georgia Development Impact Fee Law. It also tracks use of impact fees in Georgia and makes recommendations for jurisdictions considering adopting impact fees

Literacy Based Behavioral Interventions: A Review of the Literature

In this systematic review of the literature on literacy-based behavioral interventions (LBBIs), ten selected articles were compared to the Quality Indicators prescribed by the Council for Exceptional Children (CEC). There were eight main categories of standards which included 1) context, 2) participant characteristics, 3) description of the intervention, 4) how it was implemented, 5) if the implementation had fidelity and 6) validity, 7) outcome measures, and 8) data analysis. Each of the studies was evaluated according to these indicators by using a coding chart. Results indicated that LBBIs can be considered an evidence-based practice according to the CEC standards

Bullying By Teachers: Preventative Measures in Hogwarts

In our case study, the Battle of Hogwarts, we decided to address the problem of bullying by teachers against students in the forms of discrimination, indoctrination, and maltreatment of students and how that might result in negative educational outcomes such as a lack of self-esteem, racist beliefs, discrimination, and stress. Students who were bullied before, during, and after the battle may have long-lasting problems that resulted from such instances of mistreatment. For example, professors such as Snape and the Carrows discriminated against Muggle-born students like Hermione. During the take-over of Hogwarts by the Death Eaters, Defense Against the Dark Arts was changed to the Dark Arts, therefore indoctrinating the students to Voldemort’s belief system. Finally, the use of the Cruciatus curse on misbehaving students was a form of maltreatment perpetrated by professors of Hogwarts. After reviewing the literature, as the founders of the New Age of Hogwarts, we have proposed a multidimensional and holistic solution that we will describe after defining our subject matter

Columbus State University Honors College: Senior Theses, Fall 2020/Spring 2021

This is a collection of senior theses written by honors students at Columbus State University during the Fall 2020 and Spring 2021 semesters.https://csuepress.columbusstate.edu/honors_theses/1002/thumbnail.jp

Model studies of gas flow effects on the stockline of a bell-less charged blast furnace

Detailed analyses of the effects of air flow on the stockline of a l/17th model of the ironmaking blast furnace with a Paul Wurth hopper and top were carried out. Sinter and coke layers were separately charged against air flow rates from zero to 0.372m3/s. Different particle sizes for sinter and coke were selected in order to exaggerate the individual behaviour of each material. Coke particle sizes ranged from -8.0+6.3mm to -4.0+3.15mm and sinter particle sizes ranged from -2.5+2.0mm to -1.0+0.5mm. Thermistors were used to record above burden velocity profiles. The experimental data were analysed by theories of segregation and flow in packed beds as appropriate. Results show that air flow increases coke deformation which in turn decreases the angle of repose of the upper layer of sinter. However, even though a flatter profile was obtained, relative velocity profile increased as the air flow rate through the burden increased and radial velocity distribution followed a catenary pattern. Using appropriate particle size ratios, results from the small scale model are used to calculate air flow effects on the harmonic mean size distribution in a full size test rig. Sinter H.M.S. increases by 3% and coke H.M.S. increases by 10%

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http://www.archive.org/details/investigationoft00eshmU.S. Navy (U.S.N.) author

The Missed and the Misdiagnosed: Geriatric Delirium in the Emergency Department

Background: Older patients with delirium are at increased risk for prolonged hospitalization, poor outcomes, higher costs and a greater risk for institutionalization. By identifying those at risk early, interventions can be implemented to prevent or minimize the severity of the delirium. Per hospital policy, our geriatric emergency department (ED) screens for delirium by performing a 4AT only if changes in mental status are noted by caregivers or healthcare providers familiar with the patient. We hypothesize this approach underestimates the prevalence of delirium on presentation to the ED, particularly among high-risk older patients. The aim of this study is to determine how many cases of delirium that are present on admission are missed using this traditional approach. Methodology: High risk older patients presenting to the ED were identified using an internally devised Electronic Medical Record (EMR) based risk stratification algorithm with known risk factors for delirium including age (\u3e65 years old), polypharmacy (\u3e10 medications), dementia history, sensory impairment and repeat ED visits or hospitalizations (\u3e5 over the preceding year). Of these high-risk patients, 100 patients were randomly selected to undergo a 4AT delirium screen in the ED on presentation, regardless of whether mental status changes were noted in triage. Incidence of delirium and cognitive impairment on presentation using the 4AT score was calculated and contrasted with the traditional approach using the McNemer test to detect any statistical difference. Results:The average age was 74 years old (65-95 years old), outpatient medication count was 15 (0-40) and average prior ED visits/hospitalizations over the preceding year was 3 (1-68). Seven had a known prior history of dementia, 56 were male and 44 were female. Of the 100 patients screened, 14 scored 4 or above on the 4AT; indicating delirium on arrival. Of these 14, only 3 were detected using the traditional approach. The difference between the number of cases detected by the traditional approach and the EMR based risk stratification method was noted to be significant (p Conclusion: All high-risk older patients, as identified by the EMR, should be screened for delirium on presentation to the ED at the time of triage using the 4AT screen or comparable screening test. This screening should not be dependent only on report of acute mental status changes by patient or caregivers. Patients with underlying cognitive impairment who do not screen positive for delirium but score 1-3 on 4AT are likely to benefit from the early implementation of delirium prevention strategies

Using a Literacy Based Behavioral Intervention to Teach College Students with Intellectual and Developmental Disabilities to Request a Classroom Accommodation

Many individuals with an intellectual and developmental disabilities (IDD) are attending postsecondary education programs, yet they are not always proficient in using self-advocacy skills, such as requesting an academic accommodation. Access to these accommodations is vital for success in the postsecondary settings. Literacy based behavioral interventions (LBBIs) use a combination of print, visuals, and rehearsal and are an effective tool for teaching a range of skills including job skills to this population, but have not been investigated with a self-advocacy skill. In this study, a pre-service teacher was taught to deliver an LBBI to postsecondary students with IDD so they would learn to request and use a free online tool to record class lectures. Results showed that students were able to master the skill with the pre-service teacher delivered LBBI and maintain the skill after removal of the LBBI

Using a Literacy Based Behavioral Intervention to Teach College Students with Intellectual and Developmental Disabilities to Request a Classroom Accommodation

© The Author(s) 2020. Many individuals with an intellectual and developmental disabilities (IDD) are attending postsecondary education programs, yet they are not always proficient in using self-advocacy skills, such as requesting an academic accommodation. Access to these accommodations is vital for success in the postsecondary settings. Literacy based behavioral interventions (LBBIs) use a combination of print, visuals, and rehearsal and are an effective tool for teaching a range of skills including job skills to this population, but have not been investigated with a self-advocacy skill. In this study, a pre-service teacher was taught to deliver an LBBI to postsecondary students with IDD so they would learn to request and use a free online tool to record class lectures. Results showed that students were able to master the skill with the pre-service teacher delivered LBBI and maintain the skill after removal of the LBBI