Book Review

Review of the following: THOMAS SZASZ, OUR RIGHT TO DRUGS: THE CASE FOR A FREE MARKET. (Praeger 1992) [164 pp.] Notes, bibliography, name index, notes, preface, subject index. LC: 91-30378; ISBN: 0-275-94216-3. [Cloth $19.95. P.O. Box 5007, Westwood CT 06881-9990.

Some Personalistic Movements in Philosophy Since 1910

Thesis (M.A.)--Boston University, 1963. PLEASE NOTE: page 103 seems to be missing from the thesis. We believe that this is a page numbering mistake on the author's part, and that no content is actually missing

An engineering study of onboard checkout techniques. Task 5: Subsystem level failure modes and effects

Failure effects analysis of guidance, navigation, and control, data management, and communications subsystem

Metformin

This poster for the Natural Sciences Poster Session at Parkland College displays chemical information about the drug Metformin (Fortamet, Glucophage, Gumetza, Riomet), used for the treatment of diabetes, suppressing the production of glucose and aiding int he absorption of insulin, with unlabeled uses as treatment for antipsychotic induced weight gain and polycystic ovary syndrome

The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities

This study was designed to determine whether kindergarten through eighth grade general education teachers and special education teachers were prepared to meet the needs of students with disabilities in inclusive classrooms. Conducted in Northeast Tennessee, an online survey was used to collect responses from participants in six school districts. The survey focused on four dimensions including perceptions of preparedness, attitudes towards inclusion, perceptions of administrator support and perceptions of self-efficacy. Data collected from 180 respondents were analyzed and informed the results of this study. Findings indicated that special education teachers reported significantly higher levels of preparedness to meet the needs of students with disabilities in the inclusive classroom than general education teachers. There was not a significant difference in perceived levels of preparedness between elementary educators and middle school educators. Survey responses revealed a significant, positive correlation between teacher perceptions of preparedness and attitudes towards inclusion; preparedness and teacher perceptions of administrative support; preparedness and teacher perceptions of self-efficacy; attitudes towards inclusion and administrative support; attitudes towards inclusion and self-efficacy; and administrative support and self-efficacy