The Educational Needs of Children Ages 0-5 Born with Neonatal Abstinence Syndrome in Maine

The goal of this study is to better understand the educational needs of children born with neonatal abstinence syndrome (NAS) in Maine. This study will consider two questions. First, what is currently being done to help children born with NAS in Maine? To answer this question, I looked into previous studies that evaluate the needs of children born with prenatal drug exposure. I also looked into Maine’s Strategic Action Opioid Plan to determine what initiatives the state is taking towards helping these children. Second, what should Maine be doing to help the children born with NAS? To answer this question, I interviewed thirteen professionals that have knowledge in the subject area. I evaluated the interviews using content analysis to find trends amongst the interview data. Based on this analysis, I found the primary educational challenges of children born with NAS are cognitive or developmental delays, speech and language delays, dysregulation and impulsivity, social-emotional issues, and behavioral issues. Other challenges include attachment concerns and issues with the environment a child is in. From there, I found that children face barriers to receiving educational services such as difficulty with identification and referrals as well as a lack of providers. Because it is important for a child to have a supportive environment, it is important for parents with substance use disorder to have access to treatment, but stigma, limited support, and limited resources are barriers adults face when attempting to receive treatment. Services and treatment for both children and adults lack funding as well. In conclusion, this study found that more education, awareness, research, and funding are needed going forward in order to support the educational needs of children born with NAS in Maine

Teacher's perceptions of the hiring process in Texas public schools : information richness, position fit, and intentions to remain in the classroom

textThe United States Department of Education issued a blueprint in 2010 outlining intended changes for the Elementary and Secondary Education Act. Included was a focus on selecting effective teachers per new criteria. Information about teacher selection and assignment systems as related to teacher retention is beneficial to school district leadership as they prepare for the new federal expectations. This study extends previous research by Liu and Johnson (2006) that examined the experiences of newly hired teachers and introduced the construct of an information-rich hiring process, in which a district hiring process provides both the teacher applicant and district employer with sufficient interaction and adequate information-exchange to make informed decisions leading to a position fit of teacher to teaching position and campus. In addition to the use of an information-rich hiring process as a hypothetical construct, other theories incorporated in this research include: realistic job preview theory; human resource management theory; person-job-fit, person-organization-fit, and person-group-fit theories; and two-sided matching theory. The problem addressed in this study: The selection and assignment of teachers is often done in complex systems leading to poor matches that culminate in job dissatisfaction and teachers’ intentions to leave the classroom. The purpose of this study was to examine how newly hired teachers perceived their hiring experience and their fit with their campus and classroom assignments in order to determine if these perceptions predicted their intentions to remain in the classroom. This study used a nonexperimental approach with an ex-post facto design and a quantitative methodology to examine associations between variables. Participants in the study included 1,430 newly hired teachers at 92 campuses located across 13 Texas school districts who were administered an electronic survey instrument.Educational Administratio

A Simple Theory of Complex Valuation

Complex valuations of assets, companies, government programs, damages, and the like cannot be done without expertise, yet judges routinely pick an arbitrary value that falls somewhere between the extreme numbers suggested by competing experts. This creates costly uncertainty and undermines the legitimacy of the court. Proposals to remedy this well-recognized difficulty have become increasingly convoluted. As a result, no solution has been effectively adopted and the problem persists. This Article suggests that the valuation dilemma stems from a misconception of the inquiry involved. Courts have treated valuation as its own special type of inquiry distinct from traditional fact-finding. We show that reintroducing fundamental principles of fact-finding can provide a simpler and more accurate method of complex valuation. Our conclusion rests on the premise that valuations are nothing more than exercises in routine fact-finding. Valuation is not an ethereal question with no right answer. Rather, valuation is a process of inferring the value that a relevant community places on an asset. This basic point has been ignored in practice and received almost no attention in the academy. Recognizing this foundational point can both restore the legitimacy of the process and reduce the costs of uncertainty and biased testimony. We demonstrate that a return to traditional evidentiary rules, including attention to burdens of proof, will discourage courts from resorting to ad hoc calculations and will encourage courts to arrive at valuations through vetted methodologies that are shown to be reasonably accurate and, most importantly, supported by the record. We further show that this will lead to an improvement in the quality of information provided by expert witnesses

Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons

Evidence for 24-hour posture management: A scoping review

© The Author(s) 2023. This is an open access article distributed under the Creative Commons Attribution License, to view a copy of the license, see: https://creativecommons.org/licenses/by/4.0/Introduction:: People with complex physical disabilities unable to change their position independently are at risk of developing postural deformities and secondary complications. 24-hour posture management is needed to protect body structure. With inconsistencies in current service provision, this research aimed to scope the evidence for a 24-hour posture management approach. Method:: A scoping review was conducted using four health and social science databases. Inclusion and exclusion criteria were applied; further papers were included through citation chaining. Results:: The evidence for 24-hour posture management was often low quality due to the complications of completing robust research studies in this complex specialty. However, many professionals in the field agree that a 24-hour approach to postural care is essential. Conclusion:: There is a need for clear national policy and guidance relating to postural care and scope for development of dedicated posture management services. Current NHS service provision is variable and inconsistent. Lack of postural care is a safeguarding and human rights issue. Specialist training and research in postural care within the Occupational Therapy profession is required to raise awareness of the role Occupational Therapists can play in preventing postural deformities and other secondary complications through providing good postural care.Peer reviewe

Psychological distress by type of fertility barrier

BACKGROUND: We examined fertility-specific distress (FSD) and general distress by type of fertility barrier (FB). METHODS: In a random sample telephone survey, 580 US women reported their fertility intentions and histories. Six groups of women were identified: (i) no FBs, (ii) infertile with intent, (iii) infertile without intent, (iv) other fertility problems, (v) miscarriages and (vi) situational barriers. Multiple regression analyses were used to compare groups with FBs. RESULTS: Sixty-one percent reported FBs and 28% reported an inability to conceive for at least 12 months. The infertile with intent group had the highest FSD, which was largely explained by (a) self-identification as infertile and (b) seeking medical help for fertility. The no FB group had a mean Center for Epidemiological Studies Depression scale score above the commonly used cut-off of 16, although 23% of the women with FBs did score above 16. CONCLUSIONS: FBs are common. Self-identification as infertile is the largest source of FSD. More women with FBs had elevated general distress than women without FBs; mean general distress was below 16 for all FB groups. It may be that, for some women (even those with children), FBs can have lasting emotional consequences, but many women do heal from the emotional distress that may accompany fertility difficulties

Recent pace of change in human impact on the world's ocean.

Humans interact with the oceans in diverse and profound ways. The scope, magnitude, footprint and ultimate cumulative impacts of human activities can threaten ocean ecosystems and have changed over time, resulting in new challenges and threats to marine ecosystems. A fundamental gap in understanding how humanity is affecting the oceans is our limited knowledge about the pace of change in cumulative impact on ocean ecosystems from expanding human activities - and the patterns, locations and drivers of most significant change. To help address this, we combined high resolution, annual data on the intensity of 14 human stressors and their impact on 21 marine ecosystems over 11 years (2003-2013) to assess pace of change in cumulative impacts on global oceans, where and how much that pace differs across the ocean, and which stressors and their impacts contribute most to those changes. We found that most of the ocean (59%) is experiencing significantly increasing cumulative impact, in particular due to climate change but also from fishing, land-based pollution and shipping. Nearly all countries saw increases in cumulative impacts in their coastal waters, as did all ecosystems, with coral reefs, seagrasses and mangroves at most risk. Mitigation of stressors most contributing to increases in overall cumulative impacts is urgently needed to sustain healthy oceans

Spirality: A Novel Way to Measure Spiral Arm Pitch Angle

We present the MATLAB code Spirality, a novel method for measuring spiral arm pitch angles by fitting galaxy images to spiral templates of known pitch. Computation time is typically on the order of 2 minutes per galaxy, assuming at least 8 GB of working memory. We tested the code using 117 synthetic spiral images with known pitches, varying both the spiral properties and the input parameters. The code yielded correct results for all synthetic spirals with galaxy-like properties. We also compared the code's results to two-dimensional Fast Fourier Transform (2DFFT) measurements for the sample of nearby galaxies defined by DMS PPak. Spirality's error bars overlapped 2DFFT's error bars for 26 of the 30 galaxies. The two methods' agreement correlates strongly with galaxy radius in pixels and also with i-band magnitude, but not with redshift, a result that is consistent with at least some galaxies' spiral structure being fully formed by z=1.2, beyond which there are few galaxies in our sample. The Spirality code package also includes GenSpiral, which produces FITS images of synthetic spirals, and SpiralArmCount, which uses a one-dimensional Fast Fourier Transform to count the spiral arms of a galaxy after its pitch is determined. The code package is freely available online; see Comments for URL.Comment: 19 pages, 9 figures, 3 tables. The code package is available at http://dafix.uark.edu/~doug/SpiralityCode

An assessment of anxiety levels in dyslexic students in higher education

Background: It has long been hypothesized that children with learning disabilities, including dyslexia, may be highly vulnerable to emotional consequences such as anxiety. However, research has centred on school aged children. Aims: The present study aimed to clarify these findings with dyslexic students in higher education. Samples: 16 students with dyslexia were compared to 16 students with no history of learning difficulties. Methods: Students were asked to complete a verbal questionnaire concerning trait anxiety levels. They were then told that they would be given a timed reading test and their state anxiety levels were measured using the State‐Trait Anxiety Inventory (STAI; Spielberger, Gorsuch, & Lushene, 1983). Finally their reading was assessed using the Test of Word Reading Efficiency (Torgesen, Wagner & Rashotte, 1999). Results: Dyslexic students showed slower reading speeds than controls. They also had higher levels of state anxiety and elevated levels of academic and social, but not appearance anxiety. Conclusions: Dyslexic students in higher education show anxiety levels that are well above what is shown by students without learning difficulties. This anxiety is not limited to academic tasks but extends to many social situations. It is proposed that assessment of emotional well‐being should form part of the assessment of need for dyslexic students entering higher education