The Ambit of Private Arbitration: Limits on Determination under Agreed Dispute Settlement Procedures in Federal Awards and Agreements

Dissertação de Mestrado em Psicologia, área de Psicologia Clínica (Psicopatologia e Psicoterapias Dinâmicas), apresentada à Faculdade de Psicologia e de Ciências da Educação da Universidade de CoimbraO presente estudo visa explorar a relação entre os sintomas de stress pós-traumático e a lesão medular, considerando a eventual influência de variáveis sociodemográficas (sexo, idade, escolaridade, rendimentos), clínicas (quadro clínico, classificação neurológica, tempo de lesão, causa da lesão), psicopatológicas (somatização, obsessões-compulsões, sensibilidade interpessoal, depressão, ansiedade, hostilidade, ansiedade fóbica, ideação paranoide, psicoticismo), das experiências peritraumáticas, do suporte social e do locus de controlo na reabilitação. A amostra é composta por 22 sujeitos com lesão medular em regime de internamento no Centro de Medicina e Reabilitação da Região Centro – Rovisco Pais (CMRRC-RP). Os resultados evidenciam que a idade, a escolaridade, a satisfação com o suporte social (Escala de Satisfação com o Suporte Social) e o locus de controlo (Escala de Locus de Controlo na Reabilitação) funcionam como variáveis dimensionais, com um contributo significativo no desenvolvimento da Perturbação de Stress Pós-traumático.This study aims to explore the relationship between the symptoms of post-traumatic stress and spinal cord injury, considering the possible influence of sociodemographic variables (gender, age, education, income), clinical (clinical, neurological classification, injury time, cause the injury), psychopathology (somatization, obsession-compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism), the peritraumatic experiences, social support and locus of control in rehabilitation. The sample consists of 22 individuals with spinal cord injured that are inpatient at the Centro de Medicina e Reabilitação da Região Centro – Rovisco Pais (CMRRC-RP). The results showed that age, education, satisfaction with social support (Satisfaction with Social Support Scale) and the control locus (Locus of Control in Rehabilitation Scale) work as dimensional variables, with a significant contribution in the development of Posttraumatic Stress Disorder

Effects of an Elementary Language Arts Unit on Critical Thinking, Reading, and Writing

Teaching young students to think critically has always been important, however, as the United States transitions to a national set of learning standards which emphasizes higher-order thinking, it becomes essential. In this quasi-experimental study we evaluate the effects of exposure to the Journeys and Destinations (J&D) unit from the William and Mary language arts curriculum on students’ critical thinking, reading, and writing in general education classrooms. The unit uses advanced-reading-level literature to teach the concept of change, critical reasoning, and advanced language arts skills. Students from nine fourth and fifth grade classrooms participated in the study; three used the William and Mary language arts model, while six were asked to use their normal language arts approach. At the beginning and end of the semester students were assessed with the Bracken Test of Critical Thinking, a test of syntactic reading fluency, and a curriculum-based measure of writing. Classroom observations were used to monitor the approaches being used and assess fidelity of implementation. Results indicated that students exposed to the J&D unit grew significantly in the area of critical thinking, while the comparison group did not. Both groups grew significantly in reading, and neither group experienced gains in writing.  Results are discussed in the context of professional development needs, and the move to a national curriculum focused on developing critical thinking skills in all students. Keywords: Curriculum, Elementary, Journeys and Destinations, Project Athena, Critical Thinking, Language Arts, Reading, Writing, Gifte

53rd Henry J. Miller Distinguished Lecture Series

Remarks by the Honorable John Paul Stevens, Retired Associate Justice of the Supreme Court of the United States, at the 53rd Henry J. Miller Distinguished Lecture Series

Development, validation and in-class evaluation of a sequence of clicker questions on Larmor precession of spin in quantum mechanics

Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about Larmor precession of spin, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate student performance after traditional lecture-based instruction and after engaging with the CQS.Comment: 2019 Physics Education Research Conference Proceedings, 202