A Comparison of the Effects of Peer Networks and Peer Video Modeling on Positive Social Interactions Performed By Young Children With Developmental Disabilities

A concern that parents of children with disabilities have is whether or not their offspring are able to interact and be accepted by children who do not have disabilities. Unfortunately children with developmental disabilities (DD) may experience difficulties when interacting with typically developing peers. One method of addressing this issue has been to ensure that children with DD receive instruction in the same school setting as their peers. However, simply attending the same school as children who are typically developing may not be enough. Hence the need for interventions such as peer network (PN) and peer video modeling (PVM), that educators can use to help facilitate interactions between young children with disabilities and their peers. The purpose of this study was to compare the relative effect of PN versus PVM on positive social interactions performed by young children with DD in an inclusive classroom setting and determine whether or not the effect of the best treatment generalized to the playground setting. Five preschool aged children with disabilities participated in this study. Data were collected in both the classroom and playground settings. Results suggest that PN was more effective for one young child with autism and that the relative effect of that treatment generalized to the playground setting. Both interventions were found to be effective for a second child with a developmental delay but only in the classroom setting. Neither of the interventions were effective for a third child with autism nor were they effective for a fourth child with a developmental delay. Finally, though not diagnosed with a DD, the PN intervention was found to be more effective for one young child with a speech and language impairment with the relative effect of that treatment generalizing to the playground setting

Meta-Analytic Procedures for Career and Technical Education Post-secondary Researchers and Practitioners

Meta-analytic studies are syntheses of literature in which researchers use statistical means to summarize the findings presented across primary studies. They are of great interest in the fields of medicine and social sciences with numerous examples published in peer-reviewed journals. However, it appears that career and technical education (CTE) researchers are either not performing these research syntheses, or are not publishing their findings. Thus, there are three purposes to this manuscript. The first is to present CTE researchers and practitioners with a rationale as to why meta-analyses should be performed. The second is to provide guidelines that researchers and practitioners use to perform their own meta-analyses. The third is to provide suggestions that researchers and practitioners can use to disseminate the results of their meta-analyses. The manuscript concludes with a listing of suggested areas for future research

Disrupting Norms to Increase Diversity of Teacher Candidates: Restraining Forces for Junior Faculty

Research in teacher preparation programs in Institutes of Higher Education (IHE) suggests that diverse and non-traditional students face barriers and challenges within teacher preparation programs (Widiputers et al., 2017). Diverse students include non-traditional students, first-generation students, students who have work responsibilities, who may have family or other care-giving responsibilities, students with disabilities, students living in poverty, and may also include culturally and linguistically diverse students. Issues such as unpaid practicum hours (similar to an internship), conflicting course and work schedules, attendance policies, due dates/late work policies, course expectations that value verbal participation, office hours not available when students are available, and how often courses are offered (e.g., yearly vs every semester) negatively impact diverse student populations. Many of these decisions are made at the preference of administration and tenured and established faculty while others are left-over from a time when students did not have to balance the work and family requirements many students face today. As we attempt to increase representation of students in teacher prep programs, the policies and practices to meet their unique situations have not been equitably incorporated into the daily practices in higher education. This continues to maintain of the status quo rather than increasing the diversity of teachers in the workforce as the diversity of teacher candidates has not increased to represent the diversifying population despite efforts (United States Department of Education, 2016). Many junior faculty may engage or attempt to engage in disrupting the status quo to create and implement policies that respond to students' needs that result in increased support for students from backgrounds that are disproportionately impacted by traditional practices. Junior faculty can serve as change agents if IHE can recognize the tremendous time and effort that goes into making sustainable change within the college and surrounding educational systems. Recognizing the barriers to junior faculty and providing support to do this challenging work and remain on target for promotion and tenure is critical. Tenure protections ensure faculty can be leaders in sustained change and establishes them as leaders within IHE and in their professional fields and disciplines. Establishing support systems, especially from administration, within the university and community can support junior faculty and accelerate the timeline or target systems open and more responsive to change

Talk Story: The Experiences of Teaching Special Education During The Pandemic

The pandemic was a challenging time for everyone. In order to mitigate the spread of COVID-19, many schools around the world were forced to close. To continue to meet the educational needs of students, educators transitioned instruction to distance learning. This abrupt shift may have had adverse effects on students with disabilities and the teachers who work with them. Thus, the purpose of this manuscript is to provide special education teachers an opportunity to share their pandemic related teaching experiences

Effects of maternal education on diet, anemia, and iron deficiency in Korean school-aged children

<p>Abstract</p> <p>Background</p> <p>We investigated the relationship among socioeconomic status factors, the risk of anemia, and iron deficiency among school-aged children in Korea.</p> <p>Methods</p> <p>The sample consisted of fourth-grade students aged 10 y recruited from nine elementary schools in Korean urban areas in 2008 (<it>n </it>= 717). Anthropometric and blood biochemistry data were obtained for this cross-sectional observational study. Anemia was defined as hemoglobin levels lower than 11.5 g/dl. Iron deficiency was defined as serum iron levels lower than 40 ug/dl. We also obtained data on parental education from questionnaires and on children's diets from 3-day food diaries. Parental education was categorized as low or high, with the latter representing an educational level beyond high school.</p> <p>Results</p> <p>Children with more educated mothers were less likely to develop anemia (<it>P </it>= 0.0324) and iron deficiency (<it>P </it>= 0.0577) than were those with less educated mothers. This group consumed more protein (<it>P </it>= 0.0004) and iron (<it>P </it>= 0.0012) from animal sources than did the children of less educated mothers, as reflected by their greater consumption of meat, poultry, and derivatives (<it>P </it>< 0.0001). Logistic regression analysis revealed a significant inverse relationship between maternal education and the prevalence of anemia (odds ratio: 0.52; 95% confidence interval: 0.32, 0.85).</p> <p>Conclusions</p> <p>As a contributor to socioeconomic status, maternal education is important in reducing the risk of anemia and iron deficiency and in increasing children's consumption of animal food sources.</p

Regulation of Coronary Blood Flow

The heart is uniquely responsible for providing its own blood supply through the coronary circulation. Regulation of coronary blood flow is quite complex and, after over 100 years of dedicated research, is understood to be dictated through multiple mechanisms that include extravascular compressive forces (tissue pressure), coronary perfusion pressure, myogenic, local metabolic, endothelial as well as neural and hormonal influences. While each of these determinants can have profound influence over myocardial perfusion, largely through effects on end-effector ion channels, these mechanisms collectively modulate coronary vascular resistance and act to ensure that the myocardial requirements for oxygen and substrates are adequately provided by the coronary circulation. The purpose of this series of Comprehensive Physiology is to highlight current knowledge regarding the physiologic regulation of coronary blood flow, with emphasis on functional anatomy and the interplay between the physical and biological determinants of myocardial oxygen delivery. © 2017 American Physiological Society. Compr Physiol 7:321-382, 2017

Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð¥with constraintsð ð 𥠥 ðandð´ð¥ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis

Differential cross section measurements for the production of a W boson in association with jets in proton–proton collisions at √s = 7 TeV

Measurements are reported of differential cross sections for the production of a W boson, which decays into a muon and a neutrino, in association with jets, as a function of several variables, including the transverse momenta (pT) and pseudorapidities of the four leading jets, the scalar sum of jet transverse momenta (HT), and the difference in azimuthal angle between the directions of each jet and the muon. The data sample of pp collisions at a centre-of-mass energy of 7 TeV was collected with the CMS detector at the LHC and corresponds to an integrated luminosity of 5.0 fb[superscript −1]. The measured cross sections are compared to predictions from Monte Carlo generators, MadGraph + pythia and sherpa, and to next-to-leading-order calculations from BlackHat + sherpa. The differential cross sections are found to be in agreement with the predictions, apart from the pT distributions of the leading jets at high pT values, the distributions of the HT at high-HT and low jet multiplicity, and the distribution of the difference in azimuthal angle between the leading jet and the muon at low values.United States. Dept. of EnergyNational Science Foundation (U.S.)Alfred P. Sloan Foundatio