Social Emotional Learning Strategies for Students in Self-Contained Classrooms: A Systematic Review and Quick Reference Guide for Evidence-Informed Curricula Selection

This research project was conducted in collaboration with Heather Austin, OTR/L and the Puyallup School District. Through discussion with Heather, we determined that there is a need to study the efficacy of social-emotional learning (SEL) curricula for children with severe disabilities who often do not receive the same comprehensive SEL instruction as their peers in general education classrooms. A mixed-methods systematic review of the literature was conducted on strategies and interventions for SEL for students ages 3-12 years old in classrooms that serve students with severe disabilities. We analyzed 19 articles published in peer-reviewed journals by reviewing each for statistically significant results pertaining to SEL outcomes for the population of interest. Results indicated the majority of curricula included in this research had mixed to positive outcomes. Interventions with statistically significant findings included play-based treatments, art therapy, mindfulness, and theory of mind training, as well as branded curricula and strategies such as ICME, PATHS, Integra Social Competence Program, and Second Step. Critically Appraised Topic findings were translated into the development of a quick reference guide which was organized by SEL outcome and structured according to the Collaborative for Academic, Social, and Emotional Learning core competencies. Each outcome contained suggestions on dosage, intervention approaches, and resources for application. An in-service and survey were completed to evaluate usability of this product by practitioners and educators working in school-based settings. Fifty percent of respondents worked with students in self-contained classrooms. Overall the survey data revealed a positive trend of ratings and qualitative feedback from respondents and a good match of SEL outcomes addressed in the quick reference guide to needs identified by practitioners. A primary implication of our research is that the field of occupational therapy needs to capitalize on its potential to provide support to students with disabilities around their social participation and emotional regulation. Occupational therapy can support teachers in implementing SEL curricula and interventions to promote positive outcomes and reduce maladaptive behaviors

Relatório de estágio em farmácia comunitária

Relatório de estágio realizado no âmbito do Mestrado Integrado em Ciências Farmacêuticas, apresentado à Faculdade de Farmácia da Universidade de Coimbr

Volume 171: “Arm the Fish!”: Addressing the Global Challenges of Marine Protected Areas

Created as part of the 2012 Jackson School for International Studies SIS 495: Task force. Hon. Brian Baird, Task Force Advisor; Rebecca Lent, Evaluator; Gee Lee, Genesee Rickel Coordinators.Marine Protected Areas” declare specific marine spaces subject to unique legal protection, and currently serve as the most comprehensive approach to ecosystem conservation. In this report, MPAs have been categorized into three specific kinds of sites: small scale/coastal MPAs, large scale/cross-regional MPAs, and high seas/international MPAs. MPAs can be effective tools in limiting threats and promoting the resiliency of marine areas. Of the many threats pressuring the health of ocean environments, this Task Force has chosen to focus on IUU fishing. Our policy recommendations seek to strengthen the existing legal and logistical frameworks in weak, “paper park,” MPAs, in order to promote sustainable fishing practices within their bounds

Universal Dependencies 2.6

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.5

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.7

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.8.1

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008). Version 2.8.1 fixes a bug in 2.8 where a portion of the Dutch Alpino treebank was accidentally omitted

Universal Dependencies 2.7

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.10

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)

Universal Dependencies 2.3

Universal Dependencies is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages, with the goal of facilitating multilingual parser development, cross-lingual learning, and parsing research from a language typology perspective. The annotation scheme is based on (universal) Stanford dependencies (de Marneffe et al., 2006, 2008, 2014), Google universal part-of-speech tags (Petrov et al., 2012), and the Interset interlingua for morphosyntactic tagsets (Zeman, 2008)