A survey of certain mathematical periodicals published during the years 1915-1925 inclusive, with particular reference to the mathematics of the junior high school, and early college years

Thesis (M.A.)--Boston Universit

The Value of Assessment for the Inclusive General Music Classroom

This project contains an analysis of the current inclusion and assessment practices of the middle school (7th and 8th grade) general music classroom. There are many studies concerning inclusion of students with special needs and the importance of assessments in teaching music. However, there are very few studies that connect assessment techniques with inclusion, demonstrating that music teachers are teaching to each student’s ability. This study used the case study methodology in the qualitative approach with teacher interviews, surveys, and several classroom observations to analyze the data. The data was coded, and names of people and the school district were anonymized to protect the privacy of those involved. After the data was analyzed, the best strategies for assessment as well as how to use those assessments were provided. The purpose of this project is to present findings on how methods of assessment can increase the success of all students in the inclusive general music classroom

Moving Forward on the Atlantic Gateway: Context and Further Key Questions

This paper begins by exploring the meaning of the word gateway, and the role of ‘gateways and corridors’ in the current global trading environment. It examines the integrated nature of today’s economic environment, to provide context for the discussion about the players and their interests—what they seek to gain from gateway development. It then steps back to look at the lessons identified in various research activities undertaken in the Atlantic Gateway Research Initiative, developing four questions for those seeking to participate in gateway development. In answering these four questions, the remainder of the paper proposes strategies for the various players to consider. The paper closes with reflections on the vision for the Gateway and the future research agenda that the current research has identified. The concept of Gateway support discussed here takes a much larger view of the Atlantic Gateway in the world trading environment, and sees roles for all players, including universities, in developing the economic opportunities presented by the Atlantic Gateway

Learning German in English speaking tertiary contexts: Identity, social strategies and language use

The social context in which a language is learnt plays a primary role in determining the possibilities for learning that language. This study takes English-speaking tertiary contexts as its focus, looking at German learning in a foreign language environment in Australia, as well as in a second language environment in Germany. Anglophone learners are the focus in both contexts as it is not only the language being learnt, but also the languages in which one is already competent, that influence how one interacts in social settings. Individuals’ identity is seen as socially constructed through interaction, and changeable across situations. Language and identity are intertwined with and inseparable from one another. Identity is constructed through the use of language, and choosing a particular language forms a primary tool for self- presentation in interaction. This study uses data gathered as part of an action research project, interviews and questionnaires to look at factors related to the construction of identity which influence learners’ choices to engage with German as a foreign language. It further investigates the effect of teaching social language learning strategies within foreign language classrooms, identifying strategies that help learners to use the German in a personally meaningful way. The results of this study suggest that incorporating social language learning strategies into classroom teaching practices can help learners to take a more autonomous and engaged approach to their out of class learning.Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 202

The Effects of Life Skills Instruction on the Personal-Social Skills Scores of Rural High School Students with Mental Retardation

The Effects of Life Skills Instruction on the Personal-Social Skills Scores of Rural High School Students with Mental Retardation. (Under the direction of Dr. Margaret Ackerman) School of Education, March, 2007. The current legislation No Child Left Behind mandates that students with mental retardation have access to core curriculum courses. A comprehensive life skills program, Life Centered Career Education (LCCE), was integrated into the curriculum of high school students with mental retardation. The LCCE program was utilized to educate students on Personal-Social, Daily Life skills, and Occupational lessons with an academic emphasis. The study measured improvements made in the personal-social skills of students measured by pre- and posttest scores of the LCCE Knowledge Battery and Competency Rating Scale (CRS). The study observed differences in the control group and an experimental group receiving the LCCE instruction. The results indicated that the students participating in the experimental group did not show a greater increase in scores on the Knowledge Battery and Competency Rating Scale than the scores of students who belonged to the control group. Furthermore, interviews with the participating instructors indicate that the experimental group would potentially demonstrate significantly higher scores if the personal-social skills curriculum was continued over an extended period of time and continuously reinforced

Preventing disease and saving resources:the potential contribution of increasing breastfeeding rates in the UK

Two challenges stand out as we contemplate the future of health services in the United Kingdom. The first is the state of the public finances and therefore the pressure in real terms on health services funding. The second is the recurring and vexing problem of health inequalities. The state of health inequalities in Britain has been commented on by many, but we have seen precious little real change in the disproportionate burden of early death and illness among the most disadvantaged and indeed across the whole health gradient in recent years.This work was funded by UNICEF UK

The Changing Roles of Community Health Workers

Community Health Workers (CHWs) have been gaining attention from policymakers because of their unique role in addressing health disparities and socioeconomic drivers of disease, and because of their potential integration into the health care delivery system. To date, there has been limited research specifically describing the variation in CHWs’ roles and relationships, and how that variation relates to management, to financing, to health system integration, and to the competencies CHWs should have in different contexts. This report provides a snapshot of the varied landscape of CHW programs to better understand how CHWs are integrating with the health system both in terms of the structural elements of these programs, and the relational elements of CHW-health system interaction that make integrated models succeed. Authors suggest that there is no blueprint for success; rather, there are certain unifying structural elements of various integration types, and certain useful mechanisms that enable the preservation of the CHW concept

Book Reviews

Creating a Local History Archive at Your Public Library. Faye Phillips. Paper Cadavers: The Archives of Dictatorship in Guatemala. Kirsten Weld. The Silence of the Archives. David Thomas, Simon Fowler, and Valerie Johnson. The Bad-Ass Librarians of Timbuktu and Their Race to Save the World\u27s Most Precious Manuscripts. Joshua Hammer. The International Business Archives Handbook: Understanding and Managing the Historical Records of Business. Edited by Alison Turton. Putting Descriptive Standards to Work. Edited by Kris Kiesling and Christopher J. Prom. Moving Image and Sound Collections for Archivists. Anthony Cocciolo

Theory Content, Question-Behavior Effects, or Form of Delivery Effects for Intention to Become an Organ Donor? Two Randomized Trials

Eliciting different attitudes with survey questionnaires may impact on intention to donate organs. Previous research used varying numbers of questionnaire items, or different modes of intervention delivery, when comparing groups. We aimed to determine whether intention to donate organs differed among groups exposed to different theoretical content, but similar questionnaire length, in different countries. We tested the effect of excluding affective attitudinal items on intention to donate, using constant item numbers in two modes of intervention delivery. Study 1: A multi-country, interviewer-led, cross-sectional randomized trial recruited 1007 participants, who completed questionnaires as per group assignment: including all affective attitude items, affective attitude items replaced, negatively-worded affective attitude items replaced. Study 2 recruited a UK-representative, cross-sectional sample of 616 participants using an online methodology, randomly assigned to the same conditions. Multilevel models assessed effects of group membership on outcomes: intention to donate (primary), taking a donor card, following a web-link (secondary). In study 1, intention to donate did not differ among groups. Study 2 found a small, significantly higher intention to donate in the negatively-worded affective attitudes replaced group. Combining data yielded no group differences. No differences were seen for secondary outcomes. Ancillary analyses suggest significant interviewer effects. Contrary to previous research, theoretical content may be less relevant than number or valence of questionnaire items, or form of intervention delivery, for increasing intention to donate organs