Evidence-based behavioral objectives

The purpose of this article is to inform school personnel of best practices for writing targeted behavioral objectives for student with emotional behavioral disorders (EBD). Five key elements are presented, which include: Measurable, Student-Oriented, Positive, Individualized, and Relevant. Also discussed are board characteristics and outcomes of students with EBD regarding effective supports involving programming and transitioning

Recommendations of evidence-based strategies

The purpose of the study was to evaluate the knowledge level and degree to which educational diagnosticians recommend evidenced-based strategies when writing full individual evaluations (FIE). The study used survey research. One hundred and ten educational diagnosticians completed the 34 question survey. Results indicate that participants possess limited knowledge of Strategic Instruction Model (SIM) strategies related to reading and storing and remembering information. Moreover, results suggest participants do not possess knowledge nor do they recommend SIM strategies related to expressing information

Electrophoretic separation of human kidney cells at zero gravity

Electrophoretic isolation of cells results in a loss of resolution power caused by the sedimentation of the cells in the media. The results of an experiment to extract urokinase from human embryos during the Apollo Soyuz mission are presented and discussed

Charm production at HERA

The ZEUS data on the charm structure function F_2^c at small x fit well to a single power of x, corresponding to the exchange of a hard pomeron that is flavour-blind. When combined with the contribution from the exchange of a soft pomeron, the hard pomeron gives a good description of elastic $J/\psi$ photoproduction.Comment: 6 pages, plain tex, with 3 figures embedded using epsf. Typos corrected in equations (10) and (11

THE PROMISES AND REALITIES OF EVIDENCE-BASED PRACTICES: PERCEPTIONS FROM ASSESSMENT PERSONNEL

Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers with evidence-based recommendations that can be implemented in the classroom to improve performance of students with learning deficits. This qualitative study examines 19 educational diagnosticians’ perceptions related to the barriers and supports that impacted their ability to provide evidence-based recommendations for students who are learning disabled. Three categories of barriers to issuing successful evidence-based recommendations emerged as a result of the study: Knowledge of Evidence- Based Interventions, Time to Complete Assessments, and Support from Administrators and Teachers

Hits and myths of cross battery assessment

The increased use of the cross-battery approach has resulted in the misunderstanding and misuse of this research-based tool. The purpose of this article is to provide practitioners with a more pointed approach in conducting cross-battery assessments, while highlighting the common pitfalls. Additionally, the authors provide suggestions for appropriate use of this assessment process

Numerals and what counts

This study discusses the way different numerals and related expressions are currently annotated in the Universal Dependencies project, with a specific focus on the Uralic language family and only occasional references to the other language groups. We analyse different annotation conventions between individual treebanks, and aim to highlight some areas where further development work and systematization could prove beneficial. At the same time, the Universal Dependencies project already offers a wide range of conventions to mark nuanced variation in numerals and counting expressions, and the harmonization of conventions between different languages could be the next step to take. The discussion here makes specific reference to Universal Dependencies version 2.8, and some differences found may already have been harmonized in version 2.9. Regardless of whether this takes place or not, we believe that the study still forms an important documentation of this period in the project.Peer reviewe

Gamma*Gamma* Reactions at High Energies

The total hadronic gamma*gamma* cross sections at high energy are calculated as a function of energy and photon virtuality in a model combining Regge exchange, the quark box diagram (a fixed pole in Regge language) and soft and hard pomeron exchanges evaluated in the context of dipole-dipole scattering. Good agreement is obtained with the data for the real gamma-gamma cross section and for the real photon structure function. However the model prediction for the gamma* gamma* cross section is too small. This is attributed to an incorrect extrapolation of the Q^2 dependence of the hard pomeron adopted here. Parametrising it independently shows that the hard part of the cross section can be well represented by a simple Regge pole with intercept ~ 1.3.Comment: 21 pages, 5 figure

The Missing Odderon

In contrast to theoretical expectations, experimental results at sqrt(s)=200 GeV for the reaction gamma p --> pi0 X show no evidence for odderon exchange. The upper limit on the cross section is an order of magnitude smaller than the theoretical estimate. It is argued that chiral symmetry leads to a large suppression, taking the thoeretical estimates well below the data. Two additional arguments are presented which may decrease the theoretical estimate further. The calculations are more sensitive to the assumptions made in evaluating the hadronic scattering amplitude than in the processes considered previously and lattice gauge calculations indicate that the odderon intercept may be appreciably lower than usually assumed. These two latter effects are particularly relevant for the reactions gamma p --> f2(1270)X and gamma p --> a2(1320)X for which the data upper limits are also below the theoretical predictions, but not so dramatically as for gamma p --> pi0 X.Comment: 12 pages, 3 figure