Development of Streams Classification System for Nutrient Criteria in Illinois

USEPApublished or submitted for publicationis peer reviewe

Criando Coerência a partir de Mensagens Políticas Complexas: Perceção dos Educadores de Educação Especial e Políticas de Accountability baseadas em Standards

Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these students meet age-based grade-level standards and assessment targets. In this paper, we examine this dynamic interplay between policies through analysis of policy documents and interviews that reveal how a sample of educators grapple with their simultaneous implementation. We found that educators made sense of some facets of the policies as complementary and others as contradictory. NCLB and IDEA offered consistent and specific guidelines defining “highly qualified” teachers and educators reported a clear and accurate understanding of these policy demands. On an issue where there was no specific guidance from NCLB–the placement of special education students–educators interpreted the law as promoting the inclusion of more students in general education courses, often to an extent that contradicted the guidance offered by IDEA. With respect to fundamental issues of teaching and learning, NCLB and IDEA represent contradictory theories of action and educators perceived conflict and expressed concerns about unintended consequences for students. Based on our empirical findings, we conclude with a set of theoretical propositions regarding how the alignment of policy messages influences educators’ interpretation of policies, which in turn may have implications for how they enact policies.  Las políticas nacionales para la educación especial y la rendición de cuentas (accountability) requiere que los educadores individualicen la instrucción para los estudiantes con discapacidades, garantizando al mismo tiempo que la mayoría de estos estudiantes puedan alcanzar los estándares basados en su edad, nivel de educación y los objetivos de la evaluación. En este artículo se discute la interacción dinámica entre las políticas a través del análisis de documentos de política y entrevistas que revelan cómo una muestra de educadores se encarga de su ejecución simultánea. Se encontró que algunos educadores interpretan estas facetas como complementarias de las políticas y otras como de índole contradictoria. Las directivas de NCLB (Ley No Child Left Behind) e IDEA (Individuals with Disabilities Education Act - Ley para los Individuos con Discapacidades) proporcionan directrices para la definición consistente y específica de que es un docente "altamente calificado" y los educadores y reportaron una comprensión clara y precisa de estas demandas políticas. En una materia para la cual no había una orientación específica de NCLB - la ubicación de los estudiantes de educación especial - educadores han interpretado la ley como promoviendo la inclusión de todos los estudiantes en los cursos de educación general, a menudo de una manera que contradice las orientaciones dadas por IDEA. Para las cuestiones fundamentales de la enseñanza y el aprendizaje, NCLB e IDEA representan teorías contradictorias de acción y educadores perciben el conflicto y expresan sus preocupaciones acerca de las consecuencias no deseadas para los estudiantes. En base a los resultados empíricos, se concluye con un conjunto de proposiciones teóricas acerca de cómo alinear los mensajes políticos que influyen en la interpretación de la política por los educadores, que a su vez pueden tener implicaciones en cómo se implementan las políticas.Políticas nacionais de educação especial e de accountability requerem que os educadores individualizem o ensino para alunos com deficiências, assegurando, simultaneamente, que a maioria desses alunos atinge os standards baseados na idade e nível de ensino e as metas da avaliação. Neste artigo, analisámos esta interação dinâmica entre políticas através da análise de documentos políticos e entrevistas que revelam como uma amostra de educadores lida com a sua simultânea implementação. Descobrimos que os educadores interpretaram algumas facetas das políticas como complementares e outras como contraditórias. NCLB (No Child Left Behind Act – Ato Nenhuma criança deixada para trás) e IDEA (Individuals with Disabilities Education Act – Ato para a Educação de Indivíduos com Deficiências) fornecem orientações consistentes e específicas para a definição de professores “altamente qualificados” e os educadores relataram um entendimento claro e preciso dessas demandas políticas. Num assunto para o qual não havia nenhuma orientação específica a partir do NCLB – a colocação dos alunos de educação especial – os educadores interpretaram a lei como promovendo a inclusão de mais alunos em cursos de educação geral, de uma forma que frequentemente contradiz a orientação fornecida pelo IDEA. Relativamente a questões fundamentais de ensino e aprendizagem, NCLB e IDEA representam teorias de ação contraditórias e os educadores percebem o conflito e expressam preocupações sobre as consequências não intencionais para os alunos. Com base nos nossos resultados empíricos, concluímos com um conjunto de proposições teóricas a respeito do modo como o alinhamento de mensagens políticas influencia a interpretação das políticas pelos educadores, que por sua vez pode ter implicações na forma como eles adotam as políticas

Developing a scale to measure problems in finding a good fit

The purpose of this study was to develop a scale for measuring perceived PFGF. This research conceptualized problems of finding a good fit (PFGF) as a consumer\u27s generalized perception of fit problems based on prior experience with physical, aesthetic, and functional aspects of clothing. Scale development took place through item generation, preliminary tests of reliability and validity, and final scale validation. This study contributes to the literature of consumer fit perceptions by developing a scale to assess perceived PFGF that may be a key factor influencing multiple apparel shopping behaviors, such as returning unsatisfactory products and online shopping conversion rate. The multidimensional scale of perceived PFGF should be useful to apparel product developers and designers by providing solutions to PFGF based on information from customers. Better understanding of perceived PFGF will ultimately increase consumer fit satisfaction

Nanomechanical and Chemical Mapping of the Structure and Interfacial Properties in Immiscible Ternary Polymer Systems

It is a challenge to identify each phase in a multi-component polymer system and uniquely determine the interfacial properties between the different phases. Using atomic force microscopy nanomechanical mapping (AFM-NM) and AFM-based infrared spectroscopy (AFM-IR), we identify each phase, visualize structural developments, and determine the interfacial properties in a blend of three polymers: high-density polyethylene (HDPE), polyamide (PA6) and poly(styrene-b-ethylene-co-butylene-b-styrene) (SEBS). Each phase can be identified from the Young’s modulus, along with the structural development within the phases before and after compatibilization. The interfacial widths between HDPE/PA6, HDPE/SEBS and SEBS/PA6 were determined independently in one measurement from a Young’s modulus map. The structural, mechanical property development and identity of the phases were determined by AFM-NM, while AFM-IR, providing complementary chemical information, identified interfacial reactions, showed the chemical affinity of a compatibilizer with the component phases, and mapped the distribution of the compatibilizer in the ternary polymer blends. The chemical, structural and interfacial information obtained by these measurements provide information that is essential for producing mechanically robust materials from incompatible mixtures of polymers

Building an Argument for the Use of Science Fiction in HCI Education

Science fiction literature, comics, cartoons and, in particular, audio-visual materials, such as science fiction movies and shows, can be a valuable addition in Human-computer interaction (HCI) Education. In this paper, we present an overview of research relative to future directions in HCI Education, distinct crossings of science fiction in HCI and Computer Science teaching and the Framework for 21st Century Learning. Next, we provide examples where science fiction can add to the future of HCI Education. In particular, we argue herein first that science fiction, as tangible and intangible cultural artifact, can serve as a trigger for creativity and innovation and thus, support us in exploring the design space. Second, science fiction, as a means to analyze yet-to-come HCI technologies, can assist us in developing an open-minded and reflective dialogue about technological futures, thus creating a singular base for critical thinking and problem solving. Provided that one is cognizant of its potential and limitations, we reason that science fiction can be a meaningful extension of selected aspects of HCI curricula and research.Comment: 6 pages, 1 table, IHSI 2019 accepted submissio