Evidence-based Practices to Promote Inclusion in Today’s Catholic School

Abstract The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectations that all student should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and strategies to help ensure the successful inclusion of students with disabilities, if not all students, in Catholic schools. This article will: 1) define evidence-based practices (EBPs) in order to contextualize their use in Catholic schools and 2) offer an explanation of the various EBPs currently shown to facilitate inclusion into the general education environment

Cancer Survivorship: A Growing Role for Physiatric Care

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146952/1/pmr2527.pd

Defining Inclusionary Practices in Catholic Schools

The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only students with disabilities, but also other students who may struggle with learning in some manner, the Catholic school community needs to keep abreast of effective practices that facilitate meaningful inclusion. This is especially relevant for those Catholic families who desire a Catholic education for their children with disabilities, as well as their typically developing children. This article seeks to: (a) offer a rationale for the need to include all learners in our Catholic schools through the reinforcement of Catechetical teachings, (b) define inclusion in Catholic education, (c) outline characteristics of high quality, inclusive schools, (d) review relevant research on inclusion that is applicable to the needs of our Catholic school environments, and (e) provide a case study of an effective, inclusive Catholic school to further contextualize to the field what is not only possible, even given limited resources, but what is happening in today’s Catholic school settings

A grounded theory of inspirational coach leadership

The purpose of this study was to develop a grounded theory of the process of inspirational coach leadership in sport. A Straussian grounded theory methodology was used. Semi‐structured interviews and focus groups were conducted with athletes (n = 22) and coaches (n = 15). Data were analyzed through a process of open and axial coding, and theoretical integration. Through the process of analysis, data were broken down into smaller units (concepts), relationships between concepts were identified, and a substantive grounded theory was developed. The grounded theory of inspirational coach leadership was built around the core category of “athlete(s) inspired through changed awareness of their capabilities.” The core category was underpinned by three categories: (a) establishment of mutual trust and respect with athletes, whereby coaches need to establish trust with athletes in order to inspire athletes; (b) conditions under which inspiration has the potential to occur, which highlighted that athletes are inspired in situations where they are vulnerable or ignorant regarding their potential; and (c) coach acts to change athlete's awareness of their capabilities, which denotes the specific behaviors coaches should display to inspire athletes in such conditions. The theory also highlights that a range of contextual factors relating to the coach, athletes, and performance‐environment interact to impact upon the process. The theory predicts that consistency between coach behavior and the conditions in which inspiration can occur will lead to athlete inspiration, but only if the coach has established a foundation of trust and respect with the athlete

The effect of exposure to biomass smoke on respiratory symptoms in adult rural and urban Nepalese populations

Peer reviewedPublisher PD

Overview of Game and Content Design for a Mobile Game that Will Prepare Students in Calculus and Physics Prerequisites to the Engineering Curriculum

As part of a research project which assists veterans as they exit the military, complete engineering degrees, and enter the workforce as engineering professionals, a range of serious games for Science, Technology, Engineering, and Mathematics (STEM) education is under development. The current focus of this development is CAPTIVATE, a serious game to assist student veterans in mastering the calculus and physics skills that are necessary prerequisites to the main engineering curriculum. Building on the development and lessons learned from MAVEN, a game developed previously to help student veterans master precalculus skills, the design and initial implementation for CAPTIVATE involves careful consideration regarding game and instructional design. Many of the positive aspects from the design of MAVEN will be implemented in CAPTIVATE. First, the overall framework developed for MAVEN will be reused in CAPTIVATE. This modular framework involves both a model and process that combine game, instructional, and software design in a way that supports adaptability throughout the design and development cycle. Additionally by embedding concepts in game play similar to well-known board games such as Battleship, computer games such as Minesweeper, and console or mobile games such as Guitar Hero, students will use their calculus and physics skills to complete tasks in a familiar environment. In addition, the game itself will consist of a series of sub-games each focusing on a topic that students traditionally struggle to understand. Furthermore, students will be offered access to learning resources and assessed regularly as they progress through the game. CAPTIVATE will also overcome some shortcomings from the previous development. While MAVEN was developed for desktop deployment, CAPTIVATE is targeted for deployment on a variety of mobile device including Apple and Android phones and tablets to engage students in interactive games that support their endeavor to build a solid foundation in mathematics and science topics. Additionally by creating games that are short and easily accessible, students will be able to engage with the material at a time and place convenient for them. The development of CAPTIVATE supports student veterans as they transition from the military to engineering degree programs and helps to accelerate them through their STEM prerequisite courses

Coordinated river infrastructure decisions improve net social-ecological benefits

We explore the social, ecological, economic, and technical dimensions of sustainable river infrastructure development and the potential benefits of coordinating decisions such as dam removal and stream crossing improvement. Dam removal is common practice for restoring river habitat connectivity and ecosystem health. However, stream crossings such as culverts are often 15 times more abundant than dams and may pose similar ecological impacts. Using multi-objective optimization for a model system of 6100 dams and culverts in Maine, USA, we demonstrate substantial benefit-cost improvements provided by coordinating habitat connectivity decisions. Benefit-cost efficiency improves by two orders of magnitude when coordinating more decisions across wider areas, but this approach may cause inequitable resource distribution. Culvert upgrades improve roadway safety and habitat connectivity, creating cost-effective opportunities for coordinating and cost-sharing projects between conservationists and safety managers. Benefit-cost trends indicate significant overlaps in habitat and safety goals, encouraging flexible stakeholder collaborations and cost-sharing strategies

Immunological mechanisms of intravesical chitosan/interleukin-12 immunotherapy against murine bladder cancer

There is a critical unmet clinical need for bladder cancer immunotherapies capable of inducing durable antitumor immunity. We have shown that four intravesical treatments with a simple co-formulation of interleukin-12 and the biopolymer chitosan not only destroy orthotopic bladder tumors, but also promote a potent long-lasting systemic immune response as evidenced through tumor-specific in vitro killing assays, complete protection from rechallenge, and abscopal antitumor responses at distant non-treated tumors. This study investigates the immunological kinetics underlying these results. We show through depletion studies that CD8+ T cells are required for initial tumor rejection, but CD4+ T cells protect against rechallenge. We also show that even a single intravesical treatment can eliminate tumors in 50% of mice with 6/9 and 7/8 mice eliminating tumors after three or four treatments respectively. We then performed immunophenotyping studies to analyze shifts in immune cell populations after each treatment within the tumor itself as well as in secondary lymphoid organs. These studies demonstrated an initial infiltration of macrophages and granulocytes followed by increased CD4+ and CD8+ effector-memory cells. This was coupled with a decreased level of regulatory T cells in peripheral lymph nodes as well as decreased myeloid-derived suppressor cell infiltration in the bladder. Taken together, these data demonstrate the ability of properly delivered interleukin-12-based therapies to engage adaptive immunity within the tumor itself as well as throughout the body and strengthen the case for clinical translation of chitosan/interleukin-12 as an intravesical treatment for bladder cancer

Oxygen vacancy induced structural variations of exfoliated monolayer MnO2 sheets

We report findings on the structural stability of exfoliated monolayer MnO2 sheets. Our study reveals that monolayer MnO2 sheets display two specific kinds of structural modification under electron irradiation. An atomic reconstruction (2 x 1) and a phase of MnO, induced by ordered oxygen vacancies, were identified by transmission electron microscopy techniques and further characterized by comparison with density-functional theory calculations. These findings are expected to significantly broaden current knowledge of the structural stability of ultrathin layered sheets

Oyster reef ecosystem services: Finfish utilization and trophic linkages Harris Creek, Maryland, USA

Oyster reefs provide habitat for finfish and their prey. Our project focused on determining the impacts of oyster reef restoration on finfish in the Harris Creek Oyster Sanctuary in the Maryland portion of Chesapeake Bay. As a preliminary step, we examined the utility of using trawls in the place of gillnets to sample finfish but found that trawl samples were also highly variable and that the diets of finfish caught in trawls tended to be different than those caught in gillnets. Based on these findings and the fact that gillnets can be set within reef habitats, all remaining sampling was conducted using gillnets. To assess differences in finfish abundance on oyster reef compared to adjacent non-reef habitats, we used pairs of gillnets to determine catch per unit effort (CPUE). Of the species captured, only white perch showed significantly higher CPUE in reef habitats than in adjacent non-reef habitats. Using only data from on-reef sites, we examined the effect of reef type (restored vs. non-restored) on finfish CPUE. Reef type had no significant effect on CPUE for white perch or striped bass