S. G. Miller to H. R. Miller (3 July 1863)

Susan\u27s concern for her family members\u27 lives; patriotism versus sacrifice and stoicism; speculation on mail impediments; perception of the War; general updateshttps://egrove.olemiss.edu/ciwar_corresp/1598/thumbnail.jp

H. R. Miller to S. G. Miller (30 November 1851)

Update on Miller\u27s travelshttps://egrove.olemiss.edu/ciwar_corresp/1556/thumbnail.jp

S. G. Miller to H. R. Miller (28 May 1863)

Susan\u27s fears of losing her husband and sonshttps://egrove.olemiss.edu/ciwar_corresp/1595/thumbnail.jp

S. G. Miller to H. R. Miller (29 September 1862)

Discusses loneliness, freedom and updates on various peoplehttps://egrove.olemiss.edu/ciwar_corresp/1579/thumbnail.jp

Supporting Career Development and Employment: Benefits Planning, Assistance and Outreach (BPA&O) and Protection and Advocacy for Beneficiaries of Social Security (PABSS)

This training curriculum is dedicated to increasing knowledge and understanding of the Social Security Administration\u27s disability and return to work programs and work incentive provisions as prescribed in the Social Security Act and Ticket to Work and Work Incentives Improvement Act of 1999 as well as other federal benefit programs. These informational resources were compiled and edited to provide continuing education and print materials for benefits specialists and protection and advocacy personnel on the interplay of these benefit programs and impact or employment

The Impact of Organized Interests on Eligibility Determination: The Case of Veterans' Disability Compensation

A bureaucracy has a profound impact on public policy when it determines eligibility for government programs. Organized interest groups can increase the amount of information the target population has about the program, help applicants with their applications, and work to inform policy makers when the process is not working well. By doing these things, interest groups can affect how government programs are implemented. In this paper, we investigate the influence of veterans' interest groups on eligibility determinations in the Veterans' Disability Compensation (VDC) program across the fifty U.S. states to determine whether variations in veterans' organizations can explain why VA programs are implemented differently across the states. We find that the strength of veterans' groups affect demand for, access to, and effectiveness of the Veterans' Disability Compensation program. In states where veterans' groups have greater resources, more veterans file claims, more applications are approved, and, interestingly, the Veterans' Administration makes fewer errors in their eligibility decisions. We find no evidence, however, that the strength of veterans groups explain variation in the number of claims that are appealed, the percent of claims that are pending over 120 days, or the average disability rating given to successful claimants.Includes bibliographical reference

The Relationship between Curriculum-based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students

The purpose of this study was to investigate the relationship between oral reading fluency and performance on a statewide reading achievement test for middle grades students. Participants in this study were 75 seventh-grade students. One month before the students were administered the state test, each student read three probes from their current basal reader to determine an oral reading fluency rate. The Ohio Grade 7 Reading Test scores were correlated with oral reading fluency rates to determine the extent of the relationship between the results. Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing the statewide reading achievement test

Student and Instructor Perceptions of Effective Instructional Methods in a University Aviation Human Factors Course

Aviation human factors instructors employed by University Aviation Association (UAA) member institutions and aviation flight students from Southern Illinois University at Carbondale (SIUC) were asked to rank nine teaching methods according to perceived effectiveness in each of four subject areas: flight physiology, flight psychology, aeronautical decision-making (ADM), and crew resource management (CRM). Responses were compiled into two categories, students and instructors. Analysis using the Spearman\u27s rank correlation coefficient indicated that students and instructors generally agreed on teaching methods they considered appropriate to the four subject areas

From Food and Fuel to Farms and Flocks: The Integration of Plant and Animal Remains in the Study of the Agropastoral Economy at Gordion, Turkey

The site of Gordion, Turkey, provides a case study of the integrated use of archaeobiological data. Associations between botanical and faunal remains suggest a continuum of land‐use practices. At one end, high ratios of the seeds of wild plants versus cultivated cereal grains (calculated as count/weight) and high proportions of the bones of sheep, goat, and deer are signatures of a subsistence economy focused on pastoral production. At the other, low wild/cereal ratios along with high proportions of the bones of cattle, pig, and hare indicate an economy more focused on agriculture. Based on the millennium‐long sequence analyzed, the most sustainable land use around the ancient settlement emphasized pastoral production; only during the wealthy Middle Phrygian period did high population support greater reliance on agriculture

Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A “business as usual” comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children’s hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter–sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing