Impact of Service Delivery Model, Presenting Problem, and Consultee Characteristics on Teachers’ Preference for Academic and Behavioral Remediation

This study examined teachers\u27 preferences for academic and behavioral remediation. Specifically, the impact of service delivery model (traditional or flexible), type of presenting problem (academic or behavioral), and selected consultee characteristics (age, years of experience, grade level taught, years at current school, and level of teacher education) on teacher preferences was investigated. Individuals completed a demographic information sheet and an analog study. The survey consisted of two hypothetical scenarios of two different students found within the classroom. The first scenario described a student who only exhibited behavioral/emotional issues. The second scenario described a student who presented with only academic issues. After reading each scenario, teachers selected a first preference of what they would like to do next to help the student (refer for testing, consult with a school psychologist, continue with current intervention/instruction, and other). Frequency data were recorded for all variables. Independent t-tests were conducted to determine if there was a significant difference in the number of referrals reported over the past twelve months and number of times consulting with a psychologist in the past twelve months between the participants in the flexible and traditional service delivery models. Chi Square analyses were conducted on teachers\u27 preference to help students with academic and behavior problems between flexible and traditional service delivery models. In addition, a discriminant function analysis was conducted on all demographic variables, to determine which variable(s) if any predicted remediation preferences. Results indicated that teachers in the flexible service delivery model consulted with the school psychologist significantly more often than teachers in the traditional model. There was no significant difference in the numbers of referrals to the school psychologist for testing. A significant difference was found for teachers\u27 preference for remediation of students with academic problems between the two service delivery models. This difference in teachers\u27 preferences was apparent in the significantly larger number of teachers in the flexible service delivery system versus the number of teachers in the traditional service delivery model that chose to consult with someone other than a school psychologist for assistance. There was no significant difference in teachers\u27 preferences for remediation of behavior problems among students across both service delivery models. Similarly, none of the demographic variables emerged as predictors of teachers\u27 preference for remediation of academic problems, however the correlation between the two was not significant. None of the demographic variables were predictors of teachers\u27 preference for remediation of behavior problems. Discussion focuses on these results as they relate to past research, implications for the evolving role and function of school psychologists, and directions for future practice and research

Validation and uncertainty framework for variable-density mixing experiments

Variable-density mixing (e.g., mixing due to the Rayleigh–Taylor (RT) and Richtmyer–Meshkov (RM) instabilities) is observed in many engineering applications. For example, RT mixing is observed in geophysical flows, stratified oceanic or atmospheric layers, and contaminant mixing, such as oil spills or pollution. Although less common, RM mixing is present in hypersonic combustion, supernova, and inertial confinement fusion. Current computational fluid dynamics models inadequately predict variable-density mixing physics and developments need to be validated with experimental data. However, variable-density experiments are complicated due to the range of spatial mixing scales and inherent coupling of density and velocity. This requires simultaneous measurement of the density and velocity fields and is typically accomplished via simultaneous particle image velocimetry (PIV) and planar laser--induced fluorescence (PLIF) with two distinct measurement systems. This introduces additional error sources to traditional PIV. Correlated density-velocity quantities (e.g., Favre-averaged Reynolds stresses and mass fluxes) are contaminated by both PIV and PLIF uncertainties. Moreover, spatial registration and sheet alignment errors between PIV and PLIF measurements are introduced for all flow quantities and magnified for correlated quantities. The Extreme Fluids Team at Los Alamos National Laboratory (LANL) is conducting multiple variable density validation experiments. The vertical shock tube (VST) is designed to statistically characterize RM mixing, whereas the turbulent mixing tunnel (TMT) investigates RT and Kelvin–Helmholtz mixing. Simultaneous two-component PIV and PLIF diagnostics are used in both facilities. Although the TMT can acquire large ensemble averaged datasets, the ability of acquiring large numbers of dataset realizations from the VST is severely limited. A framework for variable-density uncertainty quantification and validation is presented for both experiments. This framework follows the validation experiment assessment criteria presented by Oberkampf and Smith [1] with a goal of achieving at least a Level 2 completeness level. Both facilities have been designed to accurately describe the experimental conditions. The most difficult issue is quantifying the measurement uncertainties. Instantaneous PIV uncertainties are estimated using the uncertainty surface method [2] the peak ratio method [3], then propagated into the velocity statistics [4]. The effects of spatial registration sheet alignment errors are also assessed and initial uncertainty estimates due to these quantities are presented. Using the same methods as [4], PIV, PLIF, registration and alignment uncertainties are propagated into the Favre-averaged stresses and mass fluxes

A Randomized, Double-blind, Placebo-controlled Study of the Safety and Efficacy of Lessertia frutescens (L.) Goldblatt and J.C. Manning (syn. Sutherlandia frutescens (L.) R. Br.) in HIV-infected South Africans : Protocol

Protocol Number: TICIPS002_RP01NIH: National Center for Complementary and Alternative MedicinesFogarty International CenterSponsor: National Center for Complementary and Alternative Medicine National Institutes of Health (http://nccam.nih.gov)On July 9, 2015, the file was updated from the 2009-12 version to Version 7.5 (Protocol Revision Date April 05, 2010)

A Digital Analysis Of The Reported Earnings Of Asian Firms

Prior research (Carslaw, 1988; Thomas, 1989) has noted unusual patterns in the frequency of occurrence of certain digits contained in reported earnings.  Employing digital analysis, studies have found that managers in the U.S. and Australia may round reported earnings numbers to achieve income-smoothing objectives.  This study extends prior literature by examining whether reported earnings of firms from six Asian countries: South Korea, Malaysia, Philippines, Singapore, Thailand and China follow similar patterns

Skin Barrier Function and Its Importance at the Start of the Atopic March

Atopic dermatitis can be due to a variety of causes from nonatopic triggers to food allergy. Control of egress of water and protection from ingress of irritants and allergens are key components of cutaneous barrier function. Current research suggests that a degraded barrier function of the skin allows the immune system inappropriate access to environmental allergens. Epidermal aeroallergen exposure may allow sensitization to allergen possibly initiating the atopic march. Further research into connections between epidermal barrier function and possible allergen sensitization will be important to undertake. Future clinical trials focused on skin barrier protection may be of value as a possible intervention in prevention of the initiation of the atopic march

A Nutrition Education Program for Advanced Practice Registered Nurses Caring for Obese Patients

Obesity is a major U.S. public health epidemic. A review of the current literature identified a lack of obesity counseling with individuals. The gap in practice was a lack of understanding of nutrition, nutrition labeling, and how foods affect health. The objective of this project was to identify the community assessment need related to obesity and then educate APRNs on ways to better communicate with obese patients. This project focused on an education program for advanced practice registered nurses (APRNs) on using the 5 A\u27s framework for obesity counseling to improve their knowledge and skill in counseling their overweight and obese patients in a rural primary care clinic. Knowles\u27 adult learning theory was used to develop the education project. The education program was presented to and evaluated by 2 APRNs at a rural health clinic. The providers requested the information be placed online so they could give the presentation their undivided attention. The audio-based PowerPoint presentation and printed copies of the presentation content were e-mailed to each of the providers. The presenter went to the clinic 3 days after placing the presentation online to obtain the evaluations and answer any questions. An impact evaluation assessed the presenter, audience learning experience, and confidence and skill of the participant. The participants reported they had a better understanding of the reality of the obese population and how they could improve their communication by using the 5 A\u27s method of assessment. Both participants reported the presentation was clear and easy to understand. A recommendation was made to conduct a future quality improvement project expanding the use of the educational program. This project has the potential to impact social change by improving health care education and ultimately reducing obesity

Early Pollen Sensitization in Children Is Dependent upon Regional Aeroallergen Exposure

Introduction. Aeroallergen sensitization occurs at an earlier age than previously noted. The purpose of this paper was to identify which pollens cause early sensitization in young children presenting with rhinitis symptoms. Methods. This paper was a retrospective analysis of skin test results from 2- to 8-year-old patients presenting with a history consistent with allergic rhinitis. Patients were tested to aeroallergens common to the Great Basin along with a histamine and saline control. Pollen counts were obtained from a Reno, NV-certified counting station. Results. 123 children less than 8 years of age were identified. Over 50% of these children were sensitized to at least one aeroallergen. Chemopodaciae, timothy, alfalfa, black walnut, olive, mountain cedar and willow were predominating sensitizing aeroallergens of the Great Basin Region. Pollen counts were notable for a early spring peak for the tree season, grass season in May and weed season in August. Pollen levels continued to November at low levels. Discussion. Aeroallergens causing early sensitization differed from those which had predominately been reported in other regions of the United States. Pediatric allergists should consider performing a local review of sensitizing aeroallergens in their region to assist with identification and management of allergic rhinitis in their youngest patients. Please make style changes as appropriate

Mapping student learning throughout the collaborative inquiry process: the progressive e-poster

This project aligns science teaching and learning to the scientific research method using an approach that enhances student engagement and aligns desired learning outcomes with professional practice. The aim was to shift the assessment-driven motivation of students toward intrinsic motivation through collaborative inquiry, and encourage them to reflect on their own learning as they integrate theory with practice. The approach centres on the creation of learning communities structured to facilitate students’ metacognitive awareness of both individual and collaborative learning processes. The integration of reflection, analysis and critique of process (as opposed to outcome) into a research-based e-poster project enhances student learning by reinforcing the iterative process of the scientific method. The strategic structure of the online and face-to-face components of the collaborative inquiry process acknowledges and builds upon the disciplinary, cultural, and social diversity of the class

Mapping student learning throughout the collaborative inquiry process: the progressive e-poster

21st century research approaches in the biological sciences continue to progress at an ever-increasing pace. Advances in computer technologies have resulted in exponential increases in the rate at which biological data are collected, accumulated, disseminated and applied. Biology education has remained predominantly content-centric, focused on prescribed activities with little autonomy, and pedagogies have remained stagnant in comparison to the implications of research outcomes (National Research Council 2003; Handelsman, Ebert-May, Beichner, Bruns, Chang, DeHaan, Gentile, Lauffer, Stewart, Tilghman, and Wood 2004). There is a critical need for evidence-based reform to align the link between current research and pedagogical practice. This project addresses this need through the creation of collaborative learning communities from a crucial starting point: ‘thinking about thinking’, i.e., the enhancement of learning through individual and group reflection and analysis of the scientific inquiry process. This project aligns science teaching and learning to the scientific research method using an approach that enhances student engagement and aligns desired learning outcomes with professional practice. The aim was to shift the assessment-driven motivation of students toward intrinsic motivation through collaborative inquiry, and encourage them to reflect on their own learning as they integrate theory with practice. The approach centres on the creation of learning communities structured to facilitate students’ metacognitive awareness of both individual and collaborative learning processes. The integration of reflection, analysis and critique of process (as opposed to outcome) into a research-based e-poster project enhances student learning by reinforcing the iterative process of the scientific method. The strategic structure of the online and face-to-face components of the collaborative inquiry process acknowledges and builds upon the disciplinary, cultural, and social diversity of the class