Boot-Strapping Trans-Discrimination Claims to Sex: Band-Aiding the Discrimination of Transgender People

R.M.A. was discriminated against merely because he identified as a male. He was denied use of basic school facilities that are available to all other boys his age. Under some federal and state laws, R.M.A. would be fully protected from such discrimination. In Missouri, however, transgender individuals are not expressly recognized as a protected class. Thus, until Missouri establishes safeguards for people who are discriminated against because of their transgender identity, R.M.A. and other transgender children must couch their claims as discrimination on the basis of “sex.

The Effects Of The Combination Of Interview Practice In A Mixed-reality Environment And Coaching On The Interview Performance Of Young Adults With Intellectual Disabilities

The purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live preinterviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview performance. Student participants then engaged in interviews with avatars in the TLE TeachLivETM lab. After each treatment interview in the lab, student participants received individualized coaching sessions to assist them in improving their interview performance. Interview performance was rated in order to determine if the combination of interview practice and coaching increased student participant performance as measured on an interview rubric. Finally, student participants participated in live post-interviews with Office of Career Services to determine if the two-step instructional training intervention resulted in the improvement of interview performance in a natural, live setting. In addition, student participants, parents/primary caregivers, and an employee expert panel participated in a survey rating the goals, procedures, and outcomes of the study. Results indicated that the combination of interview practice in the TLE TeachLivETM setting and coaching was associated with immediate gains in the interview performance of student participants. Student participant performance also improved in live interview settings. Social validity data indicated that using this combination intervention was both valuable and appropriate in preparing individuals with ID for employment interviews

Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods

Video compositing can be used to combine images of the instructor and content, which the instructor can monitor in real time. We evaluated the student experience of this “live composite” format in two carefully designed experiments. Results showed the perceived quality of and student preference for live composite lectures is not different from that of traditional lectures. Results also showed the live composite format is superior to voiceover and picture-in-picture formats in terms of attention, positive emotion, experiential attitude, preference, perceived quality, and instructor social presence. The two experiments had similar patterns of results, suggesting the observed effects are robust. Although we found no differences in short-term learning among lecture formats, the live composite method resulted in a better subjective experience for students. Instructors who use online recordings should consider adopting this approach

Izkoriscanje porajajoce se tehnologije za oblikovanje vkljucujoce prihodnosti z univerzalnim modelom za ucenje

The aim of this article is to explore the opportunities and challenges that arise with the proliferation of new technology, to provide an understanding of why it is important to try new strategies in education, and to provide an inclusive framework for experimentation using tools such as robotisation, automatisation, artificial intelligence and immersive learning. Significant challenges exist in implementing transformative technologies with a limited or non-existent evidence base for their use, and designing inclusive educational experiences with a limited evidence base is even more challenging. In order to address this need, the article presents some ways in which educators can make informed implementation decisions around these new tools. First, we examine the rule of the least dangerous assumption, which supports trying new technologies even if the evidence base is lacking. Next, we present a strategy that educators can use to apply the research-based framework of UDL in order to make informed implementation choices with new technologies. Finally, based on information gained from experience in providing professional development, school level implementation, individual student interventions and teacher focus groups, we offer some recommendations for practice. We present several fun propositions that can help create a culture to support educators as they endeavour to create inclusive educational experiences with emerging technologies. We also explore current trends in technology use, describing and providing practical examples of implementation and integration to support a more inclusive future with emerging technologies. (DIPF/Orig.

Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice

Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order.  As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education.  Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective.  Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs.  Although Singaporean students consistently score near the top in science, math, and reading achievement on international assessments, many students with special needs still receive their education in schools separated from their mainstream peers.  In 2004, Prime Minister Lee Hsien Loong discussed a new vision of Singapore becoming an inclusive society that embraces all individuals with special learning needs.  In this manuscript, the authors provide a brief history of Singapore and its education system and explore how PM Lee’s vision of an inclusive society has shaped practice and policy in Singapore schools in the last decade. Specific ideas and next steps for creating an inclusive Singapore for individuals with disabilities are discussed

Advancing access to higher education for students with intellectual disability in the United States

Due to changes in legislation and policy in the United States, higher education has become more available to people with intellectual disability (ID). Currently, over 6000 students with ID are enrolled in 310 colleges and universities. In the past decade, the federal government has invested over 100 million dollars in a model demonstration program aimed at institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with ID. This article will describe the impetus and impact of this funding as well as related changes in policy and practice. With the emergence of these opportunities, a field of research has emerged, offering new knowledge about what higher education can offer to students with ID as well as the positive impact these students have on their peers, professors, and campus communities. We have also begun to see documentation of more long-term impacts of higher education on students’ employment, independent living outcomes, and life satisfaction. By describing these policy, practice, and research developments, this article will provide readers with a better understanding of the background, current status, and future needs of the field of inclusive higher education for people with ID in the United States and potential takeaways for similar stakeholders in other countries

Populism and Myth in the Rhetoric of Elizabeth Warren

This study sought to understand the strong resonance of Elizabeth Warren's rhetoric among Millenials and many liberal democrats. The three texts selected each received an inordinate amount of attention, particularly via social media and later by the popular press. As no rhetorical studies had been done about Warren, I drew from the remarkable body of literature concerning populist rhetoric and the paranoid style. Framework in place, the analysis of Warren's rhetoric revealed the presence of the major traits of populist rhetoric, but also made it clear that the core suasive power of her message came from a communitarian variant of the American Dream myth

Effects of Harvest Maturity and/or Kernel Processing on Corn Silage Processing Score and Particle Size of Corn Silage

Objective A single corn hybrid was used to evaluate harvest maturity (Mat) and/or kernel processing (KP) effects on corn silage processing score (CSPS) and particle size (PS). Study Description Treatments were arranged in a 2 × 2 factorial of: 1) Mat (early and late) and 2) KP (no or yes). A single corn field was planted on April 27, 2020. There were 12 loads (experimental unit) per simple effect treatment mean. Data were analyzed as a completely randomized design. Early harvest (3/4 milk line) occurred on August 28, 2020 [yield (as is) = 17.40 tons/acre; DM = 43.1%; CP, NDF, and starch = 6.5, 46.0, and 32.9%, respectively (DM basis)]. Late harvest (black layer) occurred on September 9, 2020 [yield = 16.83 ton/acre (as is); DM = 49.2%; CP, NDF, and starch = 6.6, 49.8, and 37.5%, respectively (DM basis)]. The same equipment was used for both Mat with KP achieved by narrowing processing rollers. The CSPS was determined as the proportion of starch retained below a 0.19 in sieve. Grain content (DM basis) of the corn silage was calculated from: starch content/0.72. Particle size was assessed using the Penn State Particle Separator. A Mat × KP interaction (P = 0.05) was detected for CSPS. Early/no and late/no had decreased (P ≤ 0.05) CSPS compared to early/yes and late/yes had the greatest CSPS (P ≤ 0.05) compared to others. Grain content was 13.9% greater in late compared to early (P = 0.01). A Mat × KP interaction (P = 0.03) was detected for PS. Early/no had the greatest (P ≤ 0.05) PS, early/yes and late/no were intermediate, and late/yes had decreased PS compared to others (P ≤ 0.05). Tak

The misuse and abuse of statistics in biomedical research

Statistics are the primary tools for assessing relationships and evaluating study questions. Unfortunately, these tools are often misused, either inadvertently because of ignorance or lack of planning, or conspicuously to achieve a specified result. Data abuses include the incorrect application of statistical tests, lack of transparency and disclosure about decisions that are made, incomplete or incorrect multivariate model building, or exclusion of outliers. Individually, each of these actions may completely invalidate a study, and often studies are victim to more than one offense. Increasingly there are tools and guidance for researchers to look to, including the development of an analysis plan and a series of study specific checklists, in order to prevent or mitigate these offenses