A Preliminary Assessment of Nutrient Loading Into Narragansett Bay Due to Urban Runoff

This study is a component of a more comprehensive investigation at the Marine Ecosystems Research Laboratory, (MERL), University of Rhode Island, that was undertaken in order to assess the potential for eutrophication in both its meanings as a natural and man-induced process occurring in the upper portions of Narragansett Bay and its watershed. This assessment required identification and quantification of the various inputs in order to establish the annual loading and eventual effects of the four important nutrients; ammonia, nitrate-nitrite, silicate and phosphate

Development of a Short Version of the Cataldo Lung Cancer Stigma Scale

Lung cancer stigma is an important phenomenon experienced by many lung cancer patients that can be a barrier to medical help-seeking behavior. The purpose of this study was to shorten the Cataldo Lung Cancer Stigma Scale (CLCSS). The original 31-item scale had excellent internal consistency reliability but item redundancy. The majority of lung cancer patients are diagnosed at an advanced stage, and patient burden with survey completion may be higher in this population. To reduce patient burden with participation in lung cancer stigma-related research, a psychometrically sound short measure of lung cancer stigma is valuable. Factor analysis was used to evaluate the dimensionality of the CLCSS. Results were used to shorten the measure to 21 items. The shortened scale showed strong evidence of internal consistency reliability (Cronbach's alpha =.93). Results also indicate the scale is three dimensional with reliable subscales: stigma and blame, social isolation, and discrimination

Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/lq6v516h2rn178ut/?p=f618223ce7404c508a820fb0873297e2&pi=5Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research

Paving the Way for Future Scholars: Hearing the Voices of Four African American, Culturally Responsive, Women Professors at Predominately White Institutions of Higher Education

The purpose of this study was to learn more about African American, women professors who are culturally responsive. Three research questions guided the study: 1) What motivates African American women professors to be culturally responsive? 2) What are the challenges associated with African American women professors who are culturally responsive? And 3) How do African American women professors transform into culturally responsive educators? The researcher analyzed the findings through interpretive and thematic analyses. The data revealed five themes, Black pride; Me, Myself and I at a PWI; Resilience; Advocacy and Self-Care. The last chapter provided discussion, conclusions, recommendations and implications for further researc

Paving the Way for Future Scholars: Hearing the Voices of Four African American, Culturally Responsive, Women Professors at Predominately White Institutions of Higher Education

The purpose of this study was to learn more about African American, women professors who are culturally responsive. Three research questions guided the study: 1) What motivates African American women professors to be culturally responsive? 2) What are the challenges associated with African American women professors who are culturally responsive? And 3) How do African American women professors transform into culturally responsive educators? The researcher analyzed the findings through interpretive and thematic analyses. The data revealed five themes, Black pride; Me, Myself and I at a PWI; Resilience; Advocacy and Self-Care. The last chapter provided discussion, conclusions, recommendations and implications for further researc

Self-Determination Skills and Opportunities of Transition-Age Youth With Emotional Disturbance and Learning Disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/l5vq400577228810/?p=7708b4ddb79e4484ae1a1fc3d5bafcb6&pi=4This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD)from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent Specifically, adolescents with ED were found to have lower ratings of selfdetermination than students with LD, with the most pronounced differences evident from the teacher perspective. Eurthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed

Promoting self-determination for transition-age youth: Views of high school general and special educators

This is the published version, also found here: http://cec.metapress.com/content/m5781621105k3332/?p=a26d6505487b4343b14b0042308735be&pi=2Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research