Inclusion of Developmentally Disabled Students in Summer Learning Programs

Notable debate has continued over the efficacy of placing developmentally disabled children in general education classrooms. Because developmentally disabled children, specifically those with autism spectrum disorders (ASD), can benefit from engaging with typically developing peers in an educational setting, many scholars argue that these students have a right to be included. This debate is often rooted in the least restrictive environment clause of the 1997 Reauthorized Individuals with Disabilities Education Act (IDEA). This research essay will focus on the inclusion of autistic students in summer learning programs, specifically the Breakthrough Collaborative program. While developmentally disabled students receive the majority of their services during the school day during the regular school year, the need for support services does not end when school lets out for summer. Effective teaching strategies and their generalizability dependent on the nature and severity of the child’s disability are discussed

What Impact Do Culturally Competent Teachers Have on the Social Inclusiveness of Their Students?

This study explored the social inclusiveness of classrooms with culturally competent teachers who were identified both by their participation in in-service diversity training and by principal nomination. The design of this study was primarily quantitative using a one-way ANOVA to analyze whether fourth and fifth grade students (N = 125) in classrooms with teachers identified as culturally competent are more inclusive in their mutual friendships than students (N = 117) in classrooms with not trained teachers at the same schools. Sociometric questionnaires were used to collect data on mutual friendships. Observations of students in lunchroom settings were also conducted. Findings from the sociometric questionnaire suggest that students with culturally competent teachers, also referred to as culturally responsive teachers in the literature, have broader and more diverse social networks than students in classrooms with not trained teachers. However, in the lunchroom settings where a given student must choose a limited number of students to sit next to at the lunch table, no notable differences between the classrooms emerged. Other than training in diversity issues, teachers in the two groups were very similar

Effects of Leader-­Subordinate Age Difference on Ratings of Leader Effectiveness

While there have been a number of research studies devoted to understanding the leader-­subordinate exchange, together, their analyses have not yet been able to piece together the many facets of this complex relationship. Past studies have ascertained that status incongruence (age differences) between the leader and subordinates affects work outcomes. To elucidate these findings, others have called into question whether it is the actual age or the social age (perception of an individual’s age) that has greater effects on the leader-­subordinate relationship (Lawrence, 1988). This paper strives to promote an understanding of how the actual age difference between leaders and subordinates affects ratings of leader effectiveness. Specifically, how ratings of leader effectiveness are affected when the leader is younger than subordinates is addressed

Shall We D.A.N.C.E? – A Process for Transformation and Renewal

The purpose of this paper is to produce transformation and renewal within the Progressive National Baptist Convention, Inc. (hereafter, PNBC) through a change process called the D.A.N.C.E (Discovery, Analysis, Navigation, Choreography, and Execution). This process will enable leaders and members of the PNBC to examine and address critical questions related to their identity, purpose, and agenda in light of post-Civil Rights realities. The PNBC, like many Black social and religious organizations, emerged as a result of its time, a time characterized by segregation and discrimination legislated by the United States government. Yet with the success of socio-political movements like the Civil Rights Movement, resulting in the passing of the Civil Rights Acts of 1964 and 1968, times have changed. These changes have impacted every aspect of the Black community, including the Black Church and parachurch organizations. Because the PNBC derived its identity, purpose, and agenda from the sociological, political, and religious climate of the past, several critical questions must be asked at this point. These include: Who is the PNBC now? What is its purpose and agenda today? Most importantly, who does the PNBC need to be in order to remain relevant and progressive in the eyes of a post-modern, post-Civil Rights, “post-Joshua” generation? The purpose of this paper is to set forth a change process that will produce transformation and renewal within the PNBC. This process will allow this organization to examine and address critical questions related to its identity, purpose, and agenda in light of post-Civil Rights realities. By engaging this process, the organization will be able to re-imagine and revamp its mission with the goal of re-establishing its relevance. Theological Mentor: Kurt Fredrickson, Ph

Journey towards artistry : Blues for an Alabama sky.

This thesis represents and examines my metamorphic journey as it relates to acting. These pages hold my greatest fears, insecurities, perspectives, and mantras toward life and the magical world of theatre. Chapter One, Genesis of Passion, reveals how my childhood helped and hindered my progression as an artist in my adulthood. Chapter Two, Metamorphosis of an Artist, speaks to the mental and physical adjustments required to transition from the teacher back to the student. Chapter Three, Touched by An Angel, includes historical data surrounding Blues For An Alabama Sky as well as specific character research needed to bring my character to life. It discusses my mentality toward this preparation as well as thoughts and insights while rehearsing and performing the role. The final chapter, Revelations of Possibilities, speaks to my desire to leave a blueprint for Master of Fine Arts students in this program who will graduate after me. It encourages and directs them toward a path of finding elements that perfect their artistry, filtering negativity that blocks this growth and forgiving themselves and others when instances and situations do not turn out as they might have wished

Quinine blocks 5-HT and 5-HT3 receptor mediated peristalsis in both guinea pig and mouse ileum tissue

Introduction. Quinine is commonly used to treat malaria; however one of the principal side effects is gastrointestinal disturbances (White, 1992). 5-HT3 receptors modulate gut peristalsis (Chetty et al., 2006), and, as quinine has been shown to act as a 5-HT3 receptor antagonist (Thompson and Lummis, 2008) it is possible that these side effects result from actions at gut 5-HT3 receptors. To address this question, we examined the ability of quinine to antagonise 5-HT and 5-HT3 mediated peristalsis in guinea pig and mouse ileum. Methods. Ileum was excised from male guinea pigs (200-300g) and C57BL/6 mice (25-35g) following cervical dislocation. Ileum segments (3-5 cm) were mounted in 50 ml organ baths containing Tryode’s solution at 35-37 °C. Concentration-response curves were constructed for 5-HT and the selective 5-HT3 agonist 2-Me-5-HT (non-cumulative doses). Quinine was pre-applied for 10 min and inhibition measured using agonist concentrations that elicited a submaximal response. Results. Concentration-dependent contractions produced by 5-HT (pEC50 = 5.45 ± 0.17, n = 8) and the selective 5-HT3 agonist 2-Me-5-HT (5.01 ± 0.17, n = 11) were not significantly different (Student’s t-test, t = 0.619, df = 17, p = 0.544) in guinea pig ileum. Increasing concentrations of quinine were able to antagonise the activities of both 5-HT (pIC50 = 5.03 ± 0.2, n = 6) and 2-Me-5HT (pIC50 = 4.59 ± 0.26, n = 4). At mouse ileum, 5-HT (pEC50 = 7.57 ± 0.33, n = 9) was more potent (Student’s t-test, t = 3.6, df = 12, p = 0.004) than 2-Me-5-HT (pEC50 = 5.45 ± 0.58, n = 5). Quinine antagonised both the 5-HT (pIC50 = 4.87 ± 0.31, n = 7) and 2-Me-5-HT-induced (pIC50 = 6.18 ± 1.14, n = 4) contractions. Conclusions. These results support previous electrophysiological studies that identified quinine as an antagonist at recombinant 5-HT3 receptors with IC50 values comparable with those reported here (pIC50 = 4.87, Thompson et al., 2007). Further, we found that quinine completely blocked 5-HT induced contractions in mouse and guinea pig, raising the possibility that quinine targets other 5-HT receptors in the gut (e.g., 5-HT4 receptors) and may influence intestinal function

The Effects of Integrating Mathematics into the Physical Education Setting

The purpose of this paper was to describe the effects of integrating mathematics curriculum into the physical education setting. The study was conducted in an elementary school in Northern Minnesota where a strong emphasis is being placed on preparation for standardized testing. The research was designed to find the results of integration in four classes of first-grade students. The data collecting methods used included pre- and post-assessments, observational journal, student feedback, and a teacher dialog. The results of the research indicated that integration enhanced the learning environment and improved mathematics performance for students. The data also showed that physical activity time for students decreased with an increase of instruction time. The implications of this action research will be extended to the third through fifth grade level to determine if the integration process will positively impact their learning environment

Evaluation of the Induction of Immune Memory following Infant Immunisation with Serogroup C Neisseria meningitidis Conjugate Vaccines - Exploratory Analyses within a Randomised Controlled Trial

Aim: We measured meningococcal serogroup C (MenC)-specific memory B-cell responses in infants by Enzyme-Linked Immunospot (ELISpot) following different MenC conjugate vaccine schedules to investigate the impact of priming on immune memory. Methods: Infants aged 2 months were randomised to receive 1 or 2 doses of MenC-CRM197 at 3 or 3 and 4 months, 1 dose of MenC-TT at 3 months, or no primary MenC doses. All children received a Haemophilus influenzae type b (Hib)-MenC booster at 12 months. Blood was drawn at 5, 12, 12 months +6 days and 13 months of age. Results: Results were available for 110, 103, 76 and 44 children from each group respectively. Following primary immunisations, and prior to the 12-month booster, there were no significant differences between 1- or 2-dose primed children in the number of MenC memory B-cells detected. One month following the booster, children primed with 1 dose MenC-TT had more memory B-cells than children primed with either 1-dose (p = 0.001) or 2-dose (p<0.0001) MenC-CRM197. There were no differences in MenC memory B-cells detected in children who received 1 or 2 doses of MenC-CRM197 in infancy and un-primed children. Conclusions: MenC-specific memory B-cell production may be more dependent on the type of primary vaccine used than the number of doses administered. Although the mechanistic differences between MenC-CRM197 and MenC-TT priming are unclear, it is possible that structural differences, including the carrier proteins, may underlie differential interactions with B- and T-cell populations, and thus different effects on various memory B-cell subsets. A MenC-TT/Hib-MenC-TT combination for priming/boosting may offer an advantage in inducing more persistent antibody.peer-reviewe