A Study of the Use of the Word Law in Paul\u27s Epistle to the Romans

There are Orthodox Jews today, as in their early history, who still place their hope of righteousness in various laws, rituals, and ceremonies. This became quite evident as the writer took his basic training during the winter of 1959 at the u. s. Army\u27s basic school for Chaplains. The problem was further intensified by the fact that the writer has found this problem to be a part of many individuals\u27 experiences. There are many of his associates of the Protestant faith who place their hope of righteousness in particular aspects of the law. Some feel that works merit salvation. The Orthodox Jew at Chaplain\u27s school could not eat with the other men. He had his own private kitchen and every Sunday night he brought in from town supplies for the week. His frantic rushing every Friday night to reach his weekend destination before sundown seemed almost maddening. The problem, a study of Paul\u27s use of the word law in Romans, is divided into two parts. The first part is to try to discover as accurately as possible what Paul was talking about when he used the word law. The second part is to try to indicate what Paul taught about law

An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Achievement and Ability, Socioeconomic Status, and School Experiences

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole

Error Monitoring: A Learning Strategy for Improving Academic Performance of LD Adolescents

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.Error monitoring, a learning strategy for detecting and correcting errors in written products, was taught to nine learning disabled adolescents. Students could detect and correct more errors after they received training than they had detected prior to training. Error rate in self-generated products was especially low (close to zero) after training

A Model for Conducting Research with Learning Disabled Adolescents and Young Adults

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.Issues from the field of learning disabilities and the field of education in general which impact the learning disabled individual are discussed as they relate to research with learning disabled adolescents and young adults . Based on this knowledge of the context in which the LD adolescent is required to function, a research model that allows a commitment to programmatic research leading to the validation of interventions as well as the generation and investigation of new research questions is presented. Critical questions within the three research areas of the Institute epidemiology, intervention, and generalization-- are discussed as they relate to this research model

Are There Learning Disabilities After High School?

This is the published version, also found at http://sped.org

Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.Two learning strategies, visual imagery and-self-questioning, designed to increase reading comprehension were taught to six learning disabled students using a multiple-baseline across strategies design. Results of the study indicate that LD students can learn the two strategies and can apply them in both reading-ability level and grade-level materials. The students' use of the strategies resulted in greater comprehension scores from the pretest in baseline to the posttest after training. Instructional time for each strategy ranged from five to seven hours

Pre- and Post-Activity Stretching Practices of Collegiate Soccer Coaches in the United States

International Journal of Exercise Science 13(6): 260-272, 2020. Current pre- and post-activity stretching guidelines are designed to optimize performance and reduce injury risk. However, it is unclear whether soccer coaches adhere to these recommendations. The purpose of this study was to determine if collegiate soccer coaches’ perceptions and practices align with current scientific recommendations. A total of 781 questionnaires were electronically distributed to soccer coaches from NCAA Division I and III universities.The questionnaire obtained demographic, professional, and educational information, as well as stretching practices. Statistical analysis consisted of computing frequency counts and means where applicable. Pearson\u27s Chi-square tests were performed to assess the potential differences in stretching perceptions and practices among the cohort of soccer coaches. Results suggest that soccer coaches are choosing some forms of stretching more frequently than other coaches (χ2= 342.7, p\u3c 0.001). Further analysis failed to determine significant associations between stretching type and coaching certification, level, sex, years of experience, and age. Of the 209 respondents, 84.9% believed pre-activity stretching to be of greater than average importance on a seven-point Likert scale. Dynamic stretching (68.7%) or a combination of static and ballistic stretching (18.0%) prior to athletic events was the most typical stretching prescribed. Current post-activity practices demonstrate that most coaches (95.4%) are using some form of a general cool-down following practice or competition. This study is an important assessment of the extent to which collegiate coaches administer appropriate stretching techniques. Most coaches adhere to current recommendations; however, they should continue to evaluate their practices against ongoing research and the practices of their peers