Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs

The purpose of the study was to report on music educators’ perceptions of their involvement in the implementation processes of Individualized Education Programs. This included information about and participation in the IEP meetings and subsequent reception of communication of IEP documentation for the purpose of making appropriate adaptations for students with special needs in the music classroom. The study was conducted using a survey containing 7 Likert-type queries, two demographic questions, and an open-ended response option. Data from the survey were analyzed using descriptive statistics, with the open-ended responses examined through coding and categorization to divide responses into themes with accompanying patterns. Overall, results indicated participants received information about upcoming IEP meetings and attended them at varying degrees or used alternative means to provide information to be used to determine adaptations. However, most did not request to attend meetings, even though those who did reported a belief that they would be welcomed. Participants also received IEP documentation, although reports of updates and details in the paperwork varied. Even though most participants utilized IEP paperwork to make decisions on adaptations, some reported difficulties making the necessary changes. Results implied professional participants and special education personnel did communicate with each other about adaptations to varying degrees, generally with good working relationships. By highlighting the experiences of music teachers had with their students’ IEP processes, this study may possibly contribute to music educator practices regarding the full implementation of the Individuals with Disabilities Education Act mandates and more focused research on how successful implementation might take place

Do standing orders help with chronic disease care and health maintenance in ambulatory practice?

Studies of standing orders tend to examine their effect on compliance with preventive interventions for chronic disease rather than disease outcomes. In the ambulatory setting, they improve rates of influenza vaccination (strength of recommendation [SOR]: C, consistent cohort studies measuring vaccination rates), pneumococcal vaccination (SOR: C, consistent randomized controlled trials [RCTs] measuring vaccination rates), childhood immunizations (SOR: C, inconsistent RCTs measuring vaccination rates), and mammograms (SOR: C, RCT measuring screening rate). Standing orders don�۪t improve screening rates for colorectal cancer (SOR: C, RCT measuring screening rate)

Which asthma patients should get the pneumococcal vaccine?

Adults between the ages of 19 and 64 years who have chronic lung disease, including asthma, should get the vaccine, as should all patients 65 years and older (strength of recommendation [SOR]: C, consensus guide-lines). Evidence doesn't support routine vaccination of children with asthma or adults younger than 65 years who don't have chronic lung disease to decrease asthma-related or pneumonia-related hospitalizations (SOR: B, 1 retrospective cohort study and 1 retrospective, case- controlled cohort study)

Grand Illusions: American Art and the First World War

Review of Grand Illusions: American Art and the First World War, Reviewed September 2016 by Karen Stafford, Catalog/Reference Librarian, Ryerson & Burnham Libraries, Art Institute of Chicago, [email protected]

The Spiritual Dynamic in Modern Art: Art History Reconsidered, 1800 to Present

Review of The Spiritual Dynamic in Modern Art: Art History Reconsidered, 1800 to Present, Reviewed May 2015 by Karen Stafford, Catalog/Reference Librarian, Ryerson & Burnham Libraries, Art Institute of Chicago, [email protected]

The Visual History of Type

Review of The Visual History of Type, Reviewed November 2017 by Karen Stafford, Head of Technical Services, Ryerson & Burnham Libraries, Art Institute of Chicago, [email protected]

Jervis McEntee: Kingston's Artist of the Hudson River School

Review of Jervis McEntee: Kingston's Artist of the Hudson River School, Reviewed November 2015 by Karen Stafford, Catalog/Reference Librarian, Ryerson & Burnham Libraries, Art Institute of Chicago, [email protected]

The Badge of a Freemason: Masonic Aprons from the Scottish Rite Masonic Museum & Library

Review of The Badge of a Freemason: Masonic Aprons from the Scottish Rite Masonic Museum & Library, Reviewed September 2015 by Karen Stafford, Catalog/Reference Librarian, Ryerson & Burnham Libraries, Art Institute of Chicago, [email protected]

The Changing Roles of Natural Resource Professionals: Providing Tools to Students to Teach the Public About Fire

The Arthur Temple College of Forestry and Agriculture (ATCOFA) at Stephen F. Austin State University is taking a proactive stance toward preparing forestry students to work closely with the public on fire planning in wildland-urban interface areas. ATCOFA\u27s incorporation of the Changing Roles curriculum provides lessons on how natural resource managers\u27 roles are (1) different than they used to be, and (2) ever-evolving. The undergraduate Forestry Field Station summer program at the University\u27s Piney Woods Conservation Center now emphasizes the importance and challenges of working with the public. The program brings practicing professionals from the Texas Forest Service to describe the real-world challenges they face in communicating and working effectively with the public in their jobs

New Deal for Disabled People: second synthesis report - interim findings from the evaluation

The New Deal for Disabled People (NDDP) is the major employment programme available to people claiming incapacity-related benefits, and is an important part of the Government’s welfare-to-work strategy. NDDP is a voluntary programme that provides a national network of Job Brokers to help people with health conditions and disabilities move into sustained employment. The evaluation design incorporates a longitudinal dimension, and this report presents selected findings from the evaluation. It covers developments up to and including spring 2004, and synthesises findings from fieldwork with NDDP participants, employers, members of the eligible population, those delivering the programme (notably staff from Job Brokers and Jobcentre Plus offices), and from administrative data. There are two recurrent themes running through this report: first, continuity and change in the programme, the institutions delivering NDDP and in respondents’ views and experiences; and secondly, identifying ‘what works’ in terms of securing job entries and sustainable employment. For findings covered in both synthesis reports, Chapter 2 maps the extent to which there has been continuity and change for selective aspects of NDDP. As might be expected there are some aspects of NDDP that are unchanged. However, there is also evidence of change and progression – for example, of improved relationships between Job Brokers and Jobcentre Plus locally