3,926 research outputs found
Improving Word Identification Skills Using Strategic Instruction Model (SIM) Strategies (NCSET Research to Practice Brief)
No full textA brief (written for general education teachers, special education teachers, and school administrators) focusing on the Word Identification Strategy component of the Strategic Instruction Model (SIM), (Deshler & Schumaker, 1988), and reviewing recent research showing the effectiveness of this strategy for teaching word decoding to secondary students with disabilities. The brief includes examples of how the strategy works, plus additional resources.This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.Deshler, Donald D; Clapper, Ann T; Bremer, Chris. (2002). Improving Word Identification Skills Using Strategic Instruction Model (SIM) Strategies (NCSET Research to Practice Brief). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172988
2003 State Policies on Assessment Participation and Accommodations for Students with Disabilities (NCEO Synthesis Report)
No full textA report examining assessment and accommodations policies and practices in relation to students with disabilities.The Center is supported through a Cooperative Agreement
(#H326G000001) with the Research to Practice Division, Office of
Special Education Programs, U.S. Department of Education. Opinions
expressed herein do not necessarily reflect those of the U.S. Department
of Education or Offices within it.Thurlow, Martha; Thompson, Sandra; Lazarus, Sheryl; Morse, Amanda; Clapper, Ann T. (2005). 2003 State Policies on Assessment Participation and Accommodations for Students with Disabilities (NCEO Synthesis Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/173890
Universal Design for Learning: A Strategy to Support Students' Access to the General Education Curriculum (NCSET Information Brief)
No full textA brief describing principles of Universal Design and providing information about Universal Design resources. Universal Design refers to the design of flexible classroom materials and activities, including use of technology, to facilitate the achievement of learning goals by students with widely varying abilities.This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.Kachgal, Mera; Hall, Tracey; Hitchcock, Chuck; Clapper, Ann T; Bremer, Chris. (2002). Universal Design for Learning: A Strategy to Support Students' Access to the General Education Curriculum (NCSET Information Brief). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172857
The modernization of the Gothic heroine: from Ann Radcliffe to Stephenie Meyer, a feminist perspective
No full textA comparative look at the Gothic heroine of Ann Radcliffe's "The Italian" versus the modern Gothic heroine portrayed in Stephenie Meyer's "Twilight" series.M.A.Includes bibliographical references (p. 32-33)Jamie T. Corso
Evaluation of an improved driver education program for the Ann Arbor public schools
No full textAnn Arbor Public Schools, Mich.http://deepblue.lib.umich.edu/bitstream/2027.42/1430/2/30056.0001.001.pd
Improving collaborative practice to address offender mental health: criminal justice and mental health service professionals’ attitudes towards interagency training, current training needs and constraints,
No full textBackground Professionals from the mental health and criminal justice system must collaborative effectively to address offender mental health but interprofessional training is lacking. Pedagogical frameworks are required to support the development of training in this new area. Aim To inform this framework this paper explores the readiness of professionals towards interprofessional training and demographic differences in these. It explores expectations of interprofessional training, perceived obstacles to collaborative working, interprofessional training needs and challenges facing delivery. Method A concurrent mixed methods approach collected data from professionals attending a crossing boundaries interprofessional workshop. Data was collected through a combination of the RIPLS questionnaire (n=52), free text questions (n=52) and focus groups (n=6). Findings and Conclusions Mental health and criminal justice professionals’ attitudes towards interprofessional learning were positive (x=17.81; n=43). They did not see their own service as insular (x =4.02; n=44) and reported strong person centredness (x= 6.07; n=43). This suggests professionals are open to the introduction and implementation of future interprofessional training. There were no significant demographic differences in these attitudes. Professionals raised a range of generic curriculum and educator mechanisms in the development of future interprofessional training suggesting the transfer of pedagogical frameworks from established interprofessional programmes into this new arena is feasible. Context specific factors such offender national policy agendas and the challenges of user involvement using mentally ill offenders must be taken into account. Greater clarity on multi versus interprofessional training is still required with this group of professionals. Key words: mental health, offenders, criminal justice, interprofessional training
State Literacy Standards, Practice, and Testing: Exploring Accessibility (NCEO Technical Report)
No full textA report summarizing findings for policymakers, researchers, and educators that focuses on assessment, accommodations, and accountability in relation to K-12 students with disabilities.The Center is supported through a Cooperative Agreement
(#H326G000001) with the Research to Practice Division, Office of
Special Education Programs, U.S. Department of Education. Opinions
expressed herein do not necessarily reflect those of the U.S. Department
of Education or Offices within it.Clapper, Ann T; Thurlow, Martha; Johnstone, Christopher; Thompson, Sandra. (2004). State Literacy Standards, Practice, and Testing: Exploring Accessibility (NCEO Technical Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/174025
Open access self-archiving: An author study
No full textThis, our second author international, cross-disciplinary study on open access had 1296 respondents. Its focus was on self-archiving. Almost half (49%) of the respondent population have self-archived at least one article during the last three years. Use of institutional repositories for this purpose has doubled and usage has increased by almost 60% for subject-based repositories. Self-archiving activity is greatest amongst those who publish the largest number of papers. There is still a substantial proportion of authors unaware of the possibility of providing open access to their work by self-archiving. Of the authors who have not yet self-archived any articles, 71% remain unaware of the option. With 49% of the author population having self-archived in some way, this means that 36% of the total author population (71% of the remaining 51%), has not yet been appraised of this way of providing open access. Authors have frequently expressed reluctance to self-archive because of the perceived time required and possible technical difficulties in carrying out this activity, yet findings here show that only 20% of authors found some degree of difficulty with the first act of depositing an article in a repository, and that this dropped to 9% for subsequent deposits. Another author worry is about infringing agreed copyright agreements with publishers, yet only 10% of authors currently know of the SHERPA/RoMEO list of publisher permissions policies with respect to self-archiving, where clear guidance as to what a publisher permits is provided. Where it is not known if permission is required, however, authors are not seeking it and are self-archiving without it. Communicating their results to peers remains the primary reason for scholars publishing their work; in other words,
researchers publish to have an impact on their field. The vast majority of authors (81%) would willingly comply with a mandate from their employer or research funder to deposit copies of their articles in an institutional or subject-based repository. A further 13% would comply reluctantly; 5% would not comply with such a mandate
DNA fusion gene vaccination mobilizes effective anti-leukemic cytotoxic T lymphocytes from a tolerized repertoire
No full textThe majority of known human tumor-associated antigens derive from non-mutated self proteins. T cell tolerance, essential to prevent autoimmunity, must therefore be cautiously circumvented to generate cytotoxic T cell responses against these targets. Our strategy uses DNA fusion vaccines to activate high levels of peptide-specific CTL. Key foreign sequences from tetanus toxin activate tolerance-breaking CD4+ T cell help. Candidate MHC class Ibinding tumor peptide sequences are fused to the C terminus for optimal processing and presentation. To model performance against a leukemia-associated antigen in a tolerized setting, we constructed a fusion vaccine encoding an immunodominant CTL epitopederived from Friend murine leukemia virus gag protein (FMuLVgag) and vaccinated tolerant FMuLVgag-transgenic (gag-Tg) mice. Vaccination with the construct induced epitopespecificIFN-c-producing CD8+ T cells in normal and gag-Tg mice. The frequency and avidity of activated cells were reduced in gag-Tg mice, and no autoimmune injury resulted. However, these CD8+ T cells did exhibit gag-specific cytotoxicity in vitro and in vivo. Also, epitope-specific CTL killed FBL-3 leukemia cells expressing endogenous FMuLVgag antigen and protected against leukemia challenge in vivo. These results demonstrate a simple strategy to engage anti-microbial T cell help to activate epitope-specific polyclonal CD8+ T cell responses from a residual tolerized repertoire
Liftings for noncomplete probability spaces
No full textThe current state of knowledge concerning liftings for noncomplete probability spaces is discussed. This is a somewhat expanded version of the author's talk given at the 1991 Summer Conference on General Topology and Applications in Honor of Mary Ellen Rudin and Her Work.PT: S; CR: BURKE MR, IN PRESS P AM MATH S BURKE MR, 1991, ISRAEL J MATH, V73, P33 BURKE MR, 1992, ISRAEL J MATH, V79, P289 CARLSON T, THEOREM LIFTING CHRISTENSEN JPR, 1974, TOPOLOGY BOREL STRUC FREMLIN DH, 1989, HDB BOOLEAN ALGEBRAS, P877 INOESCUTULCEA A, 1966, 5TH P BERK S MATH ST, V2 IONESCUTULCEA A, 1967, CONTRIBUTIONS PROB 1, P63 IONESCUTULCEA A, 1969, TOPICS THEORY LIFTIN JECH TJ, 1978, SET THEORY JOHNSON RA, 1980, P AM MATH SOC, V80, P234 JUST W, IN PRESS T AM MATH S KUPKA J, 1983, INDIANA U MATH J, V32, P717 LOSERT V, 1983, LNM, V1080, P95 MAHARAM D, 1958, P AM MATH SOC, V9, P987 SHELAH S, 1983, ISRAEL J MATH, V45, P90 TALAGRAND M, 1982, P AM MATH SOC, V84, P379 VONNEUMANN J, 1931, CRELLES J MATH, V165, P109; NR: 18; TC: 0; J9: ANN N Y ACAD SCI; PG: 4; GA: BZ86BSource type: Electronic(1
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