An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
Afterschool programs can provide opportunities for all students, including those with disabilities. However, students with disabilities often lack access to quality afterschool programs or any programs at all. A successful program in North Carolina called The Friendship Club aimed to teach social skills to students with autism through structured activities. Over its two years, parents reported gains in social skills from the program. To better serve students with disabilities, experts recommend ensuring accessibility, quality of care, and staff training in programs through identifying best practices and creating models that can be replicated.
final mcnair presentation for berkeleyDafne Melgar
The document discusses empowering marginalized youth through leadership. It describes creating a leadership program at a continuation high school to help underrepresented students develop skills and prepare for college. The program included weekly meetings, interviews, field trips, and family events. Pre- and post-surveys of the 13 participating students showed they initially feared failure but became more inquisitive. Interviews found most feared college costs rather than academics. The program conclusions were that the students were motivated to learn and be included in college preparation. Continuing the program in the summer could reinforce lessons and pursue fundraising for scholarships.
AbstractThis study examines how parents, families, .docxtarifarmarie
Abstract
This study examines how parents, families, and students with moderate intellectual disability perceive their role in planning for post-secondary life of their children. Adequate preparation for post-secondary life is important due to aging caregivers and other challenges such as physical, psychological, social and financial challenges. As a result, without adequate preparation, the future of those they have been caring for over the years becomes bleak. Ten parents of students with various disabilities identified as students with moderate intellectual disabilities and ten students with moderate intellectual disabilities completed a survey for this study. Areas explored in the interviews are academics, employment, independent living, community living, leisure, and socialization. Analyses of data collected from parents, family and students’ responses, indicate their perception of planning for post-secondary life of children with moderate intellectual disabilities.
Keywords: MOID, IDEA, IEP, TRANSITION
The Problem
Introduction.
As a teacher with years of teaching experience in a Moderate intellectually disabled classroom, I have often wondered why parents, families, and students with intellectual disabilities are not well-prepared for the transition from high school to post-secondary life. This deduction stems from a common response of parents and families to issues relating to the Individualized Education Program (IEP), transition planning, and goals. At every Individual Education Plan (IEP) and transition meeting, that I have held; I have always asked the question: “where will you like your child to be or what will you like your child to do after high-school?” The parents, family or student’s answer usually is "stay at home with me or just stay at home.” This is a concern to me and some of my colleagues in the school who have found themselves in a similar situation, thus, making it imperative that I attempt to unravel the influencing factors. Sometimes we call some of our students who have graduated to find out where they are or what they are doing, and we find out they are at home despite all the information provided to the parents for a successful transition to independent post-high school life. For some Parents, families, and students, the IEP and transition meetings are just another annual meeting for setting transition and short time annual goals which may not be talked about again till the next IEP and transition meeting.
The purpose of this study, therefore, is to examine how parents, families, and students with moderate intellectual disability perceive planning for post-secondary life for their children with moderate intellectual disability (MOID). It also aims at understanding the reason(s) for parents and student’s apathy towards planning, as well as the limiting factors for accomplishing the desired planning process for adequate post-secondary life of their children. This brief qualit.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, 25% become homeless after aging out of care, and one-third rely on public assistance. Only 10% enroll in college after aging out, and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and disparities in college attainment rates between foster youth and the general population.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, many are homeless after aging out of care, and about a third become dependent on public assistance. Only 10% enroll in college after aging out and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and the low rates of college attainment for this population compared to the general public.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
Afterschool programs can provide opportunities for all students, including those with disabilities. However, students with disabilities often lack access to quality afterschool programs or any programs at all. A successful program in North Carolina called The Friendship Club aimed to teach social skills to students with autism through structured activities. Over its two years, parents reported gains in social skills from the program. To better serve students with disabilities, experts recommend ensuring accessibility, quality of care, and staff training in programs through identifying best practices and creating models that can be replicated.
final mcnair presentation for berkeleyDafne Melgar
The document discusses empowering marginalized youth through leadership. It describes creating a leadership program at a continuation high school to help underrepresented students develop skills and prepare for college. The program included weekly meetings, interviews, field trips, and family events. Pre- and post-surveys of the 13 participating students showed they initially feared failure but became more inquisitive. Interviews found most feared college costs rather than academics. The program conclusions were that the students were motivated to learn and be included in college preparation. Continuing the program in the summer could reinforce lessons and pursue fundraising for scholarships.
AbstractThis study examines how parents, families, .docxtarifarmarie
Abstract
This study examines how parents, families, and students with moderate intellectual disability perceive their role in planning for post-secondary life of their children. Adequate preparation for post-secondary life is important due to aging caregivers and other challenges such as physical, psychological, social and financial challenges. As a result, without adequate preparation, the future of those they have been caring for over the years becomes bleak. Ten parents of students with various disabilities identified as students with moderate intellectual disabilities and ten students with moderate intellectual disabilities completed a survey for this study. Areas explored in the interviews are academics, employment, independent living, community living, leisure, and socialization. Analyses of data collected from parents, family and students’ responses, indicate their perception of planning for post-secondary life of children with moderate intellectual disabilities.
Keywords: MOID, IDEA, IEP, TRANSITION
The Problem
Introduction.
As a teacher with years of teaching experience in a Moderate intellectually disabled classroom, I have often wondered why parents, families, and students with intellectual disabilities are not well-prepared for the transition from high school to post-secondary life. This deduction stems from a common response of parents and families to issues relating to the Individualized Education Program (IEP), transition planning, and goals. At every Individual Education Plan (IEP) and transition meeting, that I have held; I have always asked the question: “where will you like your child to be or what will you like your child to do after high-school?” The parents, family or student’s answer usually is "stay at home with me or just stay at home.” This is a concern to me and some of my colleagues in the school who have found themselves in a similar situation, thus, making it imperative that I attempt to unravel the influencing factors. Sometimes we call some of our students who have graduated to find out where they are or what they are doing, and we find out they are at home despite all the information provided to the parents for a successful transition to independent post-high school life. For some Parents, families, and students, the IEP and transition meetings are just another annual meeting for setting transition and short time annual goals which may not be talked about again till the next IEP and transition meeting.
The purpose of this study, therefore, is to examine how parents, families, and students with moderate intellectual disability perceive planning for post-secondary life for their children with moderate intellectual disability (MOID). It also aims at understanding the reason(s) for parents and student’s apathy towards planning, as well as the limiting factors for accomplishing the desired planning process for adequate post-secondary life of their children. This brief qualit.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, 25% become homeless after aging out of care, and one-third rely on public assistance. Only 10% enroll in college after aging out, and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and disparities in college attainment rates between foster youth and the general population.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, many are homeless after aging out of care, and about a third become dependent on public assistance. Only 10% enroll in college after aging out and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and the low rates of college attainment for this population compared to the general public.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
This document summarizes a study on systems-level barriers that contribute to secondary conditions in individuals with fetal alcohol spectrum disorders (FASD). The study involved interviews and focus groups with parents of children with FASD and service providers.
The key findings were:
1) A pervasive lack of knowledge about FASD exists throughout multiple systems, including healthcare, education, and social services. This lack of knowledge contributes to barriers across different systems.
2) Systems-level barriers that interfere with preventing secondary conditions include delayed diagnosis of FASD, difficulty qualifying for and accessing services, poor implementation of services, and challenges maintaining services long-term.
3) Broad system changes are needed using a public
This annotated bibliography summarizes research on identifying gifted students. It discusses the limitations of solely using IQ testing and the benefits of a multiple criteria approach. Several articles are summarized that look at issues identifying twice-exceptional, young gifted children, students from minority groups, and the use of peer nominations and parent checklists in the identification process. The conclusion is that teachers should reflect on whether their school's identification system aligns with current research on giftedness.
Effectiveness of Structured Teaching Programme on Knowledge Regarding Behavio...ijtsrd
The study on "EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING BEHAVIOURAL PROBLEM AMONG MOTHERS OF SCHOOL CHILDREN IN SELECTED AREA AT MADURAI" was undertaken Objectives To assess knowledge among mothers of school children regarding behavioral problem before the structured teaching programme. Evaluate the effectiveness of structured teaching programme STP on knowledge of mothers of school children regarding behavioral problem. Determine the association between knowledge among mothers of school children with selected socio demographic variables. Conceptual framework The study was based on Imogine King's goal attainment theory. Design Evaluatory approach and pre experimental design was adopted for this study. Setting The study was conducted at selur Madurai district. Sample size The sample size was 60 mothers of school children. Methods of data collection procedure Data was collected from mothers of school children to assess level of knowledge by using structured tool before and after structured teaching programme. After administration of structured teaching programme the level of knowledgeis assessed. The collected data were tabulated and analyzed by descriptive and inferential statistics. Results Structured teaching programme is effective of mothers according to level of knowledge before and after the manipulation in which 41.67 of the samples had showed inadequate levels of knowledge in pretest. In contrast, 70 of the samples experienced adequate levels of knowledge in the post test. The mean post test knowledge score 17.62 was greater than the mean pretest level of knowledge score 9.52 . The obtained t value 14.33 was statistically highly significant at 0.05 levels. The mean difference between pretest score and posttest score is 8.1 was significant at 5 level as the p 0.05 . Conclusion The association of pre and post test level of knowledge after the structured teaching programme the mothers of school children was adequate. Mrs. P Saranya | Mrs. R. Ruthrani "Effectiveness of Structured Teaching Programme on Knowledge Regarding Behavioural Problem among Mothers of School Chldren in Selected Area at Madurai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59726.pdf Paper Url:https://www.ijtsrd.com/medicine/nursing/59726/effectiveness-of-structured-teaching-programme-on-knowledge-regarding-behavioural-problem-among-mothers-of-school-chldren-in-selected-area-at-madurai/mrs-p-saranya
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
· In preparation to complete the Signature Assignment, a quantitat.docxoswald1horne84988
The document outlines the requirements for a quantitative research proposal examining factors that contribute to the school-to-prison pipeline. It instructs the student to develop sections on the statement of the problem, purpose of the study, research questions, and hypotheses. These sections must be supported by at least five peer-reviewed sources and address how ethnicity, gender, special education status and other variables relate to disciplinary actions like suspension. The research method involves analyzing school disciplinary records to identify trends and determine if variables like race impact consequences.
· In the methodology you should not say that you are going to look.docxLynellBull52
· In the methodology you should not say that you are going to look for the data, but only identify them, name them and establish how you are going to use them and why.
· In the methodology there is a lack of explanation about what method is going to be used for the research and development (objective 2, hip n°1 and 3).
· Furthermore you don ‘t explain how you are going to study and analyze the economic growth and its relation with the ethanol and which data are going to be used for the research .
· If you mention an interview, you need to insert a copy of the list of question that will be ask and how you will use them in you investigation.
38 ADOPTION & FOSTERING VOLUME 31 NUMBER 4 2007
The Hope Connection A therapeutic summer day
camp for adopted and at-risk children with special
socio-emotional needs
Large numbers of North American and Western
European families are adopting children with serious
socio-emotional needs. Other children experience
similar deficits as a result of neglect and abuse by
carers. Often these children are diagnosed with
psychopathology and receive drug treatments that
can be ineffective and even detrimental. Karyn B
Purvis, David R Cross, Ron Federici, Dana
Johnson and L Brooks McKenzie report on The
Hope Connection, a project designed to meet the
needs of these at-risk children and their families. The
core of this project is a theoretically integrated
summer day camp offering activities that are attach-
ment rich, sensory stimulating and behaviourally
structured. Pre-test and post-test data indicate that
summer camp had a significant impact on the
children’s behaviour (n = 19), as indicated by parent-
report measures of child behaviour problems and
attachment. These findings are discussed with
regard to possible future directions of programme
implementation and evaluation.
Introduction
The purpose of this article is to explore a
camp structure that was developed to
address the enduring effects of early
deprivation upon the development of
adopted and other at-risk children.
Originally, internationally adopted child-
ren with histories of severe deprivation
and commensurate behavioural diff icul-
ties were the target population for this
intervention. However, a small number of
domestically adopted children were
included due to the urgent needs of these
families and the background similarities
of deprivation (Purvis, Cross and
Sunshine, 2007).
Although most adopted children do
not present serious problems in these
areas, many children from deprived
backgrounds do, and there is an undeter-
mined number of families who need
support addressing them. As noted in two
recent meta-analyses by Juffer and van
IJzendoorn (2005) and Meese (2005),
there is a scarcity of research on interven-
tions in these areas.
Specifically, three areas of psycholo-
gical development are likely to be
affected when inadequate care is pro-
vided: attachment, pro-social behaviour
and sensory processing. By integrating
these three as.
This document discusses a quantitative study on the effects of increased numbers of out-of-school youth on peace and order in Barangay Logan, Ipil, Zamboanga Sibugay. It acknowledges those who helped with the research and dedicates the study. It consists of 5 chapters that discuss the background and problem statement, literature review and theoretical framework, methodology, data presentation and analysis, and conclusions and recommendations. The study aims to determine the causes and effects of rising out-of-school youth numbers and how to maintain peace and order in the community.
This study evaluated the effectiveness of a tailored parenting intervention called Group Triple P for parents of gifted children. 75 parents of gifted children between ages 3-10 were randomly assigned to either the parenting intervention or a waitlist control group. Parents who received the intervention reported significant improvements in their child's behavior problems and hyperactivity compared to the control group based on parent reports. Parents also reported improvements in their own parenting styles with less permissiveness, harshness and verbosity. No significant effects were found for teacher reports except a trend for reduced hyperactivity. The study demonstrated that a tailored behavioral parenting program can effectively improve parenting skills and child outcomes for parents of gifted children.
Supporting Students With Intellectual and Developmenta.docxcalvins9
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http://crossmark.crossref.org/dialog/?doi=10.1177%2F0040059917711695&domain=pdf&date_stamp=2017-09-05
412 CounCil for ExCEptional ChildrEn
One of Ms. Barry’s students, Paul, a
16-year-old with autism spectrum
disorder and intellectual disability (ID),
came to school talking about his older
brother who had just started college.
Paul wants to go to college, too, but his
parents do not think that this is a
realistic goal and are asking for her
advice. Ms. Barry has never heard this
question from a student’s parents before
and is unsure about what to tell them.
Students with intellectual and
developmental disabilities (IDD), such
as autism spectrum disorder and Down
syndrome, have more opportunities to
go to college than ever before (Hart,
Grigal, & Weir, 2010). Over the last
decade, the issue of increasing access
to college for students with IDD has
gained much national attention, in part
due to federal funding through the
Higher Education Opportunity Act
(2008). According to Think College—
a national organization dedicated to
expanding and improving opportunities
for inclusive higher education for
students with IDD—more than 240
inclusive college programs for students
with ID exist across the United States
(see Figure 1; Think College, 2017).
This number represents an exponential
increase in programs—nearly 10 times
greater than the number of programs
available in 2004 (National
Coordinating Center Accreditation
Workgroup, 2016). Not only are there
more programs to choose from, with
recent revisions to the Higher
Education Opportunity Act, students
with ID also can access federal
financial aid for attending
postsecondary education programs that
meet federal requirements (Hart et al.,
2010).
Several sources of data provide a
snapshot of college attendance by
students with IDD. An analysis of data
from the Rehabilitation Services
Administration suggests that up to 20%
of youth with ID in each state are in
postsecondary education while
receiving vocational rehabilitation
services (Grigal, Migliore, & Hart,
2014). The National Longitudinal
Transition Study 2 indicated that 28.7%
of youth with ID enrolled in some type
of postsecondary education within 8
years after exiting high school
(Newman et al., 2011). Through recent
federal funding for Transition and
Postsecondary Programs for Students
With Intellectual Disabilities, 2,245
students accessed postsecondary
education at 57 college and university
campuses between 2010 and 2015
(Grigal, Hart, Smith, Domin, & Weir,
2017). Alongside the ex.
This document summarizes a study that examined relationships between socioeconomic status, gender, and self-regulation in 408 preschool children. The study found that (1) children from low-income backgrounds in Head Start programs displayed significantly lower self-regulation than children not in Head Start, and (2) the gender gap in self-regulation favoring girls was significantly larger for children not in Head Start compared to those in Head Start.
The document discusses youth with involvement in multiple county systems such as child welfare, juvenile justice, and mental health systems, also known as crossover or dually-involved youth. It notes that disproportionate numbers of these youth are female, African American, or LGBTQIA+, and the majority struggle with mental health or substance use issues. The document provides an overview of challenges in supporting these youth and considers best practices such as using a comprehensive model like the Crossover Youth Practice Model, prioritizing prevention, engaging organizations like Youth Advocate Programs, asking families what supports they need, and providing stability during transitions.
IntroductionThe execution of zero resistance on school grounds w.docxnormanibarber20063
Introduction
The execution of zero resistance on school grounds with the increasing number of police in schools has prompted the criminalization of discipline in school. Schools locale across the nation started to expand the utilization of school officers on grounds, especially in inner city schools. Likewise, hardline train measures were actualized. At the end of the day, a zero resilience approach toward student’s misconduct turned to the norm, consequently the procedure criminalization and education for poor, minority youth. Many reviews that have been carried out have demonstrated a reasonable connection between expulsion from school in the form of suspension as well as adolescent detainment. Skiba et al., (2011) expressed that an overrepresentation in out-of-school expulsion, as well as suspension, seems to put African American students at threat for poor scholastic performance and also being involved in juvenile justice system. At the point when students are put on suspension, time and again they are left with no grown-up supervision which prompts an improve probability of them taking part in criminal conduct.
Numerous specialists have proposed elective school discipline approaches with an end goal to decrease the outdoor suspension rate that eventually lessens the criminalization of the present youth. Hammer (2012) propose that one method of eliminating School-to-prison phenomenon is towards fusing social workers to work with high hazard groups alongside early identification of custom curriculum students in the adolescent courts. Social workers ought to be working with at risk youth adults and their families. Also, social workers could be instrumental in ensuring students are profiting from programs that would cultivate their social skills and meet their fundamental needs, shelter as well as food.
Nevertheless, early distinguishing proof of custom curriculum students in juvenile courts implies that they have just been presented to the criminalization versus training process. The objective is to dissuade students far from this completely. Cramer et al. (2014) the WISE redirection Program offered scholarly help, coaching, and every day advance checking to students who perpetrated peaceful violations on grounds. Students were selected in the program as opposed to being captured when they conferred a peaceful offense. Skiba et al., (2011) discusses a layered all-inclusive behavioural mediation plan. This behavioural plan concentrates on positive reinforcement for grown-ups as well as students. The WISE program is all the more a complete plan that tends to various necessities of the student versus simply the conduct angled that the multi-layered mediation addresses. A multi-layered plan can be joined into any school display. An option behavioral plan should be set up; however, that is just a piece of the plan. Scholastic help for educational modules that are important to the students’ needs to incorporate.
Tending to the need of at risk y.
Thornton, hillary transition services in mississippi for persons with disabil...William Kritsonis
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
This document summarizes the findings of a two-year follow up study on students transitioning from junior to middle school. It describes the students in the behavioral program who were primarily from working class, ethnic minority families. Through interviews with students and their mothers, the study aimed to understand their experiences with the institutional transition. It also describes implications for supporting student transitions, including recommendations for pre-placement visits, IPRC review meetings, and access to mental health services to aid in the process.
This study examined parental attitudes towards inclusive education services provided by Montfort Matriculation Higher Secondary School. A survey of 52 parents addressed parents' views on academics, behavior, social relationships, and infrastructure. The majority of parents had positive or neutral attitudes towards inclusion and felt their children benefited socially from interactions. However, some parents expressed concerns about individual instruction, support services, and their children keeping up academically. The study also found parents were less supportive of inclusion for children with behavioral or cognitive disabilities. Overall the study revealed that while parents want social opportunities for their children, they have uncertainties regarding the quality of instruction and available support in inclusive classrooms.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Enterprise Key Management Plan An eight- to 10-page double.docxbudabrooks46239
This document outlines an enterprise key management plan and policy. The plan requires an 8-10 page document in APA format that describes the strategy but excludes tables, figures, and citations. A shorter 2-3 page policy document in Word format is also required to govern key management.
English IV Research PaperMrs. MantineoObjective To adher.docxbudabrooks46239
English IV Research Paper
Mrs. Mantineo
Objective:
To adhere to the rules of MLA format while using a variety of sources to write a research paper which focuses on a literary topic.
Requirements:
- Your paper must be persuasive in nature, but focus on a literary topic. This paper is worth 3 Essay
Grades. This paper is worth a significant amount of your 4th MP grade so I suggest you take this paper seriously.
- Your topic will focus on
1984
. I will be providing you with an official list of topics to choose from. You will
not
be allowed to create your own topic.
The final draft will be
3-5 pages
in length. (Times New Roman, 12 pt. font, double spaced). A Works Cited page is required and does not count towards your number of pages.
You are required to use
4
approved, academic references: 2 web based articles from credible sources, 1 printed book (This would be the novel
1984
), and one primary source document. You may use more than 4 sources, although you must first meet the minimum requirements for types of sources. You must use all 4 sources in your final draft.
ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED. No exceptions! If you are absent, you are still responsible for getting me the paper on time. Your paper must be submitted to turnitin.com by 11:59 PM.
If you do not submit your paper to Classroom by 11:59 p.m. you will receive a zero.
Extra help is available, please make an appointment.
Essay Topics:
The Loss of Individual Rights in
1984
:
Personal privacy and space is never granted throughout
1984
. Every person is always subject to observation, even by their own family members and friends. Furthermore, since Big Brother is always watching and the Thought Police are always on the lookout, it is impossible for any kind of individualism to flourish. For this essay you can look at the ways this occurs and how various characters attempt (successfully or not) to subvert it. Then move out to consider how this lack of privacy (and by proxy, individualism) influences individuals and society as a whole in the present day. How does the present US Government subvert the rights of the individual and how does this compare to the novel?
Fear of Technology
: During WWII, technology was primarily developed for military purposes, specifically for the surveillance of the enemy. People are generally resistant to technology that they believe can be used against them. George Orwell’s novel
1984
plays on this inherent fear of technology. Discuss the role of technology in Oceania. In what areas is technology highly advanced, and in what areas has its progress stalled? Why? How is it used against the people? To control them? How does this reflect the human fear of technology during the time the novel was written? How does this fear carry over in the modern world? Is it valid? How can technology be used against the common man to violate individual rights? How does this compare to the novel?
Historical Analysis
.
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This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
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Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
This document summarizes a study on systems-level barriers that contribute to secondary conditions in individuals with fetal alcohol spectrum disorders (FASD). The study involved interviews and focus groups with parents of children with FASD and service providers.
The key findings were:
1) A pervasive lack of knowledge about FASD exists throughout multiple systems, including healthcare, education, and social services. This lack of knowledge contributes to barriers across different systems.
2) Systems-level barriers that interfere with preventing secondary conditions include delayed diagnosis of FASD, difficulty qualifying for and accessing services, poor implementation of services, and challenges maintaining services long-term.
3) Broad system changes are needed using a public
This annotated bibliography summarizes research on identifying gifted students. It discusses the limitations of solely using IQ testing and the benefits of a multiple criteria approach. Several articles are summarized that look at issues identifying twice-exceptional, young gifted children, students from minority groups, and the use of peer nominations and parent checklists in the identification process. The conclusion is that teachers should reflect on whether their school's identification system aligns with current research on giftedness.
Effectiveness of Structured Teaching Programme on Knowledge Regarding Behavio...ijtsrd
The study on "EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING BEHAVIOURAL PROBLEM AMONG MOTHERS OF SCHOOL CHILDREN IN SELECTED AREA AT MADURAI" was undertaken Objectives To assess knowledge among mothers of school children regarding behavioral problem before the structured teaching programme. Evaluate the effectiveness of structured teaching programme STP on knowledge of mothers of school children regarding behavioral problem. Determine the association between knowledge among mothers of school children with selected socio demographic variables. Conceptual framework The study was based on Imogine King's goal attainment theory. Design Evaluatory approach and pre experimental design was adopted for this study. Setting The study was conducted at selur Madurai district. Sample size The sample size was 60 mothers of school children. Methods of data collection procedure Data was collected from mothers of school children to assess level of knowledge by using structured tool before and after structured teaching programme. After administration of structured teaching programme the level of knowledgeis assessed. The collected data were tabulated and analyzed by descriptive and inferential statistics. Results Structured teaching programme is effective of mothers according to level of knowledge before and after the manipulation in which 41.67 of the samples had showed inadequate levels of knowledge in pretest. In contrast, 70 of the samples experienced adequate levels of knowledge in the post test. The mean post test knowledge score 17.62 was greater than the mean pretest level of knowledge score 9.52 . The obtained t value 14.33 was statistically highly significant at 0.05 levels. The mean difference between pretest score and posttest score is 8.1 was significant at 5 level as the p 0.05 . Conclusion The association of pre and post test level of knowledge after the structured teaching programme the mothers of school children was adequate. Mrs. P Saranya | Mrs. R. Ruthrani "Effectiveness of Structured Teaching Programme on Knowledge Regarding Behavioural Problem among Mothers of School Chldren in Selected Area at Madurai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59726.pdf Paper Url:https://www.ijtsrd.com/medicine/nursing/59726/effectiveness-of-structured-teaching-programme-on-knowledge-regarding-behavioural-problem-among-mothers-of-school-chldren-in-selected-area-at-madurai/mrs-p-saranya
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
· In preparation to complete the Signature Assignment, a quantitat.docxoswald1horne84988
The document outlines the requirements for a quantitative research proposal examining factors that contribute to the school-to-prison pipeline. It instructs the student to develop sections on the statement of the problem, purpose of the study, research questions, and hypotheses. These sections must be supported by at least five peer-reviewed sources and address how ethnicity, gender, special education status and other variables relate to disciplinary actions like suspension. The research method involves analyzing school disciplinary records to identify trends and determine if variables like race impact consequences.
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38 ADOPTION & FOSTERING VOLUME 31 NUMBER 4 2007
The Hope Connection A therapeutic summer day
camp for adopted and at-risk children with special
socio-emotional needs
Large numbers of North American and Western
European families are adopting children with serious
socio-emotional needs. Other children experience
similar deficits as a result of neglect and abuse by
carers. Often these children are diagnosed with
psychopathology and receive drug treatments that
can be ineffective and even detrimental. Karyn B
Purvis, David R Cross, Ron Federici, Dana
Johnson and L Brooks McKenzie report on The
Hope Connection, a project designed to meet the
needs of these at-risk children and their families. The
core of this project is a theoretically integrated
summer day camp offering activities that are attach-
ment rich, sensory stimulating and behaviourally
structured. Pre-test and post-test data indicate that
summer camp had a significant impact on the
children’s behaviour (n = 19), as indicated by parent-
report measures of child behaviour problems and
attachment. These findings are discussed with
regard to possible future directions of programme
implementation and evaluation.
Introduction
The purpose of this article is to explore a
camp structure that was developed to
address the enduring effects of early
deprivation upon the development of
adopted and other at-risk children.
Originally, internationally adopted child-
ren with histories of severe deprivation
and commensurate behavioural diff icul-
ties were the target population for this
intervention. However, a small number of
domestically adopted children were
included due to the urgent needs of these
families and the background similarities
of deprivation (Purvis, Cross and
Sunshine, 2007).
Although most adopted children do
not present serious problems in these
areas, many children from deprived
backgrounds do, and there is an undeter-
mined number of families who need
support addressing them. As noted in two
recent meta-analyses by Juffer and van
IJzendoorn (2005) and Meese (2005),
there is a scarcity of research on interven-
tions in these areas.
Specifically, three areas of psycholo-
gical development are likely to be
affected when inadequate care is pro-
vided: attachment, pro-social behaviour
and sensory processing. By integrating
these three as.
This document discusses a quantitative study on the effects of increased numbers of out-of-school youth on peace and order in Barangay Logan, Ipil, Zamboanga Sibugay. It acknowledges those who helped with the research and dedicates the study. It consists of 5 chapters that discuss the background and problem statement, literature review and theoretical framework, methodology, data presentation and analysis, and conclusions and recommendations. The study aims to determine the causes and effects of rising out-of-school youth numbers and how to maintain peace and order in the community.
This study evaluated the effectiveness of a tailored parenting intervention called Group Triple P for parents of gifted children. 75 parents of gifted children between ages 3-10 were randomly assigned to either the parenting intervention or a waitlist control group. Parents who received the intervention reported significant improvements in their child's behavior problems and hyperactivity compared to the control group based on parent reports. Parents also reported improvements in their own parenting styles with less permissiveness, harshness and verbosity. No significant effects were found for teacher reports except a trend for reduced hyperactivity. The study demonstrated that a tailored behavioral parenting program can effectively improve parenting skills and child outcomes for parents of gifted children.
Supporting Students With Intellectual and Developmenta.docxcalvins9
Supporting
Students With
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Developmental
Disabilities to
Attend College
Megan M. Griffin and Clare K. Papay
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http://crossmark.crossref.org/dialog/?doi=10.1177%2F0040059917711695&domain=pdf&date_stamp=2017-09-05
412 CounCil for ExCEptional ChildrEn
One of Ms. Barry’s students, Paul, a
16-year-old with autism spectrum
disorder and intellectual disability (ID),
came to school talking about his older
brother who had just started college.
Paul wants to go to college, too, but his
parents do not think that this is a
realistic goal and are asking for her
advice. Ms. Barry has never heard this
question from a student’s parents before
and is unsure about what to tell them.
Students with intellectual and
developmental disabilities (IDD), such
as autism spectrum disorder and Down
syndrome, have more opportunities to
go to college than ever before (Hart,
Grigal, & Weir, 2010). Over the last
decade, the issue of increasing access
to college for students with IDD has
gained much national attention, in part
due to federal funding through the
Higher Education Opportunity Act
(2008). According to Think College—
a national organization dedicated to
expanding and improving opportunities
for inclusive higher education for
students with IDD—more than 240
inclusive college programs for students
with ID exist across the United States
(see Figure 1; Think College, 2017).
This number represents an exponential
increase in programs—nearly 10 times
greater than the number of programs
available in 2004 (National
Coordinating Center Accreditation
Workgroup, 2016). Not only are there
more programs to choose from, with
recent revisions to the Higher
Education Opportunity Act, students
with ID also can access federal
financial aid for attending
postsecondary education programs that
meet federal requirements (Hart et al.,
2010).
Several sources of data provide a
snapshot of college attendance by
students with IDD. An analysis of data
from the Rehabilitation Services
Administration suggests that up to 20%
of youth with ID in each state are in
postsecondary education while
receiving vocational rehabilitation
services (Grigal, Migliore, & Hart,
2014). The National Longitudinal
Transition Study 2 indicated that 28.7%
of youth with ID enrolled in some type
of postsecondary education within 8
years after exiting high school
(Newman et al., 2011). Through recent
federal funding for Transition and
Postsecondary Programs for Students
With Intellectual Disabilities, 2,245
students accessed postsecondary
education at 57 college and university
campuses between 2010 and 2015
(Grigal, Hart, Smith, Domin, & Weir,
2017). Alongside the ex.
This document summarizes a study that examined relationships between socioeconomic status, gender, and self-regulation in 408 preschool children. The study found that (1) children from low-income backgrounds in Head Start programs displayed significantly lower self-regulation than children not in Head Start, and (2) the gender gap in self-regulation favoring girls was significantly larger for children not in Head Start compared to those in Head Start.
The document discusses youth with involvement in multiple county systems such as child welfare, juvenile justice, and mental health systems, also known as crossover or dually-involved youth. It notes that disproportionate numbers of these youth are female, African American, or LGBTQIA+, and the majority struggle with mental health or substance use issues. The document provides an overview of challenges in supporting these youth and considers best practices such as using a comprehensive model like the Crossover Youth Practice Model, prioritizing prevention, engaging organizations like Youth Advocate Programs, asking families what supports they need, and providing stability during transitions.
IntroductionThe execution of zero resistance on school grounds w.docxnormanibarber20063
Introduction
The execution of zero resistance on school grounds with the increasing number of police in schools has prompted the criminalization of discipline in school. Schools locale across the nation started to expand the utilization of school officers on grounds, especially in inner city schools. Likewise, hardline train measures were actualized. At the end of the day, a zero resilience approach toward student’s misconduct turned to the norm, consequently the procedure criminalization and education for poor, minority youth. Many reviews that have been carried out have demonstrated a reasonable connection between expulsion from school in the form of suspension as well as adolescent detainment. Skiba et al., (2011) expressed that an overrepresentation in out-of-school expulsion, as well as suspension, seems to put African American students at threat for poor scholastic performance and also being involved in juvenile justice system. At the point when students are put on suspension, time and again they are left with no grown-up supervision which prompts an improve probability of them taking part in criminal conduct.
Numerous specialists have proposed elective school discipline approaches with an end goal to decrease the outdoor suspension rate that eventually lessens the criminalization of the present youth. Hammer (2012) propose that one method of eliminating School-to-prison phenomenon is towards fusing social workers to work with high hazard groups alongside early identification of custom curriculum students in the adolescent courts. Social workers ought to be working with at risk youth adults and their families. Also, social workers could be instrumental in ensuring students are profiting from programs that would cultivate their social skills and meet their fundamental needs, shelter as well as food.
Nevertheless, early distinguishing proof of custom curriculum students in juvenile courts implies that they have just been presented to the criminalization versus training process. The objective is to dissuade students far from this completely. Cramer et al. (2014) the WISE redirection Program offered scholarly help, coaching, and every day advance checking to students who perpetrated peaceful violations on grounds. Students were selected in the program as opposed to being captured when they conferred a peaceful offense. Skiba et al., (2011) discusses a layered all-inclusive behavioural mediation plan. This behavioural plan concentrates on positive reinforcement for grown-ups as well as students. The WISE program is all the more a complete plan that tends to various necessities of the student versus simply the conduct angled that the multi-layered mediation addresses. A multi-layered plan can be joined into any school display. An option behavioral plan should be set up; however, that is just a piece of the plan. Scholastic help for educational modules that are important to the students’ needs to incorporate.
Tending to the need of at risk y.
Thornton, hillary transition services in mississippi for persons with disabil...William Kritsonis
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
This document summarizes the findings of a two-year follow up study on students transitioning from junior to middle school. It describes the students in the behavioral program who were primarily from working class, ethnic minority families. Through interviews with students and their mothers, the study aimed to understand their experiences with the institutional transition. It also describes implications for supporting student transitions, including recommendations for pre-placement visits, IPRC review meetings, and access to mental health services to aid in the process.
This study examined parental attitudes towards inclusive education services provided by Montfort Matriculation Higher Secondary School. A survey of 52 parents addressed parents' views on academics, behavior, social relationships, and infrastructure. The majority of parents had positive or neutral attitudes towards inclusion and felt their children benefited socially from interactions. However, some parents expressed concerns about individual instruction, support services, and their children keeping up academically. The study also found parents were less supportive of inclusion for children with behavioral or cognitive disabilities. Overall the study revealed that while parents want social opportunities for their children, they have uncertainties regarding the quality of instruction and available support in inclusive classrooms.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Similar to Education and Training in Autism and Developmental Disabilitie.docx (20)
Enterprise Key Management Plan An eight- to 10-page double.docxbudabrooks46239
This document outlines an enterprise key management plan and policy. The plan requires an 8-10 page document in APA format that describes the strategy but excludes tables, figures, and citations. A shorter 2-3 page policy document in Word format is also required to govern key management.
English IV Research PaperMrs. MantineoObjective To adher.docxbudabrooks46239
English IV Research Paper
Mrs. Mantineo
Objective:
To adhere to the rules of MLA format while using a variety of sources to write a research paper which focuses on a literary topic.
Requirements:
- Your paper must be persuasive in nature, but focus on a literary topic. This paper is worth 3 Essay
Grades. This paper is worth a significant amount of your 4th MP grade so I suggest you take this paper seriously.
- Your topic will focus on
1984
. I will be providing you with an official list of topics to choose from. You will
not
be allowed to create your own topic.
The final draft will be
3-5 pages
in length. (Times New Roman, 12 pt. font, double spaced). A Works Cited page is required and does not count towards your number of pages.
You are required to use
4
approved, academic references: 2 web based articles from credible sources, 1 printed book (This would be the novel
1984
), and one primary source document. You may use more than 4 sources, although you must first meet the minimum requirements for types of sources. You must use all 4 sources in your final draft.
ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED. No exceptions! If you are absent, you are still responsible for getting me the paper on time. Your paper must be submitted to turnitin.com by 11:59 PM.
If you do not submit your paper to Classroom by 11:59 p.m. you will receive a zero.
Extra help is available, please make an appointment.
Essay Topics:
The Loss of Individual Rights in
1984
:
Personal privacy and space is never granted throughout
1984
. Every person is always subject to observation, even by their own family members and friends. Furthermore, since Big Brother is always watching and the Thought Police are always on the lookout, it is impossible for any kind of individualism to flourish. For this essay you can look at the ways this occurs and how various characters attempt (successfully or not) to subvert it. Then move out to consider how this lack of privacy (and by proxy, individualism) influences individuals and society as a whole in the present day. How does the present US Government subvert the rights of the individual and how does this compare to the novel?
Fear of Technology
: During WWII, technology was primarily developed for military purposes, specifically for the surveillance of the enemy. People are generally resistant to technology that they believe can be used against them. George Orwell’s novel
1984
plays on this inherent fear of technology. Discuss the role of technology in Oceania. In what areas is technology highly advanced, and in what areas has its progress stalled? Why? How is it used against the people? To control them? How does this reflect the human fear of technology during the time the novel was written? How does this fear carry over in the modern world? Is it valid? How can technology be used against the common man to violate individual rights? How does this compare to the novel?
Historical Analysis
.
Enter in conversation with other writers by writing a thesis-dri.docxbudabrooks46239
Enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructorYour essay should include
all
of the following:
A precise thesis, or main claim
Supporting details or evidence for your claim
A clearly defined audience
An outline of the "conversation" begin by the 3 assigned articles
Direct reference (through quotation, summary, or paraphrase) to the 3 assigned articles
"Beyonce' and Social Media..." by Melissa Avdeef
"Not so Busy" by William Power
"Growing up Tethered" by Sherry Turkle
Length/Due Date
: approximately 800-1,000 words, Use 12 point, Times New Roman font, double-spaced.
Use 1-inch margins top, bottom, and sides.
.
English II – Touchstone 3.2 Draft an Argumentative Research Essay.docxbudabrooks46239
English II – Touchstone 3.2 Draft an Argumentative Research Essay
Peter Comment by Kvinge, Krystal: Hi Peter! I’ll be reviewing your essay today.
English Composition II
Touchstone 3.2 Draft an Argumentative Research Essay
July 16, 2020
Recent pandemic, commonly referred to as COVID 19, has changed the world dynamics. This disease has not just crashed the world health system but has also impacted the global education system. COVID 19 has made our daily routine vulnerable. Still, the precautionary measures such as social distancing have not just impacted the social life of human beings. Still, they have also altered the Present and the future of the global learning system. According to the UNESCO report, the nationwide termination of educations institutes has obstructed over 60% of the world's learner’s populace, with approximately 1.53 billion learners out of learning institutes. Many educationists believe that with the current circumstance, the drop-out rate of students across the globe will increase in the near future because of the disruption in the system. Though many parents and institutes are still in denial of the changes that have occurred due to the pandemic, educationists and research indicate that the current alteration in the global education system will not be short-lived and will have a profound impact on the future means of education. Comment by Kvinge, Krystal: Write smoothly: this sentence is awkward. Try reading your writing aloud to see if it sounds natural. Comment by Kvinge, Krystal: Use specific language: what do you mean by “crashed?” Comment by Kvinge, Krystal: Avoid repetition in your essay: here, beginning two sentences in a row with “still” weakens your writing. Comment by Kvinge, Krystal: Cite all outside information in APA format. You can find information on it here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Comment by Kvinge, Krystal: Look out for odd word choices throughout your paper. Write clearly, directly, and concisely. Comment by Kvinge, Krystal: Important: improve this thesis. Your thesis statement must be argumentative: it must take a side and state what should be done What exactly are you arguing for?
Education System during Pandemic Comment by Kvinge, Krystal: If you are going to use headings, use them throughout the paper, including for your Introduction and Conclusion.
The recent survey shows that around 22 countries in three continents have closed their learning system on local and state levels because of COVID 19. Such massive disruption has pushed educators and institutions to opt for new means of education, such as online learning and instructional tutoring. However, such means of education has also exposed other crucial factors, such as inconsistent resource allocation and social and economic differences. The historical research on the impact of school closure depicts that even a brief intervention in school activities has a h.
English 3060Spring 2021Group Summary ofReinhardP.docxbudabrooks46239
English 3060
Spring 2021
Group Summary of
Reinhard
Please work with your group (or individually) to summarize Reinhard’s article. Your summary should be two pages long, in MLA format, listing the name of each participant in your breakout room who attended and contributed for the entire session.
To begin your summary, tell who wrote the essay, the name of the essay, and what the writer’s main point or project is. As with McDonald’s you should be able to do this is one short paragraph. (
For example: In his essay, “ Disgrace and the Neighbor: An Interchange with Bill McDonald,” Coetzee scholar Kenneth Reinhard responds to Bill McDonald’s essay, arguing against McDonald’s thesis that David Lurie changes. It is Reinhart’s thesis that David Lurie does not undergo significant change in the novel. In answering McDonald, Reinhard analyzes each of Lurie’s changed vision in the context of two sets of questions—one regarding the redemptive potential of change in vision and the second regarding what it means to love one’s neighbor.
Reinhard devotes the first 1 ½ pages to this contextualization. In the middle of page 2, he announces his own project: he will respond to McDonald by questioning the redemptive nature of vision AND also questioning neighbor love. Reinhard then sets about defining and contextualizing the significance of erotic vision. On page 96, he begins his analysis of the three visions set forth by McDonald, addressing the limitations of each vision to indicate real change in Lurie. This might be the heart of your summary.
Reinhard moves from his analysis of the three visions to an analysis of neighborly love in Disgrace and the problems of living side-by-side with those whose presence may be a challenge. He places his case for the novel’s redemption in Lucy and her “blindness” to the evils she has suffered.
Once again your summary should be 2 pages long, double-spaced in MLA format.
.
English 102 Essay 2 First Draft Assignment Feminism and Hubris.docxbudabrooks46239
English 102 Essay 2 First Draft Assignment: “Feminism and Hubris”
MLA format
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A tragic hero or heroine begins the play as a well-loved person of stature, but that stature disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable, and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being arrested for and possibly convicted of murder after killing her husband) foretold, inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500 words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis statement.
You must support each of your claims with quotations from the play(s) you choose to write about. After answering the above questions as part of the prewriting process, develop a Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus Rex
) that are divided into acts and scenes. Please study the sample works cited page below. Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 707-750.
.
English 102 Essay 2 Assignment Feminism and Hubris”Write a.docxbudabrooks46239
English 102 Essay 2 Assignment: “Feminism and Hubris”
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with
the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements
in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please
consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example
of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The
presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the
female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A
tragic hero or heroine begins the play as a well-loved person of stature, but that stature
disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable,
and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast
Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another
character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being
arrested for and possibly convicted of murder after killing her husband) foretold,
inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500
words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis
statement.
You must support each of your claims with quotations from the play(s) you choose to
write about. After answering the above questions as part of the prewriting process, develop a
Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter
entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus
Rex
) that are divided into acts and scenes. Please study the sample works cited page below.
Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 707-750.
.
ENGL112 WednesdayDr. Jason StarnesMarch 9, 2020Human Respo.docxbudabrooks46239
This document discusses how Art Spiegelman and Alison Bechdel both experienced generational trauma through their works "In The Shadow of No Towers" and "Fun Home", respectively. While the scale and time period of their traumas differed, both impacted and changed their behaviors. For Spiegelman, the 9/11 terrorist attacks became a trauma for himself and all Americans, causing anxiety and worry for his family's safety. Bechdel's trauma stemmed from the lack of societal acceptance of homosexuality during her childhood and father's closeted identity. The document analyzes how each author represented and dealt with their generational traumas through their artistic works.
English 101 - Reminders and Help for Rhetorical Analysis Paragraph.docxbudabrooks46239
English 101 - Reminders and Help for Rhetorical Analysis Paragraphs
1. Remember the “Rule of Thirds” for Body Paragraphs (Besides BP1 on Essay II)
Top 1/3 of Paragraph (about 4-5 sentences) – your development of an idea stated through a clear topic sentence and a group of follow up sentences that explain and ‘analyze’ the point.
-(P) main point of paragraph in the topic sentence
-(I) follow up and explanation of the idea, how it is true and its importance
Middle 1/3 of paragraph (4-5 sentences) – this section should be focused on ‘support’ of your that will in a sense prove the idea presented
-(E) Use of a specific example/evidence from the text or perhaps a ‘universal’ example to display and ‘show’ your audience what you mean or perhaps a secondary source
Final 1/3 (4-5 sentences) – summarize and reassert your main point in a fresh way.
-(S) Returning to your main point – you may have to transition out of your example to return back to your main idea. Be sure to restate it and perhaps change the context to analyze it in a new way.
2. Help Developing Main Points – Rhetorical Analysis
The I and S sections carry a lot of ‘weight’ because they are the areas where a student writer can show the depth of their thinking and comprehension of the idea presented. This is especially true with rhetorical analysis paragraphs: Target Audience, Message, Manipulation/Persuasion, Effectiveness, and/or Effect (an indiv. essay will not have all of these).
Asking questions of your main point is a great way to ‘dig’ for development of your idea. Here are some example questions for each RA paragraph that may help you plan/develop your I and S sections:
A. Target Audience (TA) – Why has this audience been chosen by the ‘company’/advertiser/text? What does knowing this TA tell you about the ad’s purpose/message? Why/how is this audience susceptible to the purpose/message of text.
B. Message – Why is this message being used by the ‘text’? How/why is this message meaningful to the audience? What is the message trying to make the audience feel or believe?
C. Manipulation/Persuasion – Explain a specific method/way the text tries to persuade the audience. How does this method of persuasion ‘work’ within the text? More generally, why is this approach to manipulation/persuasion used?
D. ***Effectiveness*** (prob. a paragraph only for ads) – How/why does the ad succeed or fail in its purpose? What could be done to make the ad more effective?
E. Effect – How does the add connect to, support, or create a problem in the real world? How/why does ad have this impact? How does the ‘effect’ benefit or damage the real life of audience?
English 101 - Essay II – Assignment
Texts Covered to Prepare for EII:
-“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis
-“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas
-“Backpacks vs. Briefcases” - Laura Bolin Carroll
-“How Advertising Has Become an Agent o.
ENGL 301B Sections 12 & 15
Prof. Guzik Spring 2020
Assignment #2: Mis and Dis
Purpose and Logistics:
Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward.
Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs.
Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three.
This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.)
However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.)
To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next.
When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details.
Readings:
Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.)
“Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.)
“YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times
“Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016.
“Misinformation Telephone” by Renee Diresta from Slate
Background:
Current events have driven home yet again that the infras.
ENGL 102Use the following template as a cover page for each writ.docxbudabrooks46239
ENGL 102
Use the following template as a cover page for each written essay:
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g., ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID #____________
WRITING STYLE USED_____________________________________________________
(e.g., MLA)
Page 1 of 1
ENGL 102
Research Paper Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
65 to 75 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
51 to 64 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 50 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
65 to 75 points
· Writing is well-structured, clear, and easy-to-follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Word count is at least 1,500 words.
51 to 64 points
· Paper is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Word count almost meets requirement.
0 to 50 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic is included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
· Word count does not meet requirement.
Grammar and Diction
(CCLO #1, #3)
65 to 75 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
· 51 to 64 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is gener.
ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docxbudabrooks46239
ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.
ENGL 151 Research EssayAssignment DetailsValue 25 (additio.docxbudabrooks46239
ENGL 151 Research Essay
Assignment Details
Value: 25% (additional 5% for Draft/Peer Review)
Due Date: Draft—Jun 10
Final—June 19
Length: 1500 words (does not count the references list)
Instructions
Write a 1,500 word argumentative essay in which you communicate and defend a thesis about a specific topic you have begun researching over the first four weeks of the term.
While your essay is based on your own opinion about a topic, the strength of your essay will depend on your ability to anticipate objections/questions from critical readers and address them by collecting and integrating supporting evidence from other texts. As always, I expect your argument to be thorough, well-reasoned, and concise. Don’t waste space with empty words.
Your analysis should have a strong, clear structure. As a guide, consider our standard conceptualization of essay format:
· Introduction paragraph containing (among other things) a clear thesis
· Body paragraphs discussing one aspect of the argument to support your thesis
· Conclusion paragraph that reminds readers of the thesis and major supporting ideas
Your essay must be formatted according to APA 7th edition guidelines, and you must cite both quotations and paraphrasing in APA style, which includes a References list.
Research
You must incorporate information from a minimum of five reliable and appropriate sources in your essay, at least one of which must be a scholarly article from the Camosun library database. Texts providing only general information (eg. dictionaries, encyclopedias, wikis) are not appropriate sources. Web resources from reliable sources (eg. American Medical Association, Statistics Canada) can be valuable, but extreme caution should be used when defining “reliable”. If you’re in doubt, discuss with other students and/or contact me.
Academic Honesty
Remember, plagiarism is a very serious offence. All borrowed material must be cited using APA style, and any paraphrasing must be significantly re-worded from the original material.
I expect you to limit the length of your quotations (all under 40 words long).
Essay Draft: Process and Grading
1. On Wednesday, June 10, before 12:00pm (noon), you will submit a draft of your research essay to the Essay Draft Drop Box on our D2L page. Your draft should be
· a complete essay that may lack the polish of a final draft
· fully cited in APA style, including in-text citations and a references list
· formatted in APA style (see sample on D2L)
· submitted without your name on it (don’t include it on the title page)
2. I will email you another student’s draft by 5:00pm the same day, and you will use the Peer Review Guide to give feedback on the student’s essay. The review process should only take 60 minutes max (that’s how long I give my students when we do this in class).
3. You will submit your feedback to the Peer Review Drop Box on D2L before Thursday, June 11, at 5:00pm.
The draft will be graded on a pass/fail basis. Failing to su.
ENGL 140 Signature Essay Peer Review Worksheet
AssignmentDirections: Your task is to provide high level feedback to at least one of your fellow classmates that should help them improve their final essay. You will need to complete, in its entirety, this peer review worksheet to help your fellow student.
PART ONE: DEMOGRAPHICS
Name of the student whose essay you reviewed:
Your Name: Daniel Placeres
PART TWO: ANALYSIS
Summarize, in three to five sentences, the overall argument being made in this essay. Share your opinion on how well you think this draft meets the assignment requirements.
INPUT: The overall argument mentions the association between bad health and low income. Daniel argues that poverty increases the risk of poor hygienic and health related issues. Mentioned, is the fact that without the proper income healthcare services are limited or not accessible to those in need.
I feel the draft does need more revision, but does meet the requirements provided to our class. I have a clear understanding of the link between poor health and poverty and believe we can make this a great paper.
PART THREE: CONTENT
Address each of the following questions, using complete sentences and specific examples when possible. Remember that you can give both positive and negative answers here to help highlight both the best aspects of the essay and address those areas that need revision.
Format
YES
NO
1
Does the essay use appropriate APA formatting, including double spacing, Times New Roman 12 point. Times New Roman font, one-inch margins, and appropriate paragraph indentations?
N
2
Can you identify any areas where outside source information appears to be used when no in-text citations are included? Provide specific examples:
N
3
When in-text citations are used, do they follow APA formatting?
Y
4
Does the essay include the required 8 sources?
Y
5
Can you identify any issues with the references page? If so, please provide specific examples: hyperlinks, capitalizations (review “Poverty and health: thirty years of progress?”),
Y
Content
YES
NO
1
Can you identify the main argument being made?
Y
2
Can you identify the thesis statement? Does it make a claim that can be argued and clearly take a stance?
Y
3
Do each of the paragraphs in the essay work to directly support the argument being made in the essay?
Y
Organization
1. How effectively does the introduction engage the reader while providing an overview of the main controversy being addressed?
Introductory paragraph flows, however, his argument needs to be more clear. Before mentioning his point of view on poor health care linked to political injustice, he mentions a point on education, which weakens his argument by diverting the subject. Although I believe this is the argument he was attempting to make, he then begins the body of his essay by discussing correlations between poverty, healthcare, and lifestyle (e.g., diets), which once again scatters his topic.
2. How easily .
ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docxbudabrooks46239
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV.
Engaging Youth Experiencing
Homelessness
Core Practices and Services
National Health Care for the Homeless Council
January 2016
DISCLAIMER
This project was supported by the Health Resources and Services Administration (HRSA) of the
U.S. Department of Health and Human Services (HHS) under grant number U30CS09746,
a National Training and Technical Assistance Cooperative Agreement for $1,625,741, with 0%
match from nongovernmental sources. This information or content and conclusions are those of
the author and should not be construed as the official position or policy of, nor should any
endorsements be inferred by HRSA, HHS or the U.S. Government.
All material in this document is in the public domain and may be used and reprinted without
special permission. Citation as to source, however, is appreciated.
Suggested citation: National Health Care for the Homeless Council (January 2016). Engaging
Youth Experiencing Homelessness: Core Practices & Services [Author: Juli Hishida, Project Manager.]
Nashville, TN: Available at: www.nhchc.org.
ACKNOWLEDGEMENTS
Special thanks are owed to the National Health Care for the Homeless Clinicians’ Network (CN)
Steering Committee, the CN Engaging Homeless Youth advisory work group, and the individual
clinicians, administrators, and consumers interviewed for this project. Without their willingness to
share valuable information about their organization and their experiences this publication would
not be possible. Additional thanks to Council staff members who reviewed and contributed to the
research process and this publication.
Engaging Homeless Youth Advisory Work Group Members:
Amy Grassette
Consumer Advisory Board Chair
Community Healthlink
Bella Christodoulou, LCSW
Social Worker
Tulane Drop-In Health Services
Brian Bickford, LMHC
Director of Primary Care and Homeless Svcs
Community Healthlink
Cicely Campbell, BS
Volunteer Coordinator
Tulane Drop-In Health Services
Debbian Fletcher-Blake, APRN, FNP
Assistant Executive Director, Clinic
Administrator
Care for the Homeless
Deborah McMillan, LSW
Assistant Vice President of Social Services
Public Health Management Corporation
Eowyn Rieke, MD, MPH
Physician
Outside In
Heather McIntosh, MS
Research Project Coordinator
University of Oklahoma School of
Community Medicine
Heidi Holland, M.Ed
Program Manager
The National LGBT Health Education
Center
Mark Fox, MD
Medical Director/ Associate Dean for
Community Health and Research
Development
Street Outreach Clinic/ University of
Oklahoma School of Community Medicine
Mollie Sullivan, LMHC
Licensed Mental Health Counselor
Health Care for the Homeless/ Mercy
Medical Center
Rachael Kenney, MA
Associate
Center for Social Innovation
Ric Munoz, JD
Assistant Clinical Professor of Social Work
University of Oklahoma School of Social
Work
Robin Scott, MD
Pediatrician
Community Health Center of South Bronx .
Engaging Families to Support Indigenous Students’ Numeracy Devel.docxbudabrooks46239
Engaging Families to Support Indigenous Students’ Numeracy Development
Abstract
Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies.
Introduction
Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people.
Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.
Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/
Literature Review
Pre-schooling
In order to improve the numeracy achievement gap between non-indigenous and indigenous s.
Endocrine Attendance QuestionsWhat is hypopituitarism and how .docxbudabrooks46239
Endocrine Attendance Questions
What is hypopituitarism and how is it managed?
Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI)
Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder.
Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management
Discuss the therapeutic management of diabetic ketoacidosis (DKA)
.
ENG 130 Literature and Comp ENG 130 Research Essay E.docxbudabrooks46239
ENG 130: Literature and Comp
ENG 130: Research Essay
Essay ENG 130: Research Essay
This assignment focuses on your ability to: evaluate researched source materials to be
academic, valid, and reliable; to incorporate research fluidly into an essay format; to cite researched
information properly in APA format.
The purpose of completing this assignment is: learning how to research valid and reliable
sources is an important lifelong skill for school, career, and personal life. You will need to know how
to synthesize researched information and present it effectively. As a student of Post, please be sure
you use this assignment to solidify your mastery of APA text citations. Ask your instructor questions!
______________________________________________________________
Prompt (what you are writing about):
Who is August Wilson and how do his plays in The Pittsburgh Cycle—particularly Fences—
reflect the society in which they are set?
Instructions (How to get it done):
Research August Wilson, his life, The Pittsburgh Cycle of plays, and how they reflect the eras
in which the plays are set.
You must have at least four outside sources that are academic and reliable.
Create an essay that is 2 to 3 pages and relates the following information:
o August Wilson’s life and accomplishments
o The plays that are included in Wilson’s The Pittsburgh Cycle including brief summaries
each play.
o Research on the era and location in which Fences is set.
This is a research essay and not an argumentative essay.
Include direct quotes and paraphrases from your researched information
Be sure that you have in text citations and corresponding reference citations for all quoted
material, paraphrased material, and newly researched material.
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the above source and at least four outside sources to create a properly-formatted
APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Source: Fences by August Wilson (pages 1270-1331)
Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Organization Many details are
not in a logical or
expected order.
The paper does
not use
paragraphs.
Writing may have
little discernible
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docxbudabrooks46239
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. educational opportunities for students with
intellectual disabilities (Neubert, Moon, Gri-
gal, & Redd, 2001), prospects after high school
remain bleak for these students, many of whom
experience segregation and social isolation
(Chambers, Hughes, & Carter, 2004). In fact, of
all students with disabilities, those with intellec-
tual disabilities are the least likely to be involved
in jo b training, paid employment, or education
after high school (Wagner, Newman, Cameto,
Garza, & Levine, 2005).
As an alternative to such p oor post-school
outcomes, a movem ent has arisen to provide
these young adults with inclusive post-second-
We thank mem bers o f the Tennessee Task Force
for Post-Secondary Education for Students with In-
tellectual Disabilities for support o f survey develop-
m ent and dissemination. We especially thank those
who supported the survey distribution, particularly
the Autism Society of Middle Tennessee, the Down
Syndrome Association Middle Tennessee, The Arc
o f Williamson County, the Tennessee Council on
Developmental Disabilities, and the V anderbilt
Kennedy C enter. C orrespondence concerning this
article should be addressed to Megan M. Griffin,
D epartm ent o f Special Education, V anderbilt Uni-
versity, 230 Appleton Place, Peabody Box 228, Nash-
ville, TN 37203. E-mail: megan.m.griffin®
vanderbilt.edu
ary education (PSE) options. Now num bering
over 150 across the United States, PSE programs
are located on college campuses and allow stu-
dents with intellectual disabilities to continue
3. their education alongside typical peers (Consor-
tium for PSE for Individuals with Developmen-
tal Disabilities, 2009). In PSE programs, stu-
dents learn academic material, expand social
networks, gain em ploym ent skills, and de-
velop independence. Although colleges have
historically excluded students with intellectual
disabilities, PSE programs offer these students
an alternative to traditional college admission
and participation (Hart, Grigal, Sax, Martinez,
& Will, 2006).
As m ore PSE program s becom e available,
families are increasingly considering this op-
tion (N eubert et al., 2001; H art e t al., 2006).
Since families, particularly parents, are instru-
mental in transition planning, understanding
their perspectives can improve the approaches
taken by educators and service providers
(Chambers et al., 2004; Lehmann, Bassett, &
Sands, 1999; Momingstar, Turnbull, & Turn-
bull, 1995). In prior studies, researchers have
focused on general transition outcomes for stu-
dents with intellectual disabilities compared to
typical students (Whitney-Thomas & Hanley-
Maxwell, 1996) and to students with other dis-
abilities (Polat, Kalambouka, Boyle, & Nelson,
2001; Wagner et al., 2005). Not surprisingly,
Family Perspectives / 339
parents of students with intellectual disabilities
are among the most pessimistic about transi-
tion outcomes, including PSE participation
4. (Wagner et al.).
A smaller literature has focused specifically
on the perspectives of parents of students with
intellectual disabilities. For example, Kraemer
and Blacher (2001) found that the primary
concern for these parents is determining what
the young adult will do during the day after
high school; however, this study did not dis-
cuss PSE programs as a transition option. Sim-
ilarly, Cooney (2002) found that parents were
very concerned about the transition process,
but also did not address PSE options. In a
more recent study of both parent and sibling
perspectives, Chambers et al. (2004) found
that respondents considered PSE an impor-
tant outcome, but that their knowledge of
programs was limited and they did not think
their family member would pursue this op-
tion. Although PSE options are increasingly
available to students with intellectual disabili-
ties, no studies have investigated the issues
that families consider when making decisions
regarding PSE participation.
To examine such perspectives, we surveyed
families of high school students with intellec-
tual disabilities concerning PSE program par-
ticipation. We had three goals for this study.
First, we wanted to determine family percep-
tions of transition planning, as well as deter-
mine those barriers that families encounter in
learning about PSE programs. Second, we
wanted to identify those demographic charac-
teristics that might correlate with differential
expectations for students after high school.
5. Third, we wanted to examine both the con-
cerns that families have about enrolling stu-
dents in PSE programs, and the program
characteristics that families consider most
important. Our goal was to attain an overall
sense of families’ knowledge and perceptions
of PSE programs.
Method
Participants
Participants included 108 family members of
transition-age students with intellectual dis-
abilities in Tennessee. Survey respondents
were excluded if they lived in a different state,
or if the student was not 14-25 years old.
Family members of students with intellectual dis-
abilities. Of the 108 respondents, 94% were
parents or guardians, and 91% were female; in
all, 87% of respondents were the student’s
mother. The majority of respondents were
White (88%); remaining respondents were
8% Black, 1% Hispanic, 1% Asian/Pacific Is-
lander, and 2% other. The majority of respon-
dents were 40 years or older (87%); from
urban areas (81%); working part or full time
(81%); and had completed college or a
higher level of education (76%).
Students with intellectual disabilities. The re-
spondents’ family members with intellectual
disabilities were 66% male and 34% female.
The respondents reported diagnoses of the
6. students, and in some cases selected more
than one category. Their diagnoses were: 35%
Mental Retardation; 35% Autism Spectrum
Disorders; 29% Developmental Disabilities;
17% Down Syndrome; 10% Cerebral Palsy;
and 1% Williams Syndrome. Respondents in-
dicated the academic ability of their family
member by estimating the student’s reading
level, with 32% indicating that the student
reads at a First Grade level or lower; 32%
between the Second and Fifth Grade level;
and 36% at a Sixth Grade level or higher.
Procedure
This study was performed in collaboration
with the Tennessee Task Force for Post-Sec-
ondary Education for Students with Intellec-
tual Disabilities, a group that supports the
d e v e lo p m e n t o f PSE p r o g r a m s o n T e n n e s s e e
college campuses. The Task Force is com-
posed of representatives from various stake-
holder groups: the Vanderbilt Kennedy Cen-
ter, the Tennessee Council on Developmental
Disabilities; the Tennessee Division of Voca-
tional Rehabilitation Services; community and
disability advocacy groups; the public school
system; higher education institutions; Tennes-
see’s Division of Mental Retardation Services;
and involved parents and community mem-
bers.
In conjunction with the Task Force, we cre-
ated and distributed a survey to learn more
about family perspectives toward PSE pro-
grams. The survey was designed in both elec-
7. 340 / Education and Training in Autism and D evelopm ental
Disabilities-Septem ber 2010
tronic and p rin t formats; it was form atted elec-
tronically using web-based survey software
(Survey Gold 8). Respondents who com pleted
the online survey first read a description of
the study and an explanation that they could
choose to participate o r not, withdraw at any
point, and skip questions. Next, respondents
were directed to the survey; finally, they were
asked if they would like to subm it their re-
sponses. Respondents could only subm it an-
swers to the secure website if they answered
this question affirmatively. Approximately
94% o f participants responded via the web-
based survey. T he rem aining respondents
com pleted and mailed p rin t surveys, which
were then manually en tered into o u r data-
base.
Participants were recruited in several ways.
The survey was advertised through the Vander-
bilt Kennedy Center’s web-based Studyfinder;
internal e-mail messages sent through Vander-
bilt University Medical Center; and flyers distrib-
uted through local newsletters and at commu-
nity events. In addition, various community
agencies th at had been involved with the T en-
nessee Task Force distributed the survey. Be-
cause we wanted survey respondents to be as
candid as possible, we assured them that all
answers would rem ain anonymous.
8. Survey Instrument
To develop the survey, we drew on prior re-
search th at had addressed post-secondary op-
tions for young adults with disabilities (Cham-
bers et al., 2004; Kraemer & Blacher, 2001;
Polat et ah, 2001; W agner et ah, 2005). Survey
developm ent involved collaboration with Task
Force members, including researchers, dis-
ability advocates, and family m embers o f stu-
dents with intellectual disabilities. T heir feed-
back inform ed the final survey, which was
com posed o f 50 items and divided into four
sections.
1. Information about primary respondents.
T he first section of the survey asked 12 ques-
tions regarding dem ographic inform ation
about the respondent. Using either multiple-
choice o r open-ended formats, this section
asked about the respondent’s age, gender,
ethnicity, relationship to the student, place of
residence, level of education, em ploym ent sta-
tus, occupation, marital status, and nu m b er of
children.
2. Information about the student with intellectual
disabilities. Comprised o f 22 questions about
the student with an intellectual disability, ques-
tions in this section asked about the student’s
age, gender, ethnicity, place o f residence and
disability diagnosis. O th er questions ad-
dressed the stu d en t’s health, em otional well-
being, and adaptive behavior. Questions also
9. addressed functional abilities: respondents
were asked to rate on a 5-point scale (1 = not
at all; 5 = very well) how well students per-
form various activities (e.g. walking, speaking,
eating, preparing meals, taking medications,
groom ing).
This section also included questions about
students’ academic history, attitude toward
school, and transition plan. Items about aca-
demic history concerned the stu d en t’s IEP,
reading level, most recent school setting, and
prospects for graduating with a regular di-
ploma. O th er questions asked respondents
w hether the student seems to like school, and
w hether the student seems interested in edu-
cational opportunities after high school. Fi-
nally, questions asked respondents how aware
they are o f PSE options, how they learned
about them , and what barriers they encoun-
tered during this process.
3. Perspectives on PSE options. This section
asked respondents about post-secondary op-
tions, and specifically about characteristics o f
PSE programs. Items asked respondents what
their children would most likely do after high
school, and w hether they thought th at PSE
program s were a viable option. A series of
questions asked respondents how concerned
they were about various factors when consid-
ering PSE for their family member. O n a
5-point scale (1 = n ot at all concerned; 5 =
very co n cern ed ), respondents rated these fac-
tors (e.g. the stu d en t’s health; cost o f the pro-
gram; the stu d en t’s safety; the stu d en t’s ability
10. to function without parent; similarity to a typ-
ical college experience; focus on em ploym ent
after program completion; and distance of
program from hom e).
A nother series o f questions asked about die
degree o f im portance o f various program
com ponents. O n a 5-point scale (1 = n o t at all
im portant; 5 = very im portant), respondents
rated the degree o f im portance that they at-
F a m ily P erspectives / 341
tributed to such PSE program components as
residential options; inclusive learning environ-
ments; individual choice in curriculum; struc-
tured social activities; access to a college cam-
pus; certification in a vocational area; and a
focus on employment after completion of pro-
gram.
4. Open-ended questions. The final section
was composed of open-ended questions, in-
cluding: (a) “What would help you make de-
cisions about the options available to your
child after high school?” (b) “What advice
would you give to parents of younger children
with intellectual disabilities to better prepare
them for the transition that their children will
face after high school?” and (c) “If you could
design a program for your child to participate
in after high school, what would it look like?
What would be the most important aspects of
the program?”
11. Data Analysis
All survey data were transferred for analysis to
the Statistical Package for the Social Sci-
ences (SPSS) 16 for Windows. First, we used
descriptive analyses to determ ine demo-
graphic information for both the primary
respondents and the students with intellec-
tual disabilities. Next, we perform ed analy-
ses of variance (ANOVAs) to test hypotheses
of group differences. Finally, we employed
repeated-measures ANOVAs to analyze,
within individual respondents, their ratings
of relative concern about aspects of PSE
participation and of relative importance of
different PSE program components.
Results
Parental Perspectives on Transition Planning
Descriptive findings regarding students’ tran-
sition plans indicated an inconsistency be-
tween parent and teacher perspectives. Com-
pared to parents, who indicated that PSE
opportunities would help their child transi-
tion to adulthood (M = 4.0, sd = 1.25), edu-
cators were perceived as being less encourag-
ing of these children pursuing PSE (M = 2.87,
sd = 1.56), t (108) = 6.79, p < .0001. In
addition, only 26% of parents affirmed that
their child’s IEP included a plan for the time
immediately following high school; 53% re-
ported that the IEP did not include this, and
12. 21% were unsure.
Barriers to Parents Understanding PSE Options
Beyond inadequate transition planning, par-
ents also reported many other barriers to un-
derstanding PSE options for their children.
Most respondents (73%) reported a “lack of
general information or guidance,” and the
next most-reported barriers were “school and
other staff did not help me understand”
(36%), and “financial constraints” (36%). Fi-
nally, many respondents reported barriers re-
lated to services: “different services did not
work well together” (30%); “long waiting list
for explanation of services” (26%); and “staff
from different services gave conflicting ad-
vice” (25%). Thirteen percent reported that
“written and online materials were difficult to
understand;” 9% of all respondents reported
that they did not encounter any barriers.
Student Reading Ability as a Correlate to Parent
Perspectives
Although as a group parents were generally
positive about PSE, parents of students with
lower reading levels were less likely to think
that PSE would help their children transition
to adulthood, F{2, 104) = 10.73, p < .01.
Parents of these students also thought their
children were less interested in educational
opportunities after high school, F{2, 104) =
13.47, p < .01; were less often encouraged by
school staff to pursue PSE, F(2, 104) = 10.40,
p < .01; and less likely to enroll their child in
13. PSE, F2, 104) = 15.44, p < .01. In each of
these questions, major differences were found
between parents of children at the First Grade
reading level or lower compared to parents
whose children read at the Second-to-Fifth
Grade and Sixth Grade-or-higher levels (see
Figure 1).
Parental Concerns and Priorities Regarding PSE
Programs
Parents also differed in their concern over
various aspects of PSE participation, F{6,
342 / Education and T raining in Autism and D evelopm ental
Disabilities-September 20 10
Will PSE help your child Does your child seem Have educators
Do you think your child
transition to adulthood? interested in PSE? encouraged your
child to might pursue PSE?
pursue PSE?
F igure 1. D iffe re n tia l p a re n ta l a ttitu d e s tow ard PSE a
cc o rd in g to s tu d e n t re a d in g level.
642) = 26.78, p < .01. Among 7 different
items, parents were by far the most concerned
about their child’s safety; almost 9 in 10 re-
spondents rated this item a “5” on a 5-point
scale. Conversely, parents were less interested
that the PSE program provided an experience
similar to a typical college environment; this
14. item averaged the lowest rating (3.44) and
received the lowest proportion of “5” ratings
(30.6%; see Table 1). Similarly, as shown in
Table 2, respondents reported that the most
important PSE program component involved
a focus on employment, whereas the two least
important program components involved ac-
cess to a college campus and residential op-
tions, F{6, 642) = 8.48, p < .01.
Open-ended Questions
Of the 108 respondents, 94 (87%) answered at
least one open-ended question.
Transition decisions. The first question
asked respondents what would help them
make transition decisions. Of the 92 respon-
dents who answered this question, 57% an-
swered that they needed more information to
make educated decisions. Respondents noted
that such information could come from a va-
riety of sources, including teachers, service
providers, PSE program representatives, and
other parents. One respondent wrote, “It
would be great if the school system had the
information to give the parents on the options
TABLE 1
M ean S cores o f th e 7 P a re n ta l C o n c ern Item s, a n d
P e rc e n t o f the Sam ple G iving th e H ig h e st R ating (5 =
Very C o n c ern e d )
Concern Regarding PSE Programs Mean Percent Highest
15. Y our c h ild ’s safety 4.72 (0.94) 88.0%
Y our c h ild ’s ability to fu n c tio n w ith o u t you 4.34
(1.15) 64.8%
Focus o n e m p lo y m e n t a fte r c o m p le tio n o f p ro g
ram 4.29 (1.35) 67.6%
Cost o f th e p ro g ram 4.06 (1.41) 61.1%
D istance o f th e p ro g ra m ’s c am p u s away fro m y o u r
h o m e 3.94 (1.26) 47.2%
Y our c h ild ’s physical h e alth 3.81 (1.56) 53.7%
P ro g ra m sim ilar to a typical college e x p e rie n c e 3.44
(1.55) 30.6%
Family Perspectives / 343
TABLE 2
Mean Scores o f the 7 PSE Program Component Items, and
Percent Giving the Highest Rating (5 = Very
Im portant)
Program Component Mean Percent Highest
Focus on employment after completion o f program 4.36 (1.15)
67.6%
Structured social activities 4.24 (1.09) 56.5%
Individual choice in curriculum 4.22 (1.12) 57.4%
Inclusive learning environments 4.08 (1.24) 53.7%
O pportunity for certification in a vocational area 4.01 (1.29)
50.0%
Access to a college campus 3.60 (1.43) 38.9%
Residential options 3.47 (1.45) 47.2%
for these children. The school system drops
the ball with these children.” Many respon-
16. dents (37%) also wrote about specific pro-
gram characteristics (e.g. location, cost, safety,
and employment training). Fewer (16%)
mentioned student characteristics, and the
importance of matching programs to the spe-
cific needs of students. Finally, 6% expressed
the need for more options; as one respondent
wrote, “Options should be offered. Opportu-
nities should be everywhere, just like they are
for the general public.”
Advice to other families. Of the 84 respon-
dents that answered this question, 56% ad-
vised families to inform themselves about
their rights and to plan ahead, for example, by
placing the student on waiting lists for adult
services early. A subset of this group (17% of
respondents) advised parents to work with
schools, community organizations, and other
families. In contrast, 10% of all respondents
advised parents not to rely on others. As one
respondent wrote: “Do not wait for your guid-
ance counselor . . . You need to be proactive
and persistent in gathering this information.”
A final group (15%) emphasized the impor-
tance of high expectations and individualized
goals for students.
An additional 8% expressed their inability
to answer the question at all, stating that they
needed advice themselves. One respondent
wrote, “There is not a good road map. Things
have been pretty clear up to this point. Part of
this is likely my own unwillingness to look at a
future that feels pretty bleak. Also, I am just
tired of advocating and creating opportunities
17. out of whole cloth.”
Desired PSE characteristics. The final ques-
tion asked respondents what an ideal PSE pro-
gram for their child would be. Of the 85 re-
spondents that answered this question, 21%
mentioned practical skills development (e.g.
training in handling money), and 19% em-
phasized the need for skilled teachers who can
provide students structure and support. Other
respondents (18%) emphasized employment
training; another 18% expressed interest in
social skills training, recreation, and socializ-
ing. Remaining respondents wrote about a
variety of program components: academics,
skills training, inclusion, and similarity to a
typical college experience.
D isc u ssio n
As an initial step in determining the viability
of PSE programs, our findings extend prior
research by investigating the perspectives of
families of students with intellectual disabili-
ties. Findings emerged in three major areas:
family attitudes toward PSE options; correlates
with differential attitudes toward PSE; and
families’ priorities and concerns about PSE
programs.
First, we found that parents considered PSE
opportunities to be beneficial for their transi-
tioning children, but that they did not think
that educators encouraged this option. In
comparing ratings of parent versus teacher
encouragement of PSE options, parents rated
18. themselves more interested than teachers.
Most respondents (73%) lacked information
and guidance about planning for PSE and, in
the open-ended answers, parents wrote that
school staff could do much more to facilitate
344 / Education and T raining in Autism and D evelopm ental
Disabilities-Septem ber 2010
PSE planning. While poor communication has
been well-documented as a general barrier to
effective transitions to adulthood, our survey ad-
dressed this issue specifically within die context
of PSE planning. Indeed, while other studies
have found that families are generally positive
about PSE (Chambers et al., 2004) and have
documented poor communication between par-
ents and teachers (Lehmann et al., 1999), this
survey is the first to docum ent the barriers to
PSE planning and access.
Second, parents o f students with lower read-
ing levels were less likely to think that PSE
would help their children transition to adult-
hood. In this study, the break po in t was be-
tween the group of students who read at the
First Grade level or lower, com pared to stu-
dents reading at the Second Grade level and
higher. This finding mirrors results o f the Na-
tional Longitudinal Transition Study-2 (Wagner
et al., 2005), which reported that youth with
higher functional cognitive skills were m ore
likely to participate in PSE. However, we also
noted th at parents o f those students with the
19. lowest reading abilities were n o t wholly nega-
tive about the prospect o f PSE for their chil-
dren. Although parents o f students with the
lowest reading abilities were less positive
about this option, some o f these parents still
considered PSE for their children.
Third, we found that parents harbored both
specific fears and specific expectations about
PSE programs. Their major fear related to their
child’s safety. Indeed, from among 7 potential
concerns that we surveyed, parents consistently
reported their child’s safety as the highest rated
concern. As Table 1 shows, this single concern
averaged dose to 5 on a 5-point scale, was almost
half of a standard deviation above all other con-
cerns, and was rated the highest score by almost
90% of parents.
Although the salience o f the students’ safety
was somewhat surprising to us, it makes sense
that parents would be most concerned about
this issue. In addition to parental concerns
over their child’s vulnerability (Fisher &
H odapp, 2009; Hanley-Maxwell, Whitney-
Thomas, & Pogoioff, 1995), individuals with
intellectual disabilities may actually be m ore
likely to be abused and taken advantage o f by
others. As Fisher, Hodapp, and Dykens (2008)
have recendy noted, individuals with intellec-
tual disabilities often display personal and fa-
milial characteristics that predispose them to
abuse and exploitation; recent studies report
that such individuals suffer abuse at rates from
2-10 times those noted am ong non-disabled
20. individuals. Thus, while no research has yet
addressed this issue in the context o f PSE,
concerns over safety will undoubtedly influ-
ence parental decisions about their stu d en t’s
participation. PSE programs, in turn, will
need to respond to parental concerns by tak-
ing appropriate measures to ensure student
safety and by com m unicating these efforts to
families.
Parents also reported a strong preference
for certain PSE program characteristics. Com-
pared to o th er program com ponents, parents
want PSE program s to focus on their child’s
employment; indeed, post-program employ-
m ent was rated as a “5” by 68% o f all respon-
dents. While o th er studies have also found
that parents consider employm ent to be a pri-
mary outcom e (Chambers et al., 2004; Krae-
m er & Blacher, 2001; Whitney-Thomas &
Hanley-Maxwell, 1996), none have yet ad-
dressed this issue in the context o f PSE. Addi-
tionally, although many PSE program s cur-
rendy include em ployment training, this
com ponent takes a variety of forms and is
emphasized to varying degrees (H art e t al.,
2006). Given o u r findings, PSE programs
should prioritize preparation for em ploym ent
as the primary outcom e for their students.
In contrast, there were also program char-
acteristics that parents did not prioritize. Most
noteworthy in this regard were residential op-
tions and the program ’s similarity to a typical
college experience. These views from parents
contrast sharply with informal conversations
21. that we have had with potential PSE students
themselves. Considering this contrast, we won-
d e r w hether parental attitudes align with the
priorities of their children, who are ultimately
the participants in PSE programs. Given that
these students are young adults transitioning
to full adulthood, understanding and h o n o r-
ing their perspectives seems especially critical.
Taken together, the results of this study
have implications for both families and prac-
titioners. First, parents’ limited knowledge of
transition plans and PSE options is a major
concern, one th at needs to be addressed by
high school educators, paren t groups, service
providers, and PSE programs. Second, given
Fam ily Perspectives / 345
that educators’ and parents’ post-school ex-
pectations for students may not align, there
seems to be a need for more effective commu-
nication. Third, educators should offer more
information about PSE options, even to fami-
lies o f students with lower academic skills.
Although an important first step in under-
standing parental perceptions o f PSE pro-
grams, this study also has several limitations.
First, responses were based on the reports of
family members and not confirmed by school
records, student observations, teacher reports,
or other sources. Second, responses may re-
flect priorities that were specific to our sam-
22. ple. Although we are not certain that our re-
spondents were more informed about PSE
options than family members o f other stu-
dents with intellectual disabilities, their knowl-
edge o f the survey and choice to respond
indicates that this may have been the case.
Given that we may have surveyed a “con-
nected” sample o f parents, our findings re-
garding limited …