A COMPARISON OF LEGAL LITERACY AMONG TEACHER SUBGROUPS By Candace Partridge Mirabile, Ph. D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2013 Charol Shakeshaft, Ph.D., Professor, Educational Leadership, School of Education This study determined the level of legal literacy among classroom teachers in a suburban metropolitan division in Virginia. I have focused on aspects of the law that relate to student safety and student rights, and my operational definition of legal literacy is the understanding of these laws. The results from 239 respondents indicated that teachers in this division are not knowledgeable of essential legal content specific to student/teacher interactions. The mean percent of correct answers hovered at the 50% mark on a survey of 20 true/false questions related to landmark cases, important legislation, and Virginia law. I was unable to trace legal literacy to a particular demographic, and I concluded that more than half of the respondents had received no training in legal issues. I propose that Virginia’s licensure requirements be upgraded to include competence in legal literacy because knowledge of law is among the standards of the National Council for the Accreditation of Teacher Education (NCATE, 2008). Based on comments from respondents to my survey, teachers are interested in learning more about education law.

At present we are constantly striving to rise good players for the junior and senior competitions. Basis for good performance players are formed early in sport training. Therefore, this work deals with the technical and tactical preparation of players in younger and older prepare, where players are introduced to the football enviroment and teaches the basic skills of the game. Acquired informations are processed in a review study and familiarize the reader with the issue of the training of young players. Title: Review study of technical-tactical training in younger and older prepare Objectives: The aim of my thesis is to collect information about the technical and tactical training for younger and older prepare, and summarized information in this work to provide the starting material for aspiring and current coaches, who are working with these categories. An integral part of the work is to compare the education of young players in our country and world clubs. Methods: The theses is written in the form of systematic review. For obtain data was used methods of secondary analysis and quantitative content analysis. In processing of work is based on the creation of category system and typology. Results: The study of literature, journals and online resources I received an individual informations...

The theoretical part of my thesis deals with the sport karate training, its components, improving motor skills which are typical for karate and other factors affecting the results of sport training. In the empirical part I find, based on direct interviews with individual representatives, national coaches, difference or similarity of their preparation for the World Championships or European Championships in Karate (Kata men) in their final part of season.

This thesis consists of description of chosen methods of permanent macroscopic zoological preparations. I verified successfully all the methods in practice and in case of methodological difficulties I optimized them for use in the school environment. In this work I answered the questions that could come up throughout the preparation process, for example: how to preserve the animal correctly; where to acquire the animal legally; what is the best way to maintain the animal's natural colour; what materials to use for the preparation and so on. According to current approaches I created not only a text based version of the manual of all verified preparation methods, but also an online version in form of a web site. To clarify the methods I included video sequences, photographs and schemes. With this e- learning course a teacher will be able to extend the school collection with his own preparations and also will be able to recognize what significant characteristics to point out. As a part of my work I have done a questionnaire focused on using various types of equipment in biology lectures. I have asked primary school teachers and high school teachers from all regions in the Czech Republic. This questionnaire was sent online and 322 out of 1636 people responded. The answers tell us that teachers...

The focus of this study was perceptions of professional school counselors' (PSC) graduate preparation in their roles as school counselors. The relationships examined were PSCs' roles and the number of hours completed in the school counselors' graduate programs, PSCs' roles and the level of their professional identity, and PSCs' roles and the number of school counseling specialty courses completed in their school counseling graduate programs. The American School Counselor Association (ASCA, 2005) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2001) have established standards for school counselors to master in their programs. These standards were used to develop the 30 roles identified in this study. Graduate programs referred to the number of hours PSCs completed in their graduate school counseling programs. Professional identity was defined as the certifications and licensures, the memberships in professional organizations, and the number of professional conferences and workshops PSCs attend. Specialty courses included school counseling courses taken by PSCs in their school counseling graduate programs. PSCs perceived themselves to be somewhat prepared in their overall preparation in their roles as school counselors. Results of the correlations between PSCs' perceptions of their preparation in their roles and the number of hours completed in the school counseling graduate programs, the professional identity of PSCs, and the number of specialty coursed completed were statistically significant but not practically significant. PSCs perceived themselves to need additional preparation in serving students with learning differences, seeking funding sources, and using technology. The factor analysis supported the construct validity of the survey instrument. It validated the roles of PSCs as outlined by ASCA standards (2005) and CACREP standards (2001). The factors included (a) Factor 1, Tasks/Advocacy/Professional Identity, (b) Factor II, Personal/Social/Career, (c) Factor III, Academics, and (d) Factor IV, Cultural/Legal/Ethical Issues. In conclusion, PSCs need additional training in student learning differences, seeking funding sources for school counseling programs, and on-going training in technology. PSCs want the term "educator" to be included in their description of their professional identity. PSCs also want additional specialty courses added to their curricula. They believe that the focus should be on the specialty of school counseling rather than a mental health focus.

Thesis advisor: Audrey Friedman / Evidence suggests that college preparation programs successfully support students through college preparation and application process. However, most research into college preparation programs does not attend to students' collegiate experiences once they leave college preparation programs. This dissertation explored the long-term influence of Small College's College Preparation Program (CPP) on students' collegiate academic, cultural, and social experiences, following college preparation program graduation. This research is a multiple-case study that used phenomenologically oriented interviews. The source of participants was students who completed CPP in 2006 and 2007 and who were enrolled in a university. Using purposeful sampling to achieve maximum variation among CPP graduates, I conducted three tape-recorded interviews of seven participants. Interactive interviews followed Seidman's (1998) recommendations for interview content. Positioning theory was used, in conjunction with social and cultural capital, to analyze data throughout data collection. Positioning theory served as a useful lens for examining the first year college experiences of CPP graduates because it allowed the researcher to explore participant experiences with their agency in mind. Much of the literature on university outreach college preparation programs places students at the center of the research. Often, though, within the research, students are positioned as passive recipients of college preparation services. Viewing the college admissions process as a discourse, participants reflexively self-positioned, but they were also engaged in interactive positioning. In either role, participants assumed an active role, rather than the passive role that most research positions assigns to students. This dissertation finds that participants actively self-positioned as they applied both dominant and non-dominant social and cultural capital during their college preparation and after matriculation. The ability to navigate complex and exclusionary contexts speaks to participants' strengths, perseverance, and motivation. Supportive relationships mitigated the impact of stereotype threat, interpersonal and institutional microaggressions. Moreover, participants self-positioned in ways that built on participants' wealth of insights, experiences, relationships, and capital, leading to academic success. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Masters in Publishing Studies 2017 / An introspective look at editing a manuscript is a personal account of editing and proofreading an unpublished manuscript. It focuses on how an editor looks at a piece of work and the different aspects involved in editing such as how to communicate with an author, how to avoid bias editing as well as how to approach correcting grammar, punctuation and language. / MT2018

Os antimicrobianos, especialmente a classe das fluoroquinolonas (FQs), são utilizados em grandes quantidades na medicina humana e veterinária. Uma atenção especial deve ser dada à ocorrência desses fármacos em diferentes matrizes ambientais, devido a potencialidade de propagação da resistência bacteriana. As principais fontes dessa contaminação são os esgoto industrial, urbanos, esgoto sanitário de hospital e de fazendas que utilizam antibióticos com finalidades veterinárias. Após a ingestão, os antimicrobianos são excretados na sua forma inalterada e, devido a baixa eficiência dos sistemas convencionais de tratamento de esgoto, são eventualmente liberados para o meio aquático. Diferentes métodos têm sido desenvolvidos para a determinação de FQs em amostras aquosas diversas, tais como esgoto sanitário , água de abastecimento, águas superficiais e esgoto sanitário de hospital. A maior parte dessas amostras ambientais é complexa e exige uma série de etapas de preparo, limpeza e pré-concentração; de maneira que, nos últimos anos, extensos esforços têm sido feitos para o desenvolvimento de novas técnicas de preparo de amostra que reduzam o tempo, trabalho, consumo de solvente e que permitam melhor desempenho do processo analítico. Nesse estudo foram desenvolvidos dois métodos de extração - a extração em fase sólida (SPE ) e a microextração por sorvente empacotado (MEPS) - sendo a separação, identificação e quantificação feitos por HPLC-MS/MS. Os métodos foram avaliados e validados segundo os parâmetros: precisão, exatidão, recuperação, linearidade, limite de detecção (LD), limite de quantificação (LQ), seletividade, efeito matriz, eficiência total do processo e robustez. Posteriormente, foi feita aplicação dos métodos desenvolvidos para investigação de FQs em águas superficiais e amostra de esgoto coletadas em diferentes pontos da cidade de São Carlos-SP. Os métodos apresentaram valores de recuperação maiores que 80% para as FQs estudadas, e valores de exatidão e precisão menores que 30% . A comparação entre as técnicas de extração desenvolvidas permitiu listar vantagens e desvantagens particulares de cada técnica. Além do menor consumo de solventes e volume de amostras, valores insignificantes de efeito matriz foram alcançados para a técnica MEPS; no entanto a SPE, devido ao seu maior fator de concentração, permitiu a quantificação de duas fluoroquinolonas em amostra de esgoto doméstico e detecção das mesmas em amostra de rio. / Antimicrobials, particularly the fluoroquinolones (FQs) class, are widely used in human and veterinary medicine. Particular attention must be given to the occurrence of these drugs in different environmental matrices, due to the potential spread of bacterial resistance. Effluents from industries, residential districts, hospitals and animal farms are the main sources of contamination by antibiotics. After ingestion, the antimicrobials are excreted in its unchanged form. Due to the low efficiency of conventional wastewater treatments, these antimicrobials are eventually released into the aquatic environment. Several methods have been developed for the determination of FQs in different water samples, such as municipal wastewater, tap water, river water, and hospital sewage. Most of these environmental samples is complex and requires a number of preparation steps, cleaning and preconcentration. For this reason, recently, extensive efforts have been made to develop new techniques for sample preparation in order to reduce: time, number of steps, solvent consumption and achieve better performance on the analytical process. This work describes the development of two methods of extraction - by solid phase extraction (SPE) and microextraction by packed sorbent (MEPS) - and separation, identification and quantification by HPLC-MS/MS. These methods were evaluated and validated by studying the following parameters: accuracy, precision, recovery, linearity, limit of detection (MDL), limit of quantification (MQL), selectivity, matrix effect, process efficiency and robustness. These methods were subsequently applied for FQs investigation in surface water and sewage sample collected at different points in the city of Sao Carlos/SP, Brazil. The methods recoveries achieved values greater than 80% for the studied FQS and the accuracy and precision values were satisfactory when compared to the values acceptable by regulatory agencies such as EPA and AOAC. A comparison between the extraction techniques developed allowed listing advantages and disadvantages of each particular technique. Besides the lowest solvent consumption and volume of samples, negligible values of matrix effects were achieved for MEPS technique. However, SPE, due to its higher pre-concentration, allowed the quantification of two fluoroquinolones in a sample of sewage and the detection in river sample.

Thesis advisor: Andrew Hargreaves / Music teachers occupy a conflicted and contested position in many secondary schools, and music teacher education programs have been given the task of preparing students to enter this challenging environment. This qualitative dissertation study examined the explicit, implicit, and null curricula of music teacher preparation programs in Massachusetts, the processes involved in determining those curricula and the consequences of selecting certain music education content over others. Degree requirements and course descriptions were analyzed across all undergraduate music teacher preparation programs. In addition, a survey was administered to music and education faculty in all programs and members of five institutions participated in interviews. The explicit curriculum in most music teacher preparation programs emphasized the knowledge and skills of performance, specifically the performance of Western art music, as well as the isolation of music content knowledge from pedagogical knowledge. The implicit message delivered by the explicit curriculum was that advanced musical study was intended for the few, and that popular music, world music, and other genres that deviated from the western art music tradition (i.e. - the null curriculum) were of less value. Using Bernstein's and Young's theories from the sociology of knowledge, Goodson's theory of the status and evolution of school subjects, and Siskin's and Ball and Lacey's work in the culture of secondary school subjects as the theoretical framework, the position of music education was explained as a conflicted content area that demonstrated traits of both high- and low-status subjects. Music education's geographic isolation from general education faculty was magnified by the conflicting views that music educators held when compared with their music performance counterparts. The knowledge boundaries of music content had been defended for centuries, and music education's attempt to redefine what counts as valid music and music education knowledge was met with resistance from those who benefited from the familiarity offered by the conservatory-style model of postsecondary musical study. One outlier was identified, a program whose performance emphasis was not based on western art music. Tradition and reform proved to be challenging dual goals for music educators. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Irwin Blumer / The focus of this dissertation is the student voice in College Bound (CB), a pre-college preparation program at Boston College. College Bound has existed on the Boston College campus for more than twenty years as an academic enrichment and supportive program that benefits urban students from two Boston Public high schools. The two essential questions of the research are "What do students say they learn at CB?" and "What suggestions do students have to improve the CB Program?" Literature about the importance of the student voice in the educational enterprise is reviewed as a means of giving context to the study. Primary data included student surveys (n=29), interviews (n=12), and focus groups (n=3). Other sources utilized included field notes and observations of the researcher as participant-observer, in addition to official College Bound documents. The constant comparative method was used to analyze data from the primary data sources. Data was also analyzed by data type and findings were presented thematically. Major findings included: CB students know a lot of what is going on and do not attend CB as empty vessels, but bring their own knowledge and experience to the CB Program. Students say they learn academic self-discipline, a more focused search for potential colleges to attend, and value their experience attending the CB program on the Boston College campus. Suggestions for improving the CB Program include: creating a regular schedule, re-establishing a community meeting experience, ensuring a consistent connection with their Boston College mentors, and providing more field trips to other colleges and museums. Participating student voices should be encouraged and respected as an important source of information in educational programs that exist to benefit those very students. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership.