This study investigated legal implications of differential disciplinary treatment of special education and non-special education students in K-12 public schools. It focused on interpreting and applying federal and state education legislation by courts and how various judicial decisions affect discipline practices in public school systems, asking if preferential treatment was afforded to students with disabilities through implementation and interpretation of educational legislation.The historical myriad of complex legislation passed before and after inception of Public Law 94-142 in 1975 was studied, exploring relationships between school discipline of children who do and do not receive special education services. Research included review of pertinent books, journal articles, published and unpublished papers, and personal communications with experts in education and law. It identified appellate court cases dealing with school discipline and compared rulings. Law and educ ation authorities were interviewed. Surveys were developed and administered to discern teachers' understanding of educational legislation. It attempted to formulate a theory addressing consistencies and inconsistencies associated with public school discipline, along with reinforcement of that treatment by the United States court system, offering implications and recommendations for practice and for further research. Emphasizing data collection from primary and secondary documents, this study took a historical perspective.Conclusions indicate that school compliance is directly tied to financial mandates and that school-based personnel have little discretionary power disciplining students with disabilities. School officials are caught between attempts to keep schools safe and complying with federal and state mandates to avoid forfeiting allocated funds. Many teachers feel unsafe at schools attributing that feeling to inability to control students' classroom behavior. Inabilities stem fr om inequities in consequences for discipline infractions by students with and without disabilities, inequities that have court precedents.Implications are that, based on the number of cases filed on behalf of students without disabilities, parents are seeking similar rights for their children as those of children with disabilities. Numbers indicate cases involving students with disabilities are resolved at lower levels of due process. Inequities are advocated by issuing various mandates and funding/compliance guidelines serving to strip local school districts of their ability to maintain and self-regulate schools.

L’ese ejja (takana) est une langue amazonienne en danger, parlée en Bolivie et au Pérou par environ 1 500 locuteurs. La première partie offre un profil sociolinguistique et décrit la méthodologie de collecte des données auprès d’une douzaine de locuteurs, lors de 5 terrains réalisés dans la communauté de Portachuelo, Bolivie, entre 2005 et 2009. La deuxième partie est une grammaire qui situe l’ese ejja typologiquement parmi les langues du monde, aréalement en tant que langue amazonienne et génétiquement au sein de la famille takana. Phonologiquement la langue est remarquable pour ses deux implosives sourdes et un système accentuel verbal très complexe sensible, entre autre, à la valence du radical. La complexité morphologique est frappante : parmi les 13 positions du prédicat verbal, on trouve des combinaisons lexicales de deux racines, de l’incorporation nominale et de nombreux suffixes plus au moins lexicaux. Particulièrement intéressants sont les suffixes d’Aktionsart qui ont une sémantique d’adverbes, et le riche système (10 suffixes) de ‘mouvement associé’, aussi attesté dans la langue sœur cavineña et des langues australiennes. Les adjectifs les plus fréquents sont prédicatifs et peuvent productivement avoir un nom incorporé. Polygrammaticalisés, les 4 verbes de posture sont omniprésents dans la grammaire, dans les constructions locative, existentielle et possessive, et comme suffixes de présent et d’imperfectif. Enfin, il existe 2 systèmes de co-référence pour 4 types de subordonnées : tous les deux sont tripartites et vont au-delà de l’opposition binaire ‘sujet identique/différent’ mieux connue. Un DVD avec les fichiers audio des textes en annexe et le matériel de revitalisation produit est joint. / Ese Ejja (Takana) is an endangered language of the Amazon, spoken by about 1,500 people in Peru and Bolivia. The first part is a sociolinguistic profile and describes the methodology: the data were recorded from a dozen speakers, in the course of 5 fieldtrips between 2005 and 2009 in Portachuelo, a Bolivian community. The second part is a grammar that places Ese Ejja typologically among the world languages, areally as an Amazonian language and genetically within the Takanan family. Among its interesting phonological features are two voiceless implosives and its complex verbal accent that is sensitive to stem valency. The morphology of the verb predicate is also intricate, with its 13 slots: roots can combine to form a compound stem, nouns can be incorporated and numerous morphemes of a (more or less) clear lexical origin suffixed. Of specific interest are the Aktionsart verbal suffixes with their adverbial semantics and the rich system of 10 ‘associated motion’ morphemes, also attested in the sister-language Cavineña and in some Australian languages. Predicative adjectives are the most frequent of the two adjective classes, and productively incorporate nouns. The 4 posture verbs are polygrammaticalized and thus omnipresent in the grammar: they appear in basic locative, existential and possessive constructions or as suffixes of present and of imperfective. Two systems of co-reference are distributed among 4 types of subordinate clauses: both systems are tripartite, i.e. go far beyond the better-known ‘same subject/different subject’ binary opposition. A DVD with the audio-files of the texts in the appendix and with the produced revitalization material accompanies the dissertation.

Ce travail de thèse a comporté deux parties distinctes : l'une porte sur l'étude du complexe TAR/Tat/cycline T1 impliqué dans la transactivation de la transcription de l'ARN du virus HIV-1, l'autre concerne différentes facettes de la régulation de l'épissage de l'ARN du virus HIV-1. L'interaction de la protéine virale Tat avec l'élément TAR présent à l'extrémité 5' des ARN du virus HIV-1 d'une part, et la cycline T1, composant du complexe p-TEFb responsable de l'hyperphosphorylation de l'ARN polymérase II d'autre part, est primordial pour obtenir des ARN viraux de pleine longueur. Dans l'objectif de réaliser une étude structurale du complexe TAR/Tat/cycline T1, l'ARN TAR et un fragment de la cycline T1 ont été produits en grandes quantités. De nombreuses tentatives de complexation des trois partenaires (TAR, Tat et cycline T1) ont été effectuées, mais la qualité des cristaux n'était pas suffisante pour une étude radiocristallographique du complexe. L'épissage est une étape majeure du cycle de multiplication du virus HIV-1. Son ARN comporte 5 sites donneurs et 8 sites accepteurs dont l'utilisation combinée permet la production des 9 ORF virales. Les variations de l'épissage alternatif de l'ARN du virus HIV-1 en fonction de l'expression de protéines virales Tat et Nef ont été étudiées. Nous avons par ailleurs étudié l'effet des protéines SR sur l'utilisation des sites accepteurs A2 et A3. L'étude fine de l'élément régulateur ESEt du site A3 a révélé l'implication de la protéine SR 9G8 dans le schéma complexe de régulation de ce site. / This work of thesis contained two different parts : the one concerns the study of the TAR/Tat/cycline T1 complex involved in the transactivation of the transcription of the HIV-1 RNA, the other one concerns various facets of the regulation of the splicing of the HIV-1 RNA. The interaction of the viral protein Tat with the TAR element present in the 5 ' extremity of the HIV-1 RNA on one hand, and the cycline T1, composing of the complex p-TEFb responsible for the hyperphosphorylation of the RNA polymerase II on the other hand, is essential to obtain viral RNA of full length. In the objective to realize a structural study of the complex TAR/Tat/cycline T1, TAR RNA and a fragment of the cycline T1 were produced in appropriate quantities. Numerous attempts of complexation of three partners (TAR, Tat and cycline T1) were made, but the quality of crystals was not sufficient for a radiocristallographic study of the complex. Splicing is a major stage of the cycle of reproduction of the virus HIV-1. His RNA contains 5 donor splice sites and 8 acceptor splice sites whose combined use allows the production 9 viral ORF. The variations of the alternative épissage of HIV-1 RNA according to the expression of viral proteins Tat and Rev were studied. We besides studied the effect of proteins SR on the use of acceptor splice sites A2 and A3. The fine study of the regulating element ESEt of the site A3 revealed the involvement of the SR protein 9G8 in the complex regulation of this site.

The Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the disproportionate representation of minority students continues to be a national issue. The disproportionate placement of minority students in Exceptional Student Education (ESE) began to receive attention prior to IDEA and has been well documented by researchers ever since. Hispanic disproportionality has received less attention in professional literature and has shown to vary depending upon the level of data being analyzed. Early studies analyzing national level data indicate that Hispanic students tend to be underrepresented in many ESE categories, while studies disaggregating state and district level data found that Hispanic students are overrepresented in the high incidence categories. The goals of this study were to determine (a) if a disproportionate representation of Hispanic students existed in the three high incidence categories of Emotional/Behavioral Disabilities (EBD), Specific Learning Disabled (SLD), and Intellectual Disabilities (ID) and (b) if Hispanic students already identified for Exceptional Student Education services were disproportionately represented, compared to all other students, in more restrictive educational placements in each of the 67 counties in the state of Florida. Three separate measures were iii employed to make this determination: the composition index (CI), the risk index (RI), and the risk ratio (RR). An analysis of the data revealed that in several of the school districts Hispanic students were both overrepresented and underrepresented across all high incidence categories. The data also indicated that Hispanic students already identified for ESE services were both overrepresented and underrepresented in several school districts across all educational environments. Also, differences in disproportionality were noted depending upon the measure being utilized for both research questions. Implications for practice and recommendations for further research are presented.

Made available in DSpace on 2016-04-28T20:38:32Z (GMT). No. of bitstreams: 1 Valeria Maria Meirelles.pdf: 739264 bytes, checksum: dbf8b9a1b6e6bd29249008a67797fbc1 (MD5) Previous issue date: 2012-10-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this study is to assess attitudes, beliefs and behaviors of men and women regarding the use of money throughout adult life. A quantitative research consisting of two questionnaires has been conducted: one on the participants' personal information and another called Money in the Present and two scales: Money in the Past and Future Scale-MPFS and Money Beliefs and Behaviour Scale-MBBS, that were answered on line by 600 participants, of which 423 women and 177 men, 327 married, 170 single and 95 separated/divorced. Out of the total, 294 were in early adulthood, 291 in intermediate adulthood and 15 in late adulthood. The results were submitted to statistical analysis. Previous studies about the importance of family background as an agent in learning how to use money have been confirmed, as well as it has been considered priority in the use of money for both men and women. Regarding differences and similarities, it has been concluded that gender, period of adulthood and marital status are variables that must be taken into consideration. Individuals in early adulthood and single use more money with themselves while married and divorced individuals, with their family. Men invest more while women save. In addition, money has been seen as the most central aspect in life for men, while women consider family, confirming that gender difference is still present in the population. Regarding indebtedness, it has been observed that it is not related to gender, marital status and development period, which requires other variables to its understanding, especially differences in personality. As for attitudes, factors such as Obsession, Retention, Inadequacy, Security, Privacy, and Effort/Ability have been identified, and in this sample, Privacy and Security have presented higher averages while Retention and Obsession have shown lower averages, portraying Brazil: while people keep their financial figures private and avoid risk when investing money, at the other end, money is not shown as a central aspect of life, it is not difficult to be spent, especially when referring to their own well being and family / Este estudo teve como objetivo avaliar atitudes, crenças e comportamentos de homens e mulheres em relação ao uso do dinheiro ao longo da vida adulta. Foi realizada uma pesquisa quantitativa, constando de dois questionários: um sobre dados dos participantes e outro, Dinheiro no Presente e duas escalas: a Dinheiro no Passado e no Futuro (Money in the Past and Future Scale-MPFS) e Crenças e Comportamentos em Relação ao Uso do Dinheiro (Money Beliefs and Behaviour Scale MBBS) que foram respondidos on line, por 600 participantes, dos quais 423 mulheres e 177 homens, 327 casados, 170 solteiros e 95 separados/divorciados. Destes, 294 estavam no início da vida adulta, 291 na vida adulta intermediária e 15 na vida adulta tardia. Os resultados foram submetidos a análise estatística. Confirmaram-se estudos anteriores a respeito da importância da família de origem como agente na aprendizagem no uso do dinheiro, da mesma forma que esta foi considerada prioridade no uso do dinheiro tanto para homens quanto para mulheres. Em relação a diferenças e semelhanças, vimos que sexo, período da vida adulta e estado civil são variáveis que devem ser levadas em consideração. Os indivíduos no início da vida adulta e solteiros usam mais o dinheiro consigo mesmos, enquanto os casados e divorciados, com a família. Os homens investem mais enquanto as mulheres poupam. Além disso, para eles o dinheiro mostrou-se como aspecto mais central na vida, enquanto elas consideram a família, confirmando que diferenças de gênero ainda se fazem mais presentes na população. Em relação ao endividamento, constatamos que o mesmo não está relacionado a sexo, período de desenvolvimento e estado civil, o que demanda outras variáveis para sua compreensão, principalmente diferenças de personalidade. Quanto às atitudes, identificamos os fatores Obsessão, Retenção, Inadequação, Segurança, Privacidade e Esforço/habilidade, sendo que em nossa amostra, os fatores que tiveram maiores médias foram Privacidade e Segurança e as menores, Retenção e Obsessão, retratando o Brasil: ao mesmo tempo em que as pessoas mantêm na esfera do privado seus números financeiros e arriscam menos ao aplicá-lo, no outro extremo, o dinheiro não aparece como aspecto central da vida, não se tendo dificuldades para gastá-lo, especialmente quando se refere ao bem estar próprio e da família

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L’Splicing de les molècules d’ARN és el procés pel qual les seqüències interposades (“introns”) s’eliminen, i les seqüències restants es concatenen per a formar l’ARN madur. La investigació recent mostra que gairebé tots els gens amb splicing es veuen afectats per splicing alternatiu. Aquí, en primer lloc definim la longitud mínima d’un oligomer d’ARN per a funcionar com a lloc d’unió d’un factor d’splicing. A continuació, explorem la capacitat d’aquests oligomers per a predir estructures completes exó-intró. Destaquem els oligomers que són més informatius per a això, i demostrem que la mateixa precisió com en enfocaments anteriors es pot aconseguir amb menys oligomers. L’observació de que aquest enfocament és lluny de predir amb exactitud tota l’estructura exó-intró ens va portar a investigar els factors que juguen un paper en l’splicing co-transcripcional. Demostrem que els nucleosomes es col.loquen preferentment en els exons i plantegem la hipòtesi que juguen un paper en les decisions de l’splicing. A continuació, introduïm el “completed splicing index” i concluem que l’splicing co-transcripcional és molt generalitzat. A més, l’splicing co-transcripcional mostra vincles amb l’organització de la cromatina. A la llum d’aquests resultats, es van supervisar els canvis de la cromatina en exons diferencialment inclosos en dos teixits. Hem descobert una varietat de marques de les histones, però no totes, mostrant un comportament significativament diferent en els exons més inclosos i més exclosos. Las marques més destacades que apareixen són H3K9ac i dos estats de metilació de lisina 4. / Splicing of RNA molecules is the process, by which intervening sequences (“introns”) in the primary transcript are excised, and the remaining sequences (“exons”) are concatenated to form the mature RNA. Recent evidence shows that almost all spliced genes are affected by alternative splicing. Here, we define the minimal length of RNA oligomers that can sensibly be called splicing factor binding sites. Then, we explore the capacity of these oligomers to predict complete exon-intron structures. We highlight those oligomers that are most informative for this and show, that equal accuracy as in previous approaches can be achieved with less RNA oligomers. The observation, that this approach falls short of accurately predicting the entire exon-intron structure, led us to investigate determinants linked to co-transcriptional splicing. We show that nucleosomes are preferentially positioned on exons and hypothesize that they play a role in splicing decisions. We then introduce the “completed splicing index” and conclude that co-transcriptional splicing is very wide-spread in humans. Furthermore co-transcriptional splicing exhibits links to chromatin organization. In the light of these results, we go on to monitor chromatin changes on differentially included exons in pair-wise tissue comparisons. We find a variety of histone marks, but not all, showing significantly different behavior on up- and downregulated exons. The most prominently appearing marks are H3K9ac and two lysine 4 methylation states.

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During the advancement of COVID-19, safety protocols (including facial masks) were incorporated into public settings. The Centers for Disease Control and Prevention (CDC), due to safety regulations, recommend wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing is difficult. Understanding these CDC recommendations is still critical when looking for effective and safe alternative forms of masking for particular industries. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries (such as education) serving clients with high communicational needs and communication-centered services sought masking alternatives. This study examines related research to explore the question of whether wearing masks may have any impacts on student engagement, particularly with regards to Early Childhood Education (ECE) or in the Education of Students with Exceptionalities (ESE). Research found that masks have a significant impact on factors of engagement (i.e., physical, behavioral, intellectual, social, emotional; The Glossary of Education Reform, 2016) and suggests transparent masks paired with Remote Microphones as a viable alternative to traditional masking. Future recommendations are provided in hopes of impacting the use of face masks with young students for both safety and for engagement. Future research should focus on ECE or ESE classrooms using observable language and literacy acquisition skills and visual cues related to the Categories of Engagement defined by The Glossary of Education Reform (2016).

En fallstudie tillämpades för att undersöka de inbyggda apparna, Internet Explorer 10, den nya utforskaren File Explorer och reparationsverktyget ”Återställ datorn utan att ta bort filer” i Windows 8. Analysen visade att apparna E-post, Kontakter och Meddelanden sparade större delar av användarens Facebook-profil lokalt på datorns hårddisk. När bildfiler öppnades upp med appen Foton sparades miniatyrbilder av originalet på hårddisken. När videofiler spelades upp med appen Video sparades filnamnet i filer. Databasfilen index.dat som i tidigare versioner av Internet Explorer sparade webbhistorik har tagits bort och ersatts av ESE-databasen WebCacheV01.dat. Precis som föregångaren i Windows 7 sparar File Explorer både snabblistor, genvägsfiler och miniatyrbilder.  Digitala spår från det tidigare operativsystemet lämnades kvar efter reparation med ”Återställ datorn utan att ta bort filer” i foldern Windows.old.