No description available.

This study reviews due process hearing decisions from the years 2014 and 2015. This is primarily a legal analysis, specifically looking at legal and regulatory patterns regarding the provision of one-on-one special education aides for students with disabilities in general education settings. Our findings from the due process hearing decisions reveal that one-on-one aides for students with a wide variety of disabilities are being provided with greater frequency than we anticipated and that, specifically, behavioral aides are being provided for students with autism. Decisions of disabilities such as hearing impairment have higher provision rates, while other disabilities like autism and emotional disturbance do not see the same rate of provision. There are clear patterns of differences between the states in the number of cases that reach due process hearings and in the number of one-on-one aides provided.

This study examined the experiences of teachers who included students identified as having emotional disturbance in their classes while participating in a teacher support program. A secondary analysis of data collected throughout the duration of the support program was conducted to identify core issues teachers faced as they included students with emotional disturbance in their classes. The first stage of analysis involved pre-existing data from the support program. Data were organized into four periods which chronologically represented the teachers' experiences. From this data eight core themes were identified: concerns about the lack of instructional adaptations made for students with emotional disturbance; appropriate consequences for disruptive behavior in general education; type of additional student information teachers wanted; student readiness for inclusion; the need for a supportive environment; training needs for inclusion; class size pertaining to the number of students with ED in general education classes; and teacher feedback about the support program. To provide clarification and elaboration of these core issues, stage two consisted of a focus group of eight teachers who participated in the program. Identified strengths that contributed to the success of the support program included the role of the coordinator as support person for both students and teachers and the benefits of having a supportive environment for students with emotional disturbance to return to for extra assistance. Major conclusions from this study suggest that student readiness for inclusion, teacher support needed during inclusion, and teacher attitudes and beliefs about inclusion are critical components to the inclusion process. Implications for future research include identifying skills needed by students with emotional disturbance to transition to inclusive settings, examining the setting demands of the general education classroom, exploring students' perceptions of inclusion, and identifying effective practices for preparing teachers to work with students in inclusive settings.

The practice of inclusion, and even the term itself, have been the subject of controversy over the last several decades and it appears that "inclusion" may look very different depending upon the student, educator, and setting (Fuchs & Fuchs, 1994). Recently, placement in general education settings has become a dominant service delivery model for individuals with Autism Spectrum Disorder (ASD), (Simpson & Myles, 1998), yet Individual Education Programs (IEPs) for students with ASD tend to be the most often disputed and often contain procedural errors, including failure to consider the Least Restrictive Mandate (Yell et al., 2003). This study represents a qualitative case study of a school district in West Central Florida working to build capacity for inclusive education. Qualitative case study methodology was used to explore (a) educators' definitions, attitudes, beliefs, and emotions regarding inclusion of students with ASD, (b) how the understandings and attitudes regarding inclusion impact the way educators make decisions about inclusion and educational programs for students with ASD, and (c) educators' and parents' criteria for determining "successful" inclusion and their perceptions about the success of current inclusion efforts. A team of educators (general education, special education, specialists, and administrators) who were involved in inclusion efforts were purposively selected for recruitment in this study. Two focus groups were conducted to engage them in discussion and decision-making regarding educational plans for students with ASD. Subsequently, semi-structured interviews were conducted individually with each member of the team as a follow-up to the focus group. Additionally, individual semi-structured interviews were conducted with parents of included students with ASD. Results indicated that educators understood inclusive education to be a highly individualized enterprise which is developed on a "case-by-case basis" but were generally positive about inclusion for students with ASD. Educator participants articulated the characteristics of students they believed to be "ideal inclusion candidates;" students' behavioral functioning and potential for disrupting typical peers was a major consideration. Parents and educators shared very similar goals for students with ASD, but shared stories suggesting their interactions often involve conflict and ill will. Implications for practice and recommendations for future research are offered.

LEMSON, Tatiana Maria Silva Coelho. Aposições restritivas no português brasileiro escrito contemporâneo: análise e formalização no modelo da gramática discursivo-funcional. 2016. 167f. - Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Linguística, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-18T16:43:25Z No. of bitstreams: 1 2016_teste_tmsclemson.pdf: 1333307 bytes, checksum: 3967fc43d9d478fe7355cd98adfc001b (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-01-25T14:40:00Z (GMT) No. of bitstreams: 1 2016_teste_tmsclemson.pdf: 1333307 bytes, checksum: 3967fc43d9d478fe7355cd98adfc001b (MD5) / Made available in DSpace on 2017-01-25T14:40:00Z (GMT). No. of bitstreams: 1 2016_teste_tmsclemson.pdf: 1333307 bytes, checksum: 3967fc43d9d478fe7355cd98adfc001b (MD5) Previous issue date: 2016 / This research belongs to the Linguistic area and aims to the analysis of the close appositions in contemporary written Brazilian Portuguese. In order to achieve this goal, the Functional Discourse Grammar (GDF) of Hegenveld and Mackenzie (2008) and the analysis Keiser made for the restrictive appositions in English were used. The FDG (GDF) has its organization characterized as top-down and it is divided into four levels of representation, forming a Grammatical Component: Interpersonal and Representational level, where the Formulation occurs, and the Morphosyntactic and Phonological levels where Codification is processed. These samples were analyzed in three of the four levels of the FDG (GDF): Interpersonal, Representational and Morphosyntactic. They were also analyzed according to the discursive functions proposed by Keizer (2005): Identification by means of more specific information, identification by means of description, contextually new identification and identification through contrast of different characteristics or roles. The results of the analysis of these samples indicate that the restrictive appositions in the contemporary written Brazilian Portuguese are formed, in the Interpersonal Level, by a Referential Subact composed by two Ascription Subacts. At the Representational Level, the results indicate that the forming elements of the appositive construction have a restriction semantic relation in which the first element is restricted (nucleus), and the second element is the restrictive, and each has the predicate function. In the Morphosyntactic Level, they indicate that the restrictive appositions are formed by elements of the noun class. However, they present different subclasses of nouns: proper uncountable noun, common uncountable noun and common countable noun. The element that controls the morphosyntactic relations, that is, the first element of the construction, belongs to the subclass of the common countable noun, and the second element, the one that does not rule the morphosyntactive functions nor is influenced by these relations belongs to the subclass of the uncountable proper or common noun. / A presente pesquisa, pertencente à área Linguística, tem por objetivo analisar as aposições restritivas no português brasileiro escrito contemporâneo. Usamos como arcabouço teórico a Gramática Discursivo-Funcional (GDF) de Hengeveld e Mackenzie (2008) e a análise que Keizer (2007) fez para as aposições restritivas no inglês. A GDF tem sua organização caracterizada por uma orientação top-down e quatro níveis de representação, que constituem o Componente Gramatical: NíveisInterpessoal e Representacional, onde ocorre a Formulação, e os Níveis Morfossintático e Fonológico, onde ocorre a Codificação. As ocorrências para análise foram obtidas do mesmo recorte utilizado por Nogueira (1999) do banco de dados no Centro de Estudos Lexicográficos da Faculdade de Ciências e Letras, Campus da UNESP de Araraquara-SP, constituído de 36 (trinta e seis) textos escritos, sendo 12 (doze) do gênero oratória, 12 (doze) do gênero dramático e 12 (doze) do gênero técnico. Essas ocorrências foram analisadas nos três dos quatros níveis da GDF: Interpessoal, Representacional e Morfossintático; e também foram analisadas de acordo com as funções discursivas propostas por Keizer (2005): Identificação por meio de uma informação mais específica, Identificação por meio de uma descrição, Identificação contextualmente nova e Identificação por contraste de propriedades ou papéis diferentes. Os resultados da análise dessas ocorrências apontam que as aposições restritivas no português brasileiro escrito contemporâneo são formadas, no Nível Interpessoal, por um Subato Referencial composto por dois Subatos Atributivos. No Nível Representacional, os resultados apontam que os elementos formadores da construção apositiva têm uma relação semântica de restrição em que o primeiro elemento é o restringido (núcleo), e o segundo elemento é o restritivo, e cada um deles tem a função de propriedade. Já no Nível Morfossintático, apontam que as aposições restritivas são formadas por elementos da classe dos substantivos, contudo, apresentam subclasses de substantivos diferentes: substantivo próprio não contável, substantivo comum não contável e substantivo comum contável. O elemento que rege as relações morfossintáticas, ou seja, o primeiro elemento da construção, pertence à subclasse do substantivo comum contável, e o segundo elemento, aquele que não rege as funções morfossintáticas nem sofre influência dessas relações, pertence à subclasse de substantivo próprio ou de substantivo comum não contável.

The study investigated the beliefs and practices of Sotho antenatal women. The aim was to describe the beliefs and practices of Sotho antenatal women in order to contribute to the identification of guidelines for a teaching programme for both midwives and traditional birth attendants. A non-experimental, qualitative research approach, which was exploratory-descriptive and contextual in nature, guided the researcher to explore and describe the beliefs and practices of Sotho antenatal women. Semi-structured interviews were conducted with the Sotho antenatal women as well as traditional birth attendants. Six themes emerged from the study through the interviews:  the nature of pregnancy  prescriptive practices  restrictive practices  sexual activity  the practice of clinic attendants  the practice of attending traditional birth attendants / Health Studies / M.A (Department of Health Studies)

Nursing care of restless and aggressive patients, despite the unstoppable progress, can hardly do without the use of restrictive measures in all cases. In order to provide quality nursing care and to ensure the patient´s safety even with the application of restrictive measures, it is necessary to determine the level of professional quality, or the introduction of nursing standards at all wards where restrictive measures are used. The aim of this thesis was to verify if the restrictive measures in psychiatric inpatient units and inpatient wards of other medical disciplines are being used in accordance with the standard of nursing care of patients who are restrained in bed, and analyze the current standards of nursing care determining the use of restrictive measures. Another objective was to find out nurses´ attitudes to application of restrictive measures and to survey their feelings while applying restrictive measures. On the base of the objectives hypotheses were formulated with regard to data in literature and my own clinical practice, which also includes the use of restrictive measures. The nursing research was conducted through a questionnaire at the wards where restrictive measures are applied. The respondents were nurses working in these units. The results provided clear evidence that not only worldwide, throughout Europe, but also within medical facilities of the Czech Republic, the care of psychiatric patients is inconsistent in terms of restrictive measures, and therefore, standardization of this care is highly desirable. A component part of this thesis is the created Standard of nursing care for application of restrictive measures in medical inpatient facilities, which will be used in practice in České Budějovice Hospital, Inc.

L'objectif de cette étude est de comparer les caractéristiques alimentaires, personnelles, sociales et familiales afin d'établir si les anorexiques prépubères se distinguent des adolescentes anorexiques restrictives et des adolescentes anorexiques boulimiques. Pour ce faire, nous avons effectué une étude de cas. Notre échantillon est constitué de trois anorexiques prépubères, de trois adolescentes anorexiques restrictives et de trois adolescentes anorexiques boulimiques. Dans cette étude de cas, nous avons utilisé plusieurs instruments de mesure reconnus pour leurs qualités psychométriques. À partir des résultats obtenus, nous avons effectué des analyses de tendance. Selon les résultats obtenus, les anorexiques prépubères semblent se distinguer des anorexiques restrictives et des anorexiques boulimiques sur le plan de la sévérité de leurs désordres alimentaires et de leur profil psychologique général. En outre, les mères des anorexiques prépubères semblent présenter davantage de détresse psychologique que les mères des anorexiques restrictives et des anorexiques boulimiques.

The thesis examines counter-terrorism financing measures adopted at UN level, by the EU and by the Czech Republic in the aftermath of 09/11/2001. The study answers such questions as which measures are effective in the Czech Republic and by what means they are implemented, what are the causes of their adoption and the objectives to be achieved. Trends determining ongoing evolution in this domain are also developed on the basis of the analysis.

This dissertation seeks to identify the elements that inform the model for competing message propagation systems in a restrictive environment. It pays attention to message propagation by sanctioned and clandestine radio stations in pre- and post-independent Zimbabwe. This dissertation uses two models of message propagation in a limiting information environment: Sturges' information model of national liberation struggle and Chatman's small world information model. All the message propagation elements in the Sturges and Chatman's models are present in the broadcast texts analyzed. However, the findings of this dissertation indicate that communication in a restrictive information environment is designed such that its participants make sense of their situation, and come up with ways to solve the challenges of their small world. Also, a restrictive information environment is situational, and message propagators operating in it are subject to tactical changes at different times, accordingly altering their cognitive maps. The two models fail to address these concerns. This dissertation focused on message propagation in Zimbabwe because there is military belligerence involved in the information warfare. It therefore provides an extreme situation, which can help our understanding of more everyday instances of communication and interference of communication. Findings of this dissertation recommend the need to emphasize that information input, output and suppression are components dependent on each other; not discrete and independent categories of information activities.