This research investigates how the ASK (Assessment of Sustainability Knowledge) Scale, developed by Zwickle and Jones (2018), can be used to assess the current state of sustainability knowledge at Southern Illinois University Carbondale (SIUC). The goal of this research is to identify an assessment process that is efficient and meaningful for SIUC in future planning and programming. To answer the research questions, students were surveyed online in Spring 2020 using the ASK Scale survey. The survey consisted of all 12 unaltered questions from the ASK Scale, in addition to questions about participant’s year in school and major. The questions from the survey were analyzed using Microsoft Excel to find the results. This study found that the average ASK score among students at SIUC is 8.61 (out of 12.00), which shows that students who took this survey do possess a relatively high sustainability literacy. The results show that students at SIUC have the highest understanding of the social domain of sustainability (average score 84.63%), followed by the environmental domain (average score 74.11%), while the economic domain was the lowest (average score 59.17%). This shows that SIUC has ample opportunity to integrate the concepts of economic sustainability into their curriculum and programming. The research also found that students at SIUC are experiencing an increase in sustainability knowledge as they move through their academic career. This research shows that the ASK Scale can be used as an effective tool for assessing students’ current sustainability literacy.

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In 2007, it was estimated that approximately 20% of the United States population spoke more than one language (Grosjean, 2012). As this statistic continues to rise, it is imperative that speech-language pathologists (SLP) are prepared to serve a linguistically inclusive caseload. Dynamic assessment (DA) allows clinicians to assess bilingual children while avoiding sources of bias that are often associated with norm-referenced testing. Utilizing DA to evaluate the multifaceted skills associated with narrative language can provide clinician’s clinical direction for intervention planning (Douglas, Chanthongthip, Ukrainetz, Spencer, and Steeve, 2017). DA is often structured as a pretest-teach-posttest model, which provides insight on current learning ability rather than current skillset. Dose refers to both the measured quantity of a therapeutic agent to be taken at one time and the specification of on-going exposure to an again (i.e., daily, weekly, monthly, etc) (Justice, 2018). In reference to speech-language pathology, dose often refers to the duration of intervention sessions over a given period. However, researchers are beginning to conceptualize dose as the engagement in therapeutic events rather than the duration of time spent in a session (Williams, 2012). In such cases, dose is represented as something the child does (e.g., produces a target phoneme) and as something the clinician does (e.g., providing exposure to a target phoneme) (Hassink & Leonard, 2010). While research on dose continues to develop, there is little research on implications of dose in bilingual populations. Due to the current COVID-19 global pandemic, many SLPs have transitioned their practice to alternative methods of delivery. The current study aims to examine the impact and opinions of practicing SLPs on dose, narrative intervention, and dynamic assessment of bilingual populations. The study surveyed licensed SLPs to obtain information on the current practices and definitions of dose, DA, and subsequent language interventions to bilingual populations.

This paper will describe the changes made to an existing student outcomes assessment system to more closely conform to the new assessment guidelines of the Computer Accreditation Commission of ABET. The processes, results and effectiveness of the techniques will be examined.

Prematurity is associated with poor neurodevelopmental outcomes, and laws mandate the provision of early intervention services to those infants with disability. However, it is often difficult to identify early which infants would benefit most from these services. The Neurobiologic Risk Score (NBRS) and the Neurodevelopmental Risk Exam (NRE) are instruments used to assess infants at near-term corrected age. These instruments have been shown to correlate with later developmental outcomes. However, the environment of the neonatal intensive care unit (NICU) has changed since the NBRS and NRE were first validated, and it is not known whether they are still able to accurately predict future developmental outcomes. The objective of this study was therefore to examine the ability of the NBRS and NRE, both alone and in combination with socio-economic variables, to predict future developmental outcomes in the contemporary NICU. The subjects were 219 neonates of less than 32 weeks' gestational age discharged from the NICU between November 2001 and December 2006 who had undergone both the NBRS and NRE. Infants were assessed at chronological age 6, 12 and 24 months, with developmental quotients being assigned at these ages. Parental socio-economic data were also collected and analysed. The hypothesis was that the NBRS and NRE would be less effective at predicting neurodevelopmental outcomes in the contemporary NICU. The best measure of future developmental outcome is likely to need to include both neurobiological and socio-economic risk factors.

This paper will describe the changes made to an existing student outcomes assessment system to more closely conform to the new assessment guidelines of the Computer Accreditation Commission of ABET. The processes, results and effectiveness of the techniques will be examined.

Summary in English. / The purpose of this report is to present an impact assessment of two possible access routes to the Mohale Dam in Lesotho, namely the Western Access Road and the Least Cost Alternative Route. It is an academic work to demonstrate an adequate grasp of principles, methods and techniques appropriate to the assessment, termed LHDA 1000. The water resources of Lesotho are being exploited to augment the current supply to the PWV industrial area of the Republic of South Africa, in terms of the Lesotho Highlands Water Project. This project is being implemented in phases. Phase lA, currently being constructed, involves the damming of the Malibamatso River at Katse in the Maluti Mountains (Figure1), a transfer tunnel through the mountains, a hydroelectric power station at 'Muela in Lesotho, and a delivery tunnel under the Caledon River to the Ash River (a tributary of the Vaal River which feeds the primary PW impoundment, the Vaal Dam) in the South Africa.

abstract: Participatory approaches to policy-making and research are thought to “open up” technical decision-making to broader considerations, empower diverse public audiences, and inform policies that address pluralistic public goods. Many studies of participatory efforts focus on specific features or outcomes of those efforts, such as the format of a participatory event or the opinions of participants. While valuable, such research has not resolved conceptual problems and critiques of participatory efforts regarding, for example, their reinforcement of expert perspectives or their inability to impact policy- and decision-making. I studied two participatory efforts using survey data collected from participants, interviews with policy makers and experts associated with each project, and an analysis of project notes, meeting minutes, and my own personal reflections about each project. Both projects were based one type of participatory effort called Participatory Technology Assessment (pTA). I examined how project goals, materials, and the values, past experiences, and judgments of practitioners influenced decisions that shaped two participatory efforts to better understand how practitioners approached the challenges associated with participatory efforts. I found four major themes that influenced decisions about these projects: Promoting learning; building capacity to host pTA events; fostering good deliberation; and policy relevance. Project organizers engaged in iterative discussions to negotiate how learning goals related to dominant ideas from policy and expert communities and frequently reflected on the impact of participatory efforts on participants and on broader socio-political systems. Practitioners chose to emphasize criteria for deliberation that were flexible and encompassing. They relied heavily on internal discussions about materials and format, and on feedback collected from participants, policy makers, and other stakeholders, to shape both projects, though some decisions resulted in unexpected and undesirable outcomes for participant discussions and policy relevance. Past experience played a heavy role in many decisions about participatory format and concerns about deliberative or participatory theory were only nominally present. My emphasis on understanding the practice of participatory efforts offers a way to reframe research on participatory efforts away from studying ‘moments’ of participation to studying the larger role participatory efforts play in socio-political systems. / Dissertation/Thesis / Doctoral Dissertation Sustainability 2019