AbstractIntroduction Persons with disabilities are among the most vulnerable groups in every society and the World Health Organisation (WHO) has introduced Community Based Rehabilitation (CBR) with the intention of decreasing this vulnerability. In Oaxaca, Mexico, the Piña Palmera CBR program is working with persons with disabilities from rural communities to improve their quality of life.Objective The objectives of this qualitative study were to explore what motivates people to engage in the Piña Palmera CBR program, the expected and perceived benefits of participation, and future hopes and ideas for the program among program participants and their family members.Method Data was collected in the state of Oaxaca in southern Mexico during November-December 2014, in the form of 8 semi-structured interviews. Analysis of the data collected in the interviews was done by using thematic analysis.Findings The analysis of the data resulted in four themes regarding motivations for and perceived benefits of participation: Piña Palmera is a place for learning, You feel part of a group in Piña Palmera, Piña Palmera is improving the situation for persons with disabilities, and No other place works like Piña Palmera.Conclusion That Piña Palmera is a place where you get opportunities to learn, that one feels a part of a group, and that the program is different from other options in the way they work can make them an important resource for persons with disabilities in Oaxaca, decreasing problems with unemployment, discrimination, and lacking governmental support for persons with disabilities.

This research was conducted on model-based reasoning and its prevalence in CSCOPE curriculum. Communications with seven CSCOPE representatives out of twenty regions revealed that CSCOPE is simply a name, not an acronym. The primary focus of CSCOPE is to impact instructional practices in the classroom to improve student performance. This report discusses the history of CSCOPE, its framework, and its exemplar lessons. It also looks at model-based reasoning, taxonomy of models, and model-eliciting activities. The research also aims to determine if the exemplar lessons in CSCOPE can be classified as model-based. / text

We study the effect of a single non-magnetic impurity and vortex core states in iron-selenide superconductors by solving the Bogoliubov-de Gennes equations self-consistently based on a three-orbital model. Various pairing symmetry are considered in the calculation. The impurity-induced in-gap bound states are found only for attractive impurity scattering potential, as in the cases of doping of Co or Ni, which is characterized by the strong particle-hole asymmetry, in the nodeless d_(x^2-y^2 ) wave pairing state. This property may be used to probe the pairing symmetry of iron-selenide 122-type superconductors. The orbital-resolved vortex core states of different pairing symmetries manifest themselves as distinguishable structures due to different behavior of the quasiparticle wavefunctions. The obtained vortices are classified by the invariant subgroups of the symmetry group of the meanfield Hamiltonian in the presence of magnetic field as isotropic s- and s±-wave vortices have G_5 symmetry for each orbital, whereas d_(x^2-y^2 ) wave vortices show G(* )¦6 symmetry for d_xzand d_yz orbitals and G(* )¦5 symmetry for d_xy orbital. In the case of d_(x^2-y^2 ) wave vortices, hybridized-pairing between d_xzand d_yz orbitals gives rise to a relative phase difference in terms of winding structures of vortices between these two orbitals and d_xy orbital, which is essentially caused by a transformation of co-representation of G(* )¦5 and G(* )¦6 subgroup. Calculation of particle densities show common charging feature of vortices in the cases of s± and d_(x^2-y^2 ) wave pairing states where the electron-like vortices are observed for d_xz and d_yz orbitals while hole-like vortices for d_xyorbital. The phase difference of orbital-resolved d_(x^2-y^2 ) wave vortices and their charging effects can be verified by further experimental observations. / published_or_final_version / Physics / Doctoral / Doctor of Philosophy

Abstract Population size and trends of large carnivores are difficult to determine, but are often needed to inform conservation actions. Direct counts maintained over long time periods are extremely difficult to achieve. Indices of population sizes can be used to estimate large carnivore abundances, but are often case-, species- and sitespecific. Here, we test the general applicability of track-based indices to estimate large carnivore abundance. We surveyed 15 306.4km of roads associated with 339 transects across a wide geographical scale, large range of densities and variable substrates for tracks of African large carnivores. A combined model for all carnivore species on sandy soils serves as a robust approach to predict large carnivore densities. Thus, indices based on track counts can provide useful estimates of carnivore abundance. We found consistent relationships between track densities and the actual carnivore densities, having taken account of substrate.

Classification testing has been widely used to make categorical decisions by determining whether an examinee has a certain degree of ability required by established standards. As computer technologies have developed, classification testing has become more computerized. Several approaches have been proposed and investigated in the context of computer-based classification testing, including: 1) Computerized adaptive test (CAT); 2) Multistage test (MST); 3) Sequential probability ratio test (SPRT), among others. The purpose of this study was to systematically compare the differences in classification decision precision among several testing approaches (i.e., CAT, MST, and SPRT) given three test lengths and three cutoff scores using mixed-format tests based on the generalized partial credit model. The progressive-restricted exposure control procedure and constrained CAT content balancing procedure with test unit types were also incorporated as part of this study. All conditions were evaluated in terms of the classification decision precision and the exposure control property. Overall, this study’s results indicated that all three approaches performed well in terms of classifying people into two categories. The CAT and SPRT approaches produced, on average, comparable results with both performing relatively better than the MST approach in the precision of their classification decision. As the test length increased, the classification decision accuracy generally increased for all approaches; however, the CAT and SPRT approaches yielded more accuracy with the shorter test length. In terms of cutoff scores, predicting classification decision differed according to the location of cutoff scores based on the normal distribution of examinees. In terms of exposure control properties, the progressive-restricted exposure control procedure with the pre-set maximum test unit exposure rate was implemented effectively into the CAT and SPRT approaches. The CAT approach had, on average, a higher proportion of test units with low test unit exposure rates and produced better results in pool utilization rates than the SPRT approach. Finally, the MST approach administered all test units constructed for the panels for each condition. It had, on average, however, a higher proportion of test units with high test unit exposure rates because computations were based only on the proportion of whole test unit pool used for constructing the MST panels. / text

This descriptive study attempted to determine the effects of the Arizona State Board of Education Basic Skills Competency mandate within selected schools in Arizona. The study was based on the assumptions that school board members', teachers', and administrators' perceptions are valid resources for determining the effects of the mandate, and that three years is a sufficient amount of time for effects of the mandate to be perceived. The objectives of the study were to identify the procedures selected schools developed in compliance with this mandate and to determine the effects of the mandate on the school budget, teacher attitude, teacher behavior, teacher classroom processes, student attitude, student work and study habits, school testing program, curriculum objectives, teacher basic skills teaching preparation, addition or reassignment of school personnel, and course additions and deletions. A modified Delphi technique, using two questionnaires, was used to collect the data. The first open-ended questionnaire asked the selected jury to list (1) problems encountered by administrators, teachers, and students in implementing the mandate, (2) positive effects of the requirements on administrators, teachers, and students, (3) effects of the requirements on the school curriculum, and (4) anticipated outcomes of such requirements. Items for the second questionnaire were formulated from the responses submitted on the first questionnaire. Respondents were asked to respond on a Likert-type scale registering agreement or disagreement with 37 items. They were asked to indicate which five of the 37 items would have the most lasting effect on the function and organization of the schools. The information from the second questionnaire was punched on cards and computer analyzed. Means, standard deviations, modes, and frequency distributions were determined. An analysis of variance was done to determine differences in how the groups viewed each item. The Scheffe test was computed for each item showing a significant difference at the .05 level. An administrative questionnaire was sent to all selected prinicpals and head teachers to determine the procedures used for determining student competency, when the procedures are administered, and whether remedial activities or classes are available for students who fail to meet the competency standards. The highest rated effects of the mandate were more students being referred for special education and/or other remedial evaluation and teachers becoming more aware of student basic skill needs. The lowest rated effects were electives being decreased for some and being replaced by remedial or basic skills classes and the competency requirements having very little effect in the schools. The groups chose basic skills receiving more emphasis in the elementary grades as the item which would have the most lasting effect on the function and organization of the schools. The Administrative Questionnaire showed that all responding schools use more than one procedure to determine student competence. Students have more than one opportunity to pass a competency evaluation, and remedial classes or activities are available for students who have failed a competency evaluation. Based on the findings of the study, it was recommended that (1) more than one evaluation procedure continue to be used to evaluate student competence, (2) students be given several opportunities to meet required standards, (3) remediation continue to receive emphasis in the classroom, (4) reading and concept levels of textbooks be closely examined, (5) itemized progress reports be used to report student progress, (6) all subject areas develop competency standards, (7) teaching and reinforcement of basic skills be emphasized at all grade levels, (8) remedial resources not become an isolated part of the school's programs, and (9) students, regardless of the severity or number of deficiencies, be given an opportunity to participate in an elective program.

This study explored outcomes of inquiry-based teaching and learning as perceived by students, and which they felt were the most important or salient. Participants were 6 teachers and their 181 students in classes categorized as least, middle, and most with respect to degrees of using inquiry. Information from teacher interviews was used to place classes in these groups. A student questionnaire, constructed using a criterion-referenced list of potential inquiry outcomes from a literature search, assessed the extent to which they experienced these outcomes in their classes. Principal Components Analysis yielded four components from the 32 items. A MANOVA then used these components as dependent variables, with inquiry level as the independent variable. The most inquiry group significantly more strongly endorsed Component 1--learning competencies, including several inquiry-related outcomes. On Component 2-personal motivation, most inquiry students responded more favorably than middle inquiry. The most inquiry group more highly endorsed items addressing increased responsibility for their learning (Component 3), and the least inquiry group rated more highly items that were related to traditional teacher and student roles (Component 4) such as memorization of information; the middle inquiry group highly endorsed items combining both of these components. Inquiry provides optimal conditions for students to achieve outcomes less likely to be found in a more traditional classroom. Students' responses regarding cognitive, social, and emotional benefits of the most inquiry-oriented classes affirmed that, consistent with social constructivist theory, unique outcomes are achieved through inquiry more frequently and more effectively than through other forms of instruction.

Microcredit has been considered one of the most significant innovations in the field of development in the last thirty years. It provides collateral free financial resources to the poor worldwide. It plays an important role in poverty eradication, socio-economic development, livelihood diversification and women empowerment especially in the developing and under-developed nations. It has contributed positively to the natural resources management by forming social capital, creating alternate income and diversifying livelihoods of the resource dependent rural people. Natural resource management, in general, and fisheries resources management in particular, are currently undergoing a major paradigm shift. In recent years, the notion of government as the only decision-making authority has been replaced by multi-scale, polycentric governance, which recognizes that a large number of stakeholders in different institutional settings contribute to overall management of resources. Improving the management of natural or common pool resources and empowering local communities, community-based management has become a common strategy in the last two decades. Community-Based Organizations are grassroots institutions that involve rural communities in co-management. Several factors influence the functioning and sustainability of these CBOs which contribute to the management of common-pool resources in Bangladesh. To address the complexities of socio-cultural systems and sustainable natural resource management, managers, practitioners, and theoreticians widely rely on social learning. The evidence of social learning is apparent in collaborative participation and group actions where individuals meet, interact, share ideas, learn collectively and take collective decisions. They adjust the management approaches and change their perceptions according to their social learning in natural resources management. The purpose of the research was to assess the role of microcredit in improving rural livelihoods (mainly fishing households), identify the challenges faced by microcredit institutions, and to explore the process of organizations and obstacles involved in the sustainability of Community-Based Organizations developed by CBFM-2 project in Hakaluki haor area. It was intended to explore the evidence of social learning and capacity building efforts related to microcredit and CBFM-2 project intervention in the study area. The main objective of this research was: to assess the roles of microcredit in improving rural livelihoods with a focus on fishing households and institutional capacity-building. The secondary objectives were: (i) to understand the processes of organization and the challenges that Community Based Organizations (CBOs) face, and (ii) to explore the evidence of social learning pertaining to microcredit and involving CBOs under CBFM-2 project, other local institutions, and fisher households. A qualitative research approach was followed in this case which was supplemented by quantitative data. Several Participatory Rural Appraisal tools, such as interviews (households) by administering semi-structured questionnaires, key informant interviews, focus group discussions, in-depth case studies, and mini-workshops were used at different stages of the research to attain the objective of the study. Together with local communities and other relevant stakeholders the research purposively selected three CBOs and three microcredit women groups in three different villages of Hakaluki haor. The research findings revealed that microcredit played a significant role in socio-economic development of Hakaluki haor, especially household income increment, livelihood diversification, creation of self-employment, poverty reduction and women empowerment though it entrapped few households in vicious cycle of poverty. The research established that CBOs are instrumental and essential for community-based natural resources management through empowering the local communities, and NGOs are important for mobilizing local people, capacity building and providing legal services to the community. It was evident that CBOs faced challenges towards its sustainability due to limited resources and wetland policy changes by the government. The study also revealed the evidence of social learning through microcredit operation and project intervention which changed their perceptions and fisheries management practices. Reforming operational mechanism of microcredit, national wetland leasing policy and legitimating CBOs can remove the challenges of microcredit and help the CBOs to be sustainable. Future research is encouraged to reveal the other issues of microcredit and community-based organizations sustainability.

The purpose of this study was to examine the effectiveness of cased-based learning, writing and peer discussions on learning about digestive diseases in a computer-based learning environment, BioWorld. This method was called the Grand Rounds method. Thirty-one, ninth grade biology students participated in the study. Two classes were randomly selected as the Rounds group and the No Rounds group. All students worked collaboratively in pairs to solve diagnostic problems on BioWorld. The Rounds group then engaged in the Grand Rounds activities while the No Rounds group conducted a web search and solved a final BioWorld problem. Both treatments demonstrated significant knowledge gains of digestive problems from pretest to posttest but the gains were greater in the Rounds group. There were no significant changes from pre to post questionnaire in students' attitudes towards biology or peer work/discussion. The verbal protocols revealed students used diagnostic heuristics while solving cases, and discourse communities emerged among the students. Overall, this study confirms the benefits of written and oral discourse, and authentic learning activities in classrooms.

No description available.