A survey was developed and sent out to each sector of the beef industry (slaughter, non-intact processing and grinding) by using the FSIS Meat, Poultry and Egg Product Inspection Directory. Survey questions were specific to processes and interventions being applied, and the use and familiarity with Industry Best Practices documents for beef processing. Returned completed surveys. A total of 469 beef processing operations responded and of survey respondents, 119 establishments were called and asked additional questions. Critical Control Points (CCPs) and testing for E. coli O157:H7 were common discussion point during phone calls. Plant visits were made to confirm the answers that were provided in the written survey. Plants that further processed beef were found to need to reassess their HACCP plan based on their response to the question, "Is E. coli O157:H7 a reasonably likely to occur food safety hazard?" E. coli O157:H7 is considered an adulterant in the products that they produced if they answered yes to this question. Based on survey responses, slaughter establishments were using available technologies to reduce or eliminate possible microbiological contamination. Further process operations, especially those plants that produced intact steaks and roasts, marinated/enhanced steaks and roasts, and plants that produced needle/blade tenderized steaks and roasts, used documentation such as supplier purchasing specifications instead of using processes to control, reduce, or eliminated microbiological food safety hazards. Industry Best Practices were being utilized most frequently by slaughter and ground beef operations. Plants that further process beef still need to implement the use of the Industry Best Practices specific to them. Plants used testing for E. coli O157:H7 throughout the beef industry regardless of plant size or type.

It is well known that individuals with disabilities have poor postsecondary outcomes. As a result, state and local education agencies are held accountable for the post-school achievements of their students with disabilities. The purposes of this study were (a) to determine the extent to which the transition components of Individualized Education Program (IEP) documents were compliant with the transition requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), (b) to determine the extent to which the transition components of the IEP documents provided evidence of best practices, (c) to determine the effects that disability category and ethnicity had on compliance and practices as evidenced in the transition components of the IEP documents, and (d) to determine the relationship between overall compliance and best practices. The sample for the study included 212 secondary students who had a developmental disability, an emotional disorder, or a learning disability and who were African American, Caucasian, or Hispanic. Several types of analyses were conducted including descriptive, multiple logistic regression, and Spearman's rho correlation. The overall level of compliance was 2.03 (SD = 1.238). The range of possible scores was 0 - 5, with 0 indicating that none of the components of compliance were 100 percent compliant, and 5 indicating that all of the components were 100 percent compliant. The overall level of best practices as evidenced in the IEP documents was 4.89 (SD = 1.569). The range of possible scores was 0 - 8, with 0 indicating that there was no evidence of any of the practices in the IEP document, and 8 indicating that evidence of all the practices was found in the IEP document. A student's disability category and ethnicity were found to be influencing characteristics for increasing or decreasing the probability of an IEP document being compliant and/or having evidence of best practices. A statistically significant correlation of r = .429 was found between the overall levels of compliance and best practices, indicating that as the level of compliance increased, so too did the level of best practices evident in the IEP document.

The purpose of this study was to examine students' perspectives of writing instruction to gain insights into their awareness of the impact of high-stakes writing assessments on instructional practices and teaching strategies. Students in grades four and five who attended the 2004 Suncoast Young Author's Celebration (SYAC) served as the sample for this study. Data were gathered through surveys and interviews with 20 students who attended the SYAC. Survey questions were used to obtain general information about the students' perceptions of writing instruction and assessment. Interviews were conducted to gain a richer understanding of their perceptions of classroom experiences.The participants in this study provided descriptive data about their perceptions of writing in school. Fourteen distinct patterns emerged from the data which fell into three overarching categories: Writing, Teacher Instruction, and Testing.Findings suggest that students write for various purposes at school: for pleasure, to express themselves, to acquire and share knowledge, and because they are tested. The participants in this study spent a great deal of time discussing content area writing. During content area writing, students interacted with their peers which provided meaningful support to their writing development.According to the students, most teachers used a combination of grading methods when assessing writing. The students provided a great deal of data regarding the comments their teachers made on their writing assignments.A major finding was the amount of emotion that the students expressed regarding timed writing assessments. The data from this study do not specify whether or not teachers overtly discussed the significance of the FCAT. I expected the emphasis on high-stakes writing assessments to impact the individual attention that the students received; however, according to the students, their teachers' provided a great deal of support and guidance.Although the data did not produce what I expected, when I began analyzing the data it became apparent that FCAT Writing does influence many facets of the writing curriculum including grading, feedback, and conferencing.

According to the Nobel Prize winner Paul Krugman, “productivity isn’t everything, but in the long-run it is almost everything”. It is unfortunate that the productivity in the construction industry has lagged behind the manufacturing industry for the last several decades. The research presented in this thesis aims to improve productivity in the infrastructure sector of the construction industry by developing and validating Best Productivity Practices Implementation Index (BPPII) for Infrastructure projects. The BPPII Infrastructure is a check list of practices that are considered to have a positive influence on labour productivity at the project level for infrastructure projects. These practices have been identified through a literature review and consultation with industry experts, and have been anecdotally proven to positively affect productivity. These practices have been grouped together into a formalized set of BPPII’s categories, sections, and elements. Each practice and its planning and implementation levels have been completely defined. Each practice in the index has been assigned a relative weight based on its importance in affecting labour productivity. In total, there are 61 elements, 20 sections, and 6 categories. The six categories of the BPPII Infrastructure are: (1) Materials Management; (2) Construction Machinery and Equipment Logistics; (3) Execution Approach; (4) Human Resources Management; (5) Construction Methods; and (6) Health and Safety. The productivity factor defined as a ratio of estimated productivity and actual productivity was used as a metric to collect information about labour productivity. Data were collected for infrastructure projects on the planning and implementation level of practices, on the productivity factor, and on project schedule performance. The research hypothesis tested was that projects that have a high level of implementation of best practices as defined by the BPPII Infrastructure will have a better productivity performance than projects which have a low level of implementation of best practices. The regression analysis confirms that the BPPII score has a strong positive relationship with the productivity factor. ANOVA tests confirm that there is statistically significant difference between the productivity of projects that have a high level of implementation of practices and those that have a low level of implementation. Also, it was found that projects that have a high score on the index perform better in terms of project schedule performance than projects which have a low score on the BPPII Infrastructure.

The implementation of electronic records management is a challenging task due to the resources it requires and most importantly because it requires a substantial change in the methodology to be used for electronic rather than analog records. Universities in North America have struggled with electronic records management for the last two decades because most records practitioners have neglected this methodology paradigm shift created by the arrival of electronic records. Given the great significance of universities in their societies, it is important that they manage electronic records effectively. It seems a bit odd that universities have not developed adequate responses to the challenge of managing electronic records since many are heavily funded by governments and must comply with multiple regulations that obligate them to manage their records well. Moreover, universities have been the source of much academic research into digital records issues and have access to this expertise, and familiarity with the issues. They also have a long tradition of archival programs for analog records. This thesis analyzes the causes for delayed implementation of electronic records management (eRM) best practices in certain North American universities in Canada and the United States. It concludes that the main cause is failure to adopt the guiding principles of the ISO (International Organization for Standardization) Records Management (RM) standard 15489: 2001 and the methodologies associated with it.

La ricerca muove dalla scarsità di definizioni scientifica riguardanti un concetto, come quello delle “buone pratiche”, che fa parte del vocabolario quotidiano. La letteratura non si è ancora resa sistematica rispetto all’individuazione di criteri e di indicatori che valutino le prassi, soprattutto in un ambito come quello dell’educazione. L’obiettivo è quello di ipotizzare criteri e caratteristiche che rendano definibili in maniera obiettiva le buone pratiche educative affinché queste possano essere ripetibili e ricontestualizzabili. Una particolare attenzione è volta ai possibili criteri di validazione deducibili dal modello tecnologico che perviene dall’introduzione in ottica di senso delle ICT in ambiente educativo. / The research source from the scarcity of scientific definitions about a concept, such as "best practices", which is part of the daily vocabulary. Literature does not have yet a systematic method to locate criteria and indicators that evaluate the procedures, especially in the education field. Our objective is to hypothesize criteria and characteristics that will define objectively the educational best practices so that they can be repeated and re-contextualized. Special attention is given to the possible evaluation criteria that come from the technological model that belongs from the introduction in the schools of the ICT in a key of sense.

Many Roma children from the EU coming to Canada as refugees have been denied a consistent education and many suffer gaps in their learning or have not had the opportunity to receive any education at all. These circumstances are mainly due to discriminating and oppressive behaviours that have historically prevailed and exist in contemporary society. In considering the difficulty that Roma children have with education, when they arrive as refugees into Canadian schools, it is imperative that Roma children be given an opportunity to access and complete an education in an environment that is supportive, free of discrimination and sensitive to their needs as learners. My research examines the role of visual art as part of an arts-based education program as a means through which Roma children are more likely to experience success with school by participating in an educational model that is engaging and supportive of their cultural ways of knowing. This paper is a case study, grounded in critical theory, into “best practices” in education that engage marginalized Roma children with learning. The study is framed around three research questions: What is distinctly problematic for Roma children in traditional school settings? How can the arts, and art education in particular engage marginalized Roma children with learning? How can Romani arts and culture be integrated into a curriculum that works to dispel discrimination and oppression of marginalized Roma children? The study is informed by interviews with a teacher working within a Canadian educational program for refugee children, families and board members of the Toronto Roma Community Centre, as well as my own personal observations and experiences. While I have determined that arts-based education is engaging for Roma children, the bigger question that has emerged is, “How can we use arts-based education to enhance the curricular lives and school success of the Roma, a culture of exclusion?” The answer lies in acknowledging that factors such as trust, personal connection with the teacher, parental involvement, First language acquisition, refugee status, cultural preservation, and integration, play a critical role in the educational success of Roma children. / Graduate / 0515 / 0273 / 0727 / kfhall@uvic.ca

The implementation of electronic records management is a challenging task due to the resources it requires and most importantly because it requires a substantial change in the methodology to be used for electronic rather than analog records. Universities in North America have struggled with electronic records management for the last two decades because most records practitioners have neglected this methodology paradigm shift created by the arrival of electronic records. Given the great significance of universities in their societies, it is important that they manage electronic records effectively. It seems a bit odd that universities have not developed adequate responses to the challenge of managing electronic records since many are heavily funded by governments and must comply with multiple regulations that obligate them to manage their records well. Moreover, universities have been the source of much academic research into digital records issues and have access to this expertise, and familiarity with the issues. They also have a long tradition of archival programs for analog records. This thesis analyzes the causes for delayed implementation of electronic records management (eRM) best practices in certain North American universities in Canada and the United States. It concludes that the main cause is failure to adopt the guiding principles of the ISO (International Organization for Standardization) Records Management (RM) standard 15489: 2001 and the methodologies associated with it.

Many Roma children from the EU coming to Canada as refugees have been denied a consistent education and many suffer gaps in their learning or have not had the opportunity to receive any education at all. These circumstances are mainly due to discriminating and oppressive behaviours that have historically prevailed and exist in contemporary society. In considering the difficulty that Roma children have with education, when they arrive as refugees into Canadian schools, it is imperative that Roma children be given an opportunity to access and complete an education in an environment that is supportive, free of discrimination and sensitive to their needs as learners. My research examines the role of visual art as part of an arts-based education program as a means through which Roma children are more likely to experience success with school by participating in an educational model that is engaging and supportive of their cultural ways of knowing. This paper is a case study, grounded in critical theory, into “best practices” in education that engage marginalized Roma children with learning. The study is framed around three research questions: What is distinctly problematic for Roma children in traditional school settings? How can the arts, and art education in particular engage marginalized Roma children with learning? How can Romani arts and culture be integrated into a curriculum that works to dispel discrimination and oppression of marginalized Roma children? The study is informed by interviews with a teacher working within a Canadian educational program for refugee children, families and board members of the Toronto Roma Community Centre, as well as my own personal observations and experiences. While I have determined that arts-based education is engaging for Roma children, the bigger question that has emerged is, “How can we use arts-based education to enhance the curricular lives and school success of the Roma, a culture of exclusion?” The answer lies in acknowledging that factors such as trust, personal connection with the teacher, parental involvement, First language acquisition, refugee status, cultural preservation, and integration, play a critical role in the educational success of Roma children. / Graduate / 0515 / 0273 / 0727 / kfhall@uvic.ca

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 29, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stephen L. Fox, Susan C. Shepherd, Teresa Molinder Hogue. Includes vitae. Includes bibliographical references (leaves 68-70).