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The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was: How do parents of children with exceptionalities describe their relationships with educational professionals? Bronfenbrenner's (1979) ecological theory and Crockett's (2002) star model for Special Education Planning provided the framework for this qualitative inquiry. Methods included a content analysis of four decades of journal abstracts depicting the past voices of parents of exceptional children. This historical review spanned articles about the following topics: a child's exceptionality being the result of physical or social heredity; educators as experts who train parents; the involvement of parents sought in certain instances; and, finally, professionals seeking out parental impressions and perspectives of educational practices. Current voices of 14 parents of children with exceptionalities were captured by individual and group interviews, as well as observations at an open parent meeting led by state officials. The constant comparative method was used to analyze the qualitative data. The study found current parental dissatisfaction, mainly concerning their relationships with general education professionals. The study's findings were grouped into four thematic categories: Communication, Caring, Competence, and Continuity. A model of parent-professional relationships depicting these categories was developed to inform both special and regular educators of parents' concerns, and, to assist in the establishment and maintenance of ongoing positive relationships. / Ph. D.

This thesis investigation an project design were driven by the desire to develop an understanding of how architecture addresses the senses. Guided by the practice of a craft, the vestige of art, architectural history and precedent, and the physiology of the five senses, an idea for a thermal bath was expressed through material. This book is a record of that process. / Master of Architecture

Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used a Delphi model for research building consensus through three rounds of surveys. This input was collected from a panel of 15 principals from 13 school divisions across Virginia that were identified as having already achieved success in eliminating out-of-school suspensions for students with disabilities. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools. / Doctor of Education / Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used surveys to gather input and find agreement on best practices from a panel of elementary school principals from many school divisions across Virginia. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools.

[pt] O presente trabalho visa apresentar as possíveis relações e implicações entre os atributos do Ser parmenídico e os pressupostos da Teoria das Ideias platônicas, relações e implicações exploradas, particularmente, por meio do exame das aporias da participação dos entes sensíveis nas Ideias realizado no diálogo Parmênides. Para apresentar essas possíveis implicações, torna-se necessário fazer uma apresentação das teses sobre o Ser, apresentadas por Parmênides em seu poema, Sobre a natureza, analisando, sobretudo, o que se reconhece como Via da verdade, mais precisamente, naquele que se reconhece como o fragmento 8 desse poema. Logo em seguida é necessário examinar passagens de diálogos consideradas, por alguns comentadores, como contendo traços do desenvolvimento do que é comumente admitida como a Teoria das Ideias. Assim, passamos, brevemente, por determinados diálogos da fase inicial, bem como alguns diálogos da fase de maturidade, detendo-nos, mais detalhadamente, aos diálogos médios como Fédon e Banquete, nos quais essa teoria é estabelecida em seu formato mais tradicional. Buscamos ainda, examinar a terminologia associada à Ideia nesses diálogos. Para que, ao final, se estabeleça uma relação entre a crítica do diálogo Parmênides com as teses presentes no poema de Parmênides. / [en] This thesis aims to present the possible relationships and implications between the attributes of the Parmenidean Being and important assumptions of Plato s Theory of Ideas. I will explore relationships and implications particularly through the examination of the aporias of participation of sensitive beings in the Ideas, such as carried out in the dialogue Parmenides. To undertake this line of arguments, it is necessary to tackle the theses about Being, presented by Parmenides in his poem, On Nature, analyzing. Above all, it is necessary to investigate what is known as the Way of Truth, specially the fragment 8 of Parmenides poem. Next, I will examine relevant passages of Plato s dialogues, namely those considered relevant for the development of the principal tenets of Plato s Theory of Ideas. Thus, I will briefly go through certain dialogues from Plato s initial phase, as well as some mature dialogues, focusing in more detail on the medium dialogues such as Phaedo and Banquet, in which this theory is established in its more traditional format. I will also seek to examine the terminology associated with the Idea in these dialogues, so that, in the end, a relationship is established between the criticism of the Parmenides dialogue with the theses presented in Parmenides poem.

This body of work is composed of three individual papers that each seek to explain individual differences in creative cognition. Paper 1 used structural equation modeling to examine the ways in which creative problem solving and creative idea generation relate or differ. Results from Paper 1 demonstrate that divergent thinking and creative problem solving are best represented as a bifactor model, bearing distinct domain-specific factors, as well as a shared domain-general factor. Though working memory and fluency of memory retrieval explained significant portions of the domain-specific constructs, they only explained ~2% of variance in the domain-general factor. Paper 2 explores the idea that domain-general creativity can be attributed to the structure of one’s knowledge. Semantic networks were developed and compared across high and low general creativity, divergent thinking, creative problem solving, and working memory. Results indicated that, in general, a looser network structure is more amenable for flexible thought processes across multiple classifications of creative ability. Paper 3 explores the idea that domain-general creativity can be attributed to one’s ability to overcome salient, prepotent responses. More specifically, Paper 3 argues that the presence of ambiguities enhances the likelihood that someone will develop a faulty mental representation that requires restructuring in order to reach the desired solution or response. Results demonstrate that overcoming ambiguities in language comprehension draws on similar processes as creative problem solving: ambiguous language comprehension predicted creative problem solving above and beyond that of working memory, fluid intelligence, or normal sentence comprehension. Importantly, this relationship was unique to creative problem solving, as the effect disappeared when predicting analytic problem solving. Together, these studies suggest that the ability to overcome ambiguities and the organization of one’s semantic knowledge are both critical components underlying creativity. More generally, this work has highlighted the ways in which domain-specific and domain-general processes are unique or shared across different measures of creativity, and researchers should be aware of these relationships as they work to advance the creativity literature.

[EN] Abstract It is known that contemporary art has focused on the triad consisting of the figure of the artist, the poetics of the materials and the art market, becoming the artistic production of unique cultural products, valued according to the demand of the new and the need an enduring and innovative material in relation to the idea. By the way, it is becoming less acceptable the possibility of aging of the work, to the point that it near come to ruin because of the technical impossibility of restoration, conservation and preservation that we currently have at our disposition. From this point we propose a discussion on the concept of ruin in contemporary art through a look into pictorial representations of previous centuries, with a glance at the history of conservation of cultural property to the history of art, given the technical material experimentation and expressive artists' conquered, reaching today. With this contribution the concept of ruin in relation to the matter as discursive and aesthetic value, we inquire what are the relationship between contemporary art and this concept to aging, to the same point of total degradation of work, leading inexorably to its irreversible loss with the possibility and imminent death of the idea. / [ES] Resumen Es sabido que el arte contemporáneo se ha centrado en el trinomio constituido por la figura del artista y su libertad creadora, la poética de los materiales y el mercado del arte, convirtiendo la producción artística en productos culturales únicos, valorados según la demanda de lo nuevo y la necesidad de una materia perdurable y novedosa en relación con la idea. Es cada vez menos aceptable la posibilidad de envejecimiento de la obra, hasta el punto de que éstas pueden acercarse a la ruina debido a las imposibilidades técnicas de restauración, conservación y preservación que tenemos actualmente a nuestra disposición. A partir de este punto proponemos una discusión sobre el concepto de ruina en el arte contemporáneo a través de las representaciones pictóricas de los siglos anteriores, con una mirada hacia la Historia de la conservación y restauración de los bienes culturales y hacia la Historia del arte, dada la experimentación técnico-material y expresiva que los artistas conquistaron, y llegando hasta la actualidad. Con esta aportación del concepto de ruina en relación con la materia como valor estético y discursivo, indagamos sobre cuál o cuáles son las relaciones del arte contemporáneo ante el envejecimiento, hasta el punto mismo de llegar a la degradación total de la obra, llevando inexorablemente su pérdida irreversible, y aceptando la posibilidad eminente de la muerte de la idea. / [CA] Resum És conegut que l'art contemporani s'ha centrat més al trinomi constituit per la figura de l'artista i la seua llibertat creadora, la poètica dels materials i el mercat de l' art, transformant la producció artística en productes culturals únics, valorats segons la comanda d'allò nou i la necesitat d' una matèria perdurable i nova en relació amb l'idea. Cada volta és menys acceptable la possibilitat de l'envelliment de l'obra, fins al punt què aquestes poden arrimar-se a la riuna degut a les impossibilitats tècniques de restauració, conservació i preservació què tenim actualment al nostre avast. A partir d'aquest punt proposem una discusió sobre el concepte de ruïna a l'art contemporani a través de les representacions pictòriques dels segles anterios, amb la mirada cap a la Història de la conservació i restauració dels bens culturals fins la Història de l'art, donada l'experimentació tècnic-material i expressiva què els artistes van conquerir, i arrivant fins l'actualitat. Ja què aquesta aportació del concepte de ruina en relació amb la matèria com a valor estètic i discursiu, vam investigar quina o quines són les relacions de l'art contemporani amb tal concepte enfrontat a l'envelliment, fins al mateix punt de la degradació total de l'obra, portant de forma inexorable a la seva pèrdua irreversible, amb la possibilitat eminent de la mort de l' idea. / Sousa Júnior, MAD. (2015). De la imagen de la ruina a la ruina de la imagen. Un dilema en la conservación del arte contemporáneo [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/58047

The Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to provide academic and behavioral support to students with disabilities with their non-disabled peers. A review of the literature identified several studies conducted over the years that document the effects of employing co-teaching models in inclusion classrooms for middle school special education students and high school special education students. The purpose of this qualitative study was to examine the academic achievement of middle school special education students and high school special education students in inclusion classrooms using the co-teaching model. Data collection consisted of classroom observations of English Language Arts and Mathematics co-taught classrooms, teacher surveys, and teacher interviews from a Title I school located in Mississippi. The action research that was conducted in this study will provide the school district with information about the future of how to educate middle school students and high school students in co-taught classrooms. The research results revealed that co-teaching in inclusion classrooms for middle school students with disabilities and high school students with disabilities is pertinent to the academic success of these students. Moreover, the results showed that the majority of participants perceive co-teaching in inclusion classrooms as a benefit to students with Individualized Education Plans as noted by the students’ academic gains on universal screeners, during progress monitoring, in English Language Arts and Mathematics.

With the transition from closed to open innovation in recent years, the next trend for companies has been to bring in new ideas from external stakeholders using innovation tools, known as Open Innovation Software (OIS). The most common type of OIS, called idea management systems, allows participants to submit, evaluate, and engage in discussions around ideas. However, implementing software to support innovation is not a sure success and potential problems may arise. The purpose of this thesis is to research problems within features in current idea management systems, and to provide guidelines that suggest ways that may eliminate or reduce the impact of the particular problems. Interviews were conducted with representatives from five different idea management systems. The respondents demonstrated their systems, which made it possible to gather features and to learn about problems that exist in these systems. Five problems within features were found; these were related to engagement, duplicates, idea evaluation, complexity, and bias. Numerous recommendations regarding how the impact of these problems may be reduced have been identified. The findings of this thesis show that Problems with engagement is best dealt with using features that delivers better feedback in order to give more motivation to the participants. As for managing duplicates, it is recommended to implement a feature that suggests similar ideas during the idea submission phase. It was found that allowing users to have an unlimited amount of votes should be avoided. To prevent bias, managers should be careful of having features that displays idea ratings before users have casted their vote, features that allow users to edit their casted vote unless an idea has been edited,  and  for instance features that show ideas in order of popularity.