AN ABSTRACT OF THE DISSERTATION OF Sharon Angella Hayden, for the Doctor of Philosophy degree in Education, presented on July, 25th, 2011, at Southern Illinois University Carbondale. TITLE: ENABLING CURRICULA: THE DEVELOPMENT OF A TEACHING OBSERVATION PROTOCOL TO ADDRESS STUDENTS' DIVERSE LEARNINNG NEEDS MAJOR PROFESSORS: Dr. Grant R. Miller and Dr. D. John McIntyre Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student engagement and variety in materials and activities incorporated in a lesson, and will improve the extent to which teacher candidates meet students' diverse learning needs. This research incorporated design research and systematic observation methodologies and was informed by data from lesson observations collected with the proposed observation protocol. It also relied on data from a focus group discussion with cooperating teachers, email feedback from university supervisors, and document analysis of lesson plans and materials. Analysis of this data showed that teacher candidates' perceptions about diverse learning needs were informed by the school's curriculum, the subject area they taught, their experiences, and theories such as multiple intelligences. Their perceptions were modified during the study which also resulted in changes in the way they planned and taught their lessons. Participants found the proposed observation protocol to be both clear and useful. It is proposed that teacher candidates, cooperating teachers, and university supervisors should be informed about the Universal Design for Learning. It is expected that the observation protocol will be incorporated into methodology courses, as well as in teacher candidate conferences with university supervisors. It is also expected that future research will incorporate university supervisors and cooperating teachers in the implementation of the observation protocol. Future research is also expected to explore the possibility of developing a subject-specific observation protocol for use at the secondary level.

OBJECTIVE: Within the U.S. population approximately 20 percent of individuals are diagnosed with some type of disability and another 12 percent are considered severely disabled. Many times special health care needs (SHCN) patients with one condition are burdened by more than one disability. A variety of conditions such as behavioral issues, developmental disorders, and cognitive, congenital or systemic diseases have been proven to increase the risk of oral heath disease in individuals with SHCN. These conditions may affect the ability to communicate and limit dexterity for proper oral health maintenance, which is why caregivers must become advocates for these patients to insure their oral health needs are met. By communicating effectively with caretakers, dentists will be able to establish a positive impact on patients to make dental visits easier and less traumatizing. Unfortunately studies have found that dental and hygiene students graduate without feeling adequately prepared to treat patients with SHCN. With the proper education and training, more dental students and future dentists will take on the challenges that are brought by these individuals to provide the best care possible. Establishing a strong support system could potentially decrease oral health disparity in SHCN patients and improve overall care. The goal of this study was to assess whether or not there was a positive impact on the oral health of SHCN individuals when caregivers and oral health professionals worked together in a team treatment effort to fight against oral disease. METHODS: Study used a systematic review approach of literature where a PICO question was formed and the article selection process included a review of title, abstract, and application of inclusions and exclusion criteria. Printed-text and online databases such as Pubmed/MEDLINE, Google Scholar, and Web of Science were used to conduct a review of literature where a total of 210 papers were collected. After selection process, only four papers were eligible for systematic review. Pre-determined questions were used to determine the how involved caregivers and oral health professionals were during each study followed by an assessment using a point system, which scored caregiver and oral health professionals involvement during intervention. RESULTS: Selected studies showed heterogeneity in study design and sample size but all used multidisciplinary approach, which included some degree of caregiver and oral hygiene provider (OHP) collaboration. Two out of the four studies totaled nearly perfect scores in both caregiver and oral health professional involvement, which resulted in a positive effect on oral health care of SHCN patients. Case reports that included an interdisciplinary team approach to oral care procedures on patients, showed the benefits of teamwork and how collaborative practice between dental and medical professionals increased successful patient outcomes. Results illustrated the significant role that caregiver’s play in the dental team and how their absence during intervention treatment significantly lowered study scores for the overall success of patient care. CONCLUSIONS: Results demonstrated that studies with a well-rounded dental team, which included caregivers, OHP, health care professionals accompanied by social support systems, saw the greatest success and improvements in oral health care of SHCN patients. Nevertheless, a dedicated dental team where most members were present did not guarantee intervention success if caregivers did not show a significant involvement. Caregivers alone could positively impact oral health care of a patient more than if OHP worked alone. In conclusion, we found that each member of a dental team had the ability to impact change to an almost equal degree. For this reason, it is important for caregivers, OHP, dental staff and health care professionals to work together, support one another and communicate effectively to decrease oral health disparities in SHCN patients.

The purpose of this research was to explore the interplay between coach transformational leadership and coach-athlete relationship, and the effect on athletes' positive psychological outcomes though three separate studies. The research positioned both transformational leadership and coach-athlete relationship as distinct yet highly related factors of a social environment created by coaches.

Needs are crucial in organisational learning processes, but yet not formally conceptualised as a distinct type of knowledge. In this conceptual paper, I establish a knowledge perspective on needs and the transformation process from needs towards need satisfaction. Based on an ontology clarifying the concept of need and its means of satisfaction, I introduce need-based solution knowledge consisting of three distinct capacities to act. I argue why these capacities should be made explicit in group settings and point at possible leverage points for organisational practice.

We introduce a new methodological framework, called Bewextra, for the creation of the knowledge of needs in organizations. The development of our framework builds on theoretical engagement with literature from several disciplines including visioning and philosophy of needs as well as empirical data from vision development processes we have accompanied. To the best of our knowledge it is the first theoretical work that describes learning from an envisioned future and the generation of need knowledge as an abductive process in a methodologically replicable way. The advantages and practical implications of our method introduced are discussed in detail.

The purpose of this survey was to find patterns in methods elementary general music teachers use to create a successful environment in the inclusive music classroom. Twenty-four participants completed the survey. The most frequently used accommodation and modification methods were considered a part of the participants' regular teaching practice. The participants also indicated they did not collaborate with other teachers very often, which conflicted with findings from other studies. Further research would benefit from a larger sample size to make results more generalizable.

Becoming an entrepreneur is an important decision in human life, greatly affect his future. By becoming an entrepreneur but his work is just beginning. Writing the business plan should be granted only as an entrepreneur finds what you need to know everything and starts his own for practice. Also, external companies use a business plan as a basis for possible cooperation. Determining customer needs should be one of the priorities of entrepreneurs. Meet the needs of not only his, but also forms the basis of customers' success of any business. Regular surveys of current needs, frequent communication with customers is the only way to get closer to their actual needs. The entrepreneur can be successful, but today, changes that are too often can not predict, it is important to have a written policy options that can be used if necessary. Individual variants constantly innovate in order to keep actual.

Groundwater is considered a reliable resource, relatively insensitive to seasonal or even multi-year climatic variation, however quantifying aquifer-scale estimates of stress in diverse hydrologic environments is particularly difficult due to data scarcity and the limited number of techniques in deriving stress parameters, such as use and availability, which can be applied over a large spatial area. The scope of this project is to derive aquifer-scale estimates of annual volumes for groundwater withdrawal, recharge, and groundwater’s contribution to environmental flows as a means to provide screening level estimates of aquifer-scale stress using the groundwater footprint. British Columbia (BC) has mapped and classified more than 1100 aquifers, but the level of development for each aquifer has always been subjectively based on well density or the anecdotal knowledge of groundwater use. Sectoral groundwater use is critical for local regions and aquifer-scale groundwater stress studies which are significantly impacted by changes in the groundwater use nominator. Results suggest that BC uses a total of ~562 million cubic meters of groundwater annually. The largest annual groundwater use by major sectors is agriculture (38%), finfish aquaculture (21%), industrial (16%), municipal water distribution systems (15%), and domestic private well users (11%). Estimating recharge uses multi-scale methods to examine the recharge mechanisms and provide a more reliable recharge estimate in complex mountainous terrain. Local-scale recharge was estimated using the water table fluctuation (WTF) method outlined by Cuthbert (2014). Aquifer-scale recharge was quantified using a quasi-2D water balance model and generalized aquifer parameters of soil and aquifer material, regional climate, and water table depth. Regional scale aquifer recharge was attributed the areal average recharge flux modelled by the global hydrologic model, PCR-GLOBWB. Results show that generally recharge predictably varies with precipitation and that the average recharge is 791 mm for the local-scale method, 462 mm (32% of precipitation) for the aquifer-scale and 393 mm (33%) for the global hydrologic model. This study estimates groundwater’s contribution to environmental flows across the province for this first time using two separate approaches. The first approach uses the groundwater presumptive standard, which is a general standard for managing groundwater pumping. The second method introduces a novel approach for estimating the contribution of groundwater to environmental flows using the existing environmental flow needs framework and an understanding of low flow zone hydrology. In general, both methods show larger contributions from groundwater to environmental flows in the Lower Mainland and southern Vancouver Island compared to the Interior. For each aquifer, the groundwater footprint (expressed as the unitless ratio of groundwater footprint to aquifer area) is calculated four times; using results from each of the two methods used to estimate recharge and each of the two methods used to estimate the groundwater contribution to environmental flows. Of the unconfined aquifers (n = 404) in the province, 43 aquifers (11%) are stressed with high certainty, 32 aquifers (8%) are stressed with low certainty, 296 aquifers (70%) are less stressed, and 29 aquifers (11%) were not included due to missing parameters or issues where modelled recharge was less than environmental flows. / Graduate / 2019-10-25

Orientador: Sadao Omote / Banca: Anna Augusta Sampaio de Oliveira / Banca: Miguel Morion Chacon / Banca: Fátima Elisabeth Denari / Banca: Vera Lúcia Messias Capellini / Resumo: O presente trabalho apresenta uma análise das atitudes sociais de professores frente à inclusão educacional de alunos com necessidades educacionais especiais nos primeiros e sextos anos do ensino fundamental. Participaram do estudo 57 professores da rede municipal de Duque de Caxias, no Estado do Rio de Janeiro, divididos em três grupos: o G1 constituído por professores de uma escola regular, atualmente Centro de Referência em Educação Especial, o segundo grupo G2 composto por professores do 6º ano do Ensino Fundamental e o terceiro grupo G3, formado por professores do 1º ano do Ensino Fundamental. Os objetivos do estudo foram analisar as atitudes sociais de professores do ensino fundamental da rede pública de Duque de Caxias em relação aos alunos com necessidades educacionais especiais, nos três grupos investigados, identificar relações entre as atitudes sociais de professores frente à inclusão de alunos com necessidades especiais e variáveis demográficas, tais como idade, tempo de lotação na rede pública, tempo de lotação na escola e se há diferenças de atitude entre professores dos grupos do 1º e 6º ano do ensino fundamental, que atuam em escolas da rede pública, e o grupo de professores que leciona na Escola Municipal RC - Centro de Referência. Para alcance dos objetivos foram aplicados dois instrumentos de coleta de dados, uma Ficha de Caracterização do Professor e a Escala ELASI (Escala Likert de Atitudes Sociais de Inclusão). Os resultados encontrados foram tratados por meio de testes estatísticos não paramétricos Mann- Whitney e Kruskal-Wallis. Os resultados mostraram diferenças significativas entre os grupos nas variáveis pesquisadas, sugerindo a necessidade da incorporação dos estudos sobre atitudes no processo de formação docente continuada e no contexto... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study presents an analysis of the social attitudes of teachers to the educational inclusion of students with educational special needs in first and the sixth years of basic education. 57 teachers of Duque de Caxias public education, in the State of Rio de Janeiro, had participated of the study. They were divided in three groups: the G1 group consisting of teachers of a regular school, currently Center of Reference in Special Education, the G2 group was composed by from 6º year of Basic Education. teachers and the third G3 group was formed by teachers from 1º year of Basic Education. The objectives of the study had been to analyze the social attitudes of teachers from the basic education of Duke of Caxias public education in relation to the students with special needs. There were in the three investigated groups, were identificated relations between the teacher's social attitudes front to the inclusion of students with special needs, such as age, time of capacity in the public education, time of capacity in the school and if it has differences of attitude between professors of the groups of 1º and 6º year of basic education, that acts in schools of the public net, and the group of teachers who work in the School Municipal RC- Reference in Special Education. For reach of the objectives, two instruments of collection of data had been applied, a Fiche of Characterization of Professo and Escala ELASI (Scale Likert de Social Atitudes of Inclusion). The joined results had been treated by means of distribution free statistical tests Mann- Whitney and Kruskal-Wallis. The results had shown significant differences between the groups in the 0 variable searched, suggesting the necessity of the incorporation of the studies on attitudes in the process of continued teaching formation and in the context of the public politics... (Complete abstract click electronic access below) / Doutor

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