Meeting Needs of Young Children at Risk for or Having a Disability

Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group (who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts. All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma). There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated with children being less likely to have cognitive or language delays and their families being more likely to receive early intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them.     

Development and Safety of an Exercise Testing Protocol for Patients with an Implanted Cardioverter Defibrillator for Primary or Secondary Indication

Purpose

Performing exercise tests in patients with an implantable cardioverter defibrillator (ICD) presents specific challenges because of susceptibility to ventricular arrhythmias during maximal levels of exertion. The purpose of this paper is to outline the exercise testing protocol from the Anti-Arrhythmic Effects of Exercise after an ICD trial and to report baseline test results and safety outcomes using the protocol.

Methods and Results

Maximal cardiopulmonary exercise testing was performed to assess levels of physical fitness as part of a randomized trial of walking exercise in patients with ICDs. Subjects were randomized after baseline testing to aerobic exercise plus usual care or usual care alone. A modified Balke treadmill exercise test was used and specific ICD programming procedures were implemented to avoid unnecessary shocks, which included programming off ventricular tachycardia (VT) therapies during testing. To date, 161 baseline tests have been performed. One ventricular fibrillation (VF) cardiac arrest occurred following completion of an exercise test and three tests were stopped by the investigators due to nonsustained ventricular tachycardia. Eleven subjects were not able to achieve maximum exercise, defined as reaching an anaerobic threshold (AT) at baseline testing. There have been no deaths as a result of exercise testing.

Conclusions

Symptom-limited maximal exercise testing can be performed safely and effectively in patients with ICDs for both primary and secondary prevention indications. Specific strategies for ICD programming and preparation for treating ventricular arrhythmias needs to be in place before exercise testing is performed.Key Words: implanted cardioverter defibrillator, exercise testing, treadmill protocol     

Capturing the Cultural Olympiad in Scotland: the case for multi-criteria analysis

This article examines the London 2012 Cultural Olympiad through the lens of a devolved Scotland, exploring how the Scottish cultural programmes and projects are being evaluated, and what this approach might offer for the wider UK and international context. Structurally, the article begins with a discussion of the relationship between sporting mega-events and culture, focusing specifically (although not exclusively) on the sport and cultural nexus around the Olympic Games. The discussion then moves to consider conceptual, policy and practice debates around cultural value, examining the extent to which existing research tools and techniques satisfactorily capture the contribution of culture to major events, public and social policy. Methodologically, the article draws on elite interviews with strategic stakeholders directly involved in the design, delivery and evaluation of Scotland's London 2012 Cultural Programme. The authors conclude that, when taken alongside other cultural evaluations conducted nationally and internationally, there is a need to develop a multi-criteria analysis (MCA) that can more effectively capture cultural value around major sporting events in the UK. This study has demonstrated a level of dissatisfaction within the Scottish cultural community about the limitations of existing mechanisms for measuring the value of culture within the mega-event platform. A robust, but nuanced, impact assessment is required because, unlike the UK as a whole, Scotland has a unique opportunity to undertake a longitudinal study assessing the conditions for legacy put in place as a result of the London 2012 Olympic Games for the subsequent 2014 Commonwealth Games in Glasgow. However, further research is required into the efficacy of the MCA for assessing cultural value generally and within the framework of major sports events, in particular.     

为什么兰登书屋与企鹅出版集团必须合并?

With news about a merger between Bertelsmann's Random House and Pearson's Penguin,you might think that it happened recently.In fact,it was dated July 17,1956,and the men doing the negotiating were Random House founders Bennett Cerf and Donald Klopfer and Penguin founder Allen Lane.     

A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are discussed in relation to Scientific Discovery Learning and Cognitive Load Theory.     

Learning to look through the eyes of our students: action research as a tool of inquiry

Abstract

The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching.     

Academic peer counseling: Advising with a personal touch

By taking advantage of its resources, students already prepared to do counseling, an academic department has used a peer counseling program to conserve faculty time, improve the dissemination of information, and provide significant interpersonal contact for undergraduate students. Careful selection and synergic supervision have resulted in performance and commitment from the peer counselors. Their efforts have been evaluated positively by student consumers and faculty.She teaches and supervises graduate students in counseling, teaches humanistic psychology, and supervises the academic peer counseling program.He was a peer counselor at the University of West Florida for two years.     

Teaching instructional design in a computer literacy course

Knowledge of instructional design principles can help teachers integrate technology such as computers into their classroom instruction. This article describes a required computer literacy course for preservice teachers which was redesigned to include substantial components to teach instructional design. Also described are the results of a study conducted to examine the effectiveness of the instructional design training. End-of-course measures indicated that the preservice teachers learned the essential principles of instructional design and believed that the instruction would help them develop better lesson plans for effective use of computers in their classroom instruction.