bluuebunny/crossref_metadata_2025 huggingface dataset:
Cognitive Impairments of Children with SevereArithmetic Difficulties: Cognitive Deficit orDevelopmental Lag?
Authors: Berg Derek H
Published: October 2020

An age-matched/achievement-matched design was utilized to examine the cognitive functioning of children with severe arithmetic difficulties. A battery of cognitive tasks was administered to three groups of elementary aged children: 20 children with severe arithmetic difficulties (SAD), 20 children matched in age (CAM) to the children with SAD, and 20 younger children matched in arithmetic achievement (AAM) to the children with SAD. Measures were related to processing speed, short-term memory, verbal working memory, and visual-spatial working memory. Results suggest three important fi ndings. First, in contrast to previous studies, children with SAD did not show a processing speed impairment. Second, children with SAD were impaired in short-term memory for numerical and non-numerical information. And third, while children with SAD displayed working memory impairments, these impairments were not uniform within verbal working memory or visualspatial working memory. Taken together, findings indicate that previous studies that have reported differences between children with SAD and their normally achieving peers might have overestimated or mischaracterized the differential cognitive functioning of these groups. Results are discussed within a framework that views the cognitive functioning impairments of children with SAD as representative of a developmental lag rather than a cognitive deficit.
Assistive Technology as an Accommodationfor a Student with Mild Disabilities: The Case of Alex
Authors: Brackenreed Darlene
Published: October 2020

This case study investigated the impact of selected types of adaptive and assistive technology (AT) on the learning gains and academic achievement levels of a fe-male student with mild disabilities in her sixth and seventh grades in a Catholic school board in northeastern Ontario. Interviews were conducted with the parent, student, and pre-service teachers. Records from 6 school years were examined to determine the student’s academic history and performance levels, and reports from numerous professionals involved in the assessments and interventions of the student were explored. Reports from the community service-learning assignment provided information regarding teaching approaches and student responses. A synthesis of all data suggested that AT had resulted in increased student achieve-ment levels, perceptions of capability, and student self-advocacy. Additionally, the acceptance and use of AT by teachers increased significantly with the training of their student and the student’s subsequent tutoring of the teacher and classmates in the use of selected assistive technology.
Identified Teacher Supports for Inclusive Practice
Authors: Horne Phyllis E , Timmons Vianne , Adamowycz Rosalyn
Published: October 2020

This study investigated inclusive practices in Prince Edward Island (PEI) elemen-tary schools in terms of the supports teachers consider as important for inclusion. Twenty teachers were randomly selected to complete a survey, and 5 teachers were randomly selected to participate in an interview about inclusion supports. The survey in this study adapted The School and the Education of All Students Scale. Participants identified and ranked several supports that they deemed im-portant for successful inclusion. The results indicated that elementary teachers in PEI consider certain supports as important when planning an inclusive class-room, such as class size, curriculum and planning time, training, and other incentives. In light of PEI’s continued transition in Special Education services, such results provided insight into specific recommendations. The identified teach-er supports necessitate acknowledgement and understanding by teachers, parents, school boards, government, and teacher-training programs to ensure inclusive practices are implemented effectively in the PEI school system.
Perspectives on Inclusion: Students with LD, their Parents, and their Teachers
Authors: Chmiliar Linda
Published: October 2020

One of the most significant changes in education over the last few decades is the movement toward inclusive education. Many schools have adopted an inclusive approach of educating students with learning disabilities (LD) in the regular classroom. The present study utilized a multiple case study approach to examine the perspectives of stakeholders in inclusive education. Each case consisted of a student with LD, a parent of the student, and the inclusive education classroom teacher. A number of similarities and differences in perspectives among the stu-dent, parent, and teacher in each case were identified. Similarities and differences in perspectives were also found among each of the case studies. Several practical implications arose from the research.
Inclusion in French Immersion in Canada: One Parent’s Perspective
Authors: Mady Callie , Arnett Katy
Published: October 2020

Through an examination of one mother’s journals about her son’s academic struggles to navigate the French immersion (FI) program in Canada, this article explores the tensions that exist when the construct of “inclusion” is juxtaposed against that particular second language-learning context. The analysis of the mother’s journals revealed three distinct stress points between the two systems: the conflict between the diagnostic policies/procedures for learning disabilities and the ideals of inclusion, the “status” often accorded to FI and how that has naturally inhibited inclusion, and the limitations of the research on struggling students in FI. This article argues that in this age of celebrated learner diversity and calls for corresponding differentiated instruction, these stress points must be addressed in order for FI to foster a learning environment that is accessible and beneficial to all.
The Mbira Metaphor: Inspiring Creative Thinking through Folktale
Authors: Ngara Constantine
Published: October 2020

The paper presents the author’s views on inspiring creative thinking among stu-dents through a folktale. The mbira metaphor is this author’s interpretation of a unique African (Shona) folktale that has the potential to enrich the pedagogy of giftedness. The mbira metaphor is an informative and thought-provoking folktale originating from previous studies on Shona culture’s views of giftedness. The rec-ognition of the mbira folktale as a metaphor that has the potential to enrich gifted programming follows new thinking in research that values the contribution of so-ciocultural perspectives to our understanding of giftedness and creativity. The author recommends that the mbira metaphor be used in gifted programming to in-spire creative thinking among students.
Starting School with Special Needs: Issues for Families with Complex SupportNeeds as Their Children Start School
Authors: Dockett Sue , Perry Bob , Kearney Emma
Published: October 2020

The transition to school is a time of change and expectation for children, fami-lies, and communities. It is also a time when a range of factors—both within and outside the family—influence educational experiences and outcomes. This paper reports the experiences and expectations of 24 Australian families as their children with special needs started school. Life for these families was complicated by their experiences of other factors described as complex sup-port needs. Drawing on interview and case study data, we report issues and concerns, and examine the supports available for these families and their chil-dren across the transition to school. In analysing the data, we consider the ways in which children’s special needs interact with the complex support needs of families, and consider implications of this interaction as families navigate access to support. We conclude that this interplay positions many families in ways that reinforce, rather than reduce, the difficulties encountered.
Parent and Child Perceptions of Grade One Children's Out of School Play
Authors: Lehrer Joanne Shari , Petrakos Hariclia Harriet
Published: October 2020

The transition from kindergarten to Grade 1 is marked by a sudden decrease in children’s play time (Broström, 2005; Hartmann & Rollett, 1994). This study sought to examine 69 Montreal-area Grade 1 children’s beliefs about out of school play, as well as their parents’ (N = 56) perceptions of their play. Findings indicate that parents value play for their child’s development and education, for building relationships and self-esteem, for processing emotional experiences, for relaxation, and for fun. Many parents expressed a preference for active outdoor play, as well as pretend and creative play, board games, and puzzles, explaining that they discouraged television and video games, aggressive play, and play with sexual themes. Children reported enjoying active outdoor play, toys, construction and art activities, and video game play, with parents, siblings, friends, and pets. Limitations to play included lack of neighbourhood children, parents or siblings who did not play, and restrictions to inviting friends over.
Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments
Authors: Corkum Penny , Bryson Susan E , Smith Isabel M , Giffin Cynthia , Hume Kym , Power Ann
Published: October 2020

The primary objective of this mixed methods study was to identify educators’ professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants (n = 33) and a survey of educators (n = 225). The results indicate that educators have found it difficult to meet the wide-ranging and varying needs of children with ASD within a strictly defined model of inclusive education. Educators consistently emphasized the need for multileveled and multipronged professional development that is accessible in a timely fashion and available as needs arise. The need for educational programs that work for children with ASD being taught within inclusive education settings is highlighted.
Goal Setting Support in Alternative Math Classes: Effects on Motivation and Engagement
Authors: Buzza Dawn C , Dol Melissa
Published: October 2020

Helping low-achieving students with learning disabilities and/or emotional-behavioural difficulties to develop the component skills for Self-Regulated Learning (SRL), such as setting and monitoring learning goals, is important for their success, both in and beyond school. This study examined the effects of a goal setting intervention on self-efficacy, motivational beliefs, and academic engagement in alternative Grade 10 mathematics classes for learners with special needs. The teacher modeled and scaffolded students’ writing of daily learning goals throughout a one-semester mathematics course, with the goal of increasing student engagement and self-efficacy in mathematics. Research questions focused on changes in students’ engagement, learning behaviours, and math-related motivational beliefs during the course, as their goal statements became more focused and descriptive. Although individual variability in responses to motivation and self-efficacy measures typified the data from this small sample of learners, the goal-setting intervention appeared to help most students to stay engaged in achievement-oriented classroom behaviour.
Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education
Authors: Black Robert D , Weinberg Lois A. , Brodwin Martin G
Published: October 2020

Universal design in the setting of education is a framework of instruction that aims to be inclusive of different learning preferences and learners, and helps to reduce barriers for students with disabilities. The principles of Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) were used as the framework for this study. The purposes of this study were to evaluate the perspectives of university students with disabilities on teaching methods and strategies conducive to their learning, and evaluate how their perspectives align with UDL/UDI. The findings of this study revealed that there are barriers to learning for students with disabilities. Students with and without disabilities reported having a variety of learning preferences, and rated UDL/UDI principles as useful in improving their learning. The students gave several perspectives that supported the principles of universal design in higher education to enhance the learning of students who have disabilities.
Assessment, Intervention, and Training Needs of Service Providers for Children with Intellectual Disabilities or Autism Spectrum Disorders and Concurrent Problem Behaviours
Authors: Rivard Mélina , Morin Diane , Dionne Carmen , Mello Catherine , Gagnon Marc-André
Published: October 2020

This study documented the perceived needs of therapists, specialists, and managers who work with children with intellectual disabilities (ID) and/or autism spectrum disorders (ASD) and concurrent problem behaviours (PBs). Seventy-five respondents from specialized PB and early childhood programs within eight public rehabilitation centres were surveyed. They were asked to describe current practices and perceived needs in terms of assessment, intervention, and training with respect to the target population. Overall, the perceptions of staff were consistent with the results of previous studies examining families’ perspectives. Salient themes include the need for specialized assessments for PBs in young children, collaboration between multiple service providers and families, and additional staff training in child development and interventions for PBs. These findings underscore the importance of offering diversified services adapted to the needs of children with PBs, their families, and their service providers.
Moving Toward Inclusion: Inclusion Coaches' Reflections and Discussions in Supporting Educators in Practice
Authors: Wlodarczyk Kathy Ann , Somma Monique , Bennett Sheila , Gallagher Tiffany L
Published: October 2020

When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for inclusive education can be enhanced (Evans, 1997; Pyhältö et al., 2012; Richardson, 1998). Our research examined the experiences of 11 inclusion coaches while they provided support and built capacity for 38 educators during a change in special education service delivery, seeking insight into the effectiveness of this coaching model. Coaches’ experiences were shared during semi-focused group discussions and via an online blog. Qualitative analysis revealed coaches’ roles in this context were influenced by their personal expectations, personal growth, support for one another, and support for respective educators. The findings from this research are pivotal for pedagogy and teaching philosophy in inclusion.
Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools
Authors: Smith Canter Lora Lee , King Laura H , Williams Jennifer B. , Metcalf Debbie , Rhys Myrick Potts Katheryne
Published: October 2020

How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.
A Comparative Study of Immigrant Children Starting Childcare
Authors: Guo Karen
Published: October 2020

This comparative study investigated the experiences of starting childcare of three immigrant children in three different learning environments in New Zealand. The notion of learning environment was explored as a way of thinking about how different people, places, and approaches to learning have interacted to create a particular site for the children’s beginning experiences in early childhood settings. The study sheds light on multiple perceptions and experiences with regard to immigrant children and their learning. Child observations, child interviews, and teacher and parent interviews were conducted in each child’s setting. Findings suggest that early childhood environments played a critical role in supporting immigrant children’s transition from homes to early childhood centres if they were informed by the principles of familiarity, care, and collaboration. Immigrant children’s motivation to drive their own learning also provoked reflection on education both in New Zealand and other immigrant-receiving countries such as Canada, the United States, and Australia.
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
Authors: Elhoweris Dr. Hala , Alsheikh Negmeldin , Al Mekhlafi Abdurrahman , Alhosani Najwa , Alzyoudi Mohammed
Published: October 2020

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities.
Positives, Potential, and Preparation: Pre-service Special Educators’ Knowledge About Teaching Reading to Children with Down Syndrome
Authors: Ricci Leila A , Osipova Anna
Published: October 2020

In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels of literacy and beyond. Families of children with DS are also increasingly advocating for reading instruction for their children. However, few studies have examined what beginning educators know about reading and DS. This study explored the knowledge and perceptions of pre-service special educators about the reading needs and abilities of children with DS. Participants were 225 university students, enrolled in special education teaching credential programs in two southern California universities, who completed a survey designed to assess their knowledge of teaching reading to children with DS, as well as to describe their approach to reading instruction with these students. Results showed promising knowledge on the part of these future teachers, but also highlight the importance of adequate teacher preparation in teaching reading to children with DS.
Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges
Authors: Maich Kimberly , Hall Carmen L , Van Rhijn Tricia Marie , Squires Kim
Published: October 2020

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.
Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning
Authors: Lanterman Christopher S. , Applequist Karen
Published: October 2020

Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific needs of students with disabilities in a general education setting. Module B presented UDL as a framework to support all learners in the general education classroom through the creation of communities of learners. The Beliefs About Learning, Teaching, and Disability Questionnaire (BLTDQ) was administered with five subscales rated on a 6-point Likert-type scale that measure pre-service teachers’ beliefs about learning and teaching, as representative of their epistemological beliefs, beliefs about disability (from pathognomonic to interventionist) and the role of the teacher in the general education classroom. Analyses of these results suggest that a significant change toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers’ beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers’ interventionist epistemological beliefs and beliefs about disability. Shifts toward interventionist beliefs are more likely to result in teaching practices that are more supportive of students with disabilities in general education classrooms. Implications for teacher preparation and study limitations are also discussed.
Aligning Elements of the Identification Process: Implications for Hidden Exceptionalities
Authors: Matheson Ian A , Robinson Kyle
Published: October 2020

Students with learning disabilities and other high-incidence hidden exceptionalities (HIHE) can struggle with secondary difficulties including low confidence in their abilities (e.g., Klassen, 2010) along with primary difficulties related to their exceptionality. The purpose of this paper is to highlight the importance of the perspective of individuals with hidden exceptionalities with regard to maladaptive beliefs they can form. Using learning disabilities as a platform for discussing HIHE, we unpack two types of maladaptive beliefs—related to generalizations and mindset—and suggest adaptive alternative beliefs that can promote adaptive behaviour. The focus on maladaptive beliefs draws attention to the identification process, and specifically the types of variables that can influence how well aligned parts of the process are for particular students. We present a framework that contextualizes individual beliefs within the identification process, and what other variables determine alignment of parts within the process. The framework can be used to support educators through the identification process, as well as researchers in providing direction for future research.
Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation
Authors: Dorney Kathryn , Erickson Karen
Published: October 2020

This study examined the changes in the communication skills of preschool students with autism spectrum disorder (ASD) that resulted from an intervention that featured three evidencebased, transactional approaches to augmentative and alternative communication (AAC) intervention: (a) attributing communicative meaning to student behaviours; (b) providing aided language input; and (c) focusing on graphic symbols representing core vocabulary. Using a mixed-methods design with multiple sources of data (i.e., observation field notes, IEPs, and direct communication assessment), the study was conducted in three classrooms with 6 educators and 13 preschool students with ASD. The purpose was to explore interaction patterns between educators and students while also analyzing improvements in student communication as measured by the Communication Matrix. The results point to a transactional relationship between educators’ and students’ communication across the three classrooms. This group of preschool students with ASD learned to use abstract graphic symbols representing core vocabulary to request as a result of educators’ focus on this requesting. A number of students demonstrated growth in use of non-symbolic communication for social interaction and information sharing as a result of educators’ increased use of aided language input.
A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders
Authors: Somma Monique , Marini Zopito
Published: October 2020

Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.
Léon Walras and Augustin Cournot on the Regulation of Paper Money: Rules vs. Discretion at the End of the 19th Century
Authors: Álvarez Andrés
Published: October 2020

This paper compares Léon Walras’ and Augustin Cournot’s views on monetary regulation. It shows that whereas Cournot believed discretionary monetary regulation to be convenient and acceptable, Walras held that the only acceptable monetary system is based exclusively on the stability of the value of money under a monetary rule following a strict equivalence between metallic reserves and a pure medium of exchange form of money. The paper also advances Cournot understood more clearly than Walras the evolution of the monetary system of their days because Walras was trying to guarantee the coherence of his pure theory with his applied theory, which made him unable to accept the evolution toward a monetary system based on fiat money.
Hayek and the cryptocurrency revolution
Authors: Sanz Bas David
Published: October 2020

The emergence of cryptocurrencies has been one of the most notable monetary phenomenon of the last decade. Many academics and analysts have found a clear precedent to this event in Friedrich Hayek's latest monetary work, Denationalization of money. The aim of this article is to analyze what we can learn about cryptocurrencies by re-reading this book. As will be proven, Hayek would surely have rejected the idea that Bitcoin and cryptocurrencies with similar characteristics could be accepted as money in the market. Furthermore, this paper will prove that a very close connection between Stablecoins and private money exists, following the Austrian economist’s predictions in a context of monetary competition.
La Curva de Phillips desde una perspectiva Clásica
Authors: Muller Durán Nancy , Perrotini Hernández Ignacio
Published: October 2020

En este artículo planteamos que la relación entre los salarios y el desempleo codificada en la Curva de Phillips original (CP) (Phillips, 1958) puede estudiarse mejor desde la perspectiva analítica postulada por la economía política clásica que en los términos expresados en la hipótesis NAIRU (Friedman, 1968, 1977). Nuestra hipótesis radica en que es posible postular una versión clásica de la CP en la que la tasa de crecimiento de la productividad afecta positivamente al salario real. Para contrastar la hipótesis realizamos un análisis econométrico con datos de Alemania, España, Estados Unidos y Francia. Los resultados empíricos sugieren que es posible encontrar una correlación como la que postulamos.
Crowdfunding during COVID-19: An international comparison of online fundraising
Authors: Elmer Greg , Ward-Kimola Sabrina , Burton Anthony Glyn
Published: October 2020

This article performs a digital methods analysis on a sample of online crowdfunding campaigns seeking financial support for COVID related financial challenges. Building upon the crowdfunding literature this paper performs an international comparison of the goals of COVID related campaigns during the early spread of the pandemic. The paper seeks to determine the extent to which crowdfunding campaigns reflect current failures of governments to supress the COVID pandemic and support the financial challenges of families, communities and small businesses.
Americans’ willingness to adopt a COVID-19 tracking app
Authors: Hargittai Eszter , Redmiles Elissa M. , Vitak Jessica , Zimmer Michael
Published: October 2020

The COVID-19 global pandemic led governments, health agencies, and technology companies to work on solutions to minimize the spread of the disease. One such solution concerns contact-tracing apps whose utility is tied to widespread adoption. Using survey data collected a few weeks into lockdown measures in the United States, we explore Americans’ willingness to install a COVID-19 tracking app. Specifically, we evaluate how the distributor of such an app (e.g., government, health-protection agency, technology company) affects people’s willingness to adopt the tool. While we find that 67 percent of respondents are willing to install an app from at least one of the eight providers included, the factors that predict one’s willingness to adopt differ. Using Nissenbaum’s theory of privacy as contextual integrity, we explore differences in responses across distributors and discuss why some distributors may be viewed as less appropriate than others in the context of providing health-related apps during a global pandemic. We conclude the paper by providing policy recommendations for wide-scale data collection that minimizes the likelihood that such tools violate the norms of appropriate information flows.
The effect of fortified Dadih (fermented buffalo milk) with vitamin D3 on caecum cholesterol concentration and high sensitivity c-reactive protein (hs-CRP) level in type 2 diabetes mellitus rat model
Authors: Meilina Ayu , Anjani Gemala , Djamiatun Kis
Published: October 2020

Type 2 diabetes mellitus (T2DM) may be developed by a cardiovascular complication. T2DM and its complications associated with a decrease in levels of 25 hydroxyvitamin D below normal.  The level of 25-OH-D can increase and it can be gained by probiotics supplementation. Dadih is a probiotic useful as antidiabetic, antiatherosclerotic, and it can reduce serum cholesterol. Vitamin D is beneficial for T2DM since it improves insulin production, acts as an anti-inflammatory and prevents dyslipidemia thereby preventing cardiovascular disease. This research aims to investigate the effects of giving dadih-fortified-vitamin-D3 toward caecum-cholesterol-concentration and hs-CRP-levels to T2DM-induced-rats. This study used a randomized pre-post test with control group design in 30 Wistar rats divided into 5 groups, namely T1, T2, and T3-treatment-groups. T3-group was given dadih-fortified-vitamin-D3, while T1 and T2-groups were given vitamin-D3 and dadih, respectively. The control groups were healthy-control (C1), and T2DM (C2). The intervention was given through oral sonde for 28days. The variables analyzed were caecal-cholesterol-concentrations using a spectrophotometer and hs-CRP using the ELISA method. The statistical tests were used for the caecum-cholesterol-concentration and hs-CRP levels. The mean of caecum-cholesterol-concentration in the T3-group (83.68 ±1.93mg.100g-1), was higher than T1 (77.99 ±1.70; p = 0.004) and C2-control (24.39 ±1.47; p = 0.0001). The mean of hs-CRP-level post-intervention in the T3-group (4.21 ±0.41 ng.mL-1), was lower than C2 (17.15 ±0.85;p = 0.0001), T1 (6.59 ±0.27; p = 0.0001) and T2 (5.43 ±0.39; p = 0.004). There is a very strong inverse correlation between the concentration of cholesterol and hs-CRP ( r = -0.979, p = 0.0001). The conclusion is dadih-fortified-vitamin-D3 –intervention is better than its single intervention as an anti-inflammation which might relate to the increased caecum-cholesterol-concentration.
Microeconomics and raw material price on capital structure adjustment through dynamic target in Indonesian textile industries
Authors: Dasman Sunita , Febrian Erie , Nidar Sulaeman , Herwany Aldrin
Published: October 2020

This study aims to examine the effects of company-specific macroeconomic fluctuation in raw materials prices on the speed of adjustment through dynamic targeting capital structure on textile companies listed on the Indonesia Stock Exchange during 2012 and the second quarter of 2020. Using panel data regression of the fixed-effect method, we discovered that the speed of adjustment varies in each industry and period. Textile companies listed on the Indonesia Stock Exchange adjust their capital structure through a dynamic target of 53.3% per year. It takes 1 year and 10 months to close the target capital structure. The factors that determine the target capital structure include company size, tangibility, liquidity and growth opportunity, asset utilization, as well as retained earnings. On the other side, factors that contribute to the speed of adjustment include company size, growth opportunity, earnings volatility, asset utilization, retained earnings, distance to the target, and economic growth. Other factors that also affect the speed of adjustment include fluctuations in the prices of cotton and crude oil. The result of this study is expected to provide an optimal capital structure formulation to the textile industries in Indonesia to finance companies’ operational activities and growth opportunities effectively. This study also provides an overview of how textile companies make capital structure adjustment, as there are changes in company-specific factors, macroeconomic conditions, and fluctuation in raw material prices.
ONCOLOGY REHABILITATION - AN ALTERNATIVE TO BREAST CANCER TREATMENT
Authors:   Training sector of Kinesitherapy, Faculty of Public Health, Department of Physiotherapy, rehabilitation, thalassotherapy, occupational diseases - Medical University of Varna and University center of East medicine, Varna, Bulgaria, Shivachev Yani , Bogomilova Stanislava ,   Training sector of Kinesitherapy, Faculty of Public Health, Department of Physiotherapy, rehabilitation, thalassotherapy, occupational diseases - Medical University of Varna and University center of East medicine, Varna, Bulgaria, Nenova Gergana ,   Training sector of Kinesitherapy, Faculty of Public Health, Medical University of Varna and Department of Orthopedics and Traumatology, University Hospital for Active Treatment St. Marina Varna, Bulgaria, Velchev Valentin ,   Department of Orthopedics and Traumatology, University Hospital for Active Treatment St. Marina Varna, Bulgaria.
Published: October 2020

Introduction: Worldwide breast cancer is the most common malignancy disease with a frequency of more than 6 million. The treatment consists of surgical intervention, chemotherapy, radiation, and often follow-up medical care in the long-term treatment is neglected. As a result of a partial or total mastectomy, one of the complications that patients develop is lymphedema, which may occur months or years after the surgery. This necessitates the search for systematic and effective approaches for these patients in order to improve physical and mental well-being, resocialization and return to previous levels of activity in daily life. Case report: In 2019 a 58-year-old female patient, visited Medical University of Varna and University center of East medicine with the following complaints: pain in the armpit area, lymphedema of a right upper limb, a sense of weight and motor deficiency in the hand. In 2017 she is diagnosed with breast cancer by conducting an operative intervention consisting of a partial mastectomy with removal of 12 lymph nodes, followed by chemotherapy, radiotherapy treatment and medication therapy. For 2 years, the patient seeks help from a variety of healthcare professionals whose methods lead to short and unsatisfactory results. Impaired quality of life in daily activities is the main reason the patient to refer to the specialists at the University center of East medicine, offering a different and complex approach aimed at the patient’s overall recovery. Conclusion: Early diagnosis and subsequent successful treatment approach are the path to holistic, systematic and effective treatment in cancer patients.
Improving healthcare quality in the United States healthcare system: A scientific management approach
Authors: Upadhyay Soumya , Opoku-Agyeman William
Published: October 2020

The US healthcare system has been facing pressures from stakeholders to reduce costs and improve quality. The purpose of this paper is to develop a conceptual model to illustrate the approaches used in healthcare quality management (Continuous Quality Improvement/Total Quality Management, Lean, and Six Sigma) weaved into the underlying framework of scientific management theory. This paper employs scientific management theory to explain the healthcare quality tenets that influence the quality of care in our healthcare organizations. The father of scientific management, Frederick Taylor, and other key contributors collectively created scientific management principles, which are widely used for quality improvement purposes both in the engineering and the healthcare field. Healthcare quality is also discussed with examples of the application of scientific management principles. Shared themes between scientific management principles and healthcare quality tenets, as given in CQI/TQM, Six Sigma-Lean, and Donabedian Model, were developed. To understand the three pillars of quality (structure, process, outcome) in relation to the underpinnings of scientific management principles, we incorporated insights of scientific management theory into Donabedian’s healthcare quality model. It is recommended that selection of personnel play a more significant role among human resources practices in organizations; strategy formulation must include a careful assessment of organizations’ strengths and weaknesses with regard to continuous quality improvement, with organizations striving to achieve standardization to attain efficiency and reduce costs.
Discharging coronavirus disease 2019 (COVID-19) patients with faecal viral shedding and prolonged hospitalisation
Authors: Rosa Duque Jaime Sou , Mak Phoebe Q. , Wong Joshua S.C. , Chan Chi-man Victor , Chow Chit Kwong , Chiu Wa Keung , Yeung Wilson K.Y. , Lam Ivan C.S. , Chua Gilbert T. , Ho Marco H.K. , To Kelvin K.W. , Ip Patrick , Kwan Mike Y.W.
Published: October 2020

The implication of gastrointestinal infection caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and its transmission remains to be fully understood. We studied 4 paediatric patients with several weeks of faecal excretion of SARS-CoV-2 RNA who had only mild symptoms. International consensus on isolation practices is urgently needed.
Implementing CA-T Model Lessons in Schools: A Preliminary Study in Southern Border Provinces of Thailand
Authors: Sinwongsuwat Kemtong , Nicoletti Kathleen
Published: October 2020

Encouraged by previous studies which recommended incorporating insights from Conversation Analysis (CA) into English conversation teaching to improve EFL students' oral proficiency, this paper reports on the findings from Phase I of a longitudinal study designed to investigate the impact of employing a CA-informed teaching (CA-T) model to improve Thai students' oral English proficiency. The aim of Phase I of this study was to engage local teachers in co-developing and piloting the CA-T model. In this phase, 16 purposively sampled primary and secondary English teachers from Thailand’s southern provinces participated in an intensive 6-day workshop designed to (1) familiarize them with the instructional value of CA insights and key features of the CA-T model and (2) assist these teachers in creating CA-T lesson plans. Following the workshop, teachers piloted the lesson plans, provided feedback on the implementation process, reported on the perceived effects of the lessons, and offered recommendations for improving the CA-T model. This paper describes the content of the workshop, shares teachers' feedback about the CA-T lessons and implementation process, and presents preliminary findings as to the potential challenges and benefits of employing the CA-T model in Thai primary and secondary classrooms.
English Language Materials Development: Text-Driven Framework as an Approach
Authors: Al-Mousawi Sayed Ahmad
Published: October 2020

This paper sets out to explore English language materials development since the emergence of communicative language learning (CLT). Many pedagogical approaches have been innovated to reach the goal of CLT. It will discuss the most common approach of English language materials development used nowadays. This paper specifically introduces a new approach of English language materials development that aims to match second language acquisition principles which will optimize the language learning process. This new approach is called the Text-driven approach which aims to develop activities around an engaging text, in appose to many approaches that aims to find a text meeting their activities purpose. A full 60 minutes lesson based on this framework is presented and discussed in depth to clarify how it can facilitate language acquisition. Further research ideas are then proposed to enrich this field of study.
Developing a Framework for Understanding Lecturer-Student Interaction in English-Medium Undergraduate Lectures in Sri Lanka: First Step Towards Dialogic Teaching
Authors: Navaz A. M. M.
Published: October 2020

This study focuses on developing a framework to identify dialogic interaction in English-medium science lectures in a small faculty of a Sri Lankan university. In Sri Lanka, English-medium instruction was introduced with an objective of developing language proficiency of students along with the content delivery. It is asserted that teacher-student interaction in ESL content classes would help develop language proficiency of students. However, generally, lectures in English-medium undergraduate courses in Sri Lanka tend to be monologic, leaving the language development a question. The lecture delivery style, along with other reasons, affects students’ language development in English-medium classes. Although increased dialogic interaction could help change this situation, few studies have examined the occurrence of dialogic interaction in tertiary-level ESL science classes. The main objective of this study is to develop a framework by analysing the lectures given at the faculty in a method that contextually suits the lecture delivery style in the Asian countries. Data were collected from transcribed recordings of 12 hours of lectures, involving four lecturers. The interactional episodes in the lectures were the basis of developing the analytical framework, which refines and extends the MICASE corpus interactivity rating in a contextually-focused way, was especially designed to categorise the lecture discourse along a monologic-interactive/dialogic continuum. This paper also suggests how this framework could be adopted to analyse the lecture deliveries from a practitioner’s point of view. Within the scope of this paper it is explained how this framework was designed focusing attention to interactional episodes. It can be envisaged that the proposed framework can make a concrete contribution to teaching and learning in higher education, mainly to the concept of developing language through dialogic lecture delivery at tertiary level ESL content classes.
2020/38 Supreme Court rules on the principle of continuity of civil service law in connection with a transfer of undertaking (FI)
Authors: Nurminen Janne
Published: October 2020

2020/38 Supreme Court rules on the principle of continuity of civil service law in connection with a transfer of undertaking (FI)

The Finnish Supreme Court has overturned a Court of Appeal decision regarding a transfer of a municipal civil servant to a company during the privatization of a public utility company. The Supreme Court held that an employment relationship had not been established between the transferee and the unlawfully dismissed municipal civil servant despite the principle of continuity of civil service law. The concrete actions of the transferee had an important role in defining that no employment relationship had been constituted between the dismissed municipal civil servant and the private company.
Recovering Differential Operators on the Half-Line with Indefinite Discontinuous Weights
Authors: Yurko Vyacheslav Anatol'evich
Published: October 2020

Non-self-adjoint second-order differential operators on the half-line with indefinite discontinuous weights are studied. Properties of spectral characteristics are established and inverse problems of recovering operators from their spectral characteristics are investigated. For these class of nonlinear inverse problems algorithms for constructing the global solutions are developed, and uniqueness theorems are proved