bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluation of the Multiple Effects of a Social Skill Intervention
Authors: Mcmahon Colleen M. , Wacker David P. , Sasso Gary M. , Melloy Kristine J.
Published: March 2018

There is a consensus among social skills trainers and researchers that broad intervention effects, such as response generalization, are both attainable and desirable, yet recent reviews of the literature have revealed that little is known about collateral effects of procedures designed to effect social interaction. A multiple baseline, multiple probe design was used to evaluate the effects of a social skill intervention for three elementary school age children with behavioral and learning disorders. An observation system utilizing time-sampling and duration recording was developed to assess the acquisition of target social behaviors, the concomitant changes in nontargeted behaviors, and changes in peer and teacher responses to target students as a result of the training package. The results indicated success in increasing student acquisition of targeted social behaviors which in turn led to lengthier peer interactions for all three students. Additionally, all three target students demonstrated increases in nontargeted responses. The results are discussed in light of social skill training, response covariation, collateral effects, and generalization.
Behavior Problems in Canadian and Welsh Schools: A Cross-National Comparison
Authors: Wilkinson S. Cynthia , Trovato Joseph , Harris John , Tyre Colin
Published: March 2018

Behavior problems prevalent in schools were examined for a Canadian and a Welsh sample of students, aged 6 to 11, who were referred by their teachers. Their scores from the Achenbach Child Behavior Checklist (Teacher's Report Form) were compared. Similarities were found in the severity and frequency of acting-out or undercontrolled behaviors, while significant differences were seen in inhibited or overcontrolled behaviors. Canadian teachers observed more overcontrolled behaviors among their students who were referred for assistance. Implications regarding cross-national differences in the nature of behavior problems observed in classrooms, their effect on school performance, and teacher expectations are discussed.
Time Estimation and Planning Abilities: Students with and without Mild Disabilities
Authors: Grskovic Janice A. , Zentall Sydney S. , Stormont-Spurgin Melissa
Published: March 2018

In this study we sought to examine differences among groups of elementary students with and without disabilities on a measure of time estimation. We assessed the time estimation recall of 51 students with and without emotional handicaps, learning disabilities, and attentional disorders and examined the relationship between time estimation and the self-regulatory skills of planning and organization. Group differences in time estimation recall were documented, but these differences were no longer significant after controlling for IQ. In planning and organization, students who scored higher on time estimation were less likely to use notes and lists for organization. Our findings call into question prior research that has not controlled for group differences in IQ and support the need for a curriculum in which time-estimation skills are taught directly and in a functional manner.
Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders
Authors: Yell Mitchell L.
Published: March 2018

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.
Students Identified as Seriously Emotionally Disturbed in School-Based Day Treatment: Cognitive, Psychiatric, and Special Education Characteristics
Authors: Duncan Brent B. , Forness Steven R. , Hartsough Carolyn
Published: March 2018

In the continuum of services for students with emotional and behavioral problems, school-based day treatment programs are at the point at which maximum collaboration and coordination between school and mental health is typically involved. With shared diagnostic and program responsibility, a mutually identified student cohort, and frequent interaction across agency boundaries, this interface between school and mental health presents a unique opportunity to examine diagnostic similarities and differences between the two systems. Archival record searches were conducted to gather data regarding the diagnostic and treatment histories of 85 children and adolescents served in two exemplary school-based day treatment programs in California. Findings suggest a significant lag time between first symptoms, referral for services, and treatment; marked instability of psychiatric diagnoses over time; and lack of concordance between DSM diagnoses and IDEA SED characteristics. These data raise serious concerns regarding the availability of prevention and early intervention services, even in locales striving to develop a coordinated system-of-care approach to treatment. They also raise questions about the integrity and congruity of the psychiatric and educational diagnostic systems utilized by school and mental health personnel.
Children and Youth with Autism in an Age of Reform: A Perspective on Current Issues
Authors: Simpson Richard L.
Published: March 2018

This article discusses three major issues currently having significant impact on the education of students with autism. Included in the discussion are the field's considerable reliance on implausible, unsupported, and other controversial treatments; the issue of full time inclusion of students with autism in general education classrooms; and preparation of personnel to serve the needs of students with autism. Discussion of each of these issues is followed by recommendations for action.
Full Inclusion: An Empirical Perspective
Authors: Macmillan Donald L. , Gresham Frank M. , Forness Steven R.
Published: March 2018

It is argued that educational treatments of children with disabilities should be empirically validated. From this perspective the current press for full inclusion is examined against empirical evidence bearing on the major assertions of advocates for full inclusion. Students with emotional and behavioral disorders (EBD) are among the most difficult to include, and the unique problems presented by such children often are ignored by advocates for full inclusion. Arguments for full inclusion, particularly as they apply to children with emotional and behavioral disorders suffer from: (a) the failure to specify what constitutes full inclusion, (b) the weakness of relying on anecdotal reports and single case studies to validate the utility of full inclusion of all children with disabilities, and (c) the fact that the evidence that does exist fails to include children with emotional and behavioral disorders. Finally, evidence is summarized that contradicts the position that “more restrictive” placements are never beneficial and that regular class placement is always beneficial to all children with disabilities.
Guidelines for Providing Appropriate Services to Culturally Diverse Students with Emotional and/or Behavioral Disorders
Authors: Mcintyre Thomas
Published: March 2018

In 1991 The Council for Children with Behavior Disorders (CCBD) etablished The Ad Hoc Committee on Ethnic and Multicultural Concerns. A Task Force was formed by this Committee in 1993 to develop a paper that would offer direction to the field with regard to cultural issues. This document reflects the efforts of that task force.
Toward Prescriptive Alternatives to Suspensions: A Preliminary Evaluation
Authors: Morgan-D'atrio Cindy , Northup John , Lafleur Lynn , Spera Sandi
Published: March 2018

Data were collected at a large urban high school in order to determine the extent of discipline problems, the use of suspension, and the procedural integrity of the school's disciplinary policy. Results documented a high frequency of disciplinary referrals and suspensions and poor correspondence between school disciplinary policy and disciplinary actions. Next, individual assessments of middle and high school students' academic and social behavior documented a very high incidence of academic and social skills deficits, as well as other adjustment problems, among students with recurrent suspensions. Substantial individual differences between students illustrated that students with recurrent suspensions are a very heterogeneous group. Implications for developing proactive treatment alternatives to suspension are discussed.
Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders
Authors: Depaepe Paris A. , Shores Richard E. , Jack Susan L. , Denny R. Kenton
Published: March 2018

It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.
Medicating Students with Emotional and Behavioral Disorders and ADHD: A State Survey
Authors: Runnheim Veronica A. , Frankenberger William R. , Hazelkorn Michael N.
Published: March 2018

Three-hundred and ninety-six teachers of students with emotional and behavioral disorders (EBD) in Wisconsin provided information about 1,300 students in their classes who were receiving medication for treatment of Attention Deficit Hyperactivity Disorder (ADHD). Results of the survey revealed that 40% of elementary school, 32% of middle/junior high school, and 15% of high school students with EBD were identified as having ADHD and were being treated for it with medication. The teachers reported that the most common types of medication were Ritalin (66%), Dexedrine (11 %), Cylert (7%), and Imipramine (5%). The most frequent morning dosage for Ritalin and Dexedrine was 10 mgs. Teachers of students with EBD did not believe that ADHD was under-diagnosed, and they did believe that medication effectively reduced maladaptive behavior.
Revisiting Conceptual Issues in the Measurement of Aggressive Behavior
Authors: Wehby Joseph H. , Symons Frank J.
Published: March 2018

Primary among the issues in the study of school-age children with emotional and behavioral disorders (EBD) is the prediction and control of aggressive behavior. Definitional and conceptual problems in measurement have limited our ability to identify and describe classroom conditions that predict occurrences of aggression. In this paper, we revisit briefly a number of issues in the direct measurement of classroom aggression including low base rates, interactional sequences, and reliability.
Teachers' Intervention Preferences Related to Explanations for Behavior Problems, Severity of the Problem, and Teacher Experience
Authors: Alderman Gary L. , Nix Marjorie
Published: March 2018

The purpose of this study was to examine teachers' preference for positive versus negative interventions based on the amount of information they were provided about the student with behavior problems. A total of 144 educators, mostly teachers, completed a questionnaire that asked them to choose the intervention they would be most likely to use. Half of the participants received scenarios that contained no explanation of behavior, and half had detailed explanations of possible reasons for misbehaviors. Although there was an overall preference for the selection of positive interventions, having an explanation of misbehavior did lead to the choice of more positive interventions than negative interventions in some cases. These choices are discussed as well as their relationship to the experience level of the teacher and the severity of the problem.
Using Structural Analysis to Facilitate Treatment of Aggression and Noncompliance in a Young Child At-Risk for Behavioral Disorders
Authors: Umbreit John , Blair Kwang-Sun
Published: March 2018

This study examined the use of structural analysis as part of assessment-based intervention. The participant, JB, was a 4-year-old boy whose noncompliance and aggressive behavior put him at risk for behavioral disorders and expulsion from his childcare center. The study was conducted in two phases. Phase 1 involved an assessment that included structured interviews and observations, hypothesis development, and hypothesis testing within the context of typically occurring routines and activities in the childcare. Phase 2 consisted of an assessment-based intervention that was implemented by the childcare staff. The intervention immediately reduced JB's noncompliance and aggressive behavior. These gains were maintained throughout the study and received high acceptability ratings from the staff who carried out the treatment. Implications are presented regarding the efficacy of interventions based on data gained through structural analyses of problem behavior to prevent the development of behavioral disorders.
The Current and Future Outcomes of Interpersonal Social Interactions: The Views of Students with Behavioral Disorders
Authors: Nelson J. Ron , Drummond Marcy , Martella Ron , Marchand-Martella Nancy
Published: March 2018

We examined the views of students with behavioral disorders (BD) regarding the current and future outcomes of interpersonal social interactions. A comparative analysis of 60 students with BD and 60 students without BD across positive and negative interpersonal problems with teachers and peers was conducted. In general, there were no significant differences in the views of students with and without BD regarding the current and future outcomes of positive interpersonal social interactions. However, there were significant differences in the views of students with and without BD regarding the current and future outcomes of negative interpersonal social interactions. Students with BD were more likely to support the proposition that students who have negative interpersonal social interactions would experience less negative future outcomes than were students without BD. Research needs are discussed.
Violent and Nonviolent Children's and Parents' Reasoning about Family and Peer Violence
Authors: Astor Ron Avi , Behre William J.
Published: March 2018

This inquiry examined the moral reasoning patterns of violent children with emotional and behavioral disorders (E/BD) and their aggressive parents. All 35 children had committed lethal or potentially lethal violent acts before age 10 and attended a highly restrictive day treatment center. The matched control group (n = 34) was drawn from a nonclinical population. Participants were presented with six family and peer violence scenarios followed by a structured interview. The results suggested that each group used moral reasoning when discussing the scenarios, but that the groups focused on different moral transgressions. Specifically, the violent children and their parents referred more to rules prohibiting provocation (rather than rules prohibiting physical retribution). We recommend future studies that explore how violent children interpret psychological provocation in the context of potential physical retribution.
A Preliminary Investigation of the Relationship between In-School Suspension and the Disruptive Classroom Behavior of Students with Behavioral Disorders
Authors: Stage Scott A.
Published: March 2018

This study examined the effects of three types of in-school suspension programs on disruptive classroom behavior as well as the impact of classroom management techniques on assignment to in-school suspension. The participants were 36 students (ages 12–17) with behavioral or emotional disorders who were enrolled in a residential school for adolescents. There were four intervention phases. In the Timeout1 intervention, students (n = 17) served a 15-minute timeout. In the Timeout Plus Academic Task intervention, students (n = 19) served a timeout and completed an academic assignment. In the Problem-Solving intervention, students (n = 10) completed a problem-solving task pertaining to their in-school suspension assignment. Analyses of variance (ANOVAs) revealed no reliable differences in the in-school suspension rate or disruptive classroom behavior across the four phases. However, teachers' disapproval of student off-task behavior predicted assignment to in-school suspension. These results are discussed in terms of classroom management and teachers' use of aversive stimuli.
Disciplining Students with Disabilities: Issues and Considerations for Implementing IDEA ‘97
Authors: Katsiyannis Antonis , Maag John W.
Published: March 2018

Disciplining students with disabilities has been a controversial and hotly debated issue. The discussion has not been tempered by the introduction of the 1997 amendments to the Individuals with Disabilities Education Act (IDEA ‘97) provisions on discipline, since they are often confusing and provide only general guidelines for implementation. This article discusses issues related to implementing the IDEA ‘97 discipline provisions. It begins with a brief historical overview of litigation that led to the provisions and describes the provisions. The remainder of the article describes issues and considerations in conducting functional assessment, making a manifestation determination, generating interim placements, and deciding on the cessation of services.
Postschool Status of Youths with Behavioral Disorders
Authors: Malmgren Kimber , Edgar Eugene , Neel Richard S.
Published: March 2018

This 5-year longitudinal study investigated post-high-school employment, postsecondary school degree attainment, and engagement outcomes for youths with behavioral disorders (BD). Subjects included graduates with BD and a random stratified sample of their typically functioning peers from three school districts in western Washington State. The study tracked two cohorts, 1985 and 1990 graduates, with annual data collection from 1990 to 1995. The data reflected what was happening in the lives of these youths, who had been out of school from 1 to 5 years and from 6 to 10 years. Outcomes are compared for the youths with BD and for their peers without disabilities. Employment rates for the graduates with BD were significantly lower at only 2 of 10 data collection points. Engagement rates were significantly lower at 6 of the 10 points. Rates of postsecondary degree attainment at the end of the study were significantly lower for the graduates with BD in both cohorts.
Problems in Logic and Interpretation with Quantitative Syntheses of Single-Case Research: Mathur and Colleagues (1998) as a Case in Point
Authors: Kauffman James M. , Strain Phillip S. , Kohler Frank W. , Gresham Frank
Published: March 2018

This article focuses attention on some of the logic and interpretation problems inherent in doing quantitative syntheses of single-case research. Particular attention is given to the meta-analytic method of using percentage of nonoverlapping data, highlighting specific concerns related to withdrawal designs, sensitivity to variability in behavior, social significance of behavior change, and understanding the complex multiple variables that influence intervention effectiveness. As a case in point, we critique the use of PND in an article by Mathur, Kavale, Quinn, Forness, and Rutherford (1998) recently published in Behavioral Disorders.
Discipline Problems, Placements, and Outcomes for Students with Serious Emotional Disturbance
Authors: Tobin Tary J. , Sugai George M.
Published: March 2018

Middle school placements, experiences, and high school outcomes are described for all students with serious emotional disturbance (SED) in a randomly selected sample of students in secondary school who had discipline problems. Differences are examined between students with SED who stayed on track for high school graduation and those who were not on track. Frequent discipline referrals were associated with identification for special education, restrictive placements, and dropout. Practical implications are discussed in relation to the Individuals with Disabilities Education Act Amendments of 1997. Students with SED should be identified before discipline problems escalate in middle school and should be provided with comprehensive interventions based on functional assessments and careful planning for transitions.
The Scale for Assessing Emotional Disturbance: Test–Retest and Interrater Reliability
Authors: Epstein Michael H. , Cullinan Douglas , Harniss Mark K. , Ryser Gail
Published: March 2018

Three studies are reported addressing the reliability of the Scale for Assessing Emotional Disturbance (Epstein & Cullinan, 1998), a standardized, norm-referenced measure linked to the federal definition of emotional disturbance (ED). The first and second studies investigated test–retest reliability over a 2-week period to determine the stability of the measure over time. The third study investigated interrater reliability between six pairs of teachers who had worked with a student for 2 or more months to determine the consistency with which the measure can be used by different individuals. In each study, samples were drawn from populations of students identified as having ED. Test–retest reliability coefficients were above .80, the standard recommended for screening tests that will be reported individually. Interrater reliability coefficients were at least .79 for all subscales except Unhappiness or Depression and Physical Symptoms or Fears. Implications for use of the SAED are discussed.
Teacher Preparation in E/BD: A National Survey
Authors: Maag John W. , Katsiyannis Antonis
Published: March 2018

Surveys investigating teacher preparation program requirements and competencies for training teachers to work with students with emotional and behavioral disorders (E/BD) were mailed to 219 directors of E/BD training programs at colleges and universities representing 41 states. A total of 101 surveys from 32 states were returned, for a final response rate of 46%. Information was obtained over two primary areas: E/BD program practices and E/BD program competencies. Results of this survey were mixed. There were some encouraging practices such as offering E/BD programming at the graduate level. E/BD program competencies such as instruction, assessment, and behavior management were taught most frequently. However, there were some areas such as special education law and multicultural issues that received little attention. Other important competencies such as social skills instruction and transition practices were not even mentioned.
A Longitudinal Study of the Cost Effectiveness of Educating Students with Emotional or Behavioral Disorders in a Public School Setting
Authors: Macmillan Robert C.
Published: March 2018

Marchus School's 1261 Project is one of two programs funded by the State of California to establish an education program within a public school setting for elementary and middle school students with emotional or behavioral disorders (E/BD). The 1261 Project classroom serves students who traditionally have been placed out of public school settings into more restrictive nonpublic school placements. This study details the programmatic design as well as the analysis of the cost effectiveness of this successful program over a 4-year period. Descriptive statistics and case studies demonstrate that not only have costs been avoided but funds have also been saved. Recommendations and directions for further study are addressed.
Juvenile Offenders with Behavioral Disorders, Learning Disabilities, and No Disabilities: Self-Reports of Personal, Family, and School Characteristics
Authors: Zabel Robert H. , Nigro Frank A.
Published: March 2018

Juvenile offenders (n= 266) confined to a juvenile detention facility were interviewed using a structured questionnaire about personal, home, and school characteristics and experiences that may have placed them at risk for delinquency. The sample was divided into two groups—those who had special education experience and those who had not. Characteristics and experiences of the entire sample as well as comparisons between the special education and non-special education groups are reported and discussed. Most of the participants experienced multiple risk factors that predispose them to delinquency. A high proportion (37.1%) had been in special education, with most classified as having behavioral disorders (BD), learning disabilities (LD), or both. Males were more likely than females to have special education experience and to be classified as having BD, and African Americans were more likely than other racial and ethnic groups to be so classified. Although the experiences of special education and non-special education groups were similar in most ways, where differences were apparent, the special education group appeared to be at higher risk. Juvenile offenders with special education experience were more likely to need corrective lenses, to have been identified as having attention deficit with hyperactivity disorder (ADHD), and to have taken medications for emotional problems. They had more foster placements, had attended more schools, and were more likely to have assaulted school officials. They got into trouble in school, were suspended, and made their first court appearances earlier than juvenile offenders without special education experience. Implications for prevention and intervention are suggested.
Factors affecting the adoption of e-learning technologies among higher education students in Nigeria
Authors: Yakubu M Nasiru , Dasuki Salihu Ibrahim
Published: March 2018

The aim of the study is to investigate factors that influence the adoption and use of educational technology by students of a higher education institution in developing countries. The study employed the unified theory of acceptance and use of technology (UTAUT). The online survey method was used to collect data from 286 students of a higher education institution in Nigeria. The maximum likelihood method based on structural equation modelling (SEM) using IBM Amos 22.0 application was used to analyse the data. The study determined that performance expectancy and effort expectancy (p < 0.001) were significant factors in influencing the behavioural intention to use Canvas. Social Influence was deemed to be a statistically non-significant factor in influencing behavioural intentions as (p > 0.05). Facilitating conditions and behavioural intentions were determined to be salient factors that positively influence the actual usage of Canvas by the students. The results from the data obtained partially support the UTAUT’s ability to explain the factors responsible for the acceptance of educational technology in developing countries, in Nigeria to be specific. Furthermore the study contributes to the formulation of approaches and guidelines to enhance the adoption of educational technologies in developing countries.
Hyaluronan impairs the barrier integrity of brain microvascular endothelial cells through a CD44-dependent pathway
Authors: Al-Ahmad Abraham J , Patel Ronak , Palecek Sean P , Shusta Eric V
Published: March 2018

Hyaluronan (HA) constitutes the most abundant extracellular matrix component during brain development, only to become a minor component rapidly after birth and in adulthood to remain in specified regions. HA signaling has been associated with several neurological disorders, yet the impact of HA signaling at the blood–brain barrier (BBB) function remains undocumented. In this study, we investigated the impact of HA on BBB properties using human-induced pluripotent stem cell (iPSC) -derived and primary human and rat BMECs. The impact of HA signaling on developmental and mature BMECs was assessed by measuring changes in TEER, permeability, BMECs markers (GLUT1, tight junction proteins, P-gp) expression and localization, CD44 expression and hyaluronan levels. In general, HA treatment decreased barrier function and reduced P-gp activity with effects being more prominent upon treatment with oligomeric forms of HA (oHA). Such effects were exacerbated when applied during BMEC differentiation phase (considered as developmental BBB). We noted a hyaluronidase activity as well as an increase in CD44 expression during prolonged oxygen–glucose deprivation stress. Inhibition of HA signaling by antibody blockade of CD44 abrogated the detrimental effects of HA treatment. These results suggest the importance of HA signaling through CD44 on BBB properties.
Can functional task exercise improve executive function and contribute to functional balance in older adults with mild cognitive impairment? A pilot study
Authors: Law Lawla LF , Fong Kenneth NK , Yau Matthew MK
Published: March 2018

Introduction

Individuals with cognitive impairment are more susceptible to falls associated with decreased executive function and balance. This pilot study investigated whether functional task exercise could improve executive function, which might further affect the functional balance in older adults with mild cognitive impairment.

Method

This was a single-group pre-test/post-test pilot. A total of 43 participants completed a 10-week structured functional task exercise programme, performing simulated functional tasks. Paired-samples t-test was performed to evaluate intervention effects. Associations between variables were examined using Pearson's correlation coefficient. Multiple regression analysis was performed to explore the contribution of cognitive variables to functional balance.

Results

Significant improvements were shown in general cognitive functions, executive function, functional balance and functional status. All executive function outcomes were significantly associated with functional balance. Everyday problem-solving ability was the only significant cognitive contributor ( β = 0.407, p < 0.05) to functional balance after controlling for the confounding factors.

Conclusion

This pilot showed functional task exercise using simulated functional task as a means of intervention was feasible and was associated with observed improvements in executive function and functional balance in older adults with mild cognitive impairment, whereas everyday problem-solving ability was found to be associated with functional balance. Further well-designed controlled studies are needed to draw more definitive conclusions.
Consumer studies as critical social theory
Authors: Sadian Samuel
Published: March 2018

A fundamental concern of all critical social theory has been relating economic action to socio-political action when explaining social change. Along with critical theories of socio-political praxis and critical theories of production and reproduction, critical consumer studies has at times sought to demonstrate how narrowly productivistic solutions to this problem can be updated or supplemented to fit better with observable historical events. However, consumer studies itself lacks conceptual coherency and is split between extending and rejecting major productivistic assumptions, making the wider significance of this literature difficult to identify. I argue that consumption and production are best understood conceptually as related moments in the material and symbolic circulation of value in circuits of market exchange, redistribution and reciprocity. Whether consumer action functions to reproduce anterior productive arrangements is a matter of historical contingency. The real benefit of consumer studies is the capacity to question and modify existing historical narratives, while serving also to generate its own insights. Consumer studies can help to systematically reveal the extent to which collective social action is patterned by class divisions, but it can also identify forms of collective association that do not reveal a basically class logic. Likewise, consumer action may reinforce the ‘distinction’ that Pierre Bourdieu has helped to theorize, but it can equally create the ‘mutuality of being’ of which Marshall Sahlins speaks. Moreover, consumer demand may indeed reproduce certain productive arrangements, as consumer critiques have always pointed out, but production is often a response to prior consumer demand, and rises or falls in relation to this. Instead of a priori assumptions about the manipulability of consumer demand, which make it easy to evade this enormous problem, situated analyses of specific fields of consumption are required that show how, when and where consumer action leads to reproduction or to real historical novelty.
The cost of replacing South Carolina high school principals
Authors: Tran Henry , McCormick Jessica , Nguyen Trang Thu
Published: March 2018

The purpose of this study is to examine the costs of replacing high school principals. The technique for cost estimation used is the ‘ingredients method’ and is based on the economic principle of opportunity cost. It is the recommended form of cost analysis by experts in the field. Within this study, the ingredients method systematically identifies all the resources required to replace high school principals, and attaches prices to each of those ingredients. The systematic nature of the method allows for costs to be measured and compared across studies. Data were obtained from executive-level human resource management across six South Carolina public school districts. Costs of high school replacement varied by district (ranging from $10,413.03 to $51,659.27), with the sample average equating to $23,974.29. The methodology used in this study can be replicated across the globe to estimate the cost of replacing school leaders.
The shape error evaluation methods of the foils for a multi-leaf foil bearing
Authors: Yu Yuan , Ren Cheng , Sun Yanhua
Published: March 2018

The geometric parameters of the elastic foil bearing are important basis for designing the foil bearing. Whether the main shape indices of the pressed foils meet the design requirements is the key to evaluate a manufacturing method. The inconsistent curvature radii of the top foils, the inconsistent bump heights of the bumps on the bump foil, the roundness error of the top foil, and the curve profile error of the bump foil may cause the pre-tightening assembly difference and different bearing capacity of each bearing shell. Aiming at the shape error evaluations of the foils for a multi-leaf foil bearing, first, the algorithm of geometric area optimization for circle roundness error is introduced and an evaluation method of arc roundness error is put forward according to the minimum zone principle in this paper. This method can be used to calculate the roundness error of the top foil for a multi-leaf foil bearing. The results show that the corresponding roundness error of the top foil decreases with the increasing of the pressing pressure. The relative roundness error is small (less than 7%), which changes a little with different pressing pressures. For the measurement of a bottom bump foil, the method of matching feature points is used in pre-location and then fine-positioning for the measured curve is implemented based on the least square method in order to eliminate the position error between the measured curve and the design curve. Thus, the curve profile error evaluation of the bottom bump foil for a multi-leaf foil bearing is implemented and the profile error of each bump can be obtained. According to the shape error evaluation values of the top foil and the bump foil, the quality control strategy and the error compensation by improving the mold structure can be further researched.
The dependence of broadband ultrasound attenuation on phase interference in thin plates of variable thickness and curvature: a comparison of experimental measurement and computer simulation
Authors: Alomari Ali Hamed , Wille Marie-Luise , Langton Christian M
Published: March 2018

The measurement of broadband ultrasound attenuation describes the linear increase in ultrasound attenuation with frequency (dB/MHz); this is generally performed at the calcaneus, consisting of a high proportion of metabolically active cancellous bone. Although broadband ultrasound attenuation is not routinely implemented within clinical management since it cannot provide a reliable estimation of bone mineral density and hence clinical definition of osteopenia and osteoporosis, it offers a reliable means to predict osteoporotic fracture risk. One of the potential factors that can influence the accuracy of broadband ultrasound attenuation measurement is the effect of cortical end plates. This study aimed to explore this, performing a comparison of experimental study and computer simulation prediction. A total of three categories of thin discs were three-dimensional (3D) printed to replicate cortical shells of (1) variable constant thickness (planar), (2) variable constant thickness (curved), and (3) variable thickness. A through-transmission technique was used, where two single-element, unfocused, 1 MHz broadband transducers, as utilised clinically, were positioned coaxially in a cylindrical holder and immersed in water. Both quantitative and qualitative analyses demonstrated that broadband ultrasound attenuation measurements of the ‘planar’ and ‘curved’ discs were not statistically different (p-values > 0.01). A cyclic relationship between broadband ultrasound attenuation and disc thickness was observed; this was replicated within a computer simulation of phase interference created by a double-reflection echo within each disc (R2 = 97.0%). Variable-thickness discs provided broadband ultrasound attenuation measurements ranging between 31.6 ± 0.1 and 40.60 ± 0.1 dB/MHz. Again applying the double-reflection echo simulation, a high level of agreement between experimental and simulation was recorded (R2 = 93.4%). This study indicates that the cortical end plate can significantly affect the broadband ultrasound attenuation measurement of cancellous bone as a result of phase interference and, therefore, warrants further investigation to minimise its effect on clinical assessment.
Religious People Are Trusted Because They Are Viewed as Slow Life-History Strategists
Authors: Moon Jordan W. , Krems Jaimie Arona , Cohen Adam B.
Published: March 2018

Religious people are more trusted than nonreligious people. Although most theorists attribute these perceptions to the beliefs of religious targets, religious individuals also differ in behavioral ways that might cue trust. We examined whether perceivers might trust religious targets more because they heuristically associate religion with slow life-history strategies. In three experiments, we found that religious targets are viewed as slow life-history strategists and that these findings are not the result of a universally positive halo effect; that the effect of target religion on trust is significantly mediated by the target’s life-history traits (i.e., perceived reproductive strategy); and that when perceivers have direct information about a target’s reproductive strategy, their ratings of trust are driven primarily by his or her reproductive strategy, rather than religion. These effects operate over and above targets’ belief in moralizing gods and offer a novel theoretical perspective on religion and trust.
NGOs in Local Governance in Bangladesh
Authors: Baroi Harold Sougato , Panday Pranab Kumar
Published: March 2018

In the last decade, local governance has emerged as one of the most significant issues in development discussion. NGOs and international agencies have placed themselves in a strategic position to focus on this subject in the recent times. They are now more involved in capacitating local government institutions (LGIs) and the local community to understand roles and responsibilities and act effectively towards responsive and participatory governance. NGOs have a special place in the socio-economic development in Bangladesh, and many of the popular NGO models have been replicated in different parts of the world. In the last four decades, the operation of NGOs has seen growth and also criticisms regarding how many of these NGOs have transformed themselves from non-profit-oriented organisations to money-driven unit in Bangladesh. However, NGOs, with a change in approach—from relief and rehabilitation to community development and now right-based development—have still found themselves in an important position in Bangladesh. In the recent years, some of the prominent NGOs and international development partners have made an enormous contribution in strengthening LGIs by facilitating the process of ensuring people’s participation, and transparency and accountability of the overall governing process.
Supplier Management and Sustainable Innovation in Supply Networks: An Empirical Study
Authors: Bag Surajit
Published: March 2018

Supply chain management researchers acknowledge the importance of innovation in creating value for the business. However, the impact of sustainable innovation in manufacturer–supplier networks lacks focus by previous researchers. The current research attempts to bridge the gaps in existing literature by empirically testing a conceptual model on the basis of survey responses gathered in Gauteng province of South Africa. The findings show that organization culture (OC) influences leadership skills, supplier development (SD) and supplier relationship management (SRM). Second, market forces (MFs) influence SD initiatives. Third, SD is found to influence supplier performance (SP) and SRM. Fourth, SRM is found to influence SP. Finally, SP has a positive effect on sustainable innovation in supplier networks. The study is unique in terms of scope of work and further creates food for thought to the research community.
An Analytical Modelling Approach for Assessing the Impact of Competition on a Homogenous Product Firm’s Investment Decision in Innovation
Authors: Adhikari Arnab , Paul Samit
Published: March 2018

Since the 2000s, the world has experienced a phenomenal growth of innovation initiatives in the homogenous product business. In this context, market competition is considered as one of the most important factors that influence innovation. Still, there is an absence of studies that capture the impact of competition on the innovation activities of homogenous product firms. Also, there is a dearth of analytical works that facilitate the theorization of the impact of competition on a firm’s innovation activities. It motivates us to propose an analytical methodology to assess the impact of the competition on a firm’s innovation in the context of the homogenous product market. We present a quantity competition based Cournot model to determine a homogenous product firm’s optimal output quantity and profitability. Here, we introduce a novel ‘innovation factor’ that describes a homogenous product firm’s innovation capability. We also devise the criteria regarding firm’s incentive to make an investment decision in innovation activity. According to our findings using analytical modelling and numerical analysis, a firm’s profitability decreases with increasing degree of competition. Also, a firm’s incentive to engage in innovation activity depends on the degree of competition, its innovation capability and fixed costs associated with the innovation.
The Use of Humor in Palliative Care: A Systematic Literature Review
Authors: Pinna Miguel Ángel Cuervo , Mahtani-Chugani Vinita , Sánchez Correas Miguel Ángel , Sanz Rubiales Alvaro
Published: March 2018

Background:

Humor has its own place in the context of medicine. Nevertheless, its acceptance by terminal stage patients and health-care professionals has not been studied in depth and is not free from controversy.

Objectives:

To understand the significance, appropriateness, and pertinence of the use of humor in palliative care and to analyze its applicability.

Design:

A narrative systematic review was undertaken and included in PROSPERO.

Data Sources:

Online searches were carried out on PUBMED, PSYCINFO, EBSCO (CINHAL), EMBASE, SCIELO, SCOPUS, TESEO, WEB of SCIENCE, and COCHRANE between their launch date and December 31, 2015, complemented with manual searches with queries to experts. A total of 156 studies were identified, which were then filtered in pairs by means of an established hierarchy, selecting studies that discussed the use of humor specifically in palliative care from all perspectives and designs, and finally published in Spanish, English, French, or Portuguese. Critical reading of all the selected studies took place, with no exclusions due to quality evaluation.

Results:

Thirty-four studies were included. Five main topics were identified: (1) definition of humor, (2) use and functions of humor in palliative care, (3) how to use humor, (4) when not to use humor, and (5) humor before and after the diagnosis of terminal illness.

Conclusions:

Humor plays an unquestionable role in palliative care, but its use needs training and appropriate use.
Guideline Values for Minimum Nasal Cross-Sectional Area in Children
Authors: Laine-Alava Maija T. , Murtolahti Siiri , Crouse Ulla K. , Warren Donald W.
Published: March 2018

Objective:

The purpose was to determine age-specific values of the minimum cross-sectional area of the nasal airway in children without cleft lip or palate and to assess whether gender differences occur with growth in order to develop guidelines for assessment in children with clefts.

Participants:

All schoolchildren aged 8 to 17 years who met the research criteria were studied during rest breathing using the pressure-flow technique. The children came from a rural area of 3800 inhabitants. Consecutive age cohorts were used for comparisons.

Results:

Nasal cross-sectional area increased in females from 0.38 cm2 in 8-year-olds to 0.58 cm2 in 17-year-olds. There was a decrease in size at ages 10 to 11 and 14 to 15 years. In males, the area increased from 0.40 to 0.68 cm2 and decreased slightly from 9 to 10 and 14 to 15 years. The annual changes were statistically significant in females between 8 and 9 and 11 to 13 years of age, and in males from 11 to 12, 13 to 14, and 15 to 17 years of age. Across gender, the only significant difference occurred at age 16.

Conclusions:

Our results indicate that the increase in nasal airway size is not consistent during growth. Nasal airway size showed almost equal values for both genders in young children but was systematically larger in boys from 14 years of age on. The results refer that by 17 years of age nasal airway may not have reached adult size in males.
Where Did Informed Consent for Research Come From?
Authors: Capron Alexander Morgan
Published: March 2018

To understand the future of informed consent, we should pay attention to two ethical-legal sources in addition to the revised Common Rule. Physicians acting as investigators and patients serving as research subjects bring to that relationship a long history regarding consent to treatment, and everyone dealing with research ethics needs to be aware of the Nuremberg Code and other human-rights documents. These three streams make separate and distinctly different contributions to informed consent doctrine.