bluuebunny/crossref_metadata_2025 huggingface dataset:
Virtualité et identité : L'identité narrative selon Paul Ricoeur, et ses apories
Authors: Boutin Maurice
Published: January 2017

Selon Paul Ricoeur, le lien étroit entre identité et reconnaissance de soi est assuré par la fonction narrative. Il met en contraste l'identité-mêmeté ( idem) et l'identité-ipséité ( ipse) selon quatre sens différents. Ceci permet de situer la question qui, capitale pour l'analyse de l'identité narrative dans son rapport à la temporalité, caractère majeur du soi. Changement et permanence dans le temps se recouvrent sans s'identifier; c'est en cela que réside l'essentiel des difficultés rencontrées dans l'analyse de l'identité proposée par Ricoeur. Lanalyse faite par Ricoeur confond la dimension thématique et la dimension structurelle dans l'argumentation. Cela empêche Ricoeur d'opérer le passage de la sémantique à la pragmatique, un passage qui prend pourtant chez lui figure de programme concernant le fond variable du recit ainsi que le rapport entre discontinuité et altérité.
Using Teacher Effectiveness Data for Information-Rich Hiring
Authors: Cannata Marisa , Rubin Mollie , Goldring Ellen , Grissom Jason A. , Neumerski Christine M. , Drake Timothy A. , Schuermann Patrick
Published: January 2017

Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from interviews with more than 100 central office personnel and 76 principals in six urban school districts and two charter management organizations. These sites were systematically sampled based on the amount of time and resources devoted to creating data systems and implementing processes that allow principals access to teacher effectiveness data. In addition to the fieldwork, we also surveyed all principals in six of the eight systems. A total of 795 principals responded to the survey, with an overall response rate of 85%. Findings: The findings suggest that while teacher effectiveness data can be used to inform hiring decisions there is variation in how and the extent to which principals use these measures in hiring. This variation is explained by central office practices as they mediated how principals approached teacher effectiveness data in the hiring process, as well as individual principal characteristics such as principal knowledge and skills, perceived validity of data, and social capital. Implications for Research and Practice: Our results demonstrate ways in which school systems and principals are incorporating teacher effectiveness data into the hiring process. Both principal preparation programs and school systems should focus on ensuring that principals have the skills and resources to use data for human capital decisions.
Mentoring Beginning Special Education Teachers and the Relationship to Attrition
Authors: Whitaker Susan D.
Published: January 2017

This article examines the components of an effective mentoring program for beginning special education teachers and the impact mentoring has on attrition. The participants for the study were 156 first-year special education teachers in South Carolina who responded to a questionnaire that examined the frequency and perceived effectiveness of the form and content of the mentoring the characteristics of the mentors, and the teachers' plans to remain in special education. Two factors emerged in the mentoring: a general factor and a factor specific to special education. The perceived effectiveness of the mentoring was significantly correlated with the teachers' plans to remain in special education. The article examines critical components of mentoring and concludes by discussing the implications for practice.
Fourth-Grade Culturally and Linguistically Diverse Exceptional Students' Concepts of Number Line
Authors: Rodriguez Diane , Parmar Rene S. , Signer Barbara R.
Published: January 2017

This study examined the understanding of number line concepts by 4th grade culturally and linguistically diverse (CLD) students with disabilities who were in bilingual special education classes. Performance levels and strategies used by CLD students with disabilities (n = 30), students with learning disabilities (SLD, n = 23), and general education students (SGE, n = 21), were examined on number line based on word problems. CLD students with disabilities demonstrated difficulty due to several factors beyond lack of language competence, including failure to apply number line to the problems and limited range of strategies. Students with disabilities were less likely to attempt mental computation or guessing, and more likely to make paper and pencil computational errors than students in general education.
Moving beyond a Deficit Perspective with Qualitative Research Methods
Authors: Anzul Margaret , Evans Judith F. , King Rita , Tellier-Robinson Dora
Published: January 2017

Four researchers argue the merits of qualitative methodology and its particular relevance to those in special education who seek to move beyond a deficit perspective. Their studies examine the experiences of a young deaf child in a hearing family, Portuguese-speaking parents of special needs students with severe disabilities, a class in basic reading-writing in an urban university, and fifth- and sixth-grade students in a literature discussion group. Unconstrained by the defined variables and decontextualized settings characteristic of much research in special education, qualitative methods allowed the authors to extend the scope of their studies beyond originally stated research questions when unanticipated findings emerged from descriptive data. In doing so, each researcher discovered unexpected strengths and abilities in her participants.
Self-Determination for Students with Disabilities: Views of Parents and Teachers
Authors: Grigal Meg , Neubert Debra A. , Moon M. Sherril , Graham Steve
Published: January 2017

Parents and general and special education teachers of high school students with high-and low-incidence disabilities were surveyed about their views on self-determination. Factor analyses of parent data yielded three factors: student participation in individualized education program (IEP) meetings, teaching self-determination, and students' opportunity to make choices and express interests. Analysis of teacher data yielded two factors: familiarity with self-determination and students' opportunity to learn and practice self-determination. Parents strongly supported participation in IEP meetings and the teaching of self-determination. Teachers slightly agreed that they were familiar with self-determination and that students had the opportunity to learn and apply these skills. Students' instructional program mediated parents' beliefs. Interactions between teacher type, incidence of disability, instructional program, and teaching experience mediated teacher beliefs.
Student Involvement in Individualized Education Program Meetings
Authors: Test David W. , Mason Christine , Hughes Carolyn , Konrad Moira , Neale Melia , Wood Wendy M.
Published: January 2017

We conducted a review of the literature to investigate interventions designed to increase students' involvement in their individualized education program (IEP) process. Sixteen studies were identified and analyzed in terms of six variables: purpose, participants/setting, design, dependent variables, independent variable, and results. Our findings suggest that students with widely varying disabilities can be actively involved in the IEP process. Our results also indicate that both published curricula designed to teach students skills to enhance their participation prior to IEP meetings and person-centered planning strategies are effective in increasing students' involvement in their IEP meetings, as substantiated through direct observation; scores on measures of self-determination; and/or feedback from participants, parents, and teachers. We discuss the results in terms of implications for practice and research, the need for future studies to assess the impact of student participation on students' daily lives, and the need for institutions of higher education to prepare teachers to include students in the IEP process.
Social Network Placement of Rural Secondary Students with Disabilities: Affiliation and Centrality
Authors: Farmer Thomas W. , Leung Man-Chi , Weiss Margaret P. , Irvin Matthew J. , Meece Judith L. , Hutchins Bryan C.
Published: January 2017

This study examined social network centrality (i.e., social salience, peer group linkages) and peer affiliations in 20 rural high schools across the United States. The total sample consisted of 1,672 students in Grades 9 to 12, including 164 students with disabilities (69 females). In comparison to their peers without disabilities, students with disabilities were more likely to be identified as isolated, peripheral, or secondary in their school social structures. This finding suggested that they had lower levels of social visibility and social connections. Further, peer associates of students with disabilities tended to have less favorable interpersonal characteristics; and the peer groups in which they were members tended to be characterized by risk configurations that are associated with poor educational outcomes.
Capturing Implicit Policy from NCLB Test Type Assignments of Students with Disabilities
Authors: Cho Hyun-Jeong , Kingston Neal
Published: January 2017

This study examined the learner characteristics and performance scores of students in the 2009 alternate assessment-modified achievement standard for one Midwestern state. Comparing performance differences by disability category for each content area from the students' 2008 test type assignments and performance scores facilitated examining the appropriateness of the 2009 test type assignment. The results raise concerns because some students with disabilities seemed to have been inappropriately assigned to test type. Students with intellectual disabilities had the lowest performances across grade level and subject area. Limitations and implications of this study are discussed and suggestions for future research are offered.
Twenty Years of Stuttering Research
Authors: Sortini Adam J.
Published: January 2017

There has been “a definite decline in the total output of experiments for the 20–year period.”
The Role of Nonprofessional Persons in Teaching Language Skills to Mentally Retarded Children
Authors: Guess Doug , Smith James O. , Ensminger E. Eugene
Published: January 2017

This study reviews a 2 year research project in which two former psychiatric aides were trained to serve as language developmentalists for small groups of institutionalized severely retarded children. Forty children participating in the program were compared with a matched control group on variables of IQ, language age, and social quotient. Children attending language classes met daily for approximately one hour. They were taught from the Peabody Language Development Kits and a series of lessons developed during the project. Results showed significantly greater language scores made by the language training group. IQ score increases were equivocal, but again favored those children attending language classes.
Comparability of WISC and PPVT Scores Among Young Children
Authors: Matheny Adam P.
Published: January 2017

A group of 78 disadvantaged preschoolers was given the Wechsler Intelligence Scale for Children (WISC) and the Peabody Picture Vocabulary Test (PPVT). Despite the significant correlations between the WISC and PPVT IQ scores, comparison of the scores for each child showed little agreement on gross classifications of intelligence. In general, the PPVT IQ scores tended to underestimate the Verbal, Performance, and Full Scale IQ scores of the WISC and to overestimate the incidence of mental retardation. It was concluded that testing young children with the PPVT as the measure of intelligence is of dubious value for research and clinical applications.
Creative Young Women in Today's World
Authors: Torrance E. Paul
Published: January 2017

Data from a 12 year followup of a longitudinal study of a creative behavior were analyzed in such a way as to give clues concerning creative young women in today's world. The subjects were students at the University of Minnesota High School (grades 7 through 12) in 1959. Followup data were obtained from 117 women and 119 men. A canonical correlation of 31 was obtained for the creativity predictors and three criteria of adult creative behavior; one of .59 was obtained for the men and one of .46 for the women. There were no differences in any of the creativity predictor measures for the subjects except for elaboration (favoring the women) nor in either of the three criteria of adult creative behavior. Number of children negatively influenced performance on all three of the criteria for the women but only the quality of the creative achievement and creativeness of aspirations of the men. The more creative women tended more frequently than their less creative peers to be involved concurrently in careers and families while the less creative women more frequently limited their involvement to their families. The more creative women tended to find their highest creative achievements in writing, educational innovation, research and new theory, and music.
Developmental Test Performance of Disadvantaged Children
Authors: Sandler Louise , Jamison Daniel , Deliser Oswald , Cohen Leonard , Emkey Kenneth , Keith Helen
Published: January 2017

The Denver Developmental Screening Test was given to 373 disadvantaged black children attending preschool nursery classes in a large urban area. Findings are presented and discussed. Primary emphasis is on the need for early recognition of developmental failures and the establishment of remedial classes within existing preschool programs. Cultural stereotyping is viewed as one obstruction to early identification of learning deficits.
Social Perception in Deaf and Hearing Adolescents
Authors: Schiff William
Published: January 2017

Slides containing facial caricatures and six social interaction cartoon films were presented to deaf and hearing adolescents (12 to 19 years old). Results indicated few age related differences in perceptual reports. A number of deaf-hearing differences suggested that these groups often differ in their extraction of social information from the eye region of the face, as well as from gross motor activity. Findings were discussed in relation to a number of recent findings in the literature.
Effect of Visual Perceptual Training on Reading Achievement
Authors: Buckland Pearl , Balow Bruce
Published: January 2017

This study was designed to determine the effect of visual perceptual training on perceptual, readiness, and word recognition skills of low readiness first grade children. The experimental group worked on Frostig worksheets. Under equally close attention of the teacher, control pupils listened to stories through a headset. Gains in perception, readiness, and word recognition outcome variables analyzed for experimental and control groups within 16 classrooms and between 4 pretreatment perceptual levels showed no significant differences in favor of the experimental group.
Zone Planning for Accelerating Adaptive Behavior in the Retarded
Authors: Stabler Brian , Gibson Frank W. , Cutting D. Scott , Lawrence P. Scott
Published: January 2017

In an effort to develop an efficient, practical program to serve a heterogeneous population of mentally retarded children excluded from other treatment programs, an innovative teaching environment was developed. A period of individual therapy designed to increase attending behaviors and decrease self destructive, aggressive, or other interfering responses is followed by programing each child into a therapy zone plan of treatment. The zones of special education, self help, language skills, socialization, and motor skills are used. Children move from one prescribed zone to another upon completing daily goals, thereby avoiding the interfering stimuli of other zones and the distracting social stimuli of large groups. The zone approach is discussed as a viable community based model.
Matching Learner Aptitude to Two Commercial Reading Programs
Authors: Sabatino David A. , Dorfman Nancy
Published: January 2017

This study evaluated two commercially available curricula, the Sullivan Programmed Reading Series and the DISTAR Reading I Program. The major question was, can a curriculum material which is presented primarily through a specific perceptual modality increase academic achievement skills of children when matched to their strongest perceptual modality. An aptitude by treatment design with 77 educable mentally retarded children, grouped according to visual and auditory perceptual strength, failed to yield any significant interactions.
Language Training for the Severely Retarded: Five Years of Behavior Analysis Research
Authors: Snyder Lee K. , Lovitt Thomas C. , Smith James O.
Published: January 2017

Twenty-three behavior analysis studies which have appeared since 1968 are reviewed and analyzed in terms of (a) target behaviors investigated, (b) research methodologies employed, and (c) implications for classroom or clinical practice and for future research. A majority of the studies cited were found to deal exclusively with expressive language, and many of these investigated the generative property of the language under study. All of the studies involved the use of tangible reinforcers, and most used institutionalized subjects more than 8 years old. Implications are drawn which suggest the need for (a) an increased emphasis on antecedent conditions, (b) consideration of a broad range of reinforcement contingencies, (c) specific attention to variables which effect maintenance and generalization, and (d) investigation of younger subjects in noninstitutional settings.
Psychiatric Hospitalization: Mainstream Reentry Planning for Adolescent Patients
Authors: Ferdinande Richard J. , Colligan Robert C.
Published: January 2017

Brief hospitalization may be a necessary intervention for the adolescent who is in emotional crisis. Although this separation may be helpful, the student's orientation should remain focused on the mainstream educational environment. Students have many apprehensions about their return to mainstream education, and careful planning should be done to effect the supportive reentry. Experience indicates that psychiatric centers can extend their treatment potential by the careful selection of a mainstream case manager, who becomes an integral part of the treatment team.
CAMEO: Computer-Assisted Management of Educational Objectives
Authors: Brown Nancy Prill
Published: January 2017

CAMEO is a system that combines computer technology with a resource of objectives to provide a flexible, time-saving solution to the workload created by individualized education programs (IEP's). CAMEO utilizes computer technology to eliminate the clerical work in IEP development while ensuring individualized IEP's by enabling teachers to manipulate objectives. The resource of objectives is designed to minimize preparatory work by providing approximately 7,000 measurable objectives from birth through age 21, in eight areas of study. The resource is skill-based, rather than adhering to grade or categorical designations. Results of a field test conducted during the 1981–82 school year demonstrate that CAMEO does reduce preparatory and clerical time without compromising the ability to address individual student needs.
Changes in Mild Mental Retardation: Population, Programs, and Perspectives
Authors: Polloway Edward A. , Smith J. David
Published: January 2017

Recent developments in special education have begun to produce a significant change in the population being served under the label of mild retardation. The specific factors influencing this change and the effects of the overall functional levels of students enrolled in EMR programs are examined. Data on decreasing prevalence within programs are presented. Implications are drawn for emerging group characteristics, placement and curricular decisions, and labeling relative to such programs and for concerns about noncategorical grouping. An apparent shift in the conceptualization of mild retardation underscores the discussion of each of these issues.
Importance of Goal Ambitiousness and Goal Mastery to Student Achievement
Authors: Fuchs Lynn S. , Fuchs Douglas , Deno Stanley L.
Published: January 2017

The purpose of this study was to explore how student achievement relates to ambitiousness of goal setting and to goal mastery. The subjects were 58 special education students for whom teachers assessed baseline performance and set reading goals employing a standard format. On the basis of the relation between baseline and the anticipated goal performance, students were assigned to goal ambitiousness groups. For 18 weeks, teachers implemented students' goals, end-of-treatment goal mastery was determined, and pretest and posttest achievement scores were entered into multivariate and univariate analyses of covariance, with pretest reading scores as the covariate. Analyses revealed that ambitiousness of goals was associated positively with achievement; goal mastery was not. Implications for goal setting and IEP evaluation procedures are discussed.
Interdisciplinary Team Training: A National Survey of Special Education Teacher Training Programs
Authors: Courtnage Lee , Smith-Davis Judy
Published: January 2017

The interdisciplinary special education team approach has been criticized on the basis of its cost effectiveness and its effectiveness relative to other approaches. Greater commitment from those responsible for preservice education is commonly proposed as a way to reduce barriers to effective team operations. A survey was conducted nationally to obtain current information on the status of preservice team training. Of the 360 responding institutions, 48% did not offer team training. The majority of programs with team training infused the training components into existing courses/practica. Results also indicated that team training components followed closely the team operations found in school settings. Very little inservice team training is given by special education teacher trainers. Implications for teacher trainers and for their relationships to school districts are discussed.
From Referral to Placement: Teachers' Perceptions of Their Responsibilities
Authors: White Richard , Calhoun Mary Lynne
Published: January 2017

Eleven veteran resource room teachers from seven different LEA's were interviewed regarding their responsibilities during due process. Emergent design was employed for this inquiry. The respondents described in detail the chronological order of events they experienced and their responsibilities at each step. A listing of responsibilities was identified and delineated from the transcripts. Assessing the referring teacher, “psyching” the psychologist, and soothing the disappointed classroom teacher are examples of responsibilities shared by the respondents.
Young Children with Orthopedic Handicaps: Self-Knowledge about Their Disability
Authors: Dunn Nancy Lee , McCartan Kathleen W. , Fuqua Robert W.
Published: January 2017

Thirty children, age 36 to 83 months, were interviewed to ascertain the extent of their awareness of their orthopedic disability. Parent and teacher interviews were conducted to determine types and frequencies of discussions about the child's disability. Results supported previous findings that age of the child was significantly correlated with a child's awareness of differences and disability. However, additional findings indicated that occurrence of discussions on disabilities at home, but not at school, was significantly correlated with awareness. Implications of the findings for home and school discussions are discussed.
The Effects of Summarization Instruction on Text Comprehension of Students with Learning Disabilities
Authors: Gajria Meenakshi , Salvia John
Published: January 2017

This study examined the effectiveness of a summarization strategy for increasing comprehension of expository prose in students with learning disabilities. Thirty students with learning disabilities from Grades 6 through 9 were randomly assigned to experimental and control groups. In addition, 15 students without disabilities served as a normal comparison group for comprehension. Students in the experimental condition were trained to criterion on five rules of summarization. Direct instruction in the summarization strategy significantly increased reading comprehension of the students in the experimental group. Strategy usage was maintained over time, and students were reported to generalize its use.
Multicultural Education Training for Special Educators Working with African-American Youth
Authors: Ford Bridgie Alexis
Published: January 2017

Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.
Mainstreaming Students with Learning Disabilities: Are We Making Progress?
Authors: McLeskey James , Pacchiano Debra
Published: January 2017

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.
Differences in Mathematics Performance between Students with Learning Disabilities and Students with Mild Retardation
Authors: Parmar Rene S. , Cawley John F. , Miller James H.
Published: January 2017

Many educators use the term “mildly disabled” to refer to both students with learning disabilities and those with mild mental retardation, who are frequently placed together in classrooms and provided with similar curricula. This study examined the performance of a large sample of students in both groups, age 8–14 years, in four mathematics domains: Basic Concepts, Listening Vocabulary, Problem Solving, and Fractions. Results indicated that the students with learning disabilities scored higher and had greater growth rates than did age-equivalent students with mild mental retardation. Implications for curriculum and instruction include discussions of choice of topic and timing, sequence, and intensity of instruction, particularly regarding the 1989 recommendations of the National Council of Teachers of Mathematics.
Juvenile Delinquency, Education, and Mental Disability
Authors: Järvelin Marjo-Riitta , Läärä Esa , Rantakallio Paula , Moilanen Irma , Isohanni Matti
Published: January 2017

The study examined the association of education and mental disability with delinquency among males in the Northern Finland birth cohort of 1966. Six percent subsequently acquired a criminal record between 15 and 22 years. Those with an IQ between 71 and 84 or attending special schools had a higher incidence of delinquency (15%). Eleven percent of the youngsters with a tested IQ between 50 and 70 had a criminal record, but none with an IQ of less than 50. A higher than average delinquency rate was found among those with lower socioeconomic status, especially when combined with low intelligence. Poor school performance in general was seen as one predictor of later social problems and delinquency. The social problems of the families with youngsters with disabilities seemed to have a greater predisposing effect for delinquent behavior than did mental disability.
Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance
Authors: Rock Elana Esterson , Rosenberg Michael S. , Carran Deborah T.
Published: January 2017

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.
Predicting Participation in Postsecondary Education for School Leavers with Disabilities
Authors: Halpern Andrew S. , Yovanoff Paul , Doren Bonnie , Benz Michael R.
Published: January 2017

This study examined predictors of participation in postsecondary education for school leavers with disabilities, using instruments, procedures, and logistic regression analyses that were used in an original study. Both studies found six predictors to be associated with participation in postsecondary education: (a) high scores on a functional achievement inventory, (b) completing instruction successfully in certain relevant curricular areas, (c) participating in transition planning (d) parent satisfaction and (e) student satisfaction with instruction received by the student, and (f) parent perception that the student no longer needed help in certain critical skill areas.
The Role of Social Policy in Life-Cycle Transitions
Authors: Mallory Bruce L.
Published: January 2017

This article examines the theory, research, and social policy relating to family and individual life-cycle transitions for people with disabilities in the United States. The article describes the degree to which transitions are sensitive to policy design and the broad social and cultural context of transitions. Examples from the Individuals with Disabilities Education Act and the Developmental Disabilities Assistance and Bill of Rights Act illustrate both promising and inadequate policy responses to life-cycle transitions. A series of questions is intended to guide future enactment and analyses of social policies that affect life-cycle transitions.
The Effects of an Inclusive School Program on Students with Mild and Severe Learning Disabilities
Authors: Waldron Nancy L. , McLeskey James
Published: January 2017

This investigation used a curriculum-based measure to examine the effects of an Inclusive School Program (ISP) on reading and math achievement of students with LD. Results revealed that students with LD in the ISP made significantly more progress in reading and comparable progress in math when compared to the students who were provided services in resource classes. Furthermore, significantly more students with mild LD who were educated in the ISP made progress in reading that was comparable to general education peers than did the students with mild LD who were educated in noninclusive settings. Students with severe LD made comparable progress in reading and math, regardless of the setting. The implications of these results for practice are discussed.
Students' Perceptions of Instruction in Inclusion Classrooms: Implications for Students with Learning Disabilities
Authors: Klingner Janette K. , Vaughn Sharon
Published: January 2017

This synthesis includes 20 studies that investigated the perceptions of a total of 4,659 students in kindergarten through 12th grade (760 with high-incidence disabilities) of instructional procedures in general education classrooms that included students with high-incidence disabilities. Findings revealed that students with high-incidence disabilities want the same activities, books, homework, grading criteria, and grouping practices as their classmates. Their peers without disabilities agree, believing this is most fair. Yet everyone recognizes that not all students learn in the same way, or at the same speed. Students with and without disabilities value teachers who slow down instruction when needed explain concepts and assignments clearly, teach learning strategies, and teach the same material in different ways so that everyone can learn.
Inclusion of Students with Learning Disabilities: An Examination of Data from Reports to Congress
Authors: McLeskey James , Henry Daniel , Axelrod Michael I.
Published: January 2017

One of the most controversial issues currently facing educators is the extent to which students with learning disabilities should be included in general education classrooms. Although this issue has received much interest in professional literature, few data are available regarding placement trends for these students over time. This investigation was designed to address this issue by examining data from Reports to Congress regarding placement practices for students with learning disabilities over the last 6 years. The results revealed that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. The implications of these findings for future research and practice are discussed.
Effects of Post-Detection Response Complexity on Subsequent Monitoring Behavior
Authors: Monty Richard A.
Published: January 2017

This paper examines the effect of the complexity of the post-detection response demands on subsequent monitoring performance at two rates of target presentation. Three conditions requiring differentially complex post-detection responses were compared with a baseline condition in which no post-detection demands were made (save the simple detection-indicating response).

The results indicated that two of the three complex conditions were accompanied by significantly less decrement in performance than that found in the baseline condition. The third was not significantly different from the baseline condition.

“Arousal theory” could account for the results on the basis that there exists an optimal level of cortical arousal stemming from sensory variation provided by a task. If this hypothetical level is not reached or exceeded, a decrement in performance is to be expected.

No clear answer was provided regarding an interaction between effects attributable to signal rate with effects attributable to response complexity.
The Effect of Rate and Direction of Display Movement upon Visual Search
Authors: Williams Leon G. , Borow Marion S.
Published: January 2017

A study was undertaken to determine the effects of rate and direction of display movement upon the time to find alphabetical targets. Subjects searched for targets which always remained present in a display which moved but did not change.

Display speeds somewhat faster than 8 degrees/sec angular velocity (2 in./sec viewed at 15 in.) were associated with decrements in performance. At higher rates of movement, search times for horizontally-moving displays were lower than those for vertically-moving displays.

It is recommended that high-speed displays move horizontally when compatible with other system needs.
Task Loading of Pilots in Simulated Low-Altitude High-Speed Flight
Authors: Soliday Stanley M. , Schohan Ben
Published: January 2017

Pilots were task-loaded to various degrees in simulated low-altitude, high-speed flight. Approximately 210 hours of flight were made in a moving-base simulator that had a total vertical travel of 12 feet and an acceleration capability of ±6G. A jet aircraft in the light fighter or attack category was mechanized on the simulator's analog computer. Flights were made over several types of terrain at several airspeeds under different conditions of navigation task and emergency task loading. Medium-heavy turbulence was simulated for the flights, each of which lasted one hour.

Performance deteriorated markedly as terrain slopes increased in steepness and as airspeed increased from .4 Mach and .7 Mach to .9 Mach. Navigation and emergency task performance did not vary with any of the experimental conditions, and did not affect the pilots' ability to maintain a 500 foot terrain clearance. There was no evidence of fatigue during the flights.
Space Rendezvous Using Visual Cues Only
Authors: Clark Herbert J.
Published: January 2017

Seven trained subjects flew simulated short range coplanar orbital rendezvous maneuvers, using direct visual cues only. Two rendezvous techniques were compared: line-of-sight and trajectory. In the former, the subject could control up-down and fore-aft thrust only; in the latter, he could, in addition, control pitch. Using either technique, all subjects were able to maneuver successfully to a position 100 ft directly in front of the target at a terminal velocity of less than 5 ft/sec. Significantly less fuel was expended in performing the trajectory maneuver.

The principal man-machine performance factors in the line-of-sight maneuver were tentatively described as the ability to conserve fuel used for longitudinal and vertical translation, the ability to conserve mission time, and the ability to proficiently close with the target. The principal factors for the trajectory maneuver were tentatively described as the ability to conserve fuel for longitudinal translation, the ability to conserve mission time, the ability to effectively apply longitudinal thrusts and conserve fuel used for vertical translation, and the ability to match the trajectory path of a minimum fuel two impulse maneuver.
People Come in Assorted Sizes
Authors: Dreyfuss Henry
Published: January 2017

Industrial designers are very concerned with the physiological and psychological comfort of all people associated with a product. This applies equally to the people who make it, the people who sell it, the people who use it and the people who service it. For these people the product is designed to be safer, easier to use, more economical and, as a result, better to look at. These elements are not merely added at the end, but are integrated throughout the entire design process, as reflected in the designer's approach to the problem.
Human Factors Interaction with Industrial Design
Authors: Bishop Edward W. , Guinness G. Victor
Published: January 2017

A working relationship between the fields of Human Factors and Industrial Design is postulated. It is described as a symbiotic relationship evolving out of the common objectives and unique methodologies of each discipline, and determined by the characteristics of the design problem that requires their collaboration. In working toward the solution of a specific problem, the disciplines exchange leadership roles as the contributions of each field selectively predominate during various stages of the development of a solution. Three examples are discussed in which human factors specialists and industrial designers collaborated to develop design solutions. In the first, a handheld weapon was designed in accordance with the findings of a human factors analysis. These findings established requirements for the industrial designer. In the second example, a system of console and workplace modules was designed by the simultaneous application of human factors and industrial design. In the third, the functional feasibility of a concept for a small field compass was established by the human factors specialist, and the structural feasibility was established by the industrial designer.
Induced Stereoscopic Motion as an Aid in the Search for Tall Targets
Authors: Weldon Roger J. , Slingerland Douglas A. , Myers John T.
Published: January 2017

Induced stereoscopic motion, ISM, is apparent movement in tall static objects projecting from a reasonably flat background when viewed stereoscopically. ISM is produced by a smooth but extensive variation of the stereo-base (the separation of camera points) in a pair of moving picture films. The two films are projected by two separate but synchronized projectors onto rear view screens which are placed in the field of view of a stereoscope. In a controlled test it was found that subjects located targets faster and with fewer errors with ISM film than with comparable film in which the stereo-base was fixed at the maximum of the ISM film. This improvement of search is due almost entirely to searchs for targets which are difficult to find. Easy targets were always found and found quickly by both methods. ISM is as yet a laboratory production, but plans are being made for developing its field and applicability.
The Evaluation of User Interaction with Computer-Based Management Information Systems
Authors: Peace David M. S. , Easterby Ronald S.
Published: January 2017

The paucity of human factors work in computer system design is noted, and reasons for this are elaborated with particular reference to computer-based management information systems. The main obstacle to such human factors endeavor would appear to be the lack of appropriate investigatory techniques. To remedy this deficiency a method is proposed which derived from the field of psychotherapy. Pilot studies are reported which demonstrate the technique and indicate how the data obtained may be interpreted. An appraisal of the potential of this technique in the management information system field is presented.
Graphical Enhancement of Fortran Under Ms-Dos for Computer-Aided Instruction of Electric Power Engineering
Authors: Hatziargyriou N. , Tzortzis A.
Published: January 2017

Graphical enhancement of FORTRAN under MS-DOS for computer-aided instruction of electric power engineering

In this paper a number of fundamental graphical functions are described. These functions, written in C, can be interfaced to any FORTRAN application program providing an interactive graphical environment for computer-aided instruction of electric power engineering using the IBM Personal Computer.
Unification of Electromagnetic Laws and Rules
Authors: Rajaraman K. C.
Published: January 2017

With Lorentz force as the basic postulate, flux-current interaction and flux-cutting induction are interpreted as, respectively, electromotively moving charges experiencing a mechanical force, and mechanically moving charges experiencing an electromotive force, across a magnetic field. This elegantly symmetrical unification leads to all rules of electromagnetism becoming universally right handed.
Determination of the Complex Modulus of Viscoelastic Two-Layer Composite Beams
Authors: Dudek T.J.
Published: January 2017

The background theory for the vibrating composite beam test method for the determination of the complex dynamic modulus of viscoelastic materials over broad ranges of frequency and temperature is summarized and general theoretical and experimental limitations of the method are discussed and illustrated. The vibrating composite beam method is shown to be capable of accurate complex dynamic modulus determinations (±5%) on materials with storage modulus (E') values of 103 to 107 psi and loss factors of 0.02 to 1.2 over a frequency range of 30 to 12,000 hertz, if test sample geometries are chosen to minimize the effects of experimental errors. Test sample geometry selection criteria are identified to insure that the assumptions of the theory are satisfied and that experimental error magnification effects are minimized. This method has application in the study of the dynamic properties of polymeric materials, reinforced plastic ma terials and is particularly valuable in the evaluation of vibration damping materials.
Conflict and Survival in Triads
Authors: Hartman E. Alan , Phillips James L. , Cole Steven G.
Published: January 2017

A study of conflictive behavior in a three-person laboratory game provided support for five hypotheses or principles of survival in multipolar power systems: (1) the probability of survival is maximized by having as much or more power than the combination of all potential enemies; (2) if such hegemony is not possible, the probability of survival increases and conflict decreases following a transition from a multipolar to a bipolar power system; (3) disparity of power tends to increase conflict and reduce survival probabilities; (4) if power hegemony does not exist, survival is inversely related to power; and (5) aggressive (as opposed to pacific) behavior is positively related to survival. In addition, the conflict process was found to be a function of both structural and motivational factors.
After the Bell and into the Night
Authors: McCuddy Timothy , Esbensen Finn-Aage
Published: January 2017

Objectives:

This study examines the effects of traditional bullying, cyberbullying, and dual-bullying victimization on subsequent delinquent outcomes.

Method:

Data come from a longitudinal sample of middle school students ( N = 3,271) as part of the evaluation of the Gang Resistance Education and Training (GREAT) program. A hybrid random effects model is used to estimate the between- and within-individual effects of traditional, cyber-, and dual-bullying victimization while controlling for other predictors of delinquency. Outcomes include general delinquency, violent and nonviolent delinquency, and substance use.

Results:

The findings demonstrate that those who are cyberbullied exhibit a higher propensity for substance use and nonviolent delinquency compared to those who are traditionally bullied. Changes in dual victimization within respondents over time are most strongly related to general delinquency. With one exception, the effect of traditional bullying victimization remained weakest in all of the models.

Conclusions:

This study finds evidence that victims of cyberbullying may be more likely to engage in delinquent and deviant behavior compared to victims of traditional bullying. Criminologists and antibullying prevention efforts should consider the broader role of cyberbullying victimization in the developmental processes of adolescents.
The Distribution of Trace Elements in Human Hair and its Possible Effect on Reported Elemental Concentration Levels
Authors: Renshaw G. D.
Published: January 2017

For some twenty years forensic scientists have attempted, with only limited success, to develop a reliable trace element ‘fingerprint' method for the identification of human head hairs. It is the author's belief that many of the operational failures have resulted because of a lack of fundamental information concerning the precise distribution, at any particular point in time, of the various entrained trace elements in the complex hair matrix. A knowledge of trace element distributions within the hair shaft has been shown to be of vital importance when reporting certain elemental levels in hair. Some of the analytical discrepancies which can arise as a direct result of such elemental distributions and consequently the Problems of interpretation involved when attempts are made to compare, for example, hairs found at the scene of a crime with those from a suspect, are discussed.
Criminality and Welfare Dependency in Two Generations
Authors: Knight B. J. , West D. J.
Published: January 2017

Using non-identifiable data supplied by the Department of Health and Social Security (DHSS), claims for state social security benefits by fathers and sons were compared. Criminal records of the same fathers and sons were also compared. It is concluded that the habit of making unusually frequent social security claims is transmitted from one generation to the next, and is a characteristic feature of the delinquent minority.