bluuebunny/crossref_metadata_2025 huggingface dataset:
Russell’s Paradox: a historical study about the paradox in Frege’s theories
Authors: Coury Aline Germano Fonseca , Vilela Denise Silva
Published: October 2020

For over twenty years, Frege tried to find the foundations of arithmetic through logic, and by doing this, he attempted to establish the truth and certainty of the knowledge. However, when he believed his work wasdone, Bertrand Russell sent him a letter pointing out a paradox, known as Russell‟s paradox. It is often considered that Russell identified the paradox in Frege‟s theories. However, as shown in this paper, Russell, Frege and also George Cantor contributedsignificantly to the identification of the paradox. In 1902, Russell encouraged Frege to reconsider a portion of his work based in a paradox built from Cantor‟s theories. Previously, in 1885, Cantor had warned Frege about taking extensions of concepts in the construction of his system. With these considerations, Frege managed to identify the precise law and definitions that allowed the generation of the paradox in his system. The objective of this paper is to present a historical reconstruction of the paradox in Frege‟s publications and discuss it considering the correspondences exchanged between him and Russell. We shall take special attention to the role played by each of these mathematicians in the identification of the paradox and its developments. We also will show how Frege anticipated the solutions and new theories that would arise when dealing with logico-mathematical paradoxes, including but not limited to Russell‟s paradox.
Um olhar sobre a Prop. XXXII de James Gregory
Authors: Costa Thais de Souza , Martines Mônica de Cássia Siqueira
Published: October 2020

Este trabalho tem como objetivo compreender os métodos de demonstrações utilizados por James Gregory, matemático escocês do século XVII, em seus trabalhos. Para isso, utilizamos como fonte de pesquisa a obra Vera circuli et hyperbolae quadratura, de 1668, em especial a Proposição XXXII da mesma, na qual o autor, de acordo com Baron e Bos (1985), utiliza uma linguagem verbal e geométrica, com estruturas de demonstração baseadas no método da exaustão. No decorrer da pesquisa, traremos algumas informações referentes às fontes em história da matemática, uma breve biografia de James Gregory e a tradução da proposição estudada. Também apresentaremos uma interpretação matemática de como Gregory efetuou os cálculos da referida proposição, com o objetivo de tornar mais compreensível para a linguagem matemática atual e verificar as contribuições do autor para o Cálculo Integral.
The notion of Natural Numbers among Germanic Mathematicians during the Second Half of the 18th Century
Authors: Guillén Elías Fuentes
Published: October 2020

While the idea of the naturalness of the positive integers is ancient, the idea of the naturals as the foundation of our number system is not. This latter idea, along with other factors, eventually led to the abstract definitions of natural numbers at the end of the 19th century. But, what led to such an idea that was already present among Germanic mathematicians in the first third of the 19th century? This article examines the tensions around the notion of number among the Germanic mathematicians of the second half of the 18th century with the aim of contributing to a better understanding of some of the factors that explain theemergence of such a different approach to naturals.
A Neurociência e a História das Frações
Authors: Almeida Manoel de Campos
Published: October 2020

O presente trabalho visa investigar como o cérebro processa as frações, sejam elas simbólicas ou não. Estudos recentes principiam a esclarecer os mecanismos neurológicos subjacentes a esse processo. Eles demonstram que frações não são apenas construtos mentais, resultados de considerá-las como a razão entre dois números inteiros, mas sim são dadas intuitivamente, ou seja, são representações inatas. Investiga-se como esses resultados podem ser traduzidos à luz da História da Matemática, mostrando-se como a neurofisiologia do processamento das frações influiu na evolução histórica desse conceito matemático. Enfatiza-se a importância pedagógica desses resultados.
SOLIDWORKS ADD-IN FOR MOTION SIMULATION, LAYOUT ANALYSIS
AND COLLISION DETECTION OF SUBSTRATE HANDLING ROBOTS
Authors: Bratovanov Nikolay
Published: October 2020

The paper is dedicated to the implementation of a tool for motion simulation, layout analysis, and collision detection of substrate handling robots in the form of an add-in for SolidWorks. The main goal is developing a system that allows the direct usage of standard SolidWorks robot 3D models for simulation, offline programming, analysis, and optimization of automated cells, applicable in the field of semiconductor device manufacturing. The resultant system allows the simultaneous execution of de-sign, simulation, and evaluation activities, based on a single software platform, thus increasing productivity, saving time, and reducing costs. The proposed add-in concept contributes to achieving a much more integrated appearance and behavior of the tool, enhancing its functionality, and eliminating issues associated with reliability and security.
REPETITIVE DRC-SYSTEM OF ROBOT-MANIPULATOR
FANUC M-430IA/4FH
Authors: Nikolov Emil , Nikolova Nina
Published: October 2020

A repetitive ML-DRC-system for an industrial robot manipulator has been
proposed and analyzed. The performance and filtering properties of the system to effectively compensate for production mechanical vibrations have been studied. Results of robust analysis in conditions of a priori uncertainty are presented.
DRC-SYSTEMS - INVERS SOLUTIONS WITH FRACTIONAL Clegg-OPERATORS - part 3
Authors: Nikolov Emil
Published: October 2020

In this work, are proposed, researched and analyzed structure, methods and algorithms for designing of fractional DRC-systems with ML-Clegg-differentiators. For their development, inverse solutions of the synthesis problem were used with the help of rational fractional ML-Clegg-operators from the theory of generalized fractional calculus. Their potentials advantages are proven. Results of perturbation and robust analysis for numerical example are presented.
DEVELOPMENT OF MATHEMATICAL MODEL FOR ANALYSIS AND EVALUATION OF PARTICULATE MATTER CONCENTRATIONS IN INDOOR SPACES
Authors: Stoyanov Nikolay , Pandelova Antonia , Kalapchiiska Julia
Published: October 2020

People spend more than 80% of their days indoors, with limited air circulation, and this percentage varies depending on the season, age, gender, and type of activity performed. Air pollution depends on the structural features of the building, the absence of automated ventilation systems, vehicular traffic in the area, and internal sources of pollution. An experimental model has been developed to analyze the concentration of particulate matter indoors. The least-squares method to determine the relationship between the dependent variable and the independent variables is used. Modeling was performed using the software STATGRAPHICS.
CYBERSECURITY IN SMART CARS
Authors: Nenova Maria , Gueorguiev Vesselin , Madzhirov Stoyan , Georgieva Desislava , Ivanov Ivan
Published: October 2020

This paper covers the main concepts of smart cars – threats, security, privacy, and a base overview of the technology.
Incidencia de adenocarcinoma en zona transicional de próstata en institución pública. Cochabamba, Bolivia
Authors: Ferrufino Iriarte Javier , López Ovando Nicol , Luizaga Salazar Alejandra , López Vargas Daniel
Published: October 2020

El cáncer en la zona de transición representa el 20-25% de los casos (en piezas de prostatectomías radicales), su diagnóstico con frecuencia es de manera incidental, siendo identificados clínicamente como supuestos adenomas. Objetivo: determinar la incidencia de Adenocarcinoma en la Zona transicional de Próstata e identificar etapas precancerosas en pacientes con clínica de HPB. Métodos: estudio longitudinal de tipo retrospectivo desde el 2013-2018 en la ciudad de Cochabamba-Bolivia; población de estudio: pacientes sometidos a prostatectomía simple, retropúbica y/o transvesical. Recolección de datos: a partir de historias clínicas, en pacientes con clínica de hiperplasia benigna de próstata y PSA total < 4 ng/ml.   Resultados: se identificó 76 pacientes, de los cuales; 5 pacientes resultaron con Adenocarcinoma y 9 pacientes con: Neoplasia Intraepitelial Prostática de Alto Grado 2,6 %, Proliferación acinar pequeña atípica 7,9%, representando así un 10,5%. En cuanto a la invasión representaron un 5,3% con invasión perineal, 2,6% invasión linfovascular y ninguno con invasión extravascular. Discusión: pacientes con cáncer de próstata zona transicional, presentan un Antígeno prostático específico alto susceptibles a Adenocarcinoma. Sin embargo, en esta investigación se encontró Adenocarcinoma de próstata de alto riesgo con Antígeno prostático específico total menor a 4 ng/ml. A pesar de los instrumentos clínicos e indicaciones para la decisión de terapia quirúrgica de una supuesta hiperplasia prostática benigna, existe en el estudio una incidencia del 6,5% de Adenocarcinoma en Zona Transicional, con un 10,5 % de incidencia de presentación de formas precancerosas y el 17,1% de los pacientes del estudio se encuentran en riesgo de letalidad de la enfermedad.
El tratamiento intralesional de Leishmaniasis cutánea es seguro frente al riesgo de complicaciones mucosas?
Authors: Limachi-Choque Jhonny Wilson , Rojas-Cabrera Ernesto , Verduguez-Orellana Aleida , Eid-Rodríguez Daniel
Published: October 2020

Objetivo: evaluar la seguridad a largo plazo frente al riesgo de complicaciones mucosas del uso intralesional de antimoniales pentavalentes en pacientes con Leishmaniasis cutánea comparado con el uso sistémico de los mismos. Métodos: estudio observacional, cuantitativo de tipo longitudinal retrospectivo. Se analizó un total de 66 registros clínicos de pacientes, con diagnóstico de Leishmaniasis cutánea del parque Isiboro Secure durante el periodo 2012 a 2016. Se evaluó un total de 46 tratamientos sistémicos y 20 intralesionales.  Resultados: la evaluación clínica realizada entre 4 y 7 años posteriores a la cicatrización de las lesiones cutáneas de Leishmaniasis mostró la ausencia de desarrollo de lesiones mucosas. Así mismo no se reportó fallas terapéuticas, recidivas ni efectos adversos a corto plazo.  Conclusiones: el tratamiento intralesional fue seguro y eficaz a largo plazo y es una opción confiable para el tratamiento de Leishmaniasis cutánea evitando las complicaciones futuras de la enfermedad.
Susceptibilidad antibiótica de Staphylococcus aureus de aislados nasales en estudiantes del norte de Perú
Authors: Suaréz-Del-Aguila Usmán José , Iglesias-Osores Sebastian , Moreno-Mantilla Mario
Published: October 2020

Objetivos: determinar el perfil de susceptibilidad antibiótica de Staphylococcus aureus, en estudiantes de Biología, Enfermería y Medicina de la Universidad Nacional Pedro Ruiz Gallo-Lambayeque. Métodos: Las muestras fueron recolectadas mediante hisopados nasales. Se realizó el aislamiento primario en Agar Manitol Salado, para la recuperación e identificación de Staphylococcus aureus de octubre 2015- marzo 2016. La prueba de susceptibilidad bacteriana se realizó la prueba de sensibilidad antimicrobiana por el método de disco de difusión. Resultados: se aislaron 43 cultivos positivos para Staphylococcus aureus, lo cual representó el 28,6%; siendo negativas 107 muestras, representando el 71,4%. Se determinó que, el 90,6% de las cepas fueron resistentes a Oxacilina, el 81,3 % a Sulfametoxazol - Trimetoprima, el 95,3 % a Penicilina, el 34,8% a Cefoxitina, siendo todas las cepas 100% sensibles a Imipenem y Vancomicina. La evaluación de la reacción cruzada dio como resultado que el 2.6% de las cepas presentaron resistencia a Ceftazidima, 12,8% a Azitromicina, el 15,4 % a Cefotaxima, y el 20,9% a Gentamicina; por el contario fueron 100% sensibles a Amikacina, Ciprofloxacino, Ceftriaxona y Cefuroxima. Conclusiones: El 28,6% del total de la población en estudio dio positiva para Staphylococcus aureus, el 90,6 % de las cepas de fueron resistentes a Oxacilina, siendo todas las cepas sensibles a Imipenem. La Escuela profesional de Ciencias Biológicas fue quien presentó mayor frecuencia de aislamientos de Staphylococcus aureus.
Cirugía de mínima invasión en tiempos de COVID-19, es posible?
Authors: Vargas-Rocha Vladimir Erik , Segales-Rojas Patricia , Vargas-Rocha Brian E.
Published: October 2020

El 10 marzo se registran los primeros dos casos de enfermedad por coronavirus (COVID-19) en Bolivia, el 11 marzo se declara como pandemia, afectando la atención de pacientes en todos sus niveles, tanto en el sistema público, privado y seguros. Encontrando a todo el sistema de salud desprovisto de protocolos, y guías de manejo ante esta enfermedad. Los servicios quirúrgicos enfrentan a los desafíos de optimizar la atención de pacientes con patologías de emergencia, posponiendo cirugías electivas. Este retraso en atención definitivamente tendrá efectos negativos, inclusive puede resultar en el diagnóstico tardío de patologías oncológicas. Los servicios quirúrgicos adoptaron protocolos que intentan reducir la cantidad de tiempo en quirófano y el riesgo de complicaciones postoperatorias, en este trabajo se realizó una revisión de las pautas de las asociaciones y guías internacionales para realizar cirugías de mínima invasión, siendo esta una alternativa viable para los pacientes durante la pandemia por COVID-19.
Secuelas de Trauma Ocular Contuso, en paciente económicamente activo
Authors: Quispaya Q. Rolando , Fernandez M. Paola
Published: October 2020

El trauma ocular es una causa frecuente de consulta en los servicios de oftalmología, es más frecuente en el género masculino. Dependiendo de la gravedad del daño ocasionado, el tratamiento representa un reto para el oftalmólogo, porque, se enfrenta ante un daño patológico integral y complejo. El presente caso corresponde a un paciente masculino con baja de agudeza visual importante en ojo derecho, con antecedente de trauma ocular contuso, ocasionado con una piedra, en su ambiente laboral, que acude dos meses posterior al trauma ocular. Al examen presenta secuelas del trauma ocular contuso, fibrosis capsular anterior, catarata traumática, subluxación de cristalino, etc. El pronóstico visual tras un procedimiento quirúrgico es bueno, sin embargo, el paciente rechaza la cirugía. Por lo tanto, es muy importante el uso de lentes de trabajo que puede prevenir accidentes laborales.
As estratégias com “extrema utilização” dos programas de stricto sensu das instituições do Brasil da área de Administração Pública e de Empresas, Ciências Contábeis e Turismo frente aos cenários prospectados para o período de 2019 a 2030
Authors: Ribeiro Henrique César Melo , Forte Sérgio Henrique Arruda Cavalcante
Published: October 2020

O objetivo deste estudo foi identificar as estratégias com “extrema utilização” dos Programas de Stricto Sensu das Instituições de Ensino Superior do Brasil da área de Administração Pública e de Empresas, Ciências Contábeis e Turismo frente aos cenários prospectados para o período de 2019 a 2030. Utilizou-se a metodologia de cenários sugerida por Blanning e Reinig. Os resultados mostram que das estratégias nos cenários otimista e realista, enfatiza-se o item “fomentar a qualidade das teses e das dissertações”. Quanto ao cenário pessimista, realça-se a estratégia “reduzir custos (pessoal, despesas administrativas, enxugamento da estrutura organizacional)”, constatando assim sua importância, como estratégia a ser seguida em cenários incertos. A contribuição que este estudo acarreta para a literatura acadêmica da área é trazer em pauta um alargado e robusto número de estratégias que poderão viabilizar contribuições importantes para as instituições e seus respectivos programas de pós-graduação stricto sensu da área de administração, contabilidade e turismo em cenários de incertezas e desafios em decorrência da competitividade, perseguindo e alçando a posteriori melhores níveis de performance organizacional.
As imagens do professor na rede social “facebook”: contradições e relações com a precarização
Authors: Pereira Vanessa Terra , Aragão José Euzébio de Oliveira Souza , Vieira Akauan Arrais
Published: October 2020

A estruturação capitalista das últimas décadas, marcada pela globalização da economia, das mudanças políticas, e do modelo neoliberal desencadearam uma reestruturação produtiva, em todos os setores da economia, produzindo reflexos no mundo do trabalho. Na educação, essas mudanças afetaram significativamente o trabalho do professor. A cada dia esse profissional é exposto a difíceis situações em seu trabalho, e a internet tem sido muitas vezes, o canal para mostrar o descontentamento com a profissão e o prestígio abalado. O objetivo do presente trabalho é analisar como a imagem docente é retratada no ambiente virtual, especificamente, no facebook, identificando, principalmente, imagens que denotam aspectos de precarização da profissão. Para análise das imagens buscou-se respaldo no conceito do imaginário coletivo. A metodologia seguiu a abordagem qualitativa, o tipo de pesquisa caracterizou-se como uma pesquisa netnográfica e teve como tratamento da informação a análise do conteúdo. A pesquisa foi realizada na fanpage “Profissão Professor”, sua observação e acompanhamento foram realizados entre os anos de 2012-2017. Na coleta foram localizadas 88 imagens que apresentavam aspectos que denotavam particularidades de precarização. Através da análise percebeu-se que os aspectos comumente presentes nas imagens envolvem o desrespeito e desvalorização pela profissão, a saúde do professor, a remuneração e as condições de trabalho. Concluiu-se que as imagens traduzem a desvalorização e exaltam as precárias condições de trabalho.  A reprodução dessas imagens no imaginário coletivo pode servir para que se perpetue a imagem estigmatizada da profissão ou produzir elementos de luta. A profissão clama por um sentido de valorização.
A atuação dos egressos da licenciatura intercultural indígena Teko Arandu no cone sul de Mato Grosso do Sul
Authors: Moura Noemia dos Santos Pereira , Militão Andréia Nunes
Published: October 2020

A educação escolar indígena delineia a política educacional de formação específica para professores indígenas no Brasil. Estes se habilitam para construir, com suas comunidades e parceiros, a identidade específica de suas escolas indígenas. Objetiva-se mapear os/as professores/as Guarani/Kaiowá, egressos da Licenciatura Intercultural Indígena – Teko Arandu (Viver com Sabedoria), das cinco turmas diplomadas entre 2011 e 2018 pela Universidade Federal da Grande Dourados (UFGD). Com pesquisa empírica do tipo etnográfico e documental, produziram-se dados quanti e qualitativos sobre os concluintes, analisados a partir da perspectiva da interculturalidade crítica. Efetuou-se a identificação dos egressos nos arquivos da secretaria acadêmica da UFGD e do curso; completou-se a pesquisa documental por meio de diálogo com professoras do curso para se verificar municípios/terras indígenas/comunidades de onde vieram tais egressos para a UFGD. A segunda fase priorizou o trabalho de campo nas secretarias municipais e nas escolas indígenas, espaços de recolha de dados de lotação. Depreende-se que, dos 225 diplomados, 90,6% estavam atuando nas escolas indígenas do Território Etnoeducacional Cone Sul no ano de 2018; destes, 38,2% eram concursados e 61,8% contratados.
High resolution 3-D modelling of cylinder shape bodies applied to ancient columns of a church
Authors: Casula Giuseppe , Cuccuru Francesco , Bianchi Maria Giovanna , Fais Silvana , Ligas Paola
Published: October 2020

Abstract. The use of Non-Destructive Testing (NDT) applied to construction materials allows to highlight and characterize their features, especially in the case of old buildings. The multi-technique high resolution 3D modelling described here is aimed to investigate the conservation state of the central column of a colonnade in the ancient church of Saints Lorenzo and Pancratio, dating to about the second half of the thirteenth century and located in the old town of Cagliari (Italy). This column was considered of interest because its longitudinal axis deviates from its ideal position and it appears the most deteriorated. In this work we describe the integrated application of 3D diagnostic methods, i.e. Terrestrial Laser Scanner (TLS), close range photogrammetry (CRP) and ultrasonic tomography supported by petrographic investigations. They were used to improve the diagnostic process of the conservation state of the investigated column. The TLS technique was supported by CRP to obtain a natural colour texturized 3D model of the column. The geometrical anomaly maps derived from the data of the TLS-CRP survey show the presence of some anomalies worthy of attention. Starting from the 3D reconstruction with previous techniques we planned and implemented a 3D ultrasonic tomography. Ultrasonic tomography proved to be a successful tool in identifying internal defects, as well as the presence of voids and flaws within the materials through the analysis of the propagation of ultrasonic waves. The integration of the three non-invasive techniques supported by petrographical analyses demonstrates its potential in reducing ambiguities since each technique brings its clue to the overall diagnostic process.
Changes in satellite-based cloud parameters in the Baltic Sea region during spring and summer (1982–2015)
Authors: Post Piia , Aun Margit
Published: October 2020

Abstract. The satellite-based cloud climate data record CLARA-A2
has been used to analyse regional average time-series and regional maps of
trends in the Baltic Sea region, 1982–2015. The investigated cloud
parameters were total fractional cloud cover and cloud top height. Cloud
observations from the Tartu-Tõravere meteorological station were used as
reference data for the same period. Fractional cloud cover from CLARA-A2 was
in a good agreement with in situ data regarding the maxima and minima years
and a downward trend in March over the 1982–2015 period. In June the
fractional cloud cover interannual variability was very high and no clear
trend was seen. For cloud top heights summer and spring regional averages
showed opposite signs of the trend: for June positive and for March
negative. Winter and autumn seasons have been left out of analysis due to
too large uncertainties in cloud products over latitudes higher than
60∘.
The Role of Print Exposure in ReadingSkills of Postsecondary Students With andWithout Reading Disabilities
Authors: Grant Amy , Wilson Alexander M , Gottardo Alexandra
Published: October 2020

Exposure to print is a significant predictor of vocabulary growth and declarative knowledge in normally achieving readers (Stanovich,West,&Harrison, 1995). Research has also shown that initial differences in print exposure can be used to predict differences in reading comprehension in children studied ten years after initial assessment (Cunningham & Stanovich, 1997). The present study seeks to broaden this research by using print exposure to explore similarities and differences in both reading comprehension and vocabulary in a sample of students with well-documented learning disabilities in the area of reading (RD), and a control group without reading disabilities. Print exposure was related to untimed reading comprehension scores and vocabulary scores for the students with RD and to timed comprehension scores and vocabulary scores for the control group.
Relations Between Working Memoryand Emergent Writing AmongPreschool-aged Children
Authors: Hoskyn Maureen , Tzoneva Irina
Published: October 2020

The authors examined the nature of the working memory system that underlies age differences of young, preschool-aged children. Measures of working memory, short-term memory, articulation speed, general intelligence, and writing were administered to 166 Canadian preschool-aged children aged 3 to 5 years. Findings generally support the hypothesis that age-related differences in working memory capacity are a function of growth in a general executive as well as processing at lower levels. The results also showed that working memory predicted unique variance in name writing of preschoolers; however, this association was mediated by children’s age (experience) and letter-copying skill.
Differences in Teachers’ Knowledge of Language
Authors: McIntyre Laureen J , Hellsten Laurie-ann M
Published: October 2020

Teachers need to expand their understanding of language in order to meet the di-verse language and literacy needs of their students. Students may demonstrate deficits in the domains of language form (phonology, morphology, syntax), con-tent (semantics), and use (pragmatics). However, existing studies have only investigated teachers’ knowledge of language form. Therefore, this study investi-gated 236 preservice and inservice teachers’ knowledge of language form, content, and use as well as the teacher characteristics that may influence this knowledge. Both preservice and inservice teachers were found to have low levels of language knowledge. Experienced teachers, inservice teachers, and inservice teachers taking graduate level courses at a university tended to perform better than preservice teachers with no teaching experience on all three subscales. These findings have implications for teacher training programs and for profes-sionals providing support services to classroom teachers.
Stress Appraisal and Coping in Siblings of Childrenwith Special Needs
Authors: Orfus Melanie
Published: October 2020

Self-reports from siblings of children with special needs regarding their appraisal of family stress and coping are important additions to the disability literature. Twelve school-age siblings of children with special needs were interviewed about their daily hassles, uplifts, and coping strategies related to living in a family with a child with a disability. Parents also reported on family coping strategies. Children reported that the most frequent daily hassle was when their sibling with special needs cried, screamed, or yelled when he/she did not want to do some-thing. The most frequent daily uplift was when their sibling gave hugs or kisses. Children reported feeling most stressed when embarrassed by their sibling with special needs in front of friends and happiest when playing with their sibling. Wishful thinking was a common child coping strategy during stressful times. Im-plications for working with families with special needs are discussed.
Parent Perspectives on Inclusive Education in Rural Alberta, Canada
Authors: Loreman Tim , McGhie-Richmond Donna , Barber Jennifer , Lupart Judy
Published: October 2020

This paper is one of a series of papers examining inclusive education in the con-text of a rural Canadian school district that has adopted a philosophy of inclusion. The results of a survey of 438 parents on their views about aspects of inclusive education at their youngest child’s school are reported. The results indi-cate that the majority of parents were generally positive in their views about and experiences with the inclusive school environment and links to the local communi-ty; however, parents were by no means unanimous in their level of comfort with inclusive education. Tensions were found to exist, and differences in the expe-rience of parents of children who had identified exceptionalities were evident. This study points to the paucity of research on parents and inclusive education and provides some direction for future work in the area.
Children at Risk for Academic Failure: A Model of Individual and Family Factors
Authors: Quilliams Laura , Beran Tanya
Published: October 2020

The purpose of this study was to identify individual and family risk factors that may explain why some students are at risk for academic failure. Students’ self-concept, academic motivation, and their parents’ involvement in education were reported by both students and teachers. A latent variable path model fit the data well (Comparative Fit Index = .92) and converged in eleven iterations, with a standardized residual mean error of .03, χ(9) = 41.23, p < .001. The model indi-cates that students with low parental involvement in their education may exhibit a low sense of competence and motivation towards learning, and achieve minim-al academic success. Results of the present study are discussed in accordance with Eccles’ (1994) achievement theories, which help identify children at-risk for academic failure.
Information and Communication Technology for French and English Speaking Postsecondary Students with Disabilities: What are Their Needs and How Well are These Being Met?
Authors: Fichten Catherine S , Nguyen Mai N , Asuncion Jennison V , Barile Maria , Budd Jillian Budd , Amsel Rhonda , Libman Eva
Published: October 2020

This study evaluates how well information and communication technology (ICT) related needs of students with various disabilities are met at school, at home, and in e-learning contexts. Results are based on the POSITIVES Scale, a 26 item ob-jective measure of how well the ICT related needs of these students are met. The sample consists of 131 students from French and 1202 students from English lan-guage universities and junior/community colleges with various disabilities from across Canada. Although the results generally show more favourable than unfa-vourable scores, these are affected by the nature of students’ disabilities and by context: home or school. Generally, both groups had similar views about cir-cumstances where their needs were poorly met and about what worked well. The findings suggest that linguistic and policy considerations have an impact on how well the ICT related needs of students with different disabilities are met in differ-ent parts of Canada.
UAE Teachers’ Awareness & Perceptions of Testing Modifications
Authors: Elhoweris Hala Elhoweris , Alsheikh Negmeldin
Published: October 2020

The objectives of this study were threefold: (a) to determine whether the Unit-ed Arab Emirates (UAE) general and special education teachers were making any specific testing modifications for students with disabilities; (b) to survey UAE general and special education teachers’ perceptions of testing modifications in terms of their usefulness, easiness, and fairness; and (c) to explore possible differences between general and special education teachers’ aware-ness and perceptions of testing modifications. Two hundred and eleven UAE general and special education teachers participated in this study. Results re-vealed that participants have a moderate level of awareness of testing modifications when assessing students with disabilities. Additionally, UAE teachers as a group perceived testing modifications as easy to make and fair. Statistically significant differences were found between general and special education teachers where special education teachers were found to be more informed than general education teachers.
Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion
Authors: Philpott David E , Furey Edith , Penney Sharon C
Published: October 2020

This paper explores the need for innovative leadership in teacher education in the Canadian context, with a particular call for renewed professional development of current teachers. Within a country defined as multicultural, recent demographic shifts, interregional migration, growing ethnic diversity, and the emergence of a paradigm of inclusion, contemporary classrooms are evolving at a pace faster than projected. While inclusive education emerged from the growth of services for children with disabilities, it is now a concept much broader than initially con-ceived. Expanded concepts of learner differences are necessitating an urgent need for leadership in redeveloping effective training for current teachers. This paper argues that ongoing professional development must be characterized by six focus areas in order to empower teachers with pragmatic skills to balance the needs of their diverse classes. The authors conclude that a first step in this process is training for administrators who lead professional development in schools.
Parents' and Teachers' Perceptions of Transition Practices in Kindergarten
Authors: Petrakos Hariclia Harriet , Lehrer Joanne Shari
Published: October 2020

The developmental model of transition Pianta and colleagues outlined emphasizes the interconnected relationships among the child, teacher, family, peers, and community that are developed across time (Pianta & Kraft-Sayre, 2003). This study focused on the use of transition practices as perceived by parents and teachers. Parents (8 groups) and 23 teachers of 95 children engaged in focus group discussions at the beginning and during the kindergarten year. Overall, teachers reported similar school-mandated practices, such as gradual entry, small group meetings on the first day of school, and a parent orientation meeting on the night before school starts. These transition practices were welcomed by parents and were consistent with the majority of transition practices reported in other kindergarten studies in North America (e.g., La Paro, Pianta, & Cox 2000; Nelson, 2004; Yeom, 1998). Both parents and teachers valued communication; however, parents often found it difficult to navigate communication with the school.
Practices Adopted by Parents of Children with Dysphasia in Inclusive Primary School
Authors: Beauregard France
Published: October 2020

Parental involvement is essential in the context of inclusive schooling; how-ever, few studies have looked at how parents of children with disabilities become involved in their child’s school experience. This study explored the practices adopted by parents of children with dysphasia when their children were integrated into inclusive classes in primary school. Eleven parents took part in semi-structured interviews. Epstein’s typology was used to classify the practices that emerged from their responses. The results showed that these practices were interdependent. The intentions underlying any one practice can differ depending on the parents, just as any one intention can be represented in a variety of practices. We identified individual and environmental factors that influence the practices.
Considering Coherence: Teacher Perceptions of the Competing Agendas of RTI and an Existing Special Education Model
Authors: Pyle Angela
Published: October 2020

In 2005, the Ontario Ministry of Education introduced Responsiveness to Inter-vention (RTI) to the Ontario school system. RTI is a tiered approach involving increasing levels of support for students who are at risk for later learning difficul-ties. However, the introduction of this different support structure was not accompanied by a substantial shift in Ontario’s process of identifying and sup-porting struggling students. This paper uses focus group data to describe the perspectives of teachers who participated in the implementation of RTI and the tensions they experienced due to the lack of coherence between RTI and a special education framework where psycho-educational testing is the gateway to addi-tional support.
Canadian Schools in Transition: Moving From Dual Education Systems to Inclusive Schools
Authors: Lupart Judy , Webber Charles
Published: October 2020

This paper provides a synthesis of educational reforms in Canadian schools over the past century to present times. The unique emphasis is to document the broad movements of change in both special and regular education. We begin our analy-sis with a detailed discussion on the many meanings of school restructuring and highlight the ongoing nature of school reform. Following a selective chronology of general and special education reform, we attempt to capture what appear to be the key features of school reform and progressive inclusion. The numerous obsta-cles to school reform are outlined and the evolving roles of those most centrally connected with the school culture—teachers, students, and parents—are re-viewed. Several conditions for successful change are presented and the adoption of a balance of interests, policies, principles, and practices is recommended along with a transformation from dual systems to a unified system of education for all students. Regular and special educators are the professionals who must make school transformation reflect excellence and equity in our Canadian schools, and all available resources and support need to be deployed to this end.
Canadian In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching
Authors: Sokal Laura , Sharma Umesh
Published: October 2020

The study examined concerns, attitudes, and teacher efficacy of 131 in-service, Kindergarten to Grade 8 teachers in three school divisions in Manitoba, Canada. Analyses were conducted to identify the relationships between teachers’ back-ground variables, their attitudes and concerns about teaching in inclusive classrooms, and their efficacy for inclusive teaching. In addition, potential effects of training in special education on teachers’ concern level were examined. Partic-ipants who had undertaken some training in special education had lower degrees of concerns about teaching in inclusive classrooms. We discuss the implications of these findings and how addressing in-service teachers’ concerns could enhance their attitudes about inclusive teaching and their overall teacher efficacy.
Summer Learning Loss among Elementary School Children with Reading Disabilities
Authors: Menard Jessica , Wilson Alexander M
Published: October 2020

This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6 attending a public school. All students were tested in May/June and September on measures of reading achievement, phonological processing, and oral receptive vocabulary. Significant regression in the RD group’s scores was found on speed of sight word reading, speeded phonological decoding, and untimed sight word reading. These results suggested that students with RD tend to decline in areas that require automatic reading skills. Implications for students with RD in relation to periods of extended absence from formal literacy instruction are discussed.
Supporting At-Risk Learners: Introduction
Authors: Hutchinson Nancy L.
Published: October 2020

[No abstract]
At-risk Youth Find Work Hope in Work-Based Education
Authors: Taylor Connie E. , Hutchinson Nancy L. , Ingersoll Marcea , Dalton CJ , Dods Jennifer , Godden Lorraine , Chin Peter , De Lugt Jennifer
Published: October 2020

The transition from school to the workplace has been identified as challenging for at-risk youth who have already disengaged from learning and feel disenfranchised in the context of school. Work-based education (WBE), including co-operative education, has been recognized in recent years as an effective strategy for enabling at-risk youth to re-engage with learning and to make more successful transitions to the workplace and to further education. Not all at-risk youth thrive in WBE, even in programs that are judged to be effective for most. What remains unclear is what changes for those previously disengaged youth, as a product of participation in WBE, that enables them to shift their perspective and re-engage with learning. The purpose of this paper is to describe the experiences and changes in perspectives, in their own words, of seven previously disengaged youth while they were participating in WBE. Their teachers recommended these youth because they had made a “turnaround” since beginning WBE. The experiences and changed perspectives reported by these seven youth suggest that they found work hope through their success in WBE, and were beginning to set goals, view themselves as agents, and seek pathways to reach their goals. We discuss implications for increasing the effectiveness of WBE to re-engage even greater numbers of at-risk youth and to facilitate their transition to work by enhancing work hope.
Perspectives of Canadian Teacher Candidates on Inclusion of Children with Developmental Disabilities: A Mixed-Methods Study
Authors: Hutchinson Nancy , Minnes Patricia , Burbidge Julie , Dods Jenn , Pyle Angela , Dalton CJ
Published: October 2020

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended questions addressed challenges and successes experienced when including children with DD. Findings suggest that qualitative items elicited more positive responses than traditional questionnaire items and elicited more nuanced and sophisticated understanding of the challenges and successes associated with social inclusion. In the qualitative data, respondents showed understanding of dilemmas associated with inclusive education. Feelings of competence about teaching children with DD and about collaborating with colleagues predicted general sense of efficacy scores; those with experience advocating for individuals with disabilities reported greater knowledge, experience, and confidence related to teaching students with DD. Knowledge, experience, and confidence were highly correlated. Implications for teacher education are discussed.
The Transition Process for Adolescents with Learning Disabilities: Perspectives of Five Families
Authors: Fullarton Stephanie , Duquette Cheryll
Published: October 2020

This qualitative study examines, from the perspective of the families, the transition process to employment or postsecondary education for adolescents with learning disabilities (LDs) and the interplay of the roles of parents, students with LDs, and teachers. Using a case study design, series of three in-depth interviews were conducted with five individuals with LDs and with their parents. Data were analyzed inductively. The findings indicate that the families all had informal transition plans; formal transition plans were not written. For four of the families, the transition process was successful and occurred in two phases spanning the elementary and secondary school years. In the first phase parents controlled the transition process, and during the second phase they transferred this responsibility to their children with LDs. Parents’ high expectations and advocacy; students’ hard work, self-determination and self-advocacy; and teachers’ mentoring and support also contributed to the achievement of transition goals. Throughout the process parents, adolescents with LDs, and teachers worked collaboratively. In the fifth case, only the factor of parental advocacy was in place, and it was insufficient to bring about a successful transition for the adolescent with LDs.
An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder
Authors: MacCormack Jeffrey W H , Matheson Ian A , Hutchinson Nancy L.
Published: October 2020

Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This paper describes a community-based social-skills intervention for youths with ASD aged 7–12, which was designed to build on the findings of a previous study. In this program, youths with ASD co-operated with siblings and peers in structured and unstructured play over the course of four weeks. The researchers conducted extensive observations of the play by the youths and conducted interviews with the youths with ASD, their parents, and program staff. Both in our observations and in the perceptions of the parents, the youths with ASD increased their play and socialization. Using Vygotsky’s (1978) socio-cultural theory as a guiding framework, we describe the components of this intervention that contributed to the changes observed in the youths’ play and social interactions. We developed a model that includes components of instruction, interest, play- based learning, and the structure of program, and which provides an explanation of intervention effectiveness to be explored in future research.
Teacher Candidate Mental Health and Mental Health Literacy
Authors: Dods Jennifer
Published: October 2020

Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common and their personal mental health during the program also needs to be considered. In the current study, a survey was conducted with 375 teacher candidates in order to extend our understanding of the personal mental health and mental health literacy of pre-service teachers. Results showed that teacher candidate mental health was similar to the general population, with 77% reporting positive personal mental health. Teacher candidates did report high levels of stress. Teacher candidates had considerable personal and professional experience with mental health prior to starting the program and reported positive attitudes and moderate levels of knowledge about mental health disorders. Despite considerable experience and a positive perspective, teacher candidates did not feel ready or competent to support the mental health of students. Current teacher education programs should consider building on the knowledge and experience the teacher candidates bring, and enhancing their capacity to translate that knowledge into the classroom setting.
The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion
Authors: Kirkpatrick Lori C. , Brown Heather M. , Searle Michelle J. , Sauder Adrienne E. , Smiley Eric
Published: October 2020

This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways.
School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI
Authors: Glang Ann E , McCart Melissa , Moore Christabelle L. , Davies Susan
Published: October 2020

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI.