bluuebunny/crossref_metadata_2025 huggingface dataset:
University Students with a Significant Historyof Reading Difficulties:What Is and Is Not Compensated?
Authors: Parrila Rauno , Georgiou George , Corkett Julie
Published: October 2020

This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks.
An Exploratory Study of EmergentLiteracy Intervention for Preschool Childrenwith Language Impairments
Authors: McNamara John K , Vervaeke Sherri-Leigh , Van Lankveld Jackie
Published: October 2020

This exploratory study measured the efficacy of an emergent literacy intervention program designed to support preschool children who have been identifi ed as having specific language impairments. Specifi cally, the study compares two intervention approaches — an experimental emergent literacy intervention and a traditional intervention based on traditional models of language therapy. It was hypothesized that the explicit emergent literacy approach would result in signifi cant gains in phonological and print awareness skills relative to a less structured traditional intervention approach. Results indicated that children in the emergent literacy intervention experienced greater gains in pre-literacy measures. The results hold important implications for service delivery models aimed at supporting preschool children with language impairments.
Critical Literacy: Deaf Adults Speak Out
Authors: Enns Charlotte
Published: October 2020

The purpose of this paper is to describe a variety of teaching and learning strate-gies that were used within a classroom of Deaf adults participating in a high school English course as part of an upgrading program. The class was conducted in a bilingual manner; that is, being Deaf and communicating with American Sign Language (ASL) was not regarded as a deficit, but as a cultural experience com-parable to and distinct from cultures based on oral languages. The students‟ knowledge of ASL was used to help them develop their skills in English literacy. The emphasis in the classroom was to empower students to take responsibility for their own learning. Teaching activities were designed to help students create meaning around larger social issues. The goal was to improve their English read-ing and writing skills, and help them relate to what was happening in the world around them and lead them into action.
Involving and Engaging Parents of Children with IEPs
Authors: Underwood Kathryn
Published: October 2020

This study explored parents’ views of the educational experience of children with Individual Education Plans. The research goal was to determine how parents are meaningfully involved and engaged in the development and monitoring of educa-tion programs for their children. The primary data source for the study was 31 interviews with parents, analysed using qualitative thematic analysis; additional data came from parent questionnaires, which provided further information about parents’ experiences. This mixed methods study describes the nature of parent in-volvement and engagement in schools, particularly in Individual Education Plan development and implementation. The study also examined how parent involve-ment and engagement (a) relate to parents’ satisfaction with school programs and (b) are contextualized within inclusive practice for children with disabilities. The findings of the study are discussed in relation to the broader literature on parent involvement and engagement.
The Role of Educational Leaders in Supporting the Mental Health of All Students
Authors: Whitley Jessica
Published: October 2020

There has been recent attention paid to the mental health issues experienced by many children and youth in Canada and internationally. In particular, the role of the school and educational leaders in preventing mental health difficulties and in-tervening in the case of mental illnesses has been highlighted. This paper presents an overview of several policies, programs, and initiatives related to the preven-tion of and intervention for mental health difficulties in Canadian schools with a focus on the Ontario context. Following this, literature examining the role of edu-cational leaders in meeting the mental health needs of students will be reviewed and recommendations put forward.
Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District
Authors: Irvine Angela , Lupart Judy , Loreman Tim , McGhie-Richmond Donna
Published: October 2020

Inclusive education—based on the premise of social justice—advocates equal ac-cess to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school dis-trict through quantitative and qualitative inquiries. A survey was administered to 16 school administrators, and following initial data analysis, individual inter-views with four school principals were carried out as part of a multi-perspective case study of students with special needs. Overall, inclusion was viewed in a posi-tive light and extended beyond classroom placement to meeting the needs of diverse groups of students within the regular classroom. The responsibilities and strategies of the principals that support inclusion are outlined and other factors that contribute to effective inclusion identified. Key factors include collaboration among key players in the students’ education and opportunities for professional development. The results have implications for school leadership preparation and professional development of school administrators.
Using CBM to Help Canadian Elementary Teachers Write Effective IEP Goals
Authors: Mattatall Chris
Published: October 2020

Knowing what students should be able to accomplish academically is the first step in knowing how to write accurate Individual Education Plan (IEP) goals. By giv-ing students short Curriculum-Based Measurements (CBM) in areas such as reading, writing, and mathematics, teachers are able to determine current level of performance, or baseline. Teachers then use empirically established performance standards to set year-end goals and monitor progress throughout the year to see if current instructional offerings are sufficient. Using CBM in this manner is more effective than the current method of writing IEPs because it takes less time, relies on normed data that is established in research, and provides a clear and concise picture of how well the school is doing in advancing students academically. The purpose of this paper is to introduce to Canadian educators the concept of using CBM to write IEP goals in the areas of mathematics, reading, and writing.
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
Authors: Forlin Chris , Earle Chris , Loreman Tim , Sharma Umesh
Published: October 2020

This paper reports the final development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and administered through a series of refined surveys. A final 15-item scale was validated using 542 pre-service teachers from nine institutions in four countries including Hong Kong, Canada, India, and the United States. It is posited that the SACIE-R scale will yield valuable information for assisting universities and colleges in preparing more specific training to address the needs of pre-service teachers for working with diverse student populations.
Inconsistencies in Autism-Specific Emotion Interventions: Cause for Concern
Authors: Calderia Monica , Edmunds Alan
Published: October 2020

Precise educational interventions are the sine qua non of services for students with exceptionalities. Applying interventions riddled with inconsistencies, there-fore, interferes with the growth and learning potential of students who need these interventions. This research synthesis documents the inconsistencies revealed during a critical analysis of the procedures and outcomes of emotion intervention studies for individuals with Autistic Disorder and Asperger’s Disorder. The au-thors examined all peer-reviewed emotion intervention studies published in English between 1985 and 2010 in the PsycInfo, ERIC, and Medline databases (N = 24). It is noteworthy that while 96% of studies reported improvements in emo-tion abilities post-intervention, these improvements were notably limited in the majority of cases and many studies demonstrated methodological inconsistencies. Specific suggestions are made for mitigating such inconsistencies in order to pro-vide individuals with Autistic Disorder and Asperger’s Disorder the best opportunity to master and successfully implement social/emotional skills.
A Multiple Perspective Case Study of a Young Adult with Intellectual Disabilities Participating in a Pre-service Teacher Education Class
Authors: Wintle James
Published: October 2020

For adults with intellectual disabilities, the opportunity to attend a postsecondary institution is increasingly becoming reality. Although there is a growing body of literature documenting examples of inclusive postsecondary education, there is a lack of information detailing the experiences of pre-service teacher candidates (TCs) who are enrolled in inclusive courses. The purpose of this interview study using case-study methods was to describe the challenges and benefits of an inclu-sive class in a 1-year, after-degree professional teacher education program from the perspectives of 5 TCs enrolled in a course audited by a young woman with an ID, as well as from the perspective of the course instructor. The classmates and course instructor provided positive responses regarding their experiences in the inclusive class, such as seeing inclusion in practice. Negative responses con-cerned whether or not a curriculum class in the teacher education program was the right fit for the student with ID.
Bridging Literacy Acquisition and Self-regulated Learning: Using a SRL Framework to Support Struggling Readers
Authors: Holtzheuser Sierra , McNamara John
Published: October 2020

Reading is conceptualized as a hierarchy of component skills where lower order emergent literacy skills set the foundation for higher order reading skills such as fluency and comprehension. Approximately 20% of readers struggle within this hierarchical process (Fielding, Kerr, & Rosier, 2007). Struggling readers are susceptible to the Matthew Effect, a reading trajectory that sees them fall further behind their grade-level reading peers as they progress through their school grades. The purpose of this paper is to present a model of reading that considers self-regulated learning as an important motivational factor, particularly for children at-risk for reading difficulties. We describe reading acquisition within the context of task understanding and perceived self-efficacy, goal setting, strategies and tactics, and monitoring and feedback—the self-regulated learning process (see Winne & Hadwin, 1998).
Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners
Authors: Rice Doran Patricia
Published: October 2020

This article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The article describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse (CLD) learners, and it provides a set of scenario-based examples of how UDL might help educators to implement effective instruction for a CLD learner in an inclusive setting. The paper makes additional suggestions for building on UDL principles to design linguistically accessible instruction for CLD learners.
Structured Intervention as a Tool to Shift Views of Parent–Professional Partnerships: Impact on Attitudes Toward the IEP
Authors: Mereoiu Mariana , Abercrombie Sara , Murray Mary M
Published: October 2020

The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.
Children's Voices: Perspectives on Using Assistive Technology
Authors: Schock Robin E. , Lee Elizabeth A
Published: October 2020

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD.
Core or Immersion? Canadian French-Second-Language Teacher Candidates’ Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners
Authors: Arnett Katy , Mady Callie
Published: October 2020

Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on qualitative interview data from a volunteer sample of questionnaire participants. The purpose of the study was to explore how these participants viewed the best and worst FSL program options, among four choices, for students who had learning difficulties or who were English language learners, and to see the extent to which these views could be linked to their practicum experience. Though some participants did mention less common programs, most participants restricted their responses to the traditional FSL program dichotomy of core French and French immersion. We noted differences in the participants’ views according to the program of their student teaching practicum and according to the learning need under consideration. Implications for FSL teacher education and FSL education are discussed. In particular, we recommend providing research information to teacher candidates at the Bachelor of Education level in order to encourage teacher candidates to consider evidence as they move toward greater inclusion in FSL; given that these future teachers will need to support varying student needs in their career, this information should be included in their preparation.
Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review
Authors: Kim Sunyoung , Yan Min-Chi , Kulkarni Saili S
Published: October 2020

Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted to examine the effectiveness of social-skill interventions for CLD students with disabilities in school settings. Electronic database searches and a manual search were completed to identify studies published between 2000 and 2017 (February). Seven studies (n = 18 participants) were identified for inclusion in this review, and five types of social interventions were identified. Most participants were male, aged between 8 and 13 years old, were considered at risk for having developmental delay or had developmental delay, and were identified as African Americans. The majority of studies we reviewed utilized single-subject research designs and focused on social interactions as the goal for their individual interventions. Peer-mediated interventions and social story intervention were the most frequently used interventions. Findings suggest that, when exposed to the social-skill interventions, CLD children with disabilities improved their social behaviours and skills. Some children with disabilities maintained and generalized these behaviours across settings or playmates.
Four Secondary Teachers’ Perspectives on Enhancing the Inclusion of Exceptional Students
Authors: Robinson Kyle
Published: October 2020

In Canada little research has been conducted on inclusive education practices in secondary schools. The purpose of this study is to report, for a diverse group of four secondary school teachers in a single school board in southeastern Ontario, their descriptions of facilitating the inclusion of exceptional students in general classrooms. The four teachers were recruited using an email referral method. Each of them participated in a semi-structured interview about their educational roles and role expectations, and about their reported instructional methods for inclusion. Seven categories emerged from the analyzed data, and these were clustered to form three themes: Structures and People, Meeting Everyone’s Needs, and Knowing Your Students. The findings suggest that the participants in this study were facilitating inclusion of exceptional students in regular classrooms by considering how the students’ functional needs impact their learning; most considered the functional learning and assessment needs of all students, not just exceptional students.
College Students with Disabilities Explain Challenges Encountered in Professional Preparation Programs
Authors: Squires Maureen E , Countermine Brad
Published: October 2020

Throughout the United States, students with disabilities (SWD) are entering higher education in greater numbers than in the past; they also encounter barriers that negatively impact their college experience. This qualitative study explores the challenges of SWD at a public comprehensive college in the northeastern United States. Our research questions include the following: What are the internal and external challenges of college SWD in professional preparation programs? What might this mean for practice in higher education? In total, 541 participants completed an open-ended survey. Of this group, 45 participants disclosed having a disability, and 12 participated in follow-up interviews. Primary themes that emerged from this study include under- developed self-determination skills, lack of understanding (by SWD and faculty), the stigma associated with disabilities, and ineffective accommodations and support services. What follows is a review of relevant literature, discussion of findings, and presentation of implications for college SWD and professionals in higher education.
Pre-service Educational Assistants’ Attitudes Toward Inclusion
Authors: Freer John RR
Published: October 2020

In recent years, educational assistants (EAs) have taken on an integral role in special education. They often work with the most challenging and vulnerable student population (i.e., students with exceptionalities). To prepare EAs, some of Ontario’s publicly funded colleges have developed pre-service training programs. In Ontario, the number of students receiving special education services from kindergarten to Grade 12 is increasing, and policy trends are advocating for inclusion. Literature has suggested that educators’ attitudes toward educational inclusion may impact the extent to which inclusive strategies are implemented. Despite the importance that EAs bring to the special education team, very few studies have investigated their attitudes toward inclusion. This qualitative study investigated four pre-service EAs’ attitudes toward educational inclusion through the use of semi-structured interviews. Participants held mostly positive attitudes toward inclusion, but expressed concerns about implementation. Recommendations are made for policy, practice, and research based on three themes that emerged from the data.
Teacher Beliefs and Practices: Introduction to the Special Issue
Authors: Jordan Anne
Published: October 2020

Teacher Beliefs and Practices: Introduction to the Special Issue
“The First Day He Kicked Shoes at Me, the Last Day He Brought Me a Picture of Himself”: Investigating the Practicum Experiences of Pre-service Teachers
Authors: Young Gabrielle , Specht Jacqueline A , Hunter Fiona E , Terreberry Sarah , McGhie-Richmond Donna , Hutchinson Nancy L.
Published: October 2020

The purpose of this study was to describe the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian pre-service teachers for teaching in inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 universities across Canada, and the data were subjected to content analysis. Several themes that emerged from the participant responses were found to be influential in pre-service teachers’ feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, relationships with students, and other school adults as resources were also identified as themes influencing pre-service teachers’ feelings of success and challenge in practica. The data revealed attitudes and beliefs about inclusion and the impact these may have on teacher efficacy. Several elements can positively influence teacher efficacy including the ability to identify and utilize instructional and personnel resources, the ability to form supportive professional relationships with other school adults, and the ability to recognize achievement as it pertains to the individual rather than prescribed norms. As beliefs about self-efficacy are informed by enactive mastery experiences, vicarious experiences, physiological factors, and verbal persuasion, teacher preparation programs can foster teacher efficacy by encouraging the development of positive attitudes and equipping teachers with the skills they need.
Exemplary Teachers’ Understandings of Writing Instruction for Students with Disabilities Included in Secondary Language Arts Classes: It’s a Beautiful Struggle
Authors: Kiely Mary Theresa
Published: October 2020

Teaching writing well poses several challenges in today’s diverse classrooms. Despite a growing research base on teaching writing, outcomes for students with disabilities in secondary schools continue to be disappointing. Research in the naturalistic tradition that would help educators understand the knowledge and beliefs that influence teachers’ practice, however, is scarce. Specifically, researchers know little about how exemplary general education teachers, who often have little to no training in special education, think about writing instruction for students with disabilities. To investigate teachers’ understandings and practices for supporting students with disabilities, interviews, observations, and artifacts were analyzed using qualitative methods. Exemplary teachers’ understandings of writing instruction for students with disabilities who are included in 9th- and 10th-grade general education language arts classes included deep and integrated knowledge of content and pedagogy that enabled them to facilitate the students’ progress. Teachers had firm beliefs that (a) students with disabilities could make progress and (b) learning writing was vitally important. Teachers’ understandings of writing instruction for students with disabilities were influenced by their knowledge of content and pedagogy, their beliefs about students and writing, and the contexts within which they worked. Implications include a call for more research about (a) the relationship between teachers’ beliefs and their practices, (b) opportunities to engage in context-embedded professional development, and (c) the amount of time necessary to reflect on, respond to, and deliver meaningful feedback in a sustained dialogue about writing for students with disabilities.
Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities
Authors: Ziaian-Ghafari Newsha , Berg Derek H
Published: October 2020

The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their experiences with respect to psychological distress were more profoundly situated within compassion fatigue. Considering the root of burnout as being related to workload conditions and that of compassion fatigue being rooted in social-emotional relationships with students, it is possible that compassion fatigue and burnout emerge along parallel trajectories of psychological distress in teachers.
Studying Self-Efficacy Among Teachers in Poland Is Important: Polish Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale
Authors: Narkun Zuzanna , Smogorzewska Joanna
Published: October 2020

The main aim of the study was to adapt into Polish the Teacher Efficacy for Inclusive Practice (TEIP) Scale, originally prepared by Sharma, Loreman, and Forlin (2011). A total of 291 Polish teachers participated in the study. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We also conducted a correlation analysis of self-efficacy and attitudes toward inclusive education. The correlation between the entire scale and the attitudes was non-significant. However, there was a significant relationship between efficacy in collaboration and attitudes toward inclusion, which is in line with other research. Although our results are similar to previously published results, more research on this topic is needed.
Linking Quality Early Child Education and Special Education Needs
Authors: Young Gabrielle , Philpott David , Bertrand Jane , McCuaig Kerry
Published: October 2020

This article introduces the special issue: Linking Quality Early Child Education and Special Education Needs.
Co-constructed Pedagogical Documentation in Early Learning Settings
Authors: McLean Christine
Published: October 2020

In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children’s learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into “the mystery that is my child’s day” (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents’ perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored.
Enhancing Classroom-Based Communication Instruction for Students with Signifificant Disabilities and Limited Language
Authors: Geist Lori , Erickson Karen , Greer Claire , Hatch Penelope
Published: October 2020

Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities.
Milton Friedman y el monetarismo en la teoría y en la práctica
Authors: Argandoña Ramiz Antonio
Published: October 2020

El pensamiento monetarista se fue formando a partir de los años 1950, de la mano de Milton Friedman, Karl Brunner, Allan Meltzer y otros conocidos economistas; alcanzó su mayor esplendor en los años 1970, cuando se enfrentó con el keynesianismo como explicación de las fluctuaciones económicas y la inflación, ejerciendo una notable influencia en el diseño y la aplicación de la política monetaria. Las circunstancias económicas de los años 1980 le hicieron perder relevancia, pero el monetarismo sigue vigente en la actualidad, a través de numerosas ideas que están recogidas en los modelos macroeconómicos y en el trabajo de los bancos centrales, y que la crisis financiera reciente y la Gran Recesión no han hecho sino acrecentar.
John Maynard Keynes, cuantitativista renegado
Authors: Méndez Ibisate Fernando
Published: October 2020

El giro radical dado por John Maynard Keynes en su Teoría General de 1936 tuvo raíces en su teoría y política monetarias que, más que un proceso evolutivo, resultó un abandono completo de la teoría cuantitativa monetaria, sobre la que había asentado sus obras previas, y la renuncia al objetivo de estabilidad de precios y la política monetaria como instrumento para encauzar las perturbaciones de la actividad y desempleo de recursos. En la Teoría General, Keynes centra el problema en el sistema económico de mercado, que produce tales resultados desastrosos de forma inherente y persistente.

El trabajo explica este cambio teórico radical, analizando su contenido o fondo y sus posibles razones, cuya catálisis establezco en los acontecimientos de 1925.
Notes on Race and Gender in the USA: Women’s Rights
Authors: Castanyer Prisca
Published: October 2020

Ésta es la segunda de varias notas multidisciplinares con un objetivo en común: describir el panorama general de los derechos de la mujer en los Estados Unidos de América. Para ello, presentaremos datos estadísticos de varios estudios y del censo de los Estados Unidos. Examinaremos los derechos de la mujer en general en los Estados Unidos, comparando los datos de este país a nivel global en materias como la mortalidad materna, el matrimonio de menores de edad, los permisos de maternidad, la violencia doméstica y el asalto sexual. Desafortunadamente, esta nota mostrará que los Estados Unidos de América no está a la altura de otros países desarrollados en términos de igualdad de género, lo que se traduce en importantes repercusiones a nivel socio-económico tanto a corto como a largo plazo para la mujer en general. La primera nota se centró en la persistencia la pobreza en base a raza y género en los Estados Unidos de América. Próximas notas lo harán en los derechos reproductivos de la mujer, siempre teniendo en cuenta la importancia de la interseccionalidad en la sociedad norteamericana.
The effect of storage on the quality parameters of baby food
Authors: Koraqi Hyrie , Durmishi Namik , Azemi Diellëza , Selimi Sara
Published: October 2020

The aim of this paper was focused on the quality changes of baby food stored at different temperature (4 °C, 20 °C, 40 °C and 60 °C) for 15 days. During storage, chemical and nutritional parameters analysis were carried out. Commercial fruits based baby food are the products usually made with fruits, sugar, and variable additives. As the foodstuffs intended for particular nutritional uses, baby foods for infants and young children conform to a set of strict guidelines e.g. nutritional quality, the addition of additives, labeling. However, being an important supplement to children‘s diet and for their progressive adaptation to ordinary food, the nutritional quality of commercial fruits baby food is very important. Samples of commercial fruits baby food from the market and pharmacies were analyzed by parameters: pH, total soluble solids, moisture, total acidity, vitamin C, proteins, sugars, and lipids. All samples of baby food are produced by foreign companies since currently, no Kosovo manufacturers are producing this range of products. The nutritional quality parameters are important to assess the quality of the product and how it can be safely stored. However, as a precaution, storage remarks in the product labels should always be followed.
Eudaimon in the Rough: Perfecting Rand’s Egoism
Authors: Bissell Roger E.
Published: October 2020

The author argues that Rand’s ethical theory is much closer in essence to the eudaimonist, self-perfectionist perspectives of Aristotle and the neo-Aristotelians, Douglas Den Uyl and Douglas Rasmussen, than to the “selfish,” egoistic ethics many assume to be her basic position. He discusses Rand’s anti-hedonist and pro-rational selfishness positions as corollaries of man’s life as the standard of moral value, as well as Rand’s point that treating either happiness or personal benefit as the standard of moral value is a reversal of cause and effect. He also identifies the oppressive negativism in Rand’s discussion of the seven canonical Objectivist virtues.
Bondades y Limitaciones de la Operacionalización de Objetivos en los Programas Educativos o de Intervención Social: un Ejemplo al Interior de la Psicología Educacional.
Authors: López Ulloa Susana
Published: October 2020

Se investigó el comportamiento de la variable “nivel de especificidad en la redacción de objetivos educacionales de socialización”. El análisis de los datos recopilados por tres entrevistas aplicadas a 51 educadores revelaron coeficientes de correlación que, aunque moderados, son estadísticamente significativos e indican que los profesores tienden a redactar objetivos de mayor nivel de especificidad mientras menor sea la edad de sus alumnos, el nivel de escolaridad y el numero de alumnos de su curso. Por otra parte, el nivel de especificidad alcanzado por los profesores en la redacción de sus objetivos educativos está positivamente correlacionado con una experiencia exitosa de aplicación de técnicas conductuales en el salón de actividades. Finalmente, ni el número de cursos en los cuales los educadores han recibido instrucción respecto a condicionamiento operante, ni la utilidad que los profesores le atribuyen a estas técnicas mostraron una correlación estadísticamente significativa con el nivel de especificidad de los objetivos que redactaron. El estudio concluye analizando la necesaria complementariedadde la relación entre lo general y lo específico.
La Psicopatología Evolutiva y los Factores de Riesgo y Protección: el Desarrollo de una Mirada Procesual
Authors: Cova Solar Félix
Published: October 2020

La psicopatología evolutiva es considerada actualmente el paradigma dominantede la investigación psicopatológica. El desarrollo de esta disciplina ha tenido unimpacto importante en la investigación de los factores de riesgo de trastornos mentales, obligando a generar enfoques más procesuales que presten atención no sólo a la identificación de estos factores sino a comprender sus modos de actuar. Este artículo analiza algunos de los desafíos que enfrenta hoy la investigación en psicopatología evolutiva y presenta dos modelos que tratan de lograr una comprensión más procesual de los determinantes psicosociales de la psicopatología infanto-juvenil.
A rare cutaneous lesion in the neonatal period: The non-Langerhans cell histiocytosis
Authors: BARUTCU Adnan , OZLU Ferda , YAPICIOGLU YILDIZDAS Hacer , SATAR Mehmet
Published: October 2020

The non-Langerhans cell histiocytosis (non-LCH) is a group of diseases characterized by cutaneous involvement in the neonatal

period. The non-LCH affects less than 1 in 200,000 children born each year. A definitive diagnosis is important for the treatment of

the disease. Therefore, skin biopsies should be performed in neonates with cutaneous lesions as early as possible. Only in the presence

of cutaneous involvement without systemic involvement, it does not require any treatment, because the lesions can mostly self-heal.

Here, we present a neonate diagnosed with non-LCH following a skin biopsy.

Keywords: Histiocytic disorders, Neonatal, non-Langerhans cell histiocytosis
Hijos en escena. Teatro y posmemoria en la Argentina de la postdictadura
Authors: Quílez Esteve Laia
Published: October 2020

Desde hace casi dos décadas, el teatro se ha convertido en un excelente canal para que los hijos de quienes desaparecieron durante la última dictadura militar argentina articulen sus trabajos de duelo y búsqueda identitaria. Esta explosión de obras de teatro de “segunda generación” se concreta en la década del 2000, con el nacimiento del movimiento Teatro x la identidad. Tras asentar las bases conceptuales de la posmemoria y cartografiar otras acciones performativas realizadas por los hijos, me centro en algunas de las obras más representativas de Txi: Instrucciones para coleccionistas de mariposas (Eva Pérez, 2002), Hija de la dictadura militar (Lucila Teste, 2008), La búsqueda (Anabella Valencia, 2005) o Una caja blanca (Andrés Binetti, 2005). Mi propósito es establecer los modos con que estos jóvenes dramaturgos apelan a un pasado traumático del que, por edad, no conservan ningún recuerdo. Se trata en la mayoría de los casos de obras teatrales cuyas historias son marcadamente personales y subjetivas, cuando no claramente autobiográficas.
Colonialidade, Estética e Partilha do Sensível: debates em torno da arkhé do mundo moderno/colonial
Authors: Tonial Felipe Augusto Leques , Maheirie Kátia , Costa Claudia Junqueira De Lima
Published: October 2020

Objetivamos, sob a ótica do pensamento decolonial, problematizar a colonialidade a partir das contribuições do pensamento de Jacques Rancière orientados pelos conceitos de estética, partilha do sensível e arkhé. A partir do referencial decolonial, o pensamento de Jacques Rancière avança no debate sobre a colonialidade quando traz o conceito de estética como uma configuração do sensível. A ideia de partilha do sensível pode nos indicar as maneiras de separar e compartilhar a um só tempo, lugares sociais e identidades, trazendo suas divisões, culminando em percepções que coadunam e/ou percepções que rompem com o estabelecido. O conceito de arkhé nos fornece a inteligibilidade dos processos de colonização e a pensabilidade que se coloca na base da naturalização das hierarquias. Assim, faz-se necessário compreender não apenas a distribuição de lugares, mas, por ser um regime de sensibilidade, compreender também os mecanismos de subjetivação inerentes ao processo de decolonização.
A qualitative descriptive study of patients’ experiences of a radiation skin reaction associated with treatment for a head and neck cancer
Authors: McQuestion Maurene , Cashell Angela
Published: October 2020

The majority of patients receiving radiation therapy will experience a radiation skin reaction, ranging from mild erythema to severe moist desquamation. The anticipated skin reaction will vary by cancer diagnosis, dose of radiation, size of treatment field, and other treatment- and patient-related factors. Recently, research has dispelled long-held myths about avoiding skin care products prior to treatment, and the use of deodorant or antiperspirant during treatment for breast cancer and any potential for an increased skin dose with the use of skin care products. Patients no longer are restricted in using these products. Most of the research regarding skin reactions due to radiation has been conducted with women with breast cancer. No research has been found on the experience of a radiation skin reaction in patients with head and neck cancer (HNC), who often get the most severe skin reactions across all patient groups. Using the qualitative interpretive descriptive approach based on the methodological work by Thorne (1997), nine participants were interviewed about their experience of having a radiation skin reaction resulting from their treatment for HNC. Three themes emerged from the interviews, including 1) the symptom experience, 2) comparison to others, and 3) the experience of support and information. Implications include recommendations for practice and patient education.
Étude qualitative descriptive sur l’expérience des patients avec réactions cutanées induites par la radiothérapie pour un cancer de la tête et du cou
Authors: McQuestion Maurene , Cashell Angela
Published: October 2020

La majorité des patients recevant de la radiothérapie auront une réaction cutanée radio-induite allant d’un érythème léger à une desquamation humide étendue. Les réactions cutanées attendues varieront en fonction du diagnostic de cancer, de la dose et de la taille du champ d’irradiation ainsi que d’autres facteurs liés au traitement et au patient. Récemment, la recherche a dissipé les mythes longtemps entretenus sur les produits pour le soin de la peau qui auraient été à éviter avant le traitement, tout comme le déodorant et l’antisudorifique durant les traitements contre le cancer du sein (on craignait une surdose accrue pour la peau causée par l’utilisation de ces produits). Cette limitation a été levée. Or, la plupart des recherches sur les réactions cutanées radio-induites ont été menées auprès de femmes atteintes d’un cancer du sein; aucune n’a été trouvée sur les patients atteints de cancer de la tête et du cou, alors que de tous les groupes de patients, ce sont très souvent ceux-ci qui présentent les réactions cutanées les plus graves. Nous avons fait appel à la méthode descriptive interprétative qualitative basée sur le travail méthodologique de Thorne (1997) pour interroger neuf participants sur leurs réactions cutanées par suite de radiations pour leur cancer de la tête et du cou. Trois thèmes sont ressortis des entretiens : 1) l’expérience des symptômes; 2) la comparaison avec d’autres; 3) l’expérience du soutien et de l’information. Les implications comprennent des recommandations pour la pratique et l’éducation des patients.
Disease specificity and evidence-based medicine: a historical perspective
Authors: Bolt Timo , Huisman F G
Published: October 2020

This paper seeks to inform the current debate on an alleged ‘crisis’ and the ‘unintended negative consequences’ of evidence-based medicine (EBM) from a historical perspective. EBM can be placed against the background of a long term process of medical quantification and objectification. This long term process was accompanied by a ‘specificity revolution’, which made the ontological concept of diseases as specific entities the central ordering and regulatory principle in healthcare (as well as in clinical epidemiology and EBM). To a certain extent, the debate about EBM’s alleged crisis can be understood as resulting from this specificity revolution. When the ontological concept of disease is applied too rigidly, this will contribute to ‘negative unintended consequences’ of EBM such as ‘poor mapping of multimorbidity’ and medical practice ‘that is management-driven rather than patient-centered’.
Moving past phronesis: clinical reasoning in person-centered care
Authors: Copeland Samantha
Published: October 2020

Phronesis has been a popular concept among those attempting to categorize and understand the kind of reasoning that doctor’s employ in the clinic. However, this paper argues that it is not the best possible concept for understanding the kind of reasoning necessary for person-centred care. First, it attends to what is lacking in that concept, and then it proposes an alternative (the concept of effectual reasoning) to demonstrate the potential for a better understanding of clinical reasoning as both open-ended and strategic. That approach is better than phronesis because it allows us to address both relational aspects of autonomy, and the need to center all persons, as such, including healthcare practitioners as well as patients, in healthcare.
A non-modern vision: facts and values in psychotherapy
Authors: Berg Henrik
Published: October 2020

Evidence-based practice in psychology is the prevailing regulatory principle for psychotherapy practice. This paper criticises the notion of facts and values in evidence-based practice in psychology and related concepts. More particularly, it aims at showing that values-based practice follows a modern scheme contrasting facts and values sharply. Person-centred medicine is suggested as a more viable option. Person-centred medicine follows a non-modern scheme in which facts and values are integrated. This move, it is argued, will lead to a more humanistic conception of the patient and psychotherapy.