Digital Commons Network^™

Commission Decision Of 29.04.2016 On The State Aid Sa.39543 (2015/N), Sa.41134 (2015/N), Sa.41925 (2015/N), Sa.43547 (2015/N) Implemented By Italy: Amendment To The Resolution Of Banca Marche, Banca Etruria, Carife And Carichieti, European Union: European Commission

Documents

No abstract provided.

Commission Decision Of 22.11.2015 On The State Aid Sa.41925 (2015/N) Implemented By Italy: Aide For The Resolution Of Carife, European Union: European Commission

Documents

No abstract provided.

Violin Studio Recital, Department Of Music

Concerts and Event Programs 2015-2016

Fall Studio Recital presented by students of Carla Trynchuk.

Examining Older Adults' Perceptions Of Usability And Acceptability Of Remote Monitoring Systems To Manage Chronic Heart Failure, Lorraine S. Evangelista, Debra K. Moser, Jung-Ah Lee, Alison A. Moore, Hassan Ghasemzadeh, Majid Sarrafzadeh, Carol M. Mangione

Nursing Faculty Publications

Objective: This study was conducted to evaluate the feasibility, usability, and acceptability of using remote monitoring systems (RMS) in monitoring health status (e.g., vital signs, symptom distress) in older adults (≥ 55) with chronic heart failure (HF). Method: Twenty-one patients (52.4% women, mean age 73.1 ± 9.3) were trained to measure and transmit health data with an RMS. Data transmissions were tracked for 12 weeks. Results: All participants initiated use of RMS within 1 week; 71%, 14%, and 14% of patients transmitted daily health data 100%, ≥ 75%, and < 75% of the time, respectively, for 12 weeks. Overall usability and acceptability of the RMS were 4.08 ± 0.634 and 4.10 ± 0.563, respectively (when scored on a range of 1-5, where 1 = strongly disagree and 5 = strongly agree). Discussion: Findings show …

Olfactory Associative Learning In Two African Stingless Bee Species (Meliponula Ferruginea And M. Bocandei, Meliponini), J. Henske, K. Krausa, F. A. Hager, K. Nkoba, W. H. Kirchner

All Peer-Reviewed Publications

Worldwide only a few of the more than 500 stingless bee species has been studied in any detail. Most studies on stingless bees have been conducted in the Neotropics, whereas a very few have been undertaken in Africa. Foraging success is dependent to a greater or lesser extent on olfactory cues or signals. A prerequisite to effective foraging via odors is that the bees are able to associate odors with a nectar reward and memorize this information. In the context of olfactory learning, only five species of stingless bees have been studied using classical conditioning of the proboscis extension reflex …

Mmu: 11/22/15–11/28/15, Student Bar Association

Monday Morning Update

The Monday Morning Update, or MMU as it is referred to by students, is a weekly email newsletter of news, events, and opportunities of special interest to Notre Dame Law School students.

The International Health Regulations 10 Years On: The Governing Framework For Global Health Security, Lawrence O. Gostin, Mary C. Debartolo, Eric A. Friedman

Georgetown Law Faculty Publications and Other Works

The World Health Organization (WHO) and its global health security treaty, the International Health Regulations (2005) (IHR) have lost the world's confidence after the West African Ebola epidemic. The epidemic led to several high-level reviews of the IHR and global health security more broadly. Here, we propose a series of recommendations for operational and legal reforms to enhance the functioning of the FCGH. It is critical that WHO act on them quickly, before the window of opportunity for fundamental reform closes.

WHO should ensure that all states fulfill their obligations to develop national core surveillance and response capacities, including through …

African American Women In Higher Education: Issues And Support Strategies, Cynthia C. Bartman

College Student Affairs Leadership

In recent years, the college graduation rates of African American women, a historically marginalized group, have increased. However, their graduation rates continue to lag behind those of White women, among other racial/ethnic groups. This paper reviews the related literature and identifies four major issues impacting the college graduation rates of African American women. Additionally, intervention strategies are suggested.

Whose Fault Is It, Anyway?: Who Is To Blame For Limited College Access In The United States? [Special Section], Chad T. Patton

College Student Affairs Leadership

Access to higher education has been limited for many underrepresented racial minorities (URMs) in the United States. Part of the reason for this has been because of weaknesses in the K-16 pipeline. This article takes a collective impact approach to understanding what K-16 personnel can do to assist URMs through proper curriculum development and implementation. Overall, this article will focus on the proficiency model, how it has been used in the mainstream, and why the proficiency model is important when working together within the K-16 continuum.

The Teleological Effect Of Neoliberalism On American Higher Education [Special Section], Paul E. Bylsma

College Student Affairs Leadership

This article explores the impact of a neoliberal political and economic context on American higher education, arguing that the purpose of higher education has been reduced to a transactional process rather than maintaining its transformative potential. Recommendations to mitigate this phenomenon are presented.

Higher Education And Privilege: 21st Century Issues [Special Section], Fatma Ayyad

College Student Affairs Leadership

This literature review analysis revealed that governmental and non-profit foundations have promoted racial equity to enhance the life of people who live in poverty in the United States. These institutions intended to provide opportunities for low-income individuals, such as education. Despite improvements for historically underrepresented students in higher education, there are still gaps in college attainment between White non-Hispanics and minorities. This paper discusses how system polices in the workplace and schools create social economic disparities in society.

Guest Editor’S Corner: The Great Convergence And Critical Issues [Special Section], Shannon Burton

College Student Affairs Leadership

Note from the guest editor.

Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers, Ann D. David, Melody Zoch

Teaching/Writing: The Journal of Writing Teacher Education

In this study, we were interested in understanding writing teachers’ perspectives on being participants in qualitative research. After conducting two independent case studies with one elementary school and one middle school writing teacher, the researchers brought the cases together to explore what it meant for the teachers to participate in research. Particularly, the researchers were interested in understanding how the teachers perceived research to influence their reflection and classroom practice. During retrospective interviews, they discussed how participating in research supported their reflective practice and the extent to which they valued a trusting relationship and philosophical alignment with the researcher. In …

One Good Lesson, Community Of Practice Model For Preparing Teachers Of Writing, Latrise P. Johnson, Elizabeth P. Eubanks

Teaching/Writing: The Journal of Writing Teacher Education

Many writing initiatives have been advocated as ways to improve student writing. However, in order for teachers to successfully teach writing, they must be exposed to a variety of classroom-tested approaches (National Writing Project, 2003).With this in mind, a summer teaching writing course that met at a local high school combined the study of several approaches to teaching writing and field-based teaching and then employed one classroom-tested approach. Using Wenger’s (1998, 2010) communities of practice model, the teaching and learning about writing instruction centered on “practice” within the community and emphasized that preservice teachers act as social participants--that is, meaning-making …

It’S A Matter Of Practice: Influences Of A Writing Methods Course On Inservice Teachers’ Dispositions And Self-Efficacy, Sherry Dismuke

Teaching/Writing: The Journal of Writing Teacher Education

This mixed-methods study examined the influences of a graduate writing methods course on the dispositions and instructional practice of twelve elementary classroom teachers, six who participated in the course and six who did not, during their post-graduate education. Data from interviews, classroom observation notes, and protocols have been analyzed, compared, and integrated. Outcomes of this study link participation in this course with increased confidence and readiness to teach the complexities of writing, as well as enhanced instructional practice and student learning opportunities. Findings suggest implications for teacher professional development, literacy teacher educators, and teacher education researchers.

The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup

Teaching/Writing: The Journal of Writing Teacher Education

Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach to …

Moving Writing Out Of The Margins In Edtpa: “Academic Language” In Writing Teacher Education, Sarah Hochstetler, Melinda J. Mcbee Orzulak

Teaching/Writing: The Journal of Writing Teacher Education

The edTPA, a standardized teacher performance assessment developed by Stanford University and launched by the Pearson corporation, is quickly becoming a national measure of preservice teacher effectiveness. As more states adopt this assessment as a required component of successful completion of teacher education programs and licensure, we are compelled to critique the design, implementation, and evaluation of this high-stakes testing instrument. Our goal is to articulate the effects of this assessment on writing teacher education and the teaching of writing more broadly. Specifically, we argue that programmatic or individual interpretation of the edTPA can marginalize writing instruction (and writing teacher …

Inquiry, Experience, And Exploration: Rebooting The Research Project And Making Connections Beyond The English Classroom, Trevor Thomas Stewart, Jeff Goodman

Teaching/Writing: The Journal of Writing Teacher Education

This article describes our efforts to revitalize the research project in the English Language Arts classroom, engage students in the exploration of topics of organic interest, and create opportunities for them to share their findings with authentic audiences.

Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett

Teaching/Writing: The Journal of Writing Teacher Education

While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, …

“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier

Teaching/Writing: The Journal of Writing Teacher Education

This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.

What Does College Writing Really Entail? The Ccss Connection To University Writing, Marcy Taylor, Elizabeth Marie Brockman

Teaching/Writing: The Journal of Writing Teacher Education

This article responds to the question: What Does College Writing Really Entail? The authors showcase four university-level writing assignments and demonstrate how they collectively reflect both assessment results of study of college writing at a Midwestern University and the Common Core State Standards, especially the writing and reading anchor standards.

I See What You Mean: Strategies For Minimizing Dependence On Words In Teaching, Lisa Lane

Inclusion Across the Lifespan Conference

This presentation focuses on practical strategies for using visual tools in the classroom, allowing language-challenged students with ASD to “see what you mean.”

Enhancing Transition To Employment, Rene Reese

Inclusion Across the Lifespan Conference

Employment is a key goal for students and adults with all different types of disabilities. Yet, obtaining employment remains a challenge.

Students and adults with Intellectual and other disabilities need to be prepared not only to succeed as employees, but also with the tools to acquire jobs. Finding and accessing resources and services can be a lengthy and intimidating process. It is vital to support students, graduates and adults with the tools that they need to successfully transition into the workforce.

This presentation will showcase a comprehensive Job Search Toolkit that can be used independently with little training or assistance …

“It’S Nice To Meet You. Let’S Do Some Inclusion.”, Martha Compton, Celeste Prange, Kaleena Gibson

Inclusion Across the Lifespan Conference

Come hear how one 3^rd grade team went out of their way to welcome and support the teachers and students from a new-to-the-school self-contained class for students with intellectual disabilities and/or autism in a project of grade-appropriate inclusion. The presenters will discuss the power of a positive attitude and combined ownership among staff members. Attendees will be given strategies to create a welcoming classroom community and tips on modifying activities and assessments.

Virtual Inclusion, Nicole Adams

Inclusion Across the Lifespan Conference

Virtual education offers a continuum of special education services, that includes inclusion. Come to find out how inclusion is delivered in virtual schools and learn about of the techniques and tools they use that can be applied in a brick and mortar inclusion setting!

The Inclusion Experience, Claire Vanostenbridge, Melissa Grimsley, Jane Dibridge, Debra Whatley, Emilie Westmoreland

Inclusion Across the Lifespan Conference

Inclusion benefits everyone in the room, students and teachers alike. During this presentation, attendees will learn about the benefits of co-teaching, talk to current co-teachers, how to work with others effectively, and some unique experiences that inclusion classrooms can offer to their students. This includes but is not limited to various co-teaching styles, daily starter activities, literacy methods and activities, and differentiated note-taking.

Supporting Assistants In Inclusive Settings, Wendy Balough

Inclusion Across the Lifespan Conference

Special Education assistants can be used to support programs of students in general education classrooms, but their effectiveness is only as good as the training and supervision they receive from teachers and administrators. Come to this session to pick up practical management and training tips for working with assistants.

Winthrop Think College-Postsecondary Options For Students With Intellectual And Developmental Disabilities: Living On Campus!, Sara Oxenfeld, Barbara Oley, Kevin Rauppius, Jonathan Turner

Inclusion Across the Lifespan Conference

Winthrop Think College has moved on campus. Four WTC students and residential peer mentors live on campus and work on independent living skills. The audience will hear from the Winthrop Think College Students about how living on campus is helping prepare them for their postsecondary goals.

Strategies For Promoting Success In Inclusive Mathematics Classrooms, Jenny Root, Luann Davis, Chelsi Brosch

Inclusion Across the Lifespan Conference

A brief overview of the "big ideas" in mathematics for elementary/middle grades will be provided followed by evidence based strategies for teaching grade-aligned mathematics skills to students in inclusive classroom. Participants will practice selected strategies for embedding instruction within typical mathematics routines.

“Stuck In The Middle”, Christina Hammond Dempsey

Inclusion Across the Lifespan Conference

Positives and concerns that resulted from a year of full inclusion/co-teaching in sixth grade and how we changed our service delivery model to be sure every child’s needs are met. This presentation will also include strategies for middle level teachers for academics, technology (apps that may be helpful), behavior and motivation for students with mild to moderate disabilities.