Search results

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

What kinds of support do interstate rivals provide to domestic actors in ongoing civil wars? And how do domestic actors utilize the support they receive? This chapter answers these questions by comparing Iranian and Saudi military and non-military (mediation, foreign aid and religious soft-power promotion) support to the Houthis and to the Government of Yemen (GoY) during the Saada wars (2004–2010) and the internationalized civil war (2015–2018). It also focuses on the processes through which the GoY and the Houthis have utilized this support for their own strategic purposes. This chapter applies a structured, focused comparison methodology and relies on data from a review of both primary and secondary sources complemented by 14 interviews. This chapter finds that there were less external interventions in the conflict in Saada than in the internationalized civil war. During the latter, a broader set of intervention strategies enabled further instrumentalization by domestic actors, which in turn contributed to the protracted nature of the conflict. This chapter contributes to the literature on interstate rivalry and third-party intervention. The framework of analysis is applicable to civil wars that experience intervention by rivals, such as Syria or Libya.

Since the advent of cosmetic aerosols in metal cans, corrosion has taken its place as a major problem in the formulation of these products. Much corrosion information can be gathered by electrochemical measurement that cannot be obtained in any other way. This article, which deals with these modern systems, is an abridged version of a paper presented to the Society of Comestic Chemists, May 1959, in New York.

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.

To illustrate the use of a Value Adding Toolbox by construction industry designers when addressing customer value expectations using problem solving.

Focused literature review establishes the need for construction industry design solutions to deliver customer value and a Value Adding Toolbox is proposed in response. Case studies validate Toolbox use and one illustrative example is provided. Interviews with prospective Toolbox users identify barriers to adoption and inform a recommended approach to organisational adoption.

The Toolbox is found to be effective at helping construction designers to solve technical design problems with regard to customer expectations of value. However, designers are found to be initially reluctant to adopt the new tool. Organisation learning is therefore required to establish the importance of customer value satisfaction as a prerequisite to Toolbox adoption by designers.

This paper provides a useful insight into the practical application of problem‐solving tools by construction designers to better understand customer needs.

The purpose of the paper is to explore the process of change within organisations in the construction sector related to the content of change called for by reformers such as Egan, Latham, Constructing Excellence and the “rethinking construction” movement. The concept of supply chain management is used within the research to facilitate this kind of exploration.

The broad framework adopted in the paper is contextual in nature and informed by structuration theory and new institutionalism. The approach followed is a case study method that looks for literal replication across a number of cases.

Supply chain management is found to be both synonymous with the concept of partnering and particularly problematic for organisations to implement within the construction sector due to specific contextual factors.

All methodological positions have limitations. Like all research this piece of work is the product of choices that could have been different and achieved different outcomes.

The findings support a view that contextual approaches provide greater insight into the problematic nature of change in the construction sector and concerns regarding the development of a robust, relevant and sustainable agenda for change within the sector.

The construction industry is acutely aware of the need to improve the integration, planning and control of its design and production processes. A number of projects undertaken within Loughborough, Salford and Cambridge Universities, in collaboration with a number of construction industry organizations, are addressing this issue by investigating, and developing tools to assist, the design and construction process. Emerging from these projects is the common need for IT systems and support that will facilitate the capture, storage and retrieval of project knowledge. It is only by relating these compatible IT applications to a common and recognizable project process framework that construction industry organizations will be able to make optimum use of the available technological developments. This paper describes the development of techniques and strategies to support the integrated planning and control of design through the collaboration of the main designers, suppliers and contractor working on complex building projects, and discusses the relevance of clustering these in relation to the phases and activities of a generic model of design and construction.

The purpose of this paper is to facilitate a greater understanding of verbal and non-verbal communication in an open space learning (OSL) environment. This is an exploration of the premise that by using Shakespeare’s iambic pentameter as a scaffolding for learners on the autism spectrum, a “safe place” can be accessed.

Using an action research model and following government guidelines, using common assessment framework analysing the findings using School’s assessment criteria model that is used for single exercises through to whole scheme of work: making–performing–evaluating (self-evaluation sheets/peer evaluation sheets/teacher evaluation).

There has been hypothesis that people with ASD may be more able to track their heart beats for longer than neurotypicals. Kimberly et al. (2015) suggest that empathetic abilities and emotional experiences in people with ASD can produce negative experiences, anxiety can occur and the interoceptive awareness and ability to positively relate to self can be caused to dislocate. The use of the rhythm of the heartbeat may aid communication skills in ASD learners.

In the autistic learner, overload, caused by hypersensitivity/hyposensitivity, can also affect and be effected by environmental issues in OSL environment. The autistic learner can be deeply affected. Unlike a desk-based class there is nowhere to hide, no place of safety.

By trying to find a common ground where the autistic learners can realise their full capacity the use of the heartbeat iambic rhythm can, the author posits, impact on the autistic learners sense of self and confidence, aiding learning.

As Hunter (2015) espouses, the heartbeat is a nurturing instrument. The author advocates that the heartbeat is also a unilateral marker that unifies a class/the environment at the same time as comforting the autistic learner.

There is an element in every being that has to be present from inception, the heartbeat, it is the first function an embryo performs. The heartbeat also produces a primal symbiotic interdependency in mother and child. It is a pure connection. The author posits that the replication of this pure function can comfort, reassure and foster communication. There is no empirical evidence, but research is currently taking place at the Nisonger Centre at the Ohio State University, where, under the leadership of Dr Marc J. Tasse, pilot workshops have taken place. The author also have no empirical evidence as to why the heartbeat is instrumental in helping the autistic learner to communicate. The author gives the conjecture in the paper.