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Researchers, practitioners, and policy-makers in many countries are grappling with ways to address the persistent problem of inequitable educational outcomes between advantaged and disadvantaged students. This paper reports the results of a unique cross-country, cross-cultural analysis undertaken to provide insights into teaching practices that promote equity, drawing on programmes of empirical research or syntheses of major programmes of research that worked from a complex, non-linear view of teaching and its outcomes. We analysed international evidence about teaching practices that have a positive influence on diverse students' learning outcomes and opportunities and then compared and contrasted the results of these analyses. From the commonalities we identified, we derived six interconnected "facets of practice for equity," which are general principles of practice rather than specific teaching strategies or behaviours. Building on these facets, we developed a conceptual framework that can inform an equity-centred teacher education curriculum that specifically addresses the task of preparing teachers who can make a positive difference to the learning opportunities and outcomes of diverse students, particularly those historically disadvantaged by the education system.

Purpose: Chronic obstructive pulmonary disease (COPD) limits respiration, which may negatively impact airway safety during swallowing. It is unknown how differences in lung volume in COPD may alter swallowing physiology. This exploratory study aimed to determine how changes in lung volume impact swallow duration and coordination in persons with stable state COPD compared with older healthy volunteers (OHVs). Method: Volunteers = 45 years with COPD (VwCOPDs; n = 9) and OHVs (n = 10) were prospectively recruited. Group and within-participant differences were examined when swallowing at different respiratory volumes: resting expiratory level (REL), tidal volume (TV), and total lung capacity (TLC). Participants swallowed self-administered 20-ml water boluses by medicine cup. Noncued (NC) water swallows were followed by randomly ordered block swallowing trials at three lung volumes. Estimated lung volume (ELV) and respiratory-swallow patterning were quantified using spirometry and respiratory inductive plethysmography. Manometry measured pharyngeal swallow duration from onset of base of tongue pressure increase to offset of negative pressure in the pharyngoesophageal segment. Results: During NC swallows, the VwCOPDs swallowed at lower lung volumes than OHVs (p = .011) and VwCOPDs tended to inspire after swallows more often than OHVs. Pharyngeal swallow duration did not differ between groups; however, swallow duration significantly decreased as the ELV increased in VwCOPDs (p = .003). During ELV manipulation, the COPD group inspired after swallowing more frequently at REL than at TLC (p = .001) and at TV (p = .002). In conclusion, increasing respiratory lung volume in COPD should improve safety by reducing the frequency of inspiration after a swallow. [ABSTRACT FROM AUTHOR]

Manufacturing exhibits nonlinear trends in production levels, one being an active state and the other a passive state. We use a Markov model to estimate these two states, which are tied to United States imports of Mexican products. A regression is made in order to estimate whether there is an expansion or contraction in order to show which sectors have a greater propensity to expand or to decrease, there are several cases where the contracting level of output lasts longer than the expansionary alternative. This method of analysis can be applied to any Latin American economy. [ABSTRACT FROM AUTHOR]

The article discusses social stigmatization as an aspect of the anti-abortion movement. It examines the abortion rights discourse and the idea that abortions are shameful and scary. The author considers anti-abortion protesters and the responses of patients. She also analyzes legal threats to abortion rights in the U.S., including Targeted Regulation of Abortion Providers (TRAP) laws and the defunding of the organization Planned Parenthood. Prochoice banners created by artist Heather Ault are also addressed.

In this study, a review of the professional literature from 1985 through 1999 was conducted to identify any reports of technology-mediated distance education programs designed to prepare special education and related services personnel in rural areas. Data collection involved an index search of refereed journals as well as conference programs or proceedings of professional organizations, an online search of Web sites of colleges and universities, and contacts with professional colleagues known to be engaged in distance education. For each reference or report located, data were collected to answer questions related to the target population, the technologies used for delivery, the program components, the funding sources, and the intended outcomes of the program. Where needed data were lacking, researchers sought additional information by reviewing the program's Web site, brochure or other material, and interviewing personnel responsible for each program to clarify inconsistencies or obtain missing data. Analysis of the data revealed that many of the distance education programs that currently exist in special education and related services are focused on personnel preparation in rural areas. In addition, the technologies utilized for distance education have changed considerably over time as new options became available, with most programs making use of a combination of media for distance delivery. The demonstrated longevity of many distance education programs suggests that this mode of delivery will continue to have a major impact on personnel supply and demand in rural special education and disability services in the years to come. [ABSTRACT FROM AUTHOR]

Federal law mandates that all teachers, including special educators, must be highly qualified by meeting standards for licensure in the academic content areas they teach. This provision has an impact on prospective and practicing teachers, on schools and school systems, and on colleges and universities, especially those in rural areas. This study surveyed special education teachers, school administrators, and faculty members in a rural state to identify their perspectives on the benefits and drawbacks of the highly qualified teacher requirement and its effect on the field of special education. The results reveal that stakeholders' perceptions of the impact of the highly qualified teacher requirements are positive as well as negative and reflect both their respective roles in special education and the rural contexts in which they work. [ABSTRACT FROM AUTHOR]

The article focuses on the identification of the impact of class size on student learning through course evaluations in the U.S. The negative effect on student learning by the maintenance of large class sizes at the introductory course level while cutting down classes at the upperclassman level is suggested by the lower grades in subsequent classes attained by students who took large introductory classes as compared to those students who did not take that route. The concern for the negative impact by faculty research demands on general education programs is the basis for the fear of negligence for undergraduate teaching mission among research universities.

Many believed that the latter half of the 1960s would be a difficult time for NATO. Europe's recovery, detente, and Washington's preoccupation with other regions of the world, could all have endangered the alliance. Recent archival releases confirm that several of the trends that were to cause transatlantic tension during the Nixon era were already apparent during the previous administration. Yet recent historiography has emphasised the lack of a transatlantic crisis during the Johnson years. This article will seek to explain why a breakdown was averted - and in the process suggest a number of factors which help explain the difficulties of the 1969-74 period. [ABSTRACT FROM AUTHOR]

This article speaks to two current trends in teacher education—the press to assess teacher education in terms of measurable outcomes, on one hand, and the growing emphasis on social justice as a theme of teacher education, on the other. The article begins with a discussion of the concept of teacher education for social justice. Then, using Rasch Item Response Theory techniques and analyses, the article shows that certain aspects of the complex construct, “learning to teach for social justice,” can be measured reliably and validly across multiple groups of teacher candidates and graduates using a “Learning to Teach for Social Justice-Beliefs” (LTSJ-B) scale. This scale is part of a suite of teacher preparation surveys, which are in turn, part of a larger portfolio of qualitative, quantitative, and mixed methods studies designed to explore the effects of teacher education and the process of learning to teach. The analyses presented here show that the LTSJ-B scale can detect changes in beliefs related to teaching for social justice over time and across cohorts of teacher candidates. Specifically, we show that the scores of cohorts of exiting teacher candidates far exceeded the scores of entering candidates. We also show that after one year of teaching, graduates of the program maintained these higher scores. The analyses in this article contribute to the argument that although “learning to teach for social justice” is a complex matter that requires complex measures, it can indeed be constructed as a legitimate outcome of teacher education and thus expand the larger agenda to make teacher education accountable for the quality of teachers it prepares. [ABSTRACT FROM AUTHOR]

Joel Garreau, in his 1981 book The Nine Nations of North America, outlines nine areas of "power and influence" with distinctive values and prospects that crossed political boundaries. His conceptualization of these economic and cultural regions of the continent reflected the modern era of industrialization and the rise of large cities that began after the Civil War and lasted for over 100 years. After 10 years, James Patterson and Peter Kim (1991) wrote The Day America Told the Truth, which identified further divisions shaped by the depletion of natural resources, the loss of manufacturing jobs to developing countries, the rise of the financial and service sectors of the economy, and the exodus of families from the cities to the suburbs. More than a decade later, Thomas Friedman, in his controversial book The World is Flat, suggested that further changes are being shaped by the twin forces of information technology and economic globalization at the dawn of the 21st century. For many years, the attention of policymakers, researchers, professionals, and the public as whole has been focused on the problems and possibilities of urban areas in the United States. Rural education leaders have decried the lack of rural-friendly policies, the dearth of rural research, and the ignorance about rural issues (Beeson & Strange, 2003; Sherwood, 2001). Today, however, there is growing interest in the challenges and opportunities faced by rural America, as evidenced by the creation of a bi-partisan group of representatives from the U. S. Senate and House known as the Rural Caucus, the implementation of the Rural Education Achievement Program (REAP), and the new study by the U. S. Department of Education's Institute of Education Science titled Status of Education in Rural America, published in Summer 2007. As part of this topical issue on the meaning of rural and its implications for rural education in today's world, this article examines the area Garreau characterized as "the Foundry" from a rural perspective. [ABSTRACT FROM AUTHOR]

Whilst there are not yet laws specifically relating to nanotechnology and its products in any country, the technology and its products are not unregulated. Regulatory frameworks created for conventional technologies and products will be expected to apply to nanotechnology and its products. For example, new medicines are regulated in Australia by the Therapeutic Goods Administration. If a new medicine incorporates nanotechnology, then it should still be regulated as a medicine. However, whether the expectation that pre-existing regulatory frameworks will apply is correct and, if so, whether the application of such frameworks is adequate are important issues to be answered. This paper considers these questions, drawing on lessons learnt from significant regulatory reviews undertaken in the United Kingdom, United States and Australia. [ABSTRACT FROM AUTHOR]

The article presents a study that evaluates the comparative resource diminutions between female and male elderly divorced and between married and not married elderly from 1963 to 2003 in the U.S. Using the Social Exchange principles, the study found that elderly divorced females have fewer financial resources, while having more socials and emotional resources than males. Moreover, the study also determines that divorced, separated, widowed and never married elderly have fewer resources than married ones, with separated elderly females noted to have had the fewest resources.

Feminist analyses of recent abortion politics in the United States note that the "abortion debate" has settled into a system of dichotomies, such as the dichotomy between women's autonomy on the abortion rights side and the value of unborn life on the anti-abortion side. This article posits that these dichotomizations contribute to the erosion of women's access and rights to abortion through loss of credibility for abortion rights discourse and loss of access to abortion praxis that can handle more complex situations. Maintenance of the dichotomies requires denial or erasure of more complicated situations, like late-second-trimester abortion and situations in which women grieve their aborted fetuses. Drawing on her experiences working in an abortion clinic, the author argues that a more complete consideration of these more complex abortion experiences could interrupt the erosion of our reproductive rights. [ABSTRACT FROM AUTHOR]

Special education has a long history of effective advocacy on the behalf of persons with disabilities and their families. In this article we describe our recent advocacy efforts as ACRES members on behalf of rural special education. In addition, we offer tips for others who want to be active in influencing policy and legislation through advocacy activities. [ABSTRACT FROM AUTHOR]

This article describes the construction of the Conformity to Feminine Norms Inventory (CFNI), which was designed to assess women’s conformity to an array of feminine norms found in the dominant culture in the United States. In addition, we present four studies in which the psychometric properties of the CFNI were examined. In Study 1, factor analysis indicated that the CFNI is comprised of eight distinct factors labeled as Nice in Relationships, Thinness, Modesty, Domestic, Care for Children, Romantic Relationship, Sexual Fidelity, and Invest in Appearance. Results from Study 2 indicated that the CFNI has strong internal consistency estimates and differentiates college women from college men. In addition, Study 2 demonstrated that the CFNI Total score and subscale scores relate to Bem Sex Role Inventory and Feminist Identity Development Scale scores in theoretically consistent patterns. Study 3 indicated that the CFNI Total score and several of the subscales significantly and positively relate to scores on the Eating Disorder Inventory. Finally, Study 4 demonstrated that the CFNI Total score and subscale scores have high test-retest estimates for a 2–3 week period. The discussion focuses on potential uses of the CFNI, limitations to the study, and suggestions for future research. [ABSTRACT FROM AUTHOR]

Chinese star anise (Illicium verum Hook f.) is a well-known spice used in many cultures. Many populations use it as a treatment for infant colic. Japanese star anise (Illicium anisatum L), however, has been documented to have both neurologic and gastrointestinal toxicities. Recently, concern has been raised regarding the adulteration of Chinese star anise with Japanese star anise. We report 7 cases of adverse neurologic reactions in infants seen with the home administration of star anise tea. In addition, we have found evidence that Chi-nese star anise has been contaminated with Japanese star anise. More strict federal regulation of the import of star anise into the United States is warranted. Star anise tea should no longer be administered to infants because of its potential danger in this population. [ABSTRACT FROM AUTHOR]

Examines new developments in federal law and institutional policies related to copyright and intellectual property as they apply to faculty and students in teacher education programs in special education in the U.S., as of April 2003. Fundamentals of copyright law; Implications of intellectual property rights for faculty and students; Guidelines for complying with copyright law and protecting intellectual property.

This paper describes how to use a desktop computer and inexpensive software plus a PC or Macintosh streaming server to deliver live interactive class sessions via video with audio streaming on the Internet. Although the use of Web-based instruction for preservice and inservice program delivery in special education and disability services is expanding rapidly, most existing programs rely primarily on text presentation and asynchronous (delayed time) technologies such as threaded discussions. Relatively little use has been made to date of the Web's multimedia capabilities or synchronous (real time) technologies such as audio- or video-conferencing. The use of webcasting technology (both simulcasts in real time and re-broadcasts on demand) represents a fairly inexpensive, simple to use mechanism for delivering personnel preparation programs for practitioners working in early intervention, special education, or adult disability services in rural areas without the need for high bandwidth connections. The distance education program in Severe/Multiple Disabilities and Early Intervention Special Education at West Virginia University has successfully utilized webcasting technology to deliver a graduate certification and degree program to practicing but uncertified special educators working in rural areas of the United States as well as in several other locations around the world. [ABSTRACT FROM AUTHOR]

Technology-mediated distance education models have had a major impact oil preservice and inservice preparation of special education and related services personnel over the last several decades. The increasing availability of Interact access and the multimedia capabilities of the World Wide Web have combined to spur the growth of online programs as a medium for both initial certification and continuing activities. This study reports the development, implementation, and evaluation of four courses designed as professional development activities for practicing personnel working in early intervention, early childhood special education, elementary and secondary special education, and adult disability services in rural areas of West Virginia and the surrounding Appalachian region. The article explains the process used to create learning materials and technology formats for presentation of content and interaction with learners, outlines the steps in developing and implementing the courses, and presents the results of evaluation activities conducted to assess Learning outcomes and participant perceptions of the online learning experience. The findings of this study suggest that Web-based instruction is a viable mode for delivering staff development. Participants demonstrated the acquisition of new knowledge and skills, expressed satisfaction with most aspects of online teaching and learning, and reported specific applications of tire information in their own classroom and intervention program settings. [ABSTRACT FROM AUTHOR]

Staff development is an important component of effective early intervention and early childhood special education for young children with special needs and their families. The special education program at West Virginia University developed a Web-based staff development model that offers advanced training to practitioners entirely online. To date, the program has offered two courses. This article describes the development and delivery of this innovative program and presents initial evaluation data on learning outcomes and participant perceptions. [ABSTRACT FROM AUTHOR]

Examines the global management partnership between the United States and European Union (EU) countries. Comparison between the gross domestic product of the US and EU; Impact of global challenges on international economy; Effect of European military assistance on North Atlantic Treaty Organization.

Focuses on a study which determined whether removal of the entrance gate changed either number of bats using each of the primary entrances or time needed for the bat colony to exit the Old Indian Cave in north Florida. Description of the study area; How the study was conducted; Presentation of the results; Discussion of the results; Management implications.

Examines the growth of distance education programs in the United States to prepare personnel in rural areas over the past 15 years, and discusses implications of patterns and trends for the future. Personnel preparation in rural areas; Service area; Specialization area; Program level/outcome; Technology type; Delivery mode; Funding.

An essay is presented on the future of the international trading system. It offers a discussion about the evidences concerning the European Community can be matched by an equally impressive list of deviations by the United States from the philosophy of multilateralism and nondiscrimination in the General Agreement on Tariffs and Trade (GATT). The new international political economy is also discussed.

The article presents a study on the extent of the use of dental operating microscope (DOM) as an educational tool for dental schools in the U.S. Results revealed that the use of the DOM is prevalent in the post-graduate school. It was also found that predoctoral students have liitle to no experience of handling the microscope during their dental study. It was observed that DOM has also been helpful for lecturers in their visual aids and demonstrations.

The article addresses the state of the publication as of September 2012, as well as provides information on the publication from the 2011-2012 year. It discusses the submission of manuscripts by topic including literacy, inclusion, and technology in special education, as well as addresses the inclusion of science, technology, engineering, and mathematics (STEM) education in the periodical. It notes the editor's participation in meetings during the 2011-2012 year including the session "How to Write for 'Teaching Exceptional Children'" at the Council for Exceptional Children (CEC) 2012 Convention and Exposition in Denver, Colorado on April 13, 2012. It reports on the publication's planned activities for the 2012-2013 year.

The article presents an introduction to the issue, focusing on the use of learning supports in U.S. special education and which includes information on integrating evidence-based practices, applying universal design for learning principles, and incorporating technological tools into education.

An introduction is presented in which the author discusses the need for postsecondary education transition programs for students with disabilities in the U.S., focusing on topics such as support services at the postsecondary level, opportunities for students with intellectual disabilities, and techniques for inclusive service learning.

The article focuses on how the No Child Left Behind Act in the U.S. mandates for highly qualified teachers (HQT) and adequate yearly progress (AYP) for all students must be applied in special education. When these mandates are applied to rural special education it faces several problems. While special educators working in rural areas encounter significant problems in meeting HQT qualifications and rural schools serving students with disabilities face multiple challenges in achieving AYP targets.

This article introduces the papers featured in the June 1, 2005 issue of the journal "Rural Special Education Quarterly." This issue describes the findings of new research on some of the issues confronting rural schools in the U.S. related to low incidence disabilities (LID). The first article shares the results of a national survey on appropriate educational services for students with LID. The findings show the preference for inclusive programs for these students and highlight the increasing need for qualified personnel to serve them. The second article describes an alternative program to certify teachers in the area of deaf and hard of hearing. The succeeding article discusses the problems encountered in assisting students with severe disabilities in making a satisfactory transition to adult life in rural communities.

The article reports that demographers predict the United States will continue to become ever more diverse during the 21st century, to that point that what one now thinks of as the majority culture may someday soon become a minority culture. This growth in diversity is not happening only in large metropolitan areas. The dramatic changes occur at a time when educators have a growing appreciation for the complex role culture plays in child development and school success. This study explores some of the exciting new developments in how rural schools arc working to serve children who are from culturally and linguistically diverse groups.

The article introduces articles published in the June 1, 2003 issue of the periodical "Rural Special Education Quarterly." This issue examines several recent efforts of rural schools and agencies in the U.S. and the colleges and universities that support them to address problems in recruitment and retention of qualified personnel to meet needs of children with special needs and their families. In this issue's "Promising Practices" section, two features have offered fresh ideas for use by practitioners. Billie Friedland and Lynn Walz describe an innovative strategy for helping prospective teachers develop teaming skills in an undergraduate program in eastern Illinois.

The article introduces several articles published in the September 1, 2002 issue of the journal "Rural Special Education Quarterly." This issue focuses on issues faced by school administrators in the U.S. as they work not only to assure compliance with requirements of the Individuals with Disabilities Education Act but also to achieve basic goals of school reform. The first article presents a study of the effectiveness of pre-referral intervention efforts in rural school districts in Illinois. The next article presents findings of a survey of rural school administrators in Indiana about implementation of HIV prevention programs for students with mental retardation.

Comments on the opportunities and challenges presented by the proposal to provide free appropriate public education to students with special needs in rural school systems in the 21st century. Implementation of education reform movement initiatives from the 1980s and 1990s; Administration of special education programs in rural schools; Necessity of translating national initiatives into workable local solutions.