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Background: Upper abdominal surgery (UAS) has the potential to cause post-operative pulmonary complications (PPCs). In the absence of high-quality research regarding post-operative physiotherapy management, consensus-based best practice guidelines formulated by Hanekom et al. (2012) are available to clinicians providing recommendations for post-UAS treatment. Such best practice guidelines have recommended that physiotherapists should be using early mobilisation and respiratory intervention to minimise risk of PPCs. However, recent evidence supports the implementation of mobilisation as a standalone treatment in PPC prevention, though the diversity in literature poses questions regarding ideal current practice. This project aimed to document and report the assessment measures and interventions physiotherapists are utilising following UAS, establishing whether current management is reflective of best practice guidelines and recent evidence. Results: An online survey was completed by 57 experienced Australian physiotherapists working with patients following UAS (35% survey response rate, 63% completion rate). On day one following UAS, when a patient’s condition is not medically limited, most physiotherapists routinely mobilise. Additionally, routine chest treatment continues to be implemented, with only 23% (n = 11/47) of physiotherapists mobilising patients without accompanying specific respiratory intervention. Variability of screening tools used to identify post-operative patients at high risk of PPC development was evident. Patient-dependent factors such as ‘fatigue’ and ‘non-compliance’ were among those identified as barriers to treatment, all influencing the commencement of treatment. Conclusions: Physiotherapists indicated that early mobilisation away from the bedside was the preferred post-operative treatment within the UAS patient population. Many continue to perform routine respiratory interventions despite recent literature suggesting it may provide no addit

Title of Dissertation: THE INFLUENCE OF A SCHOOL DISTRICT'S EARLY CHILDHOOD EDUCATION POLICY ON URBAN STUDENTS' ACADEMIC ACHIEVEMENT TOWARDS ADVANCED CLASS PLACEMENT Alice P. Bartley, Doctor of Philosophy, 2008 Dissertation Directed By: Professor Martin L. Johnson, College of Education, Department of Curriculum and Instruction Kindergarten is one of the most important years of schooling, as it builds the foundational skills needed for later learning. This study explored school district's early childhood education policy reform initiative specifically designed to accelerate the early learning of students in high-need Title I schools. The purpose of this study was to discover if the reform intervention influenced disadvantaged students' enrollment in advanced mathematics classes in grade six. Mathematics and reading assessment data at the second and fifth grades were examined to determine if the kindergarten intervention influenced students' achievement as they progressed through the elementary school years into middle school. This study focused on achievement gains, sustainability, reduction in special education placement, and increase in advanced mathematics classes. This longitudinal study included a sample of 9858 cases which were distributed among nine kindergarten cohort groups (three intervention cohorts and six comparison cohorts) for three consecutive years (one pre-intervention year and two intervention years). One-way analysis of variance, hierarchical regression, and logistic regression were used to analyze the dataset. The major findings of the study indicate the intervention cohorts of students demonstrated mean score gains in mathematics and reading when compared to the cohort group from the same population prior to the intervention. Mean score gains were also found when comparing the intervention cohorts to the six more economically advantaged comparison cohorts. The findings also indicate a reduction in special education enrollment and an inc