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In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors' descriptions of both progress and challenges as their respective countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United States to properly understand and implement an inclusive education that benefits all children and youth with disabilities. [ABSTRACT FROM AUTHOR]

In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions. [ABSTRACT FROM AUTHOR]

With the increase of anti-diversity, equity, and inclusion educational policies and guidelines at local school boards and state-level agencies, campus administrators have seen an increase in complex situations as they concentrate their attention on supporting the educational needs of students from marginalized communities, including those with disabilities. This article utilized a case study focusing on challenges administrators face as they seek to support culturally responsive Individualized Education Plan (IEP) development for students with intersections of disability status, race/ethnicity, and other marginalized identities while also following revised local, state, and federal policies. [ABSTRACT FROM AUTHOR]

Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families. [ABSTRACT FROM AUTHOR]

A critical shortage of special education teachers persists nationwide, challenging the realization of the Individuals with Disabilities Education Act (IDEA) mandate of providing Free and Appropriate Public Education (FAPE) for students with disabilities. Exacerbated by the COVID-19 pandemic, this shortage disproportionately affects teachers of color. Moreover, it extends beyond K-12 systems, impacting special education educator preparation programs, where faculties are often drawn from practicing teachers pursuing advanced degrees. This paper delineates the multifaceted implications of the shortage of special education teachers of color in both teacher education programs and K-12 systems. Emphasizing the indispensable role and specialized skill set of special educators, we offer strategies to mitigate this crisis, including improvements in preparation, recruitment, and retention efforts. Anticipating a diverse readership encompassing teacher education programs, K-12 administrators, teachers, and education policymakers, we aim to foster awareness, prompt dialog, and inspire actionable steps to address this pressing issue. [ABSTRACT FROM AUTHOR]

Disproportionality and inequity exist in the special education services that U.S. children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation. [ABSTRACT FROM AUTHOR]

The rights of approximately seven million students with disabilities in the United States are secured via the Individuals with Disabilities Education Act (IDEA). Despite these protections, consequential inequities still need to be addressed. Racialized inequities in special education outcomes persist across classifications, placements, and disciplinary outcomes—often referred to as racial disproportionality. The disjuncture between the promises of IDEA and persistent racial disparities highlights an equity dilemma. We tackle this dilemma and provide recommendations for educators to move beyond IDEA compliance and toward equity when addressing racial disproportionality. We discuss how efforts to address the inequity can be re-imagined across personal, classroom, and system levels. We provide three broad recommendations responsive to IDEA provisions and the myriad of root causes contributing to racial disproportionality. [ABSTRACT FROM AUTHOR]

Copyright of Transfer: Zeitschrift für Kommunikation & Markenmanagement is the property of Deutsche Werbewissenschaftliche Gesellschaft and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The idea and the initial plan are the result and creation of the human mind and his Inventiveness; in addition, those play a constructive role in the formation of intellectual creations in both literary & artistic and industrial fields. Although in a developed and just legal system, the protection of the idea seems necessary, but its protection in the framework of intellectual property law faces serious theoretical challenges. The idea is out of not only the scope of protection of national and international intellectual property regulations but also theoretically, its protection and the granting of ownership monopoly to the creators of ideas is not justifiable and unchallenged. In this research, on the one hand, while examining the historical course of the importance and place of ideas in the formation And prosperity of the US film industry and cinema , the necessity of supporting idea makers in order to encourage and expand creative activities is explained, and on the other hand, The impossibility of supporting the idea of intellectual property law is analyzed in the framework and approach of the three theories of Natural rights, the instrumentalist theory of intellectual property rights and the theory of economic analysis. Due to that necessity and this challenge, the formation of the idea legal system is based on the American judicial procedure, which supports the creators of ideas in a different form, apart from intellectual property law and without granting ownership monopoly. Understanding the basics of these necessities and challenges and Understanding law of ideas system and its goals can be a starting point for protecting idea makers in Iran based on the capacities of this field of law.

The article examines the influence of Plato’s Republic on Dostoevsky’s late novels. The role of the dialogue in the ideological discourse of Europe and Russia in the mid-nineteenth century is noted, and references to the work in Dostoevsky’s f ive major novels and draft notes are traced, indicating the writer’s acquaintance with it. The main part of the article draws parallels between the socio-philosophical presentation of the concept of justice in the dialogue The Republic and Dostoevsky’s novel Crime and Punishment. Thus, at the beginning of the dialogue, Socrates’ opponent Frasimachus puts forward the thesis of the harm and uselessness of justice for ordinary citizens, and in the process of substantiating it almost completely anticipates the main provisions of Raskolnikov’s theory. Socrates, in turn, refutes Frasimachus with arguments like those addressed to Raskolnikov. The common vector of Dostoevsky’s and Plato’s interpretation of the theme of justice is revealed. However, there is also an important difference: for Dostoevsky, there is a higher, divine standard of justice by which social justice is also understood. Dostoevsky’s characters seem to be constantly arguing with God, who admits actual injustice and can draw different conclusions from this situation, including fighting with God. For Plato, justice is the harmony of good human will that everyone should strive for in the real world, building a good society with their own hands: it is perfectly intellectually comprehensible and reasonable.

Even if the present work has a purely critical-reconstructive approach to Hegelian thought in the various phases of his philosophical activity, it intends to show in detail the very close and intrinsic connection between the system and the concept of right both from a phenomenological and epistemic point of view. Since the beginning of Hegel's reflection, a close and repeatedly in-depth dealing with the juridical theme and in particular that of Person has been documented precisely because it represents the foundation of a 'substantialization' of the subject in its objectivity which finds in the will the constitutive moment of its same freedom. Alternatively, the subject would be inexorably relegated to the more or less natural indeterminacy of its own formal subjectivity without true content. At the level of secondary literature, based on what it has been possible to consult, it appears that the analysis has bene focused rather on the separate content of Recht's Hegelian concept and its articulations while the connection with the system has not been made at least sufficiently explicit and seems mantained rather in the background. As just hinted at, Hegel’s philosophy of right is a pivotal element inside his system and his theoretical evolution since his early thinking activity. Its concept is essentially what can be called ‘substance’, namely objectivity concerning the subjective finite subject and determining its real infinity, wherein its will by aspiring to it its will finds its authentic (initial) freedom. The concept of right is necessarily treated both phenomenologically so that the finite spirit experiences this juridical will in the Wirklichkeit of its apparent form, and epistemologically so as to present its true philosophical concept or idea inside the science of the objective spirit.

Implicit in C. I. Lewis's conceptual pragmatism is an account of how our ideas undergo a process of social development. Lewis's account of that process resolves a problem with Josiah Royce's theory of ideas. Royce holds that there are both sensuous and symbolic ideas. It is, however, possible for someone to have only a sensuous idea of how middle C sounds and for another person to have only the symbolic idea that middle C is 261.63 Hz. In what sense, if at all, can these two persons have the same idea, namely, the idea of middle C? On Lewis's account, while ideas in individual minds are typically constituted of both sensory correlates and pure concepts, ideas are also social products that individuals inherit through education and language acquisition. For two people to have the same idea is for them both to be heirs to the social development of the idea. [ABSTRACT FROM AUTHOR]

Copyright of Beytulhikme: An International Journal of Philosophy is the property of Beytulhikme: An International Journal of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Students in the United States who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

Entrepreneurs pitching new ideas are hard-pressed to frame their message in the most compelling way to win the attention and support of relevant audiences. But could a simple shift in framing sanction the success or failure of their communication efforts? Drawing on recent scholarship on the recognition of novel ideas and language, we compare the effectiveness of two framing approaches to idea pitching: abstract vs. concrete framing. We suggest that the best framing strategy to rally audience support depends on the novelty of the idea. Two controlled experiments where we investigate the combined impact of an idea's degree of novelty and the abstractness level (why vs. how) of the framing strategy used to pitch it on the idea's evaluation by members of a lay audience (e.g. crowdfunders, students, or other non-professional evaluators) confirm our intuition. The findings indicate that radical ideas are significantly more likely to elicit favourable evaluation from lay audience members when those ideas are framed in concrete 'How' terms; whereas incremental ideas fare better when framed in abstract 'Why' terms. By focusing on the framing strategies that entrepreneurs can use to communicate their new ideas, our study contributes to the growing research on the role of language in shaping the recognition of novelty. More generally, it provides entrepreneurs with actionable insights that they can leverage to attract attention and support from a general (lay) audience. [ABSTRACT FROM AUTHOR]

To date, no quantitative studies have explored what types of institutions of higher education enroll college students who document a disability (SWDs) over extended periods of time. This study leverages five years of institutionally reported (IPEDS) data related to the enrollment patterns of SWDs. This data suggests urban, public, and bachelor's-level institutions have enrolled more students with documented disabilities than other institution types over time. Additionally, we find that enrollment of SWDs in U.S. higher education has steadily increased since 2013. Implications for research and practice are addressed. [ABSTRACT FROM AUTHOR]

The present study offers a comparative overview of two fundamental concepts in the philosophies of Plato and Jung, namely the Idea and the Archetype. The objectives of our research are: (1) to succinctly present the meanings of the Jungian Archetype; (2) to distinguish between the Archetype in itself and the archetypal representation, concerning the issues of consciousness, experience, and transformation; (3) to demonstrate the ambivalent nature of the Archetype, with reference to studies such as Christ as a Symbol of the Self and Answer to Job; (4) to conduct a comparative analysis between the Jungian Archetype and the Platonic Idea through three key arguments which we will further discuss in this paper. Broadly speaking, the conclusions we will draw bear both scientific and moral significance. This is because the Archetype can be called an Idea in the Platonic sense only by adopting an arbitrary approach, which requires understanding the Idea as a psychologized transcendental concept - a transcendence of consciousness, rather than of experience. [ABSTRACT FROM AUTHOR]

Idea, action, and outcome are identified as the three key objects of social sciences and are also explained as the key tasks of social sciences. Our failure to grasp the ontological differences between these three objects is shown and the fact that explaining them may require different epistemological stands and methodological tools has been a key cause of the sterility of many epistemological and methodological debates. Explicitly differentiating the three objects and understanding that an explanation is required for these different stands and tools therefore provides us with a better picture of the empirical challenges of social sciences and paves the way toward more scientific progress. This discussion also holds important pedagogical value. [ABSTRACT FROM AUTHOR]

Copyright of Information Library Magazine 'INFOLIB' is the property of National Library of Uzbekistan named after Alisher Navoi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to assess the level of sustainability in vegetable-based agrifood production systems in Benin and to propose actions to enhance sustainability, food safety, and year-round production in the vegetable production systems. Semi-structured interviews were conducted with 200 vegetable farmers in contrasting agroecological areas (with areas of extensive production of staples and intensive production of vegetables), using the “Indicateur de Durabilité des Exploitations Agricoles” (IDEA) framework (an on-farm sustainability index). Most of the surveyed vegetable farmers produced a wide range of crops, including leafy vegetables (amaranth, African eggplant, and African basil) and peppers, grown by more than 50% of the farmers. The average scores achieved by the vegetable farms regarding three dimensions of sustainability—ecological, social, and economic—were 35, 41, and 63, respectively, out of a maximum score of 100. All three sustainability dimensions of the vegetable farms were, on average, at a low level and improvements were needed for them to reach an acceptable standard. The vegetable farms located in the south of Benin had, on average, a higher sustainability score than those in the north: around 50% of vegetable farms in the south had a medium score, while the sustainability level of almost 75% of vegetable farms in the north was low. Interventions seeking to improve the sustainability of vegetable farms in Benin should focus on the promotion and adoption of eco-responsible practices that improve on-farm biodiversity, water conservation, and the effective allocation and management of land and labor, to mitigate the environmental impacts of vegetable production.

The design process in architecture is one of the curricula of the field of architecture that is taught at different educational levels. For optimal educational planning, it is necessary to identify the variables related to it. Among the variables related to the design process and method are the epistemological beliefs and cognitive load of the learners. The purpose of the current research was to investigate the relationship between scientific epistemological and cognitive load with ideation in the design process of architecture students. The research method is a combination of quantitative (descriptive-correlation) and qualitative (analyzing samples of students' Sketches). Its statistical population included all architecture girl students in Hamadan universities. The desired sample of 120 people was selected in an accessible way. Scientific epistemology, cognitive load and idea evaluation scale questionnaires were used in the design. The research data were analyzed by descriptive statistics (mean, standard deviation, skewness and skewness statistics) and inferential statistics (Pearson's correlation and path analysis with the calculation of its defaults). The results of the research showed that there is a relationship between the beliefs of scientific epistemology and cognitive load with ideation in the design process of architecture students and it has provided a framework for recognizing and explaining the theoretical relationships between the components of scientific epistemological beliefs, cognitive load and the idea of sketches. The learning process in architectural design and cartography courses includes the stages of analytical comprehension, critical thinking, and creative processing, so scientific epistemological belief and cognitive balance or cognitive load are good explanations and predictors for ideas in students. Based on the results of the research, it is suggested to pay attention to the reduction of Intrinsic and Extraneous cognitive load in planning the education of architecture students, as well as Germane cognitive processing so that they can make better progress in the field of design. The development of scientific epistemological beliefs is also recommended for generating and analyzing ideas.

This paper aims to present the way in which doctoral theses are evaluated by the academic guidance and integrity commission, the public support committee of the doctoral thesis and CNATDCU, as well as aspects regarding the originality and scientific value of doctoral theses. Beyond this technical analysis, which is extremely useful, the paper addresses issues of a common ethical nature, but little analysed, which appear in the scientific research activity when starting from the idea of the doctoral leader, the doctoral student develops and acquires as sole author the doctoral thesis. Also, in scientific research there may be contradictory points of view between the doctoral student and the doctoral leader, each point of view being supported from a scientific point of view, but only one point of view must be taken into account in the elaboration of the paper. The ethical aspects presented above may generate moral dilemmas of the doctoral student regarding the paternity of the doctoral thesis, respectively, whether or not the doctoral leader’s point of view is appropriated in the doctoral thesis. The topic presented makes a brief incursion into this complex issue and identifies possible ways to resolve the above-mentioned moral dilemmas.

Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.

Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers' (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and graduate degrees, an increase in co-teaching, and a decrease in the proportion of SETs working in a resource delivery model, with no evidence that NCLB influenced these outcomes. Little consistent evidence was found to indicate these federal policies influenced SETs' job attitudes (e.g., job satisfaction). We identified differences in these associations based on school poverty status and grade level. These findings help to better understand the status and challenges of the current SET workforce and the unintended consequences of federal reform policies. [ABSTRACT FROM AUTHOR]

The design process in architecture is one of the curricula of the field of architecture that is taught at different educational levels. For optimal educational planning, it is necessary to identify the variables related to it. Among the variables related to the design process and method are the epistemological beliefs and cognitive load of the learners. The purpose of the current research was to investigate the relationship between scientific epistemological and cognitive load with ideation in the design process of architecture students. The research method is a combination of quantitative (descriptive-correlation) and qualitative (analyzing samples of students' Sketches). Its statistical population included all architecture girl students in Hamadan universities. The desired sample of 120 people was selected in an accessible way. Scientific epistemology, cognitive load and idea evaluation scale questionnaires were used in the design. The research data were analyzed by descriptive statistics (mean, standard deviation, skewness and skewness statistics) and inferential statistics (Pearson's correlation and path analysis with the calculation of its defaults). The results of the research showed that there is a relationship between the beliefs of scientific epistemology and cognitive load with ideation in the design process of architecture students and it has provided a framework for recognizing and explaining the theoretical relationships between the components of scientific epistemological beliefs, cognitive load and the idea of sketches. The learning process in architectural design and cartography courses includes the stages of analytical comprehension, critical thinking, and creative processing, so scientific epistemological belief and cognitive balance or cognitive load are good explanations and predictors for ideas in students. Based on the results of the research, it is suggested to pay attention to the reduction of Intrinsic and Extraneous cognitive load in planning the education of architecture students, as well as Germane cognitive processing so that they can make better progress in the field of design. The development of scientific epistemological beliefs is also recommended for generating and analyzing ideas. [ABSTRACT FROM AUTHOR]

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The proposed study compares the gnosiological systems of a representative of German classical idealism, Immanuel Kant on the one hand, and on the other hand Italian philosophy as propounded by bl. Antonio Rosmini-Serbati, in order to highlight those aspects that led to controversy. The creative heritage of both thinkers is analyzed from a comparative and polemical point of view. [ABSTRACT FROM AUTHOR]

Emerging adulthood is the youth trajectory characterized by self-focus, identity exploration, feeling between adolescence and adulthood, instability, and experimentation. This trajectory was first identified in industrialized individualistic countries with gender equality and technological progress. To measure transition to adulthood, the Inventory of the Dimensions of Emerging Adulthood (IDEA) was created. Although emerging adulthood is considered universal, adaptations of the questionnaire across the 12 countries show different patterns, and its cross-cultural invariance has been underinvestigated. This study tests IDEA in three collectivistic countries - Armenia, China, and Russia. The sample consisted of 868 students (total male - 152, total female - 716) aged 18 to 29 years old. We tested the questionnaire separately in the three countries to check that this model fits, but we failed to prove it. After that we used a factor-analytic approach to find a common version for the three countries. We got a five-factor correlated model in accordance with the theory, but it was reduced from 31 items to 21, and three items moved to other factors. Finally, we provided measurement invariance and reached configural level. To test the narrower facets of factors we used multi-group alignment and found that variances in six parameters differ, mainly in Instability. Despite the difference in the questionnaire items, we proposed a common model for three countries that we called questionnaire IDEA-collectivistic countries (IDEA-CC). [ABSTRACT FROM AUTHOR]

This study demonstrates ways of teaching creative methods in order to generate ideas for a project event and reveals project management students' learning experiences and perceptions of usefulness during the process. Qualitative interviews were conducted with eight students on a project management course at a higher education institution in Norway. We provide a description and a detailed illustration of how the Creative Problem Solving (CPS) model can be used as a navigation tool in the planning and implementation of idea and concept development workshops, and how different forms of creative work methods can be used at different stages of an iterative process. The students find that using different ways of working with creative methods results in high idea generation, which is then processed into different concepts to form the basis for the content of a project event. All the students see the value of and want to use different forms of creative methods in various development projects in their workplace. Following the idea and concept workshop, several students successfully used creative methods in problem solving and development work in their organization and say that they will continue to practice using more of these working methods in different work situations. [ABSTRACT FROM AUTHOR]

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. [ABSTRACT FROM AUTHOR]

With this position paper, we advance the case for reformation of U.S. special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice's contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option. [ABSTRACT FROM AUTHOR]

Copyright of Romanian Journal of Intellectual Property Law / Revista Română de Dreptul Proprietăţii Intelectuale is the property of Universul Juridic Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Along with its own component of the plot, the symbol can be considered as one of the active components in its construction, development and illuminating (clearing). The symbol, which initially acts as an image, realizes the dynamic development of the artistic text, the process of bringing the language components together and realizing the idea. In the article, the role of the symbol, which has a multifaceted and complex function within the plot, in the construction of the literary text, in revealing thoughts and ideas, and the author's object and purpose is considered. At the same time, image-symbol relations, the function of the symbol in the literary text, and its relationship with other poetic categories are widely studied and analyzed. The artistic text manifests not only its poetic aspects, but also the historical and social conditions and the demands of the time. A symbol, as an artistic system, can be changed and get renewed from time to time in terms of idea-artistic vision in relation to time. In this, the symbolic function is performed by various means. One of the main means of determining the dynamic development in the process of establishing plot-symbol relations in a literary text is natural manifestations, events and objects. They are symbolized within the text; the construction of the plot allows the author's position and idea to be revealed. In the research work, diverse function of the symbol in the formation of the plot is followed by referring to many theories and concepts, and based on the application of the scientific-theoretical literature available in this field to the artistic material, the main leading function of the symbol in the artistic text is revealed. In the article, with reference to the theoretical views of scientists V.F.Hegel, A.F. Losev, A. Potebnya, Y. M. Lotman, A.Auer, A. Avarentsev, A.V.Korpenko, P.D.Minichkin and others, analyzes are conducted by applying comparative-analysis, generalization research methods, and finally our thoughts and opinions are summarized. [ABSTRACT FROM AUTHOR]

In this paper, the author reproduces one of Nicolas Malebranche’s arguments for God’s existence. The text offers (I) a logical formalization of the argument, (II) a formal proof of validity of the argument and, finally, some philosophical reflections concerning not only (III.I) the soundness of the argument, but (III.II) the intellectual benefits that a logical formalization offers to a philosophical historian of philosophy.

Knowledge transfer between university and industry is an important driver in innovation and economic growth. The purpose of this study was to design a model for improving productivity in wood industry focusing on the commercialization of university knowledge and ideas. This research was developmental-applicative, a mixed method (qualitative-quantitative) study with a combined exploratory-sequential design. The target community of the research was experts who were aware of the research topic. In order to conduct in-depth interviews and collect qualitative data, from the targeted snowball technique to the theoretical saturation stage, 17 people were selected as a sample and in order to complete the researcher-made questionnaires in the quantitative section, a sample of five people was suggested. The validity of the qualitative data of the research was confirmed through continuous observation and review by a colleague and the reliability of these data was estimated to be 89% using the two-coder index method. The validity of the quantitative data was found to be 80% by using the Lawshe content validity ratio and their reliability was 86% using the Cronbach’s alpha coefficient. Conducting the thematic analysis method based on the model of Braun and Clark (2006), the effective indicators of improving productivity with a commercialization approach toward university knowledge and ideas were identified and then modeling was done using structural-interpretive analysis (ISM). Based on the results of the research, 114 primary concepts were identified including 20 sub-themes and 13 main themes. These indicators were at six levels of the structural-interpretive model consisting of the index of strategic plans at the sixth level, the structure and support management at the fifth level, the development of interaction at the fourth level, the improvement of the educational system, the development of infrastructure and the personal characteristics at the third level, the indicators of modeling, industrialization, motivation, human resources, and attracting the private sector at the second level, and the marketing index was at the first level. Therefore, managers and policy makers need to understand the nature and relationships among the identified indicators in wood industry and apply the necessary measures in this field in order to improve productivity in industries with a commercializing approach toward university knowledge and ideas.

Il vocabolario delle nature semplici trovato nelle Regulae scompare dalle opere e dalla corrispondenza successive di Cartesio, che conosce solo il vocabolario dell'idea. Ciò significa che le due nozioni sono equivalenti? Mostriamo che non è così. La natura semplice trae la sua semplicità e la sua certezza dall'unità dell'intuitus che la delimita: ciò che è conosciuto dall'intuitus è certo solo dalla luce naturale in cui l'intuitus lo dispiega e lo abbraccia. Questa capacità propria della mente di certificare da sé che qualcosa è conosciuto con certezza, testimonia il fatto che l'intuitus è certo in quanto fornisce un'evidenza, che la libera dalla possibilità dell'errore. Questo non è il caso dell'idea come percezione dell'intelletto, che come tale non può essa stessa garantire la propria certezza, poiché ciò spetta alla volontà nell'ambito della teoria del giudizio. L'idea, come percezione dell'intelletto, può contenere, in linea di principio, falsità e proprio da questa possibilità la facoltà di conoscere deve guardarsi nell'uso del giudizio. L'abbandono del vocabolario delle nature semplici in favore di quello dell'idea testimonia questa nuova posizione che si impone a Cartesio a causa della teoria della creazione delle verità eterne formulata nelle lettere a Mersenne del 1630 e correlativamente, dell'insieme delle condizioni in gioco per determinare l'essenza della verità come certezza non ancora compresa nel testo delle Regulae.

Introduction. Advances in digital technology lead to the tendency to adjust the modern education system under the algorithms of artificial intelligence. In this regard the special relevance is acquired by a research of those aspects of human thinking which are not amenable to modeling in artificial intelligence systems. Theoretical analysis. In the concepts of the XX–XXI centuries eidos is transformed into a dynamic pattern. Patterns, unlike eidos-forms of ancient philosophy, fi x not a static, but a dynamic form of a reproducible motion configuration. Patterns, like Plato’s eidos, are indivisible integrities that are not reduced to discrete elements of discourse. It is justified that the eidos configurations are formed not at the macro level of the gestalt, but at the micro level of the bit. The primary “not indifferent differences” of the bits of human intelligence are modifications of the initial organism dichotomy “organism – environment” (“inside – outside”, “inclusion in – ejection from”), differing from the bits of the binary code (1–0) of digital technology. Conclusion. It is concluded that the basic gestalts of creative thinking (“figure – background”) is not a secondary “emergent” quality of integrative integrity, but an elementary and irreducible “primary quality” of human intelligence bits.

En Das Passagen-Werk Benjamin vuelve sobre el concepto de Ursprung, esta vez como salto genuino de lo que ha sido, como vuelco dialéctico en el instante del Jetztzeit del materialista histórico, instante de legibilidad, pero también como parada e interrupción [Stillstand] de este despliegue, donde la fuerza dialéctica queda suspendida por un instante, en el ahora de su cognoscibilidad. Para llegar a esto, el berlinés ha hecho un recorrido reflexivo, crítico y contundente, el cual comienza a definirse más intensamente desde el prólogo Epistemocrítico de su Trauerspiel. Rastrearemos el recorrido en ambas obras y en las construcciones problemáticas de sus textos y fragmentos anteriores, especialmente en la tensión de la mediación, relación y conexión entre la obra de arte y el arte como despliegue teórico; sobre todo la tensión existente entre los primeros Románticos y Goethe, en la dialéctica entre la forma pura [Idee] y el contenido ideal [Ideale] del arte. También nos inmiscuiremos en las tesis Sobre el concepto de historia y Parque central y algunos fragmentos sobre Baudelaire. Nuestro objetivo principal es mostrar el despliegue de la imagen [Bild] en la escritura filosófica benjaminiana, en medio [Mittel] de los extremos de idea y fenómeno, de verdad y conocimiento, por tanto en la misma construcción conceptual, cuando nombrar y contemplar la realidad histórica, la realidad material debía ser comentada, interpretada y leída en su eterna caducidad [ewige Vergängnis] o hundimiento [Untergang], como exposición [Darstellung] de una experiencia histórica configurada por determinadas constelaciones imaginales.

Federal funding for research has immediate and long‐term economic impact. Since federal research funding is regionally concentrated and not geographically distributed, the benefits are not fully realized in some regions of the country. The Established (previously Experimental) Program to Stimulate Competitive Research (EPSCoR) programs at several agencies, for example, the National Science Foundation, and the Institutional Development Award (IDeA) program at the National Institutes of Health were created to increase competitiveness for funding in states with historically low levels of federal funding. The Centers of Biomedical Research Excellence (CoBRE) award program is a component of the IDeA program. The CoBRE grants support research core facilities to develop research infrastructure. These grants also support the research projects of junior investigators, under the guidance of mentoring teams of senior investigators, to develop human resources at these institutions. Few studies have assessed the effectiveness of these programs. This study examines the investment and outcomes of the CoBRE grants from 2000 through 2022. The maturation of junior investigators into independently funded principal investigators is comparable to other mentoring programs supported by NIH. The investment in research cores resulted in substantial research productivity, measured by publications. Despite the successes of individual investigators and increased research infrastructure and productivity, the geographic distribution of federal and NIH research dollars has not changed. These results will be informative in consideration of policies designed to enhance the geographic distribution of federal research dollars. [ABSTRACT FROM AUTHOR]

Concept of sublime has a long record. The record refers usually to ancient Greece but in modern time emerged a challenge, That sublime debated under aesthetics. Kant debated the sublime in his philosophy under aesthetics too. Imagination has special importance in discussion of the sublime. This discussion has other aspects in Kant's philosophy that we must regard to them. In critique of pure reason, imagination participates with understanding and sense, consequently in current interpretations Kant's work is epistemology; it provides conditions of possibility of objectivity in first critique. But in Critique of the Power of Judgment, imagination has a free operation in test judgment, it is in a free harmony with understanding. In theory of the sublime, imagination has relation with reason here feeling of the sublime is similar to morel feeling. Thus it reveals the unity of total determination of man. Therefore we understand the nature as exhibition of supersensible. [ABSTRACT FROM AUTHOR]

Pre-employment transition services (Pre-ETS) is a specific set of services outlined in Section 113 of the Rehabilitation Act as amended by WIOA, with the purpose of expanding career exploration, postsecondary training options, and the development of career readiness skills for students with disabilities through work-based learning experiences. Pre-ETS aims to facilitate the transition of students with disabilities from school to adulthood by equipping them with the essential skills, knowledge, and experiences needed to thrive in the workforce. However, there is great variability across states on how vocational rehabilitation agencies work with State and local education agencies to coordinate and sequence services to facilitate the development of a more comprehensive career pathway for students with disabilities. This paper provides insights and applicable guidance for practitioners seeking to optimize Pre-ETS by aligning interventions with the phases of learning. Grounded in experiential knowledge and effective practices for secondary transition and Pre-ETS, this paper offers a strategic framework designed to enhance the effectiveness of transition services for diverse individuals preparing to enter the workforce. It aims to equip practitioners with a toolbox of effective strategies and approaches, fostering a more dynamic and personalized delivery of Pre-ETS. By offering practical guidance on navigating the learning phases, this paper seeks to empower practitioners to create more impactful and tailored programs, ultimately enhancing the workforce readiness of individuals with diverse abilities. [ABSTRACT FROM AUTHOR]

As the follow-up to an earlier examination of the frequency and outcomes trends of published court decisions under the IDEA for P-12 students, this updated analysis covers the 25-year period ending on December 31, 2022. The frequency trend for the most recent 10 years reversed the upward trajectory of the previous 15 years. The outcomes trend for the most recent 10 years continued the approximate 2:1 ratio in favor of school districts for the completely conclusive rulings, with variance among the 5-year intervals and the intermediate outcome categories, such as inconclusive rulings. For the 25-year period, the frequency of the decisions was highest in Second Circuit region (Connecticut, New York, and Vermont) and lowest in the Tenth Circuit (Colorado, Kansas, New Mexico, Oklahoma, Utah, and Wyoming). The corresponding outcomes for the entire period was most district-favorable in the Eighth Circuit (Arkansas, Iowa, Minnesota, Missouri, Nevada, North Dakota, and South Dakota) and Fifth Circuit (Louisiana, Mississippi, and Texas) regions, and the least district-skewed in the D.C. and Sixth Circuit (Kentucky, Michigan, Ohio, and Tennessee) regions. [ABSTRACT FROM AUTHOR]