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The need for highly effective and qualified special educators continues to be a national concern. One of the primary reasons why teachers leave the profession is a lack of effective behavior management skills. Learning how to assess challenging behavior and its causes through functional analysis is one method to enhance teacher skillset in this critical area. The purpose of this study was to investigate the use of a simulation environment to train pre-service and in-service general and special education teachers to conduct functional analysis procedures with fidelity and compare those results to traditional didactic instruction. The results of the study show that simulated rehearsal experiences can be as effective as traditional role play experiences in training teachers to implement functional analysis procedures and may have added benefits such as increased safety and access to immediate feedback and coaching.

In light of COVID-19, school divisions across the country closed their doors and shifted to remote instruction. In Virginia, little guidance was provided to assist educators and teacher educators with making this transition, particularly for students with individualized education programs (IEPs). In May of 2020, researchers surveyed Virginia stakeholders involved in special education to assess the effectiveness of instructional delivery and procedural compliance as it related to students' IEPs. Quantitative and qualitative data analysis reveal that while schools and school divisions were generally viewed as effective with the procedural components of a free and appropriate public education, they were less effective, or ineffective, with the provision of specialized instruction. Implications for teacher preparation programs are discussed.

IntroductionPhysical exercise and cognitive training have the potential to enhance cognitive function and mobility in older adults at risk of Alzheimer's disease and related dementia (ADRD), but little is known about the feasibility of delivering multidomain interventions in home settings of older adults at risk of ADRD. This study aims to assess the feasibility of home-based delivery of exercise and cognitive interventions, and to evaluate the relationship between participants' intervention preferences and their subsequent adherence. Secondary objectives include the effect of the interventions on ADRD risk factors, including frailty, mobility, sleep, diet and psychological health.Methods and analysisThe SYNchronising Exercises, Remedies in GaIt and Cognition at Home (SYNERGIC@Home) feasibility trial is a randomised control trial that follows a 2×2 factorial design, with a 16-week home-based intervention programme (3 sessions per week) of physical exercises and cognitive training. Participants will be randomised in blocks of four to one of the following four arms: (1) combined exercise (aerobic and resistance)+cognitive training (NEUROPEAK); (2) combined exercise+control cognitive training (web searching); (3) control exercise (balance and toning)+cognitive training; and (4) control exercise+control cognitive training. SYNERGIC@Home will be implemented through video conferencing. Baseline and post-intervention assessments at 4-month and 10-month follow-up will include measures of cognition, frailty, mobility, sleep, diet and psychological health. Primary feasibility outcome is adherence to the interventions. Primary analytic outcome is the relationship between pre-allocation preference for a given intervention and subsequent adherence to the allocated intervention. A series of secondary analytic outcomes examining the potential effect of the individual and combined interventions on cognitive, mobility and general well-being will be measured at baseline and follow-up.Ethics and disseminationEthics approval was granted by the relevant research ethics boards. Findings of the study will be presented to stakeholders and published in peer-reviewed journals and at provincial, national and international conferences.Trial registration numberNCT04997681, Pre-results.

Geochemical and stable isotope measurements in the anoxic marine zone (AMZ) off northern Chile during periods of contrasting oceanographic conditions indicate that microbial processes mediating sulfur and nitrogen cycling exert a significant control on the carbonate chemistry (pH, AT, DIC and pCO2) of this region. Here we show that in 2015, a large isotopic fractionation between DIC and POC, a DIC and N deficit in AMZ waters indicate the predominance of in situ dark carbon fixation by sulfur-driven autotrophic denitrification in addition to anammox. In 2018, however, the fractionation between DIC and POC was significantly lower, while the total alkalinity increased in the low-pH AMZ core, suggesting a predominance of heterotrophic processes. An isotope mass-balance model demonstrates that variations in the rates of sulfur- and nitrogen-mediated carbon fixation in AMZ waters contribute ~7-35% of the POC exported to deeper waters. Thus, dark carbon fixation should be included in assessments of future changes in carbon cycling and carbonate chemistry due to AMZ expansion.

First Nations people in Canada have demonstrated and continue to demonstrate persistent and resilient cultural, linguistic, and traditional endurance: survivance. The devastation resulting from centuries of health pandemics such as smallpox, influenza, cholera, tuberculosis, measles, and scarlet fever reinforce the ongoing resilience of First Nations people, cultures, and traditions in Canada. Despite the history of pandemic-related trauma and a myriad of social, political, environmental, and health challenges, as well as the added burden that COVID-19 is placing on the healthcare system in Canada, First Nations’ organizations and leadership are enacting their inherent rights to sovereignty and governance. While First Nations are bracing for the expected negative impacts of COVID-19, they are doing so in ways that respect and honor their histories, cultures, languages, and traditions. First Nations are acting to protect some of the most vulnerable people in their communities including elders, knowledge keepers, and storytellers who carry with them irreplaceable traditional and cultural knowledges.

Research development in higher education is a service-delivery system. In any service field, when choosing appropriate services, practitioners should reach for 'evidencebased practices! Limited empirical research has addressed the preferences of research faculty regardingresearch support services. In this project, we sought to provide research development professionals with critical knowledge related to decision making and strategic utilization of resources and in choosing client-centered grant-related services for faculty. The specific research question or objective of this study was to answer, 'What factors are perceived by faculty to be barriers or facilitators to grants activity based on extant literature?' This systematic literature review on faculty perceptions of barriers and facilitators to grant activity used an eight-step systematic literature review methodology. The findings describe the characteristics, methodological attributes, and the methodological quality of the articles. Additionally, the integration of the findings revealed eight main factors that faculty perceived to be important for facilitating or hindering grant activity. Three main emerging factors or core categories appeared to be most important across all barriers or facilitators to faculty grant activity. Research development professionals need to be able to provide evidence-based and clientcentered research support services. This review provides the factors that faculty view as being most important to grant activity and recommendations for management. Implementing effective client-centered research support services is critical for the success of faculty grant activity. Keywords: grants, funding, faculty, evidence-based practice, systematic literature review, research development, Introduction Grants and contracts are critical sources of university income. Public universities in the U.S. received 22% of university operating revenues from grants and contracts in 2016-2017 (U.S. Department of [...]

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different "hidden profiles" case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a manifestation of the disability and the other case study was constructed to support a conclusion that the behavior of concern was a manifestation of the disability. To fully understand the student and behavior of concern, team members were required to actively share and discuss all of the relevant information they possessed. Both the teams working with profiles supporting the manifestation of the disability reached that conclusion; however, the two teams working with profiles that supported a non-manifestation of disability conclusion reached different conclusions, one declaring the behavior to be a non-manifestation and the other declaring it to be a manifestation of the disability. Overall, participants found the manifestation determination process to be an effective way to discuss student behavior, but special and general educators approached the determination process differently. Discussion of the manifestation determination review (MDR) process is presented along with implications for practice, limitations, and future research.

Nearly a third of dairy cows are removed from herds annually in the United States. Our objective is to describe what is known about the process of sending a dairy cow to slaughter in the United States including our perspectives about her fitness for transport, her condition upon arrival at the slaughter plant and the decisions to transport her in the first place. This process begins when the decision is made by the farmer to remove a cow from the herd. Once a cow leaves the farm, she makes her way either directly to slaughter or goes through one or more livestock auctions or markets along the way. Cull cows can travel considerable distance to slaughter and may face a number of welfare challenges during this process. These stressors are exacerbated if the cows are compromised and not fit for transport. While all major industry stakeholders have recommendations or guidelines about fitness for transport, none are enforced rules or regulations. There is little financial disincentive for farmers to stop shipping compromised dairy cows, and, in some cases, slaughter plants are willing to take the risk on purchasing cows in this condition as those that survive the journey often generate a good margin of return. As a result, the decision to ship compromised cull cows is too common, as indicated by data about cow condition both at the farm and the slaughter plant. Compromised culled dairy cattle continue to arrive at slaughter plants and leadership within the industry is needed to tackle this welfare challenge.

Special educators are responsible for a myriad of roles as part of their responsibilities as teachers. In addition to developing and monitoring individualized education programs (IEPs), co-teaching with general education colleagues, and engaging in direct instruction, they often also support students with behavioral needs. Although not all students who need behavioral support qualify for special education services under the federal category of emotional and behavioral disabilities (EBD), these particular students often require more intensive behavioral interventions across all school settings. Because the enormity and intensity of this work can be overwhelming, to avoid burnout, it is important for special education teachers who work with students with EBD to share the workload with other stakeholders (e.g., administration, general education teachers, families, paraprofessionals). In this article, the authors provide talking points and advocacy tips to garner support from colleagues in addressing students' behavioral needs. Then, specific strategies for collaboration among stakeholders are outlined. Although the suggestions outlined in this article are not all-encompassing, the purpose of this article is to provide special educators with strategies for initiating and maintaining collaborative relationships with colleagues to advocate for themselves while coordinating behavioral support for students.