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The process of placing students into special education programming often begins with the teacher being able to identify appropriate educational placements (Rizza & Morrison, 2003). It is important that educators know how decisions regarding placement will impact the daily lives of students including their social interactions with peers and the curriculum used to service students. The least restrictive environment (LRE) mandate of the Education of All Handicapped Children's Act of 1975, later reauthorized as the Individuals with Disabilities Education Act (IDEA) of 1990 stated that students with disabilities must be educated with non disabled peers to the “maximum extent appropriate,” “and that they may be removed from the general education environment only if they cannot be satisfactorily educated with the use of supplementary aides and services” (Hosp & Reschly, 2003, p. 68). Furthermore, the LRE ensures that students with disabilities must have access to the general curriculum and be taught with their nondisabled peers (Turnbull, 2003). As a result, fully integrated applications of learning strategies designed originally for students with disabilities are implemented, and scores on No Child Left Behind (NCLB) have increased, and sanctioned accountability measures for all students have increased (Sailor & Roger, 2005).

This chapter examines narratives and representations of rural Australia deployed by political actors. At both federal and state levels in Australia, political parties tend to focus their attention on metropolitan electorates in their public discussions, particularly during election campaigns. This has led to accusations from minor parties and independents that rural areas are ignored by governments based in capital cities. The Nationals, for example, presents itself as the party whose primary motivation is to protect the interests of rural voters. Rural sites are political spaces shaped by particular types of narrative and rhetoric. Engaging with how the ‘rural’ is represented through rhetoric and image is useful for understanding how crime is positioned. This chapter uses rhetorical political analysis and representation to understand how political ideas about rurality are expressed through language and imagery. The political context outlined in this chapter is one factor that affects the nature and complexities of rural crime and responses to it. Rural Australia is at its own political crossroad, reflected in the emergence of competing narratives for the bush, defined here as a contest between ‘rural centrism’ and ‘rural populism’.

This chapter examines the changes proposed to the current media ethics and regulation regime in Australia following a government inquiry by former Federal Court judge Ray Finkelstein. The inquiry was prompted by The News of the World phone hacking scandal in the United Kingdom, which resulted in that publication being closed down by its publisher, News International, and principal shareholder Rupert Murdoch. While finding no evidence of similar misbehaviour by journalists and proprietors in Australia, Finkelstein recommended the establishment of a statutory News Media Council, and the inclusion of online media outlets in this new regulatory regime. This chapter argues that such a regime is unlikely to come into effect, given that it will be opposed by media proprietors and working journalists alike, as well the Federal Opposition, and the taxpayer funded ABC, and that a government with low levels of political capital is unlikely to risk much of that capital in a fight with the media industries in an election year.

Current US tax laws provide investors an incentive to time the sales of their bonds to minimize tax liability. This gives rise to a tax-timing option that affects bond value. In reality, corporate bond investors’ tax-timing strategy is complicated by risk of default. Existing term structure models have ignored the effect of the tax-timing option, and how much corporate bond value is due to the tax-timing option is unknown. In this chapter, we assess the effects of taxes and stochastic interest rates on the timing option value and equilibrium price of corporate bonds by considering discount and premium amortization, multiple trading dates, transaction costs, and changes in the level and volatility of interest rates. We find that the value of the tax-timing option accounts for a substantial proportion of corporate bond price even when interest rate volatility is low. Ignoring the timing option value results in overestimation of credit spread, and underestimation of default probability and the marginal investor’s income tax rate. These estimation biases generally increase with bond maturity and credit risk.

This chapter analyzes the semiotic construction of US claims to sovereignty in Hawai‘i. Building on semiotic theories in sociology and theories within critical Indigenous and settler colonial studies, it presents an interpretive analysis of state, military, and academic discursive strategies. The US empire-state attempts to construct colonial narratives of race and sovereignty that rehistoricize the history of Hawaiians and other Indigenous peoples. In order to make claims to sovereignty, settler-colonists construct narratives that build upon false claims to superiority, advancement, and discovery. Colonial resignification is a process by which signs and symbols of Indigenous communities are conscripted into the myths of empire that maintain such sovereign claims. Yet, for this reason, colonial resignification can be undone through reclaiming such signs and symbols from their use within colonial metanarratives. In this case, efforts toward decolonial resignification enacted alternative metanarratives of peoples' relationships to place. This “flip side” of the synecdoche is a process that unravels the ties that bind layered myths by providing new answers to questions that underpin settler colonial sovereignty.

Educating students with disabilities in the same classrooms and instructional environments as their natural neighbors and peers (i.e., inclusion) is a promise of significant substance and value for many special educators. When federal legislation mandated that students with disabilities receive a free and appropriate education in least restrictive environments, at least in principle, the schoolhouse doors were opened for all students. In this chapter, we provide a brief historical review of efforts to educate students with disabilities in inclusive environments and provide direction for what we believe are important practices for creating high-quality inclusive learning environments.