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Struggling writers and students with disabilities tend to have difficulties with multiple aspects of the writing process. Therefore, in this chapter, we describe Self-Regulated Strategy Development (SRSD; Harris, Graham, Mason, & Friedlander, 2008). SRSD is a writing intervention with extensive research demonstrating its effectiveness for improving the writing quality of struggling writers and students with disabilities when implemented by both teachers and researchers in a variety of educational settings. We also describe an ineffective writing practice, stand-alone grammar instruction. Although this type of grammar instruction is explicit, it is removed from an authentic writing context, and decades of research have demonstrated its negative effects on students’ writing quality. We close the chapter with recommendations for future research on SRSD as well as general suggestions for teachers who provide writing instruction to struggling writers and students with disabilities.

The 2005 Dietary Guidelines for Americans recommend that children consume at least three daily servings of whole grains. Data from a pilot after‐school program indicated that graham snacks, containing 5 g whole wheat per serving, were consumed in the range of 73‐88 percent, similar to the refined grain counterpart. This paper aims to examine whether a full serving (16 g) of whole grain delivered in a graham snack is acceptable as tested among children participating in an after‐school snack program.

Subjects included ∼100 children (grades K‐6) participating in after‐school snack programs. Over eight weeks, children were offered graham snacks containing 5, 8, 12, and 16 g whole wheat flour per 30 g serving. Plate waste was used to measure graham snack consumption, as children placed their unfinished snacks in a receptacle and waste was measured after each session. At week nine, a subgroup of children participated in taste tests and rated each snack for liking on a nine‐point hedonic scale. Another subgroup was enrolled in group interviews to provide input about their perceptions of the products' quality and suggestions for improvement.

Consumption for the 5, 8, 12, and 16 g graham snacks was 80, 76, 79, and 80 percent, respectively. The taste tests results showed no significant difference in rating of the four‐graham snacks. The focus groups indicated that overall, the products are well‐liked, particularly for texture.

This paper suggests that graham snacks can contribute a significant dietary source, nearly one full serving of whole grain when offered in children's natural environment through an after‐school snack program.

Many students in the United States struggle to achieve proficiency in writing. Writing is an important skill to develop, as it is a way for students to communicate what they know and integrate knowledge and critical thinking skills. A lack of writing proficiency can have a significant impact on academic performance in secondary school and on postsecondary outcomes. Improving writing instruction requires theoretically sound, scientifically validated teaching practices, including assessments and instructional methods. It also requires that teachers are well prepared to implement such practices, including using assessment data to tailor instructional methods to meet the needs of students who experience significant writing difficulties. The purpose of this chapter is to provide an overview of advances in research and practice related to validated teaching practices designed to improve the writing outcomes of students with intensive needs, and to describe an innovative way to prepare and support teachers to implement such practices.

The purpose of this paper is to describe the experience of being a peer support worker by drawing reflections from a working day.

This is a reflexive account of a person experience written from the peer support worker’s own perspective.

Reflections focus on the “non-directive” element of peer support and the danger of making assumptions when supporting others and working with staff.

While the research evidence for peer support continues to grow, there are few first person accounts of the experience of peer support working.

This chapter provides evidence on how young technology startups are employing intellectual property (IP) protection when innovating and competing in the United States. Although researchers and teachers of university technology transfer often think only in terms of patents and the Bayh-Dole Act, this chapter suggests that adopting a more nuanced view of IP rights is appropriate. After reviewing the primary non-patent types of IP protection available in the U.S. (copyright, trademark, and trade secret), we explain that while patents are often considered the strongest protection, for some entrepreneurs – particularly those operating in the U.S. software and Internet sectors – patents may be the least important means of capturing value from innovation. We present evidence from the 2008 Berkeley Patent Survey to demonstrate that IP is used by U.S. startups in very different ways, and to different effects, across technology sectors and other company-specific characteristics. Contrary to the common assumption in academic discourse, we show that different forms of IP protection often serve as complements, rather than substitutes.

The purpose of this paper is to examine the applicability of stock selection criteria of Benjamin Graham in Indian capital market to determine which rules specifically can help the investors to augment their return on investment.

The independent sample t-test has been employed to examine the stock return differences among the companies which fulfill maximum number of the criteria and the companies fulfilling minimal number. The significance of the excess returns yielded by the criteria is assessed through one sample t-statistics. Further, the applicability of each and every criterion is examined using pooled OLS regression analysis.

The mean market adjusted returns of the companies which fulfill maximum number of the criteria are significantly different from the companies which fulfill minimal number. The companies those are able to fulfill at least any five criteria, yield excess returns to the investors. However, regression analysis makes it evident that all the criteria are not applicable in present economic environment.

The study recommends that an investor should give due importance to variables mainly high earnings yield, discount to tangible book value and net current asset value, lower leverage and stability in earnings in order to screen value maximizing securities.

This paper extends discussion on application of Graham's stock selection criteria in Indian stock market. The study also enriches the literature on value investing strategies by extending discussion on reasons for the applicability/inapplicability of the Graham's stock selection criteria.

Allegations of excessive force in policing have been cited as one of the most frequent claims filed against the police in arrest situations. The United States Supreme Court in Graham v. Connor (1989) determined that “objective reasonableness” is the Fourth Amendment standard to be used in evaluating claims of excessive force. This paper analyzes the patterns of lower federal court decisions in 1,200 published Section 1983 cases decided from 1989 to 1999. The assessment examines how these courts have applied and interpreted the standard in four categories involving force. Policy and training issues are discussed and future research concerns are presented.

This paper aims to consider how top corporate executives in a variety of industries can find important lessons in the recently published sixth edition of Benjamin Graham and David Dodd's Security Analysis (New York: McGraw‐Hill, 2008).

This paper includes an interview with the lead editor of the book, value investor Seth Klarman. He explains key strategic lessons that non‐financial executives can learn from the value investing concepts and methodology.

The insights contained within Security Analysis can and should be leveraged by business leaders and strategists to create value for their firms.

Graham and Dodd‐based valuation and investment is a viable method with which to assess corporate strategic initiatives (such as mergers and acquisitions, share buy‐backs, etc.).

This paper, the first in a business strategy journal, explains how business leaders can become adept at using modern applications of Graham and Dodd‐based valuation insights and technology to inform their strategic decision‐making.

Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically complex processes. Reciprocal relationships among the development of writing, the purposes of writing, and the learners of interest impact instructional approaches and student outcomes. Teachers can increase success when they provide explicit and systematic self-regulation and writing instruction, view children as collaborators in the process, provide scaffolding that gradually shifts the responsibility to the children, and adapt instruction to meet the abilities and interests of the children. Effective instructional practices for young children with disabilities or who are at risk, are presented, for example, scaffolded writing, the use of graphic organizers, and self-regulated strategy development.

Writing, as a critical academic skill, is receiving national attention – joining the ranks of reading, mathematics, and science. The focus on increased writing performance standards for all students has implications for students with learning disabilities (LD), as these students are most likely to struggle with basic writing skills, and with expressing their ideas and demonstrating knowledge through written expression. Fortunately, research-based practices have been established for teaching students with LD across writing dimensions. In this chapter, instructional approaches for writing instruction, and current and future trends for addressing standards, are described.