Efficiency in the Enrollment Process for the South Carolina Intellectual Disability and Related Disabilities Waiver Program

The Intellectual Disability and Related Disabilities waiver has had many changes over the years and has evolved into a robust service package that can be a significant help to individuals who wish to remain in the community or at home but would otherwise require institutional level care. Due to the limited amount of funds, it was necessary to create a waiting list for individuals who wish to participate in the ID/RD Waiver program. This project was undertaken to assess if there were practical steps that could be taken to assist in reducing the time and cost involved in the ID/RD Waiver enrollment process.

FOURTH ANNUAL REPORT OF THE AUDUBON SOCIETY OF SOUTH CAROLINA

Annual report of the Audubon Society of South Carolina, 1 January 1911, discusses hunting licensing, fish and game laws, educational bird work performed by the Charleston Museum, and membership information.

Some additions and other records new to the ornithology of South Carolina

This document contains notes on several species of birds observed by Arthur T. Wayne in South Carolina including the Sooty Shearwater, the Harlequin Duck, the Snow Goose, the Blue Goose, the Egret, the Yellow-crowned Night Heron, the Hudsonian Curlew, the Turnstone, the Pigeon Hawk, the Crested Flycatcher, the Bronzed Grackle, the Carolina Grackle, the Ipswich Sparrow, Leconte’s Sparrow, the Mountain Solitary Vireo, Bachman’s Warbler, the Magnolia Warbler, the Black-throated Green Warbler, and the Connecticut Warbler.

Hints for bird study

This document is the first bulletin of the Audubon Society of South Carolina. The bulletin provides information for those who wish to study birds or teach bird study.

An address delivered before the South-Carolina institute, at its first annual fair

This document contains an address by James H. Hammond , delivered before the South Carolina Institute, held at Military Hall It mentions the resolutions that were proposed and adopted including an acknowledgements for the very able and eloquent address, appointment of five committee members for communication and to request a copy of the address for publication with James H. Hammond.

Memorial of citizens of Chesterfield, Marlborough, and Darlington, assembled at Cheraw in South Carolina, against a further increase of duties on imported articles, February 4, 1828 : referred to the Committee of the Whole House on the state of the Union

This document contains a memorial, which was written by the citizens of Chesterfield, Marlborough, and Darlington, assembled in the town of Cheraw, on July 25, the 25, 1827 in the state of South Carolina who were engaged in agriculture and commerce and presented it to oppose the tariff increase. It was presented to the Congress of the United States.

Proceedings of the General Assembly of South Carolina in the matter of the impeachment of Judge William Dobein James, November-December, 1827, and January, 1828

This document contains an account of the proceedings pertaining to the impeachment of Judge William Dobein James. The document contains the arguments for and against the impeachment as well as the voting tallies.

ANNUAL REPORT OF THE State Board of Health OF SOUTH CAROLINA FOR THE PERIOD BEGINNING JULY I, 1943, AND ENDING JUNE 30, 1944

This annual report from the South Carolina State Board of Health includes reports from its various divisions, statistical data concerning health issues and a list of board members.

Country school movements and ideals in South Carolina

The bulletin is a report of the State Supervisor of Elementary Rural Schools. It includes field work, rural school progress, and recommendations.

Linking Research and Teaching: an Applied Soft Systems Methodology Case Study

This paper links research and teaching through an applied Soft Systems Methodology case study. The case study focuses on the redevelopment of a Research and Professional Skills module to provide support for international postgraduate students through the use of formative feedback with the aim of increasing academic research skills and confidence. The stages of the Soft Systems Methodology were used as a structure for the redevelopment of module content and assessment. It proved to be a valuable tool for identifying complex issues, a basis for discussion and debate from which an enhanced understanding was gained and a successful solution implemented together with a case study that could be utilised for teaching Soft Systems Methodology concepts. Changes to the module were very successful and resulted in significantly higher grades and a higher pass rate.

The association of faculty's teaching philosophy and teaching behaviour, and critical thinking and self- direction in learning

The intent in this study was to investigate in what ways teachers· beliefs about education and teaching are expressed in the specific teaching behaviours they employ, and whether teaching behaviours, as perceived by their students, are correlated with students· critical thinking and self-directed learning. To this end the relationships studied were: among faCUlty members· philosophy of teaching, locus of control orientation, psychological type, and observed teaching behaviour; and among students· psychological type, perceptions of teaching behaviour, self-directed learning readiness, and critical thinking. The overall purpose of the study was to investigate whether the implicit goals of higher education, critical thinking and self-direction, were actually accounted for in the university classroom. The research was set within the context of path-goal theory, adapted from the leadership literature. Within this framework, Mezirow·s work on transformative learning, including the influences of Habermas· writings, was integrated to develop a theoretical perspective upon which to base the research methodology. Both qualitative and quantitative methodologies were incorporated. Four faCUlty and a total of 142 students participated in the study. Philosophy of teaching was described through faCUlty interviews and completion of a repertory grid. Faculty completed a descriptive locus of control scale, and a psychological type test. Observations of their teaching behaviour were conducted. Students completed a Teaching Behaviour Assessment Scale, the Self-Directed Learning Readiness Scale, a psychological type test, and the Watson-Glaser Critical Thinking Appraisal. A small sample of students were interviewed. Follow-up discussions with faculty were used to validate the interview, observation, teaching behaviour, and repertory grid data. Results indicated that some discrepancies existed between faculty's espoused philosophy of teaching and their observed teaching behaviour. Instructors' teaching behaviour, however, was a function of their personal theory of practice. Relationships were found between perceived teaching behaviour and students· self-directed learning and critical thinking, but these varied across situations, as would be predicted from path-goal theory. Psychological type of students and instructor also accounted for some of the variability in the relationships studied. Student psychological type could be shown as a partial predictor of self-directed learning readiness. The results were discussed in terms of theory development and implications for further research and practice.