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Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

Background: There has been rapid growth of chiropractors pursuing career opportunities in both public and private hospitals and other integrated care settings. Chiropractors that prosper in integrated care settings deliver patient-centered care, focus on the institutional mission, understand and adhere to organizational rules, and are proficient in navigating complex systems. The Council on Chiropractic Education Accreditation Standards do not outline specific meta-competencies for integrated care clinical training. Objective: The purpose of this study was to develop preliminary integrated health care competencies for DC programs to guide the advancement of clinical chiropractic education. Methods: A systematic literature search was performed. Articles were screened for eligibility and extracted in duplicate. Domains and seed statements were generated from this literature, piloted at a conference workshop, and evaluated via a modified Delphi consensus process. Of 42 invited, 36 chiropractors participated as panelists. Public comment period yielded 20 comments, none resulting in substantive changes to the competencies. Results: Of 1718 citations, 23 articles met eligibility criteria. After 2 modified Delphi rounds, consensus was reached on all competency statements. A total of 78 competency statements were agreed upon, which encompassed 4 domains and 11 subdomains. The 4 domains were: 1) Collaboration, (2) Clinical Excellence, (3) Communication, and (4) Systems Administration. Conclusion: We identified 78 preliminary competencies appropriate for preparing DC students and early career chiropractors for clinical practice in integrated healthcare settings. Educational programs may consider these competencies for curricular design and reform to strengthen DC program graduates for integrated practice, advanced training, and employment. [ABSTRACT FROM AUTHOR]

This study employs a poststructuralist theoretical framework to explore parents' attitudes towards children's right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The findings suggest that participants struggle with embracing and practising children's right to play as defined by the United Nations Convention on the Rights of the Child (UNCRC), reflecting culturally-sensitive and -contextualised concerns around their children's future success. Those concerns are connected with the hegemony of Confucianism in shaping educational values in Chinese education. In the context of globalisation, this paper points to the empowerment of parents in practising children's rights to play in China. [ABSTRACT FROM AUTHOR]

Background: Providing end-of-life (EOL) care to pediatric patients and their families is challenging. Newly licensed nurses, especially those working with the hematology/oncology population, have little to no experience providing the specialized care needed for the dying child. An evidence-based continuing professional development activity provided a novel approach to improve the knowledge, attitudes, and comfort levels of nurse residents related to pediatric EOL care. Method: A high-fidelity simulation module of a pediatric oncology patient at the EOL was embedded into a 12-month nurse residency program. The module employed several teaching strategies including a storytelling approach. Results: Thirteen pediatric nurse residents participated in the program. While the evidence-based intervention increased participants' EOL care knowledge, their overall attitudes, and comfort levels remained unchanged. Discussion: EOL simulation with a storytelling approach is a highly valuable method of teaching new nurses how to care for a dying patient. Additional studies are needed to explore how to increase the comfort levels of new nurses in the delicate population of pediatric hematology/oncology. [ABSTRACT FROM AUTHOR]

This paper proposed equity theory as a potential theoretical framework that may be considered to underpin an alternative compensation model that can work for teachers in the K-12 system in the United States. This approach may help with ensuring teacher performance and retention. The current compensation system adopted in many districts needs to be re-designed and should consider introducing an alternative compensation model to boost performance and to retain high-quality teachers in the nation's classrooms. [ABSTRACT FROM AUTHOR]

Children with disabilities or specialized healthcare needs were legally excluded from U.S. public education for decades, but in the last 45 years, they have gained tremendous ground in receiving comparable educational opportunities as their non-disabled peers. The purpose of this article is to provide a historical review of the educational laws which affect children with disabilities, so that school nurses who work with these children understand the impact of these laws and the resulting changes in school nursing practice. Review of the United States' educational history provides school nurses the working background necessary to recognize their key role to support the education of children with disabilities and to advocate for these children's educational rights with their parents, school officials and policy makers. [ABSTRACT FROM AUTHOR]

The 2018 United States (US) National Military Strategy claimed that professional military education (PME) in the US had 'stagnated'. Since then the 2020 US Joint Chiefs of Staff publication Developing Today's Joint Officer's for Tomorrow's Ways of War can be seen as a direct response to such stagnation. The associated temporal positionings of war from stagnation, to today's officers, to tomorrow's ways of war, reinforce the significance of wartime in how professional military education is framed. In this paper I ask: To what extent do professional military education mission statements rely on frames of wartime for a construction of purpose, what are the implications of such framings for goals of minimizing violence and suffering, and how may such potential limitations be addressed in the classroom? A focus on wartime can help us draw out significant strategic and ethical challenges of conflict termination alongside 'forever wars', the normalization of exceptional security practices and violence, and the way in which prioritizations of either doing war 'better' or minimizing the likelihood of war are in seemingly direct epistemological competition. Given a goal of less insecurity, in an era in which fewer and fewer wars actually 'end' or 'end' with a sense of victory, I assess the extent to which engaging critical approaches in PME may help or hinder the need to challenge self-propagating dynamics of wartime that may be limiting efforts at lessening violence. [ABSTRACT FROM AUTHOR]

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students' prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students' prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking. [ABSTRACT FROM AUTHOR]

Building on social psychological research on individual bias, this article uses the concept of "perceived blameworthiness" to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or "blameworthy," than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S. schools. Teachers in the experiment are randomly assigned to view and respond to a video of a White, Black, or Latino boy committing identical misbehavior. I find that Black boys experience teacher blaming bias, where they are perceived as being more "blameworthy" than White boys for identical misbehavior. Results for Latino boys are directionally similar to those for Black boys but do not reach statistical significance. Findings have implications for racialized assessments of behavior across a range of evaluative contexts. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

Objective: Scant research has focused on the role of sociohistorical changes in shaping intersecting early-life selection mechanisms and their impacts on racially stratified effects of education on health across cohorts. Method: Drawing from the Health and Retirement Survey, this study fitted negative binomial regression models to assess the impacts of childhood socioeconomic status (SES) on the relationship between education and functional limitations for Black and White adults across birth cohorts (n = 16,269, born 1931–1959). Results: The disparities between Black adults and White adults in impacts of childhood SES on both education and functional limitations were more pronounced in recent cohorts. The racial stratification in the impacts of education on functional limitations was documented across cohorts. However, after adjusting for childhood SES, this stratification narrowed considerably in recent cohorts. Discussion: This study underscores the role of a sociohistorical context in shaping the effects of education on health at the intersection of race and cohort. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

Traditional conceptions of civic education for young children in the United States tend to focus on student acquisition of patriotic knowledge, that is, identifying flags and leaders, and practicing basic civic skills like voting as decision-making. The Civic Action and Young Children study sought to look beyond this narrow vision of civic education by observing, documenting, and contextualizing how young children acted on behalf of and with other people in their everyday early childhood settings. In the following paper, we offer examples from three Head Start classrooms to demonstrate multiple ways that young children act civically in everyday ways. When classrooms and teachers afford young children more agency, children's civic capabilities expand, and they are able to act on behalf of and with their community. Rather than teaching children about democracy and citizenship, we argue for an embodied, lived experience for young children. [ABSTRACT FROM AUTHOR]

This article presents a step-by-step guide for the undergraduate instructor in how to launch a student journal. The authors describe their experiences over the past four years in publishing the student journal at Wayne County Community College in Detroit, Michigan. Though there were some problems and pitfalls, the authors concluded that it was a rewarding educational experience and strongly recommend its replication at other undergraduate institutions. [ABSTRACT FROM AUTHOR]

The personality trait of openness has been shown to contribute to a person's ability to function effectively. Additionally, scholars have suggested that openness to experience and foreign language experience were related to music preference. Extending from earlier scholarship, this study examined the relationship between openness to experience and the various types of musical and language experiences reported by undergraduate music majors in Turkey and the United States. Participants (N = 380) were surveyed using the Openness to Experience domain of the NEO-PI-R and an author-designed survey with questions about participants' musical backgrounds and interests, foreign language abilities, age, and sex. Results showed that U.S. students rated significantly higher in four of the five dimensions of the Openness domain than their Turkish counterparts (Wilks'λ =.57; F (5, 374) = 55.37, p <.001). Factor analysis results showed that (a) experiences in foreign languages, (b) listening to Turkish traditional, pop, and folk music, and (c) listening to American (pop and folk) and Western classical music cumulatively explained 68.49% of the variance in openness. Correlation analyses suggested that listening to Western classical, American folk, and American pop music was associated with higher openness scores, and listening to Turkish traditional, folk, and pop music was associated with lower openness scores. Additionally, the number of foreign languages participants studied correlated with four of the dimensions. Results suggest that both groups could benefit from increased, broader, and deeper exposure to different musical genres from diverse cultures. [ABSTRACT FROM AUTHOR]

Objective: In Australia and internationally, psychiatry has struggled to fill training places to keep up with demand for service. The objective of this study was to review the components of psychiatry terms and placements that determine a positive experience and potentially influence interest in vocational training in psychiatry.Method: A literature review and narrative synthesis was undertaken on 20 papers identified as meeting inclusion criteria.Results: The top themes contributing to positive experiences during the psychiatry term were: receiving high quality supervision; supported autonomy; and witnessing patient recovery. There was a paucity of Australian literature preventing investigation of the Australian context alone.Conclusions: There is a need to better understand how the junior doctor and medical student psychiatry experience influences perceptions of psychiatry and intention to specialise, especially in the Australian context. [ABSTRACT FROM AUTHOR]

Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large “quality gaps” in public pre-K between poor, minority students and non-poor, non-minority students, ranging from 0.3 to 0.7 SD on a range of classroom observational measures. I also find that even after adjusting for several classroom characteristics, significant and sizable quality gaps remain. Finally, I find much between-state variation in gap magnitudes and that state-level quality gaps are related to state-level residential segregation. These findings are particularly troubling if a goal of public pre-K is to minimize inequality. [ABSTRACT FROM AUTHOR]

The current study explored adolescents' perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are identified as At-Risk, 88% of the students are economically disadvantaged, and 100% of the students qualify for free or reduced lunch. Ten students from this school, with assent and parental consent, participated in the current study. Participants' ages ranged from 13 to 18, and the students represented different genders (seven males, three females) and various racial and ethnic backgrounds (three Black/African American, four Latinx, two White, and one Biracial). Results from the current study suggest low-income adolescents in a rural Title I school perceived (a) school size, (b) family support, and (c) their own internal drive to succeed as contributing to their success at school. These themes, their corresponding subthemes, and representative participant statements are included. Implications for school administrators, teachers, and counselors along with directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Collaborative governance research examines the role of individuals, organizations, and partnerships within a community to understand why particular interorganizational networks emerge. We take a different tact, arguing that communities adopt collaborative governance models based upon exposure to the models and the individual and organizational resources in a community. We conducted a web-based national-level scan of communities in the United States (N = 1,162) for the presence of one model of collaborative governance, education-focused collective impact. We found that spatial proximity, poverty rate, and individual resources each predicted the existence of collective impact in a U.S. county. Implications for collaborative governance research are drawn from the results. [ABSTRACT FROM AUTHOR]

This study uses data from the American Community Survey to examine the relationship between race, family configurations, and inequalities in private school enrollment among adoptees. We find that private school enrollment is higher in transracial than in same-race families. This disparity is driven by the outcomes of adoptees in transracial families with zero rather than one same-race parent. Among adoptees themselves, there are diverging patterns of racial stratification in same-race and transracial families. White adoptees in same-race families are more likely to be enrolled in private school than Black, Asian, or Hispanic adoptees in such families. However, among adoptees in transracial families, the highest odds of private school enrollment are found among Asians. Finally, we argue that our findings have important implications for understanding how kinship cues, compensation, and social disadvantage shape parental investment in adopted children. [ABSTRACT FROM AUTHOR]

Many children in Canada and the United States experience poor-quality child care on a regular basis. Under the rubric of "parent choice," governments continue to permit a variety of licensed care providers (centers and homes) as well as unlicensed home child care providers. Research suggests, however, that parents are not well-informed consumers about child care services, unaware of even the basic characteristics of their child's care. In this study, we provide findings from a latent profile analysis based on a conjoint survey conducted in Toronto, Canada to better understand the factors that influence parents' decisions in selecting child care services. Based on responses from over 700 parents, we identify five classes of parents that reflect a range of preferences in selecting child care. However, most groups show a strong preference for licensed early childhood education and care (ECEC) options. Limitations of this study and implications for policy are discussed. [ABSTRACT FROM AUTHOR]

Although gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults' college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students' performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women's rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys' well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important—but asymmetric—impacts on men's and women's academic success. To illustrate this point, I apply what I call a "gender predictive" approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research. [ABSTRACT FROM AUTHOR]

The article presents a news brief related to research at the University of Minnesota Industrial Relations Center in Minnesota, as of July 1, 1972. The research of faculty members Mahmood Zaidi and Mario Bognanno is highlighted. Topics of research at the institute include labor unions, organizational behavior, and personnel management.

Previous analyses showed an overall pattern of improvement in self-rated health of U.S. older adults in the 1980s and the 1990s, but it was uncertain if the declining shares of elderly persons reporting fair or poor health would continue over the next decades. Using the 2000–2018 pooled data from the National Health Interview Survey, this study examined recent trends in self-rated health of adults aged 45 and older. The results showed important variations in self-rated health trends across age groups. Between 2000 and 2018, the shares of adults aged 60 and above reporting fair or poor health declined significantly while self-rated health trends for middle-aged adults worsened over time. Educational and racial/ethnic differentials in self-rated health persisted over time but there were important group variations. To further improve the health of the elderly population, it is important to consider changing health disparities in later life. [ABSTRACT FROM AUTHOR]

WE PRESENT AN ANALYTICAL FRAMEWORK for use by fellows of the Fogarty International Center--sponsored Advanced Certificate Program in Research Ethics for Central and Eastern Europe to identify gaps in the public policies establishing research ethics review systems that impede them from doing their job of protecting human research subjects. The framework, illustrated by examples from post-Communist countries, employs a logic model based on the public policy and public management literature. This paper is part of a collection of papers analyzing the Fogarty International Center's International Research Ethics Education and Curriculum program. [ABSTRACT FROM AUTHOR]

THE US NATIONAL INSTITUTES OF health, Fogarty International Center (NIH-FIC) has, for the past 13 years, been a leading funder of international research ethics education for resource-limited settings. Nearly half of the NIH-FIC funding in this area has gone to training programs that train individuals from sub-Saharan Africa. Identifying the impact of training investments, as well as the potential predictors of post-training success, can support curricular decision-making, help establish funding priorities, and recognize the ultimate outcomes of trainees and training programs. Comprehensive evaluation frameworks and targeted evaluation tools for bioethics training programs generally, and for international research ethics programs in particular, are largely absent from published literature. This paper shares an original conceptual framework, data collection tool, and detailed methods for evaluating the inputs, processes, outputs, and outcomes of research ethics training programs serving individuals in resource-limited settings. This paper is part of a collection of papers analyzing the Fogarty International Center's International Research Ethics Education and Curriculum Development program. [ABSTRACT FROM AUTHOR]

The article discusses the reemployment success as measured by the earnings of these workers in a one-year period following a spell of unemployment using a large sample of unemployment insurance claimants from three urban labor markets in the U.S. Factors as pre-unemployment earnings, sex, age, and education also significantly affected the level of reemployment earnings. According to the authors, any unemployment-prolonging effects of unemployment insurance support should be assessed in light of the increase in eventual earnings that may be attributable to such support.

Concerns over the supply of skills in the U.S. labor force, especially education-related skills, have exploded in recent years with a series of reports not only from employer-associated organizations but also from independent and even government sources making similar claims. These complaints about skills are driving much of the debate around labor force and education policy, yet they have not been examined carefully. In this article, the author assesses the range of these charges as well as other evidence about skills in the labor force. Very little evidence is consistent with the complaints about a skills shortage, and a wide range of evidence suggests the complaints are not warranted. Indeed, a reasonable conclusion is that overeducation remains the persistent and even growing condition of the U.S. labor force with respect to skills. The author considers three possible explanations for the employer complaints and the associated policy implications. [ABSTRACT FROM PUBLISHER]

The article offers information on the American Educational Research Association 2007 Annual Convention Call for Proposals. The convention which will be held on April 9-13, 2007 in Chicago, Illinois will have "The World of Educational Quality" for its theme and will focus on the issues of attending to educational systems and education research outside the United States. The call for proposal encourages research that applies novel methods or integration of such methods to educational problems.

Across the United States, communities are increasingly interested in the spatial structure of opportunity. Recently, several federal programs have promulgated opportunity mapping as a tool to help increase disadvantaged communities' access to neighborhood opportunity. The increasing institutionalization of opportunity mapping raises questions about how opportunity is defined and by whom. This paper analyzes data from community engagement events held for a regional planning process throughout the Baltimore metropolitan area. During these events, over 100 residents were asked what it means to live in neighborhoods that provide opportunity. The results showed similarities as well as remarkable differences in residents' definitions of opportunity across race, income, and geography. Racial and ethnic minorities, low‐income groups, and those living in distressed neighborhoods were more likely to identify job accessibility, employment, and job training as key components of and pathways to opportunity, whereas White, higher income groups, and wealthier neighborhoods placed a stronger emphasis on a sense of community, freedom of choice, education, and retirement savings. These differences challenge urban policymakers and planners to consider how greater flexibility in mapping tools, qualitative data, and community‐engaged processes might better reflect the diversity in the ways that residents view and experience opportunity in their everyday lives. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to evaluate the prescription and transcription processes in hospital settings in Jeddah city, Saudi Arabia. Method: A customized version of the original American Society of Health-System Pharmacists (ASHP) survey was distributed to a total of 26 hospitals in Jeddah city that fits our criteria starting from December 2017. Hospitals' names were adopted from the Ministry of Health and Jeddah Municipality websites. All questionnaires were collected in June 2018. After that, they were classified according to the type of care provided by the hospital, size, ownership, teaching affiliation, and accreditation. Data were entered electronically using Google forms, and then Microsoft Excel was used to conduct descriptive statistics. Results: The survey had a response rate of 57%. A strict formulary system was adopted in 53.3% of hospitals, and clinical practice guidelines were used to optimize medication use in 86.7% of hospitals. Pharmacists do not have the authority to write medication orders in about 86.7% of hospitals and only 40.0% of hospitals have pharmacists routinely assigned to patient care units. However, Pharmacists actively provided consultation, mostly in drug information (80.0%). Computerized prescriber order entry (CPOE) is used to receive medication orders electronically in 80.0% of hospitals, and electronic health record (EHR) is used in about 53.3% of hospitals and 50.0% of those hospitals have pharmacists who document their clinical intervention in EHR. Conclusion: Survey results suggest that pharmacists in hospital settings have not yet been positioned to improve the prescribing and transcribing components of the medication-use process. [ABSTRACT FROM AUTHOR]

Marked-based reforms in education have garnered the support of politicians, philanthropists, and academics, reworking the nature of public education in the United States. In this paper we explore the methods used to produce consent for market-based reforms of primary and secondary (K-12) schooling in the United States, focusing on two case studies to interrogate how this consent is generated as well as how these reforms are resisted in place. In doing so we illustrate how market-making in public services is a contested terrain and the importance of understanding the nature of their roll-out at the local level. [ABSTRACT FROM AUTHOR]

Education has a large and increasing impact on health in America. This paper examines one reason why. Education gives individuals the ability to override the default American lifestyle. The default lifestyle has three elements: displacing human energy with mechanical energy, displacing household food production with industrial food production, and displacing health maintenance with medical dependency. Too little physical activity and too much food produce imperceptibly accumulating pathologies. The medical industry looks for products and services that promise to soften the consequences but do not eliminate the underlying pathologies. This “secondary prevention” creates pharmacologic accumulation: prolonging the use of medications, layering them, and accruing their side effects and interactions. Staying healthy depends on recognizing the risks of the default lifestyle. Overriding it requires insight, knowledge, critical analysis, long-range strategic thinking, personal agency, and self-direction. Education develops that ability directly and indirectly, by way of creative work and a sense of controlling one’s own life. [ABSTRACT FROM AUTHOR]

Public relations has gradually emerged as one element of American nonprofit management and pedagogy, albeit a second tier subject. This is an historical inquiry into the emergence of nonprofit public relations in the United States, both as a practitioner activity and a curricular subject. One of the earliest nonprofits to use public relations formally was Harvard in 1900. An early milestone was the spread of public relations from individual nonprofits to a nonprofit subsector, such as a paper at a national social service conference in 1909. Then public relations gradually spread to other subsectors, eventually evolving into somewhat of a generic sectorwide management activity. However, the failure to create a professional organization of nonprofit public relations practitioners in the late 1930s and the uncertain marketing of an arguably generic textbook in 1956 may have reflected the continuing uncertainty, if public relations was a common and similar activity throughout the U.S. nonprofit sector. [ABSTRACT FROM PUBLISHER]

Editorial. Talks about the steady development of the field of adaptive behavior in the United States documented by the collection of SAB conference proceedings. Shared amorphous set of philosophical and methodological beliefs; Reasons for needing an adaptive behavior community; Role of the `Adaptive Behavior' journal in improving communication between adaptive behaviorists.

Introduction. We surveyed nonretired American Academy of Pediatrics–member US pediatricians regarding common neurosurgical conditions, identifying specific areas of focus in education. Methods. Data were acquired via self-administered electronic questionnaire. Results. Of 505 total respondents, 56% reported neurology was not a required residency rotation, and 86% had diagnosed craniosynostosis, plagiocephaly, or macrocephaly. Craniosynostosis can mostly be diagnosed by physical examination alone, but almost 50% reported relying on skull X-rays. Fifty-four percent reported diagnosing ocular surface disease (OSD; with 15% to 40% not screening an infant despite well-established cutaneous markers). Seventy-four screened OSD in a patient with sacral dimple. Ninety-seven percent reported treating concussion, but nearly 25% did not manage these patients alone. Two out of 3 patients indicated head injury as most important for continuing education. Conclusion. Improved education for craniosynostosis, OSD, head injury, and concussion management are important for earlier diagnosis, management, and referral of some disorders, while decreasing resource utilization in others. These results should be used when considering pediatrician educational programs. [ABSTRACT FROM AUTHOR]

This study evaluated an intervention for low-income new mothers, half from Spanish-speaking homes, that provides education around infant crying and abusive head trauma (AHT). At enrollment, non–US-born mothers were less likely than US-born mothers to have heard of shaken baby syndrome (60% vs 89%, P ≤.0001) or to know shaking babies could lead to brain damage or death (48% vs 80%, P <.0001). At follow-up, non–US-born intervention mothers had improved knowledge of the peak of crying (31% vs 4%, P =.009), improved knowledge that shaking a baby could lead to brain damage or death (36% vs 12%, P =.035), and identified more calming strategies for parenting stress compared with non–US-born control mothers (+0.8 [SD = 1.1] vs −0.4 [SD = 1.4]). This study identifies a gap in AHT knowledge at baseline of non–US-born mothers. These mothers had improved knowledge with intervention and are an important population for similar prevention efforts. [ABSTRACT FROM AUTHOR]

The organizers of this colloquy and the authors of The Fight for America's Schools ask two important questions: What are the political and organizational challenges faced by groups opposed to school choice and test-based accountability reforms? And what do they portend for the landscape of education politics going forward? In this article, I discuss two such challenges and their implications. First, the groups discussed in the book have so far been united by opposition to school choice and test-based accountability reforms, but they may well suffer going forward from the absence of a positive policy agenda—a set of specific alternative policies that would improve student achievement and school performance. Second, the strongest of these groups by far are teacher unions, but barring fundamental changes in union leaders' incentives, they are unlikely to adopt the book's recommendation that they abandon the traditional model of "business unionism" in favor of "social justice unionism." [ABSTRACT FROM AUTHOR]

Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students. [ABSTRACT FROM AUTHOR]

Urban students are increasingly diverse in race, culture, language, and background knowledge. Educators must consider how students' differences affect learning and align pedagogies that address this diversity. Universal design for learning (UDL) has provided educators with a framework for differentiation to address learner differences. Using UDL principles without explicitly considering how cultural differences and perspectives affect learning may increase the disparity in student achievement for students of color. Likewise, the same applies to the effect of socioeconomic status or language development on students' preparation for learning in a "typical" school environment. Culturally responsive pedagogies prompt educators to design instruction from the perspective of students' diversity as strengths rather than deficits. Frequently overlooked aspects of culturally responsive pedagogy are compared with the facets of the UDL framework to provide teachers with additional considerations when planning for effective instruction. [ABSTRACT FROM AUTHOR]

Research suggests that trait resilience may be best understood within an ecological resilient systems theory, comprising engineering, ecological, and adaptive capacity resilience. However, there is no evidence as to how this theory translates to specific life domains. Data from two samples (the United States, n = 1,278; the United Kingdom, n = 211) facilitated five studies that introduce the Domain-Specific Resilient Systems Scales for assessing ecological resilient systems theory within work, health, marriage, friendships, and education. The Domain-Specific Resilient Systems Scales are found to predict unique variance in job satisfaction, lower job burnout, quality-of-life following illness, marriage commitment, and educational engagement, while controlling for factors including sex, age, personality, cognitive ability, and trait resilience. The findings also suggest a distinction between the three resilience dimensions in terms of the types of systems to which they contribute. Engineering resilience may contribute most to life domains where an established system needs to be maintained, for example, one's health. Ecological resilience may contribute most to life domains where the system needs sustainability in terms of present and future goal orientation, for example, one's work. Adaptive Capacity may contribute most to life domains where the system needs to be retained, preventing it from reaching a crisis state, for example, work burnout. [ABSTRACT FROM AUTHOR]

In the fall of 1968, 54,000 of 57,000 New York City teachers went on strike in what has since become known as the Ocean Hill-Brownsville Teachers' Strike. With schools closed for thirty-six days, from September to November, more than one million students were left without schools to attend. Nearly 300,000 of them were high school students—many of whom utilized their "time off" to become or, in some cases, continue to be socially and politically active. This article outlines high school students' involvement in the Ocean Hill-Brownsville Crisis. It centers upon the New York High School Student Union, which was established as a citywide student organization in September of 1968. During the tense days of that autumn, members of this organization openly supported the African American community's call for decentralization of schools and firmly opposed the United Federation of Teachers's strike action. [ABSTRACT FROM AUTHOR]

We examined differences in family structure change in an urban sample of mothers (N = 1,314) from their child's birth to age 5 and whether ecological risk moderated this association. We found that compared with U.S.-born Latino mothers, foreign-born Latino mothers were 62% less likely to break up and 75% less likely to repartner than remain stably resident. Across nativity status, Latina mothers with fewer children, more economic stress, less income, and less frequently reported father involvement were more likely to break up and repartner than remain stably resident. We found no moderation effects of ecological risk. [ABSTRACT FROM AUTHOR]

This paper examines state policies that extend or deny in-state tuition to children of undocumented immigrants in the United States. Using the Current Population Survey (1997-2010), we assess changes in college enrollment among Mexican-born non-citizens - a proxy for the undocumented population. In contrast to previous analyses, we find that policies extending in-state tuition to undocumented youth do not directly affect rates of college enrollment. However, we find that Mexican-born non-citizen youth residing in states that deny in-state tuition have a 12.1 percentage point lower probability of being enrolled in college than their peers living in states with no such policies. [ABSTRACT FROM AUTHOR]

This study uses meta-analysis to synthesize findings from 31 evaluations of 15 voluntary government-funded training programs for the disadvantaged that operated between 1964 and 1998. On average, the earnings effects of the evaluated programs seem to have been largest for women, quite modest for men, and negligible for youths. For men and women, the earnings effects of training appear to have persisted for at least several years after the training was complete. Classroom skills training was apparently effective in increasing earnings, but basic education was not. There is no evidence that more expensive training programs performed better than less expensive ones. Although the United States has more than three decades of experience in running training programs, the programs do not appear to have become more effective over time. [ABSTRACT FROM AUTHOR]

David Stoesz offers a sweeping critique of the Children’s Bureau and social work education by claiming the existence of a “child welfare cartel.” He also attacks the quality of social work education and research, which he claims has poorly invested government funding and helped create the unmitigated failures of the American child welfare system. However, closer examination reveals that many of his claims, while dramatic, are actually ill conceived and unsupportable. We attempt to clarify and inform readers about some significant aspects of the field of child welfare and the contemporary responses being made by the federal government in partnership with social work educators and researchers. [ABSTRACT FROM AUTHOR]

This article provides a critical race analysis of the U.S. Supreme Court’s decision to declare voluntary public school integration unconstitutional in Parents v. Seattle School District No.1. The author contends that the high Court used a perpetrator perspective of racial discrimination to privilege the self-interests of white families over students of color opportunity to attend the Seattle metropolitan area’s top public high school. This paper not only explains how the decision locks-in racial inequity in education, but also, how education policies created to improve the learning opportunities for students of color are resisted, and ultimately thwarted by Whites. The article concludes with a discussion for the continuance of race as a proportional instrument to achieve equity in education. [ABSTRACT FROM PUBLISHER]

The article discusses teaching about HIV infection and AIDS in a hostile environment. Despite differing views on many aspects of AIDS crisis, there is, with few exceptions, general agreement that education, particularly safe sex education, plays the paramount role in controlling and combating the spread of Human Immunodeficiency Virus. According to the author, school age populations in particular have been delineated as being in critical need of AIDS education. The major focus has been on elementary and secondary populations, but there is evidence of a critical need for education at the college level since students are not only at risk, but also naive as to susceptibility and the necessity for safer sex practices. The author in this paper describes southwest Louisiana, an area where norms, values and beliefs constitute an even greater barrier to educational efforts than previously encountered and suggests ways in which sociologists are uniquely suited to provide AIDS education within the framework of existing courses.