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School climate has been identified as a critical systemic variable associated with many desirable academic and social-emotional outcomes. However, little research has been conducted regarding the students with disabilities' perceptions of school climate. This review aimed to investigate and synthesize the existing research on this topic to identify trends in the literature, guide future research, and inform intervention and reform. Following a systematic search of four major databases, 12 studies were determined to meet the inclusion criteria. Generally, students with disabilities reported more negative perceptions of school climate in comparison to peers without disabilities. However, when an intersectional lens was applied to discern this population's perspectives, a more nuanced understanding of school climate was able to be identified. This approach suggests evaluating school climate data in a disaggregated form may better inform decision-making in schools. Future research regarding students with disabilities' perceptions of school climate and related outcomes is needed. This should include both a wider and more specified sample of students, what school climate subdomains are impacted and how, how these variables relate to school-related outcomes, and how school climate interventions specifically impact students with disabilities.

In response to the diverse number of child sexual abuse (CSA) prevention programs currently implemented in school contexts, this paper examines key considerations for selecting such initiatives and the multiplicity of understandings required to inform facilitation of contextually relevant prevention curriculum. First, the paper examines concerns about the lack of explicit professional development for educators concerning child protection, and the need to develop understandings about prevention program best practices within pre-service and in-service training. Second, drawing on a systematic review of literature, the paper identifies five key considerations to inform teachers' selection and facilitation of CSA prevention curriculum in school contexts. Third, the paper advances calls by Wurtele (2009) and presents CSA prevention "best practices" overview and "model programs" list for professionals such as teachers. (Contains 1 table.)

This journal has a brief but important history, encompassing the support of major Catholic colleges and universities across the United States. In particular, the University of Dayton and the University of Notre Dame have provided a home for the editorial offices and the contributed services of the editors. As the journal prepares for a transition to its third home at Boston College, this article offers a summative and evaluative overview of the contents of the journal since its inception. Recommendations are offered regarding ways to continue to grow the field of educational research situated in Catholic schools. (Contains 5 tables and 1 note.)

This article presents responses from Thomas C. Hunt, James L. Heft, S.M., and Ronald J. Nuzzi to the report of the Notre Dame Task Force on Catholic Education's (2006), "Making God Known, Loved and Served: The Future of Catholic Primary and Secondary Schools in the United States." Hunt analyzes the 12 recommendations offered by Notre Dame on behalf of Catholic schools as its tangible manifestation of embodying leadership to meet the following goals: (1) To strengthen Catholic identity; (2) To attract and form talented leaders; (3) To ensure academic excellence; and (4) To finance Catholic schools so that they are accessible for all families. He then considers the five general recommendations the report made to the broader Church community regarding Catholic schools. In a brief essay, Heft offers a reflection on the report and provides a summary of the Carnegie meeting whose purpose was to explore how a "field" of Catholic educational research might be created. In his response, Nuzzi suggests that although the Notre Dame Task Force report (2006) does not represent official Church teaching of any sort, it may be helpful to review its reception in the community of the Church, and especially among Catholic educational professionals. Following the convictions of an incarnational theology, analyzing the reception of the report should provide some insight into the current challenges facing schools and even suggest some approaches to address them.

Education Diplomacy engages the business sector with educators, policymakers, and government agencies by building consensus on policy, practice, and lifelong outcomes and taps into business people's natural skills and influence. The Education Diplomat is an important role for all stakeholders to make a lasting difference in the lives of children, and thereby society at large.

Everyone under the age of 20 who has grown up in North America has lived in the common market created by NAFTA--the North American Free Trade Agreement. In a zone linking the United States, Canada, and Mexico, most goods and investments flow freely across borders to users, consumers, and investors. In 1994, NAFTA created the largest relatively free trade zone in the world by phasing out tariffs and other trade restrictions on goods and investments. Today, the NAFTA area is home to approximately 450 million people, with a Gross Domestic Product (GDP) of almost $20 trillion. NAFTA countries create 23 percent of the world's total wealth. Twenty years after its enactment, how is the free trade zone working out? Did NAFTA make Canada and Mexico better off at the expense of the United States? Or did it help boost production, employment, investment, and consumption across all three countries?

Both the US and European higher education systems have long histories of transatlantic cooperation, a tradition that it is important to preserve and enhance even in the context of increased competition and important systemic reforms in both North America and Europe. The Bologna Process has led to several systemic reforms in European higher education, including new degree structures, credit systems, intra-European mobility opportunities and transparency that are important in creating a more dynamic, flexible and socio-economically orientated brand of higher education. Institutional autonomy and a broader and more flexible content for degrees are also being discussed, both driven by economic realities and the need to improve both social access and outcomes. In the United States, the issues of accountability to societal stakeholders (citizens, employers and government) and outcomes-orientated quality assurance are realigning the historic relationship of the self-governing university corporations to society and the state. Accreditation, which is a century-old process, is now actively addressing outcomes as an integral concept in quality assurance. And both state and federal governments, as well as non-governmental organisations, are more active in combating degree mills and fraud than in the recent past. Both Europe and the United States are doing what is necessary to improve their higher education "brands". More academic flexibility and institutional independence are important if Europe is to overcome the rigidities that hamper its competitiveness, just as more accountability and improved quality control are important to the continued attractiveness of US higher education in an increasingly regulated and interdependent world. These steps do not mean that European and US higher education are becoming alike, but they should lead to greater possibilities for cooperation and better mutual understanding of our respective systems. (Contains 1 table and 15 notes.)

A team of researchers revised the Motivation to Read Profile for use with adolescents. Instruments to assess adolescents' in- and out-of-school reading motivations were administered. A survey adapted for adolescents was administered to 384 teens at eight sites throughout the United States and Trinidad, and 100 students were interviewed using a revised instrument designed to capture the real reading of adolescents today. The teens were asked questions about fiction, expository, and computer-based reading materials; about what instruction in school motivated them to read; and in which classes was the reading material most difficult. Results revealed that student experiences with academic reading and writing did not match their interests and needs. The authors offer many recommendations for how students' preferred types of reading and instruction can be used in middle school and high school classrooms. (Contains 6 figures.)

This article presents a historical overview of Catholic schooling in the United States from colonial times to the present. Presented in order of eras in American history, the growth of Catholic schools and the challenges they faced are documented. The author concludes with a discussion of contemporary trends, realities challenges, and opportunities facing Catholic educators.

Discusses the rise of the United States Film Service through the auspices of government relief organizations as part of Franklin Roosevelt's New Deal, the films which were produced by Pare Lorentz, and its demise brought about financial and political conflicts. (Author/AEF)

This content analysis of the websites of the 50 USA state broadcast associations found that the majority of the associations quickly pivoted their website content early in the COVID-19 pandemic. Specifically, the majority quickly adapted their websites to include high amounts of COVID-19-related content. The study also found that the majority of that content focused on issues related to industry practices rather than content focused on community concerns. Moreover, industry-facing websites were also more likely to contain high amounts of COVID-19-related content than community-facing websites. [ABSTRACT FROM AUTHOR]

Objective: The primary objective was to evaluate the impact of a pharmacist-delivered motivational interviewing (MI) intervention for diabetes medication adherence; the secondary objectives were to assess the changes in clinical outcomes and health-related quality of life (HRQoL).Methods: A quasi-experimental intervention study was conducted with baseline, postintervention, and follow-up data collections. The study duration was 6 months. Pharmacists trained in MI delivered 3 face-to-face encounters using MI-based semistructured conversation tools to address barriers or challenges to medication adherence. A diabetes worksite wellness program (WWP) at a 350-bed regional hospital in the southeastern United States was the setting, and the study participants were WWP employees or dependents (with type 1 diabetes or type 2 diabetes). The primary outcome was a change in self-reported diabetes medication adherence; the secondary outcomes included the changes in clinical indicators (glycated hemoglobin [HbA1c], blood pressure, and depressive symptoms), and HRQoL. The measures included the Medometer, Summary of Diabetes Self-Care Activities-Medication Subscale (SDSCA-MS), Audit of Diabetes-Dependent QoL (ADDQoL-19), and the Short Form-12 (SF-12) health survey.Results: Fifty-three WWP participants enrolled, and 36 completed the full intervention protocol. Medication adherence (through the Medometer) demonstrated statistically significant improvement after the intervention (P = 0.010); the SDSCA-MS score improved, but was not statistically significant. The change in diastolic blood pressure was statistically significant (P = 0.034), but the changes in HbA1c, systolic blood pressure, presence of depressive symptoms, and ADDQoL-19 were not statistically significant. The SF-12 physical component summary (PCS) and mental component summary (MCS) scores were statistically significant: PCS, P = 0.003, and MCS, P = 0.025.Conclusion: The findings from this pilot study support the effectiveness of a pharmacist-delivered, semistructured MI-based intervention for medication adherence in persons with diabetes in a hospital-based WWP. Pharmacists can support patients' behavior change using MI communication skills to explore salient barriers to medication adherence and to facilitate goal setting to overcome these in encounters aimed at shared clinical and behavioral decision-making. [ABSTRACT FROM AUTHOR]

Seeks to understand effects of recent reductions of federal support for education by recalling both the original grounds for providing federal aid and the modes by which such funds are distributed and used. Suggests features of federal support and draws attention to possible consequences of its reduction. (BRR)

Though there are more than 5 million American Indian people living in the United States, and they are disproportionately represented among social workers' clientele, social work curriculum rarely centers Indigenous history and knowledge. Therefore, the cultural competence training that social work students receive is incomprehensive because it often erases a critical portion of the population. This work focuses on the unique knowledge that one Indigenous social work instructor brings to her classroom, as well as the perspective of the BSW director who recruited her to the position. It is critical that the social work profession begin to move toward being representative of the diverse populations that we serve, not only in the field but also in the classroom. This work will provide examples of cultural competence training as well as Indigenous knowledge that can be incorporated into classrooms to indigenize those spaces and decolonize curricula. This article was written jointly by an Indigenous social work professor and an administrator and professor in a BSW program. [ABSTRACT FROM AUTHOR]

Student loans, unlike other debts, are not dischargeable in bankruptcy unless the debtor starts a special proceeding and proves that repayment would cause "undue hardship. " This requirement probably accounts for the fact that only a tiny fraction of bankrupt debtors succeed in discharging their student loans. This article is the first to make the case that studentloan nondischargeability interferes with achieving the student-loan programs' goals and to propose solutions that courts and the Department of Education (the Department) can employ under current law. The article draws on the legislative history of the student-loan programs to establish that they serve at least four distinct purposes: providing equality of access to higher education, educating the population for the benefit of the country, enabling students' free choice of career, and providing a benefit to students. The article then looks to the empirical literature and to fundamental precepts of bankruptcy law to show that nondischargeability can thwart the purposes of the student-loan programs through four different effects: deterring students from higher education, distorting career choice, discouraging borrowers from economic and social participation, and rendering student loans harmful to borrowers. Accordingly, nondischargeability should be applied narrowly, only in situations where its goals are advanced without undue interference with other goals of the programs. The article offers ideas for tempering each of the four negative effects. To avoid deterring education, the 'fact that bankruptcy relief often can be had if requested should be made more salient. To combat distortion of career choice, bankruptcy courts should stop ruling that debtors should abandon lower-paying jobs for which their education has prepared them. To mitigate borrower discouragement and harm, courts and the Department should take account of the likelihood of these effects in deciding on discharge. The debt-income ratio may be a proxy for discouragement, and inability to find a job in one's field may be a proxy for harm. [ABSTRACT FROM AUTHOR]

The article focuses admissibility of expert witnesses in a criminal trial based on scientific knowledge in the U.S., and includes Daubert v. Merrell Dow Pharmaceuticals, Inc. court case on the same; and President's Council of Advisors on Science and Technology's report on the same.

The article examines the laws concerning juvenile dispositions and sentences responsible for accountability, victim restoration, and retribution in the U.S. It reports that the U.S. Supreme Court has issued a number of opinions emphasizing that the U.S. Constitution's Eighth Amendment requires that the punishment of children must account for their lesser moral culpability, developmental immaturity, and potential for rehabilitation.

Objective: To determine the prevalence of stress fractures, menstrual dysfunction and disordered eating attitudes in elite female soccer athletes.Design: Cross-sectional descriptive study.Setting: Female soccer athletes were recruited from a national level youth soccer club, an NCAA Division I university team, and a women's professional team.Participants: Two hundred twenty female soccer athletes with a mean age of 16.4 ± 4 years and BMI of 20.8 ± 2 kg/m(2) completed the study, representing all athletes from the included teams.Methods: One-time surveys completed by the athletes.Main Outcome Measurements: Height and weight were recorded, and body mass index (BMI) was calculated for each athlete. Athletes reported age of menarche, history of missing 3 or more menses within a 12-month period and stress fracture. The Eating Attitudes Test (EAT-26) was used to assess the athlete's body perception and attitudes toward eating.Results: Of the 220 soccer athletes, 3 athletes (1.6%) had a low BMI for their age, and 19 (8.6%) reported stress fractures of the lower extremity. Among athletes who had reached menarche, the average onset was 13 + 1 year; menstrual dysfunction were present in 21 (19.3%). On the EAT-26, 1 player scored in the high risk range (>20) and 17 (7.7%) scored in the intermediate risk range (10-19) for eating disorders. Athletes with an EAT-26 score ≥ 10 points had a significantly higher prevalence of menstrual dysfunction in the past year compared to athletes with an EAT-26 score of less than 10 (P = .02).Conclusions: Elite female soccer athletes are susceptible to stress fractures and menstrual dysfunction and have delayed onset of menarche despite normal BMI and appropriate body perception and attitudes towards eating. Further studies are needed to better understand stress fracture risk in female soccer athletes and in other team sports to determine how these findings relate to long-term bone health in this population. [ABSTRACT FROM AUTHOR]