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1.
This study examined physicians' attitude, involvement, and perceived barriers with the health care proxy. A cross sectional, correlational design was used to survey practicing physicians (N = 70). Physicians had positive attitudes toward the health care proxy and indicated that the most significant barriers to health care proxy completion were patient discomfort in discussing the topic, patient knowledge about the health care proxy, and timing of discussions. Physician involvement with the health care proxy included supporting patients' wishes on the health care proxy, initiating discussions with patients about the New York State (NYS) health care proxy, and advocating for patients' rights about the health care proxy. A multiple regression analysis was conducted to understand the factors that predicted overall physician involvement. End-of-life training was a significant predictor. Implications for training and education of physicians and multidisciplinary work with health care professionals, including social workers and nurses, are discussed.  相似文献   

2.
This exploratory study examined the impacts of New York's Universal Pre-kindergarten (UPK) program as perceived by directors at child care centers and preschools not receiving state funds. Although only partially implemented, UPK's mixed-delivery system grants monies to a substantial number of qualifying community-based early care and education centers, resulting in a funding imbalance between participating and nonparticipating centers. Phone interviews were conducted with the directors of non-UPK programs across New York State (N = 46). Quantitative and qualitative analyses suggest perceived decreases in 4-year-old and total enrollment and increased teacher recruitment difficulty and competition for teachers since UPK was introduced. Larger centers and those offering full-day programming more often reported changes in teacher recruitment and retention than smaller centers and those offering part-day programming only. Implications for state pre-K policy are discussed.  相似文献   

3.
ObjectivesTo obtain comprehensive, reliable data on the direct cost of pediatric abusive head trauma in New Zealand, and to use this data to evaluate the possible cost–benefit of a national primary prevention program.MethodsA 5 year cohort of infants with abusive head trauma admitted to hospital in Auckland, New Zealand was reviewed. We determined the direct costs of hospital care (from hospital and Ministry of Health financial records), community rehabilitation (from the Accident Compensation Corporation), special education (from the Ministry of Education), investigation and child protection (from the Police and Child Protective Services), criminal trials (from the Police, prosecution and defence), punishment of offenders (from the Department of Corrections) and life-time care for moderate or severe disability (from the Accident Compensation Corporation). Analysis of the possible cost-utility of a national primary prevention program was undertaken, using the costs established in our cohort, recent New Zealand national data on the incidence of pediatric abusive head trauma, international data on quality of life after head trauma, and published international literature on prevention programs.ResultsThere were 52 cases of abusive head trauma in the sample. Hospital costs totaled $NZ2,433,340, child protection $NZ1,560,123, police investigation $NZ1,842,237, criminal trials $NZ3,214,020, punishment of offenders $NZ4,411,852 and community rehabilitation $NZ2,895,848. Projected education costs for disabled survivors were $NZ2,452,148, and the cost of projected lifetime care was $NZ33,624,297. Total costs were $NZ52,433,864, averaging $NZ1,008,344 per child. Cost-utility analysis resulted in a strongly positive economic argument for primary prevention, with expected case scenarios showing lowered net costs with improved health outcomes.ConclusionsPediatric abusive head trauma is very expensive, and on a conservative estimate the costs of acute hospitalization represent no more than 4% of lifetime direct costs. If shaken baby prevention programs are effective, there is likely to be a strong economic argument for their implementation. This study also provides robust data for future cost–benefit analysis in the field of abusive head trauma prevention.  相似文献   

4.
OBJECTIVE: This qualitative study examined stakeholders' perceptions of the safety of youth ages 12 and older living in congregate care facilities within the New York City foster care system. The study explored the youth's physical safety, the safety of their personal belongings, the physical conditions of congregate care settings, and the relationship between staff quality and youth safety. METHOD: The study involved interviews with family court judges, representatives of private child welfare agencies, attorneys who represent children in foster care, social workers, representatives of advocacy and other relevant organizations in New York City, and former foster youth who had been placed in congregate care settings. RESULTS: Safety in congregate care environments was an issue of significant concern. Threats to the youth's safety were found to emanate from peer-on-peer violence, stealing of personal belongings, inappropriate staff conduct, and the poor physical conditions of facilities. Youth's sense of safety was strongly linked to staff quality, including staff ability to relate effectively to youth and to maintain control of congregate care environments. CONCLUSIONS: Existing regulations in New York State appear to have had little effect in ensuring the safety of youth in many group and residential care facilities. Steps to improve safety outcomes for youth in these settings are proposed.  相似文献   

5.
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6.
ABSTRACT

This study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education.  相似文献   

7.
Abstract

This study Investigated a previously found superiority of girls on Torrance and Barron verbal creativity measures. It was hypothesized that fluency Is the critical factor accounting for the sex differences and, If so, the differences should be apparent In other cultures as well as our own. Performance of pupils in New York State and the Isle of Skye was compared.

The New York results on the Torrance closely parallel those found in previous studies. However, In Skye there are no significant sex differences with the exception of two instances in which hoys are superior. The trend of sex differences on the Barron in Skye Is the same as In previous studies in the United States, although not as in the present American sample.

Cultural factors seem most important, not only for sex differences hut also for significant differences found between performances of pupils in the two countries. It would appear that the Torrance creativity measures employed In this study are culturally hound, as arc many of the traditional intelligence tests.  相似文献   

8.
In order to gain a better understanding of the etiology of institutional child maltreatment, 232 allegations of child abuse and neglect in New York State Office of Mental Health operated facilities were investigated with the hypothesis that environmental stresses placed on professional child care workers can precipitate incidents of child maltreatment in institutional settings in the same way that stress and anxiety experienced by a parent can contribute to incidents of abuse in the home. The study focused on administrative policy decisions, patient census and admissions, seasonal influences, staffing levels and identifiable one-time disruptions in daily routines as potential contributors to institutional abuse. A multivariate regression analysis revealed a significant four-variable model for predicting the number of reports of abuse and neglect per month, R2 = .585, F(4,21) = 7.41, p less than .01. Potential preventive measures based on this model were suggested.  相似文献   

9.

This article discusses the challenges of self-directed learning and the benefits of thorough preparation of undergraduate students for an internship experience. It describes a course offered at a unit of the State University of New York that prepares students in criminal justice and human services for their required fieldwork experience, focusing on the component activities of the course and their educational rationale.  相似文献   

10.

Creative Bookbinding. Pauline Johnson. (Seattle: University of Washington Press, 1963. Pp. 263. $9.50.)

The Curriculum of the Elementary School. George A. Beauchamp. (Boston: Allyn and Bacon, 1964. Pp. 381. $7.50.)

The Elementary School Teacher. Dorothy G. Peterson. (New York: Appleton‐Century‐Crofts, 1964. Pp. 570. $6.50.)

Jullien's Plan for Comparative Education. Comparative Education Studies. Stewart Fraser. (New York: Bureau of Publications, Teachers College, Columbia University, 1964. Pp. 147. $3.50.)

State Politics and the Public Schools: An Exploratory Analysis. Nicholas A. Masters, Robert H. Salisbury, and Thomas H. Eliot. (New York: Alfred A. Knopf, 1964. Pp. 319. $6.95.)

Student Teaching: Cases and Comments. Elizabeth Hunter and Edmund Amidon. (New York: Holt, Rinehart, and Winston, 1964. Pp. 158. $1.95.)

Teaching and Learning in Adult Education. Harry L. Miller. (New York: Macmillan, 1964. Pp. 340. $6.50.)

Teaching Science in Today's Secondary Schools. Walter A. Thurber and Alfred T. Collette. (Boston: Allyn and Bacon, 1964. Pp. 640. $8.50.)  相似文献   

11.
Book review     
New books for the scholar's library

Understanding Discourse. By Karl R. Wallace. Baton Rouge, La.: Louisiana State University Press, 1970; pp. xi + 150. $6.50.

Methods of Research in Communication. Edited by Philip Emmert and William D. Brooks. Boston: Houghton Mifflin Company, 1970; pp. ix + 517.

The Development of Oral Communication in the Classroom. By Gerald M. Phillips, Robert E. Dunham, Robert Brubaker, and David Butt. New York: The Bobbs‐Merrill Company, Inc., 1970; pp. xi + 203. $6.50.  相似文献   

12.
Abstract

This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform.  相似文献   

13.
In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the standards. This study reports an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum) and New York State Physical Setting/Earth Science Regents Examination (Regents Exam)—the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49 % overlap with the Core Curriculum and a 27 % overlap with the Regents Exam. The Core Curriculum and Regents Exam, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter Alignment Index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels. The Core focused on cognitive skills of Understand and Apply while the Regents concentrated more on Apply followed by Understand and Remember. It is suggested that the NSES be revised and the Core updated to include quantifiable emphasis on the major understandings such as percentage of time.  相似文献   

14.
This exploratory study examined the impacts of New York's Universal Pre-kindergarten (UPK) program as perceived by directors at child care centers and preschools not receiving state funds. Although only partially implemented, UPK's mixed-delivery system grants monies to a substantial number of qualifying community-based early care and education centers, resulting in a funding imbalance between participating and nonparticipating centers. Phone interviews were conducted with the directors of non-UPK programs across New York State (N = 46). Quantitative and qualitative analyses suggest perceived decreases in 4-year-old and total enrollment and increased teacher recruitment difficulty and competition for teachers since UPK was introduced. Larger centers and those offering full-day programming more often reported changes in teacher recruitment and retention than smaller centers and those offering part-day programming only. Implications for state pre-K policy are discussed.  相似文献   

15.
BackgroundContemporary child protection systems in the UK need to be seen in light of the late nineteenth century child rescue movement, at a time of curbs in public spending, shifts in attitudes towards children’s welfare and the development of social work. There are similarities in the social, institutional and legal contexts, between the nineteenth century and today, centralising ‘deservedness’, that determined and determines children’s access to services.ObjectiveThe current article compares historical data and practices of children in care in the UK, encompassing 1881–1918, with contemporary data and practices, through the lens of the deserving/undeserving paradigm, inherited from the Poor Law of 1834.Participants and SettingDrawing on two data sets, namely historic children’s case files (N = 108), 1881–1918 from the Children’s Society (a philanthropic institution) highlighting the perception of custodians, doctors, professionals, as well as children and parents, and current data from interviews with young care leavers and safeguarding practitioners (N = 42), our research focuses on the most disadvantaged children with complex needs and damaging (pre)care experiences.MethodsData is analysed using thematic content analysis, framed within critical realist ontology, taking account of stratified non-linear dynamics of processes at different levels.Results and ConclusionIn both data sets the inability to support certain children is justified by referring to their complex needs and mental health and behavioural problems., Here, the child is held accountable and placed in the ‘undeserving’ category and consequently misses out on help and support, highlighting a need for awareness, and reflective and reflexive practice among practitioners/professionals.  相似文献   

16.
ABSTRACT

Research Findings: This study examined the development and implementation of six Early Head Start Child Care Partnerships (EHS-CCPs), unique collaborations between EHS grantees and community-based child care partners that expand access to high-quality child care and comprehensive services for low-income infants, toddlers, and their families. Interviews and focus groups with 111 key informants identified similarities across the six EHS-CCPs in initial outreach to community partners for establishing partnerships and approaches to developing partnership agreements but variation in approaches to monitoring quality improvement activities. Benefits and challenges to partnerships for programs and families were noted. Practice or Policy: Findings suggest a need for additional guidance for EHS-CCPs on key components of implementation, including the partnership agreement process, monitoring quality improvement plans, offering support for meeting program requirements, and providing comprehensive services. For example, five of the six partnerships reported the EHS grantee led the development of their partnership agreements. While this approach was attributed to child care partners’ lack of prior experience in developing agreements, further guidance on how to engage partners collaboratively in an agreement process that better emulates the principles of authenticity and equality from the conceptual framework for collaborations in early care and education would be useful.  相似文献   

17.
ABSTRACT

New education reforms in Australia, and elsewhere in the world, are calling for degree-qualified early childhood teachers to work in prior to school contexts, including child care. Yet, emerging research indicates that the majority of early childhood graduates are averse to work in child care, with a career desire to work in other contexts – primary, kindergarten, preschool. This paper reports on a pilot study that focused on early childhood teacher preparation, with attention to child care professional experience. Interviews with early childhood teacher educators, including program coordinators, focused on the decision making processes about the child care professional experience. Discourse analysis located some of the competing and complex discursive considerations, illuminating the contingencies and tensions that face early childhood teacher educators. The imperatives on reflective thinking and decision making in complex early childhood teacher education landscapes are illuminated. These contingencies and tensions have implications for the workforce they are charged to prepare, as policy imperatives call for teachers prepared and willing to work in child care.  相似文献   

18.
ABSTRACT

As the USA ages rapidly, greater attention is being paid to keeping older adults healthier and living independently as long as possible. Long-term care is growing increasingly cost-prohibitive and is not seen as a necessary service for all older adults. For those older adults who need supports and assistance to live in their own homes, home-based case management programs provide an array of services. However, case management organizations are under-resourced and struggle to meet the complex needs of the aging population. As a result, caseload sizes for case managers have grown exponentially and directly impact the quality of services provided. This study reports on a collaborative endeavor between a government agency, service provider organizations, case managers, and a gerontologocal researcher in New York City to highlight the challenges faced by case management agencies and develop a scientific process for calculating adequate caseload sizes. Implications for social service agencies and public policies are illustrated.  相似文献   

19.
Abstract

Environmental Education for the 21st Century: International and Interdisciplinary Perspectives , edited by Patricia J. Thompson. New York: Peter Lang. 1997. Paperback. 356 pages. $32.95. ISBN 0-8204-3749-2.

Fundamentals of Economics for Environmental Managers , by William F. Barron, Robert D. Perlack, and John J. Boland. Westport, CT: Quorum Books. 1998. Hardcover. 224 pages. $65.00. ISBN 1-56720-159-8.

To Dwell With a Boundless Heart: Essays in Curriculum Theory , Hermeneutics, and the Ecological Imagination, by David W. Jardine. New York: Peter Lang. 1998. Paperback. $24.95. ISBN 0-8204-3941-X.

Managing the Commons , Second Edition, edited by John A. Baden and Douglas S. Noonan. Bloomington: Indiana University Press. 1998. 243 pages. Cloth, $39.95, ISBN 0-253-33361-X. Paperback, $16.95, ISBN 0-253-21153-0.

Pollution Markets in a Green Country Town: Urban Environmental Management in Transition , by Roger K. Raufer. Westport, CT: Praeger. 1998. Hardback. $59.95. ISBN 0-275-96174-5.

A Primer for Environmental Literacy , by Frank B. Golley. New Haven, CT: Yale University Press. 1998. Paperback. 272 pages. $18.00. ISBN 0-300-07049-7.

Ecological Education in Action: On Weaving Education , Culture, and the Environment, edited by Gregory A. Smith and Dilafruz R. Williams. New York: State University of New York Press. 1999. Paperback. 244 pages. $19.95. ISBN 0-7914-3986-0.

The Gods Played Here , by Karen LaMantia-Ashikeh. Union City, CA: Rainbow Enterprises. 1998. 3″ disk, or order online (). $5.95.  相似文献   

20.
Book review     
Philosophy of Educational Research Richard Pring (2000), London and New York: Continuum.  相似文献   

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