The Sociopolitical Context of LCFF: Resource Allocation and Minoritized Communities in Silicon Valley     

Patricia D. López 《Peabody Journal of Education》2019,94(2):142-156

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Child maltreatment related injuries: incidence, hospital charges, and correlates of hospitalization     

Forjuoh SN 《Child abuse & neglect》2000,24(8):1019-1025

OBJECTIVE: This study was undertaken to determine the incidence, hospital charges, and correlates associated with inpatient treatment of child maltreatment related injuries. METHODS: The data were based on the 1995 Pennsylvania Hospital Discharge Data which included all Pennsylvania acute care hospitals that reported child maltreatment discharges. Per capita hospital discharge rates were computed for children discharged with child maltreatment related injuries according to selected variables. Odds ratios for child maltreatment related injury hospitalizations were also computed. RESULTS: A total of 348 maltreated injured children ages 0-19 years were discharged from Pennsylvania hospitals in 1995, representing an incidence rate of 10.8 per 100,000 persons. The total hospital charges for child maltreatment related injury discharges amounted to over $5.4 million, of which Medicaid alone paid for 45%. Compared to a random sample of non-maltreated injured children (n = 1052), maltreated injured children were found to be significantly younger, more likely to be females, and more likely to be Black. Child maltreatment related injury hospitalizations were more likely to be urgent and via physician referral or transfer from other health care facility. Maltreated injured children were three times as likely to die as other children. CONCLUSIONS: These findings indicate that injury from child maltreatment is a major cause of hospitalization of young children 5 years and younger and represents a significant cost to publicly financed health care. While hospital discharge data can be used for population-based surveillance of child maltreatment related trauma, there is need for improvement in the surveillance of these injuries.  相似文献   

Review     

Philip N. Marcus 《Academic Questions》1993,6(4):89-94

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Students’ Perceptions of Coursework in the GCSE: the effects of gender and levels of attainment     

K. N. Bishop  K. Bullock  S. Martin  J. J. Thompson 《Educational studies》1997,23(2):295-310

Summary Coursework is an integral part of the GCSE framework, valued for its motivational qualities and its curricular validity. It is a common perception, widely reported in the national press and educational media, that coursework can be held at least partly accountable for differential performances at GCSE; coursework, it is argued, advantages girls. This article reports on an analysis of data arising from a project which offered an opportunity to study current and post-GCSE students’ perceptions of coursework. The outcomes indicate that, when categorised by their relative levels of attainment, girls’ and boys’ perceptions show limited evidence of homogeneity. In other words, to suggest that girls’ and boys’ perceptions of coursework are a function of gender is a gross over-simplification. Other factors are at play and further, more specific and tailored research is essential if we are to understand how best to optimise the benefits that are claimed for coursework.  相似文献   

Hybrid heuristic and mathematical programming in oil pipelines networks： Use of immigrants     

DELACRUZJ.M. HERRAN-GONZALEZA. RISCO-MARTINJ.L. ANDRES-TOROB. 《浙江大学学报(A卷英文版)》2005,6(1):9-19

We solve the problem of petroleum products distribution through oil pipelines networks. This problem is modelled and solved using two techniques: A heuristic method like a multiobjective evolutionary algorithm and Mathematical Programming. In the multiobjective evolutionary algorithm, several objective functions are defined to express the goals of the solutions as well as the preferences among them. Some constraints are included as hard objective functions and some are evaluated through a …  相似文献   

Remembering Activities Performed Versus Imagined: A Comparison of Children with Mental Retardation and Children with Normal Intelligence     

Kenneth G. Jens  Betty N. Gordon  Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213

CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay.  相似文献   

Childbirth educators' legal and ethical responsibilities to women in labor          下载免费PDF全文

Philipsen NC 《The Journal of perinatal education》2000,9(1):49-50

In answer to a reader's question, the author of this column addresses the legal and ethical responsibilities of a Lamaze Certified Childbirth Educator who agrees to attend her students' drug-free delivery.  相似文献   

Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

Using kindergarten number sense to predict calculation fluency in second grade   总被引：2，自引：0，他引：2  

Locuniak MN  Jordan NC 《Journal of learning disabilities》2008,41(5):451-459

Children's number sense in kindergarten was used to predict their calculation fluency in second grade (N = 198). Using block entry regression, usual predictors of age, reading, memory, and verbal and spatial cognition were entered in the first block and number sense measures were added in the second block. Number sense measures contributed a significant amount of variance over and above the more general predictors (26%-42%). Uniquely predictive subareas were active memory for numbers, number knowledge, and number combinations, with number combinations standing out as the strongest single predictor. Number sense screening in kindergarten, using "at-risk" versus "not-at-risk" criteria, successfully ruled out 84% of the children who did not go on to have calculation fluency difficulties and positively identified 52% of the children who later showed fluency difficulties. The relation of early number skills to later calculation fluency has important implications for math screening and intervention.  相似文献   

Feeling Brown in the Academy: Decolonizing Mentoring Through a Disidentification Muxerista Approach     

Jeannette D. Alarcón  Silvia Bettez 《Equity & Excellence in Education》2017,50(1):25-40

According to the Chronicle of Higher Education, “Hispanics” comprise only 4% of the full-time faculty in U.S. universities, although Latin@s comprise 16.4% of the U.S. population. Given the under-representation of Latin@ faculty, efforts to support and retain them are paramount. Recently a small body of literature has surfaced explicitly centering the practices of peer mentoring among Latin@s. Through collaborative auto-ethnography and counter-storytelling, using a framework of disidentification, muxerista mentoring, and community cultural wealth, we add to this literature by discussing our experience of engaging in non-hierarchical Latina peer mentoring at a predominantly White university. The main themes include: merging emotional needs with professional growth, forging learning and research partnerships, Browning teaching spaces and transforming institutional practices.  相似文献