Linking the Child Care and Health Care Systems: A Consideration of Options

Funded by a grant from the Robert Wood Johnson Foundation, this report examines strategies for linking the health and child care systems in an effort to improve poor children's health. Studies show that poor, African American and Latino children have less access to health care and worse health outcomes than middle-class or non-Hispanic white children. With this reality in mind, the authors present five key strategies, identifying for each: the resources necessary for implementation, the strategy's potential to improve children's health, and the primary strengths and disadvantages -- including each strategy's promise for reaching the most vulnerable children. Drawing on interviews with experts in policy, health and child care, the report provides funders and policymakers with a framework for thinking about future interventions

Conditioning of pulses from aerosol-particle detectors

Pulse-conditioner translates pulses generated by aerosol-particle detectors to a form acceptable by commercially available pulse height analyzers designed for nuclear-energy spectroscopy

Application of integral damping for duct assembly vibration suppression Final report

Bending mode vibratory response of supported and sleeved ducts with fatigue and alloy studie

Optimization of duct assemblies for vibration Quarterly progress report, 1 Jul. - 30 Sep. 1968

Theoretical models and experiments on optimization of duct assemblies for vibratio

Legion

This is a review of Legion (2010)

A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

In many public primary schools across different countries, generalist primary teachers are required to teach all subjects, including music, dance, drama and visual arts. This study investigates the background and confidence of preservice primary teachers from five countries in relation to drama and drama education. It also examines if there is a difference between the preservice teachers’ perceptions of their own background and confidence in drama education in relation to each of the five countries (Australia, South Africa, Namibia, USA and Ireland). On investigating the differences between countries, there were significant statistical differences in the means of responses from preservice teachers from the different countries in relation to both background and confidence in drama education. The paper concludes with suggestions for teacher educators, given their students’ weak background in drama education

Developing Preservice Primary Teachers’ Confidence and Competence in Arts Education using Principles of Authentic Learning.

Arts education research over the years has highlighted the situation of non-specialist preservice primary arts teachers as having little confidence in their own artistic ability and their ability to teach the arts to children. Added to this, problems such a lack of resources, confidence, priority, time, knowledge and experience appear to inhibit the regular teaching of the arts by generalist classroom teachers while at the same time, face-to-face hours for preservice primary arts education have decreased significantly over the recent years. This paper describes how one subject within a Primary Teacher Education course responded to these challenges. This subject was based on Herrington, Oliver and Reeves’ (2003) framework for creating authentic learning environments then triangulates this authentic learning framework with what students wanted to learn in the subject and how they perceived they had developed their confidence and competence in creative arts educatio

Author Correction: A cell-free platform for the prenylation of natural products and application to cannabinoid production.

In the original version of this Article, the genotype of the M30 mutant presented in Fig. 3b was given incorrectly as Y288V/A232S, and the M31 mutant was given incorrectly as M1/A232S. The correct genotype of the M30 mutant is Y288A/A232S and for M31 it is Y288V/A232S. In addition, to keep consistency in genotype formatting, the genotype of the M27 mutant should be Y288V/G286S. The errors have been corrected in both the PDF and HTML versions of the Article