3,075 research outputs found
Outside Evaluation of Conecticut\u27s Family Resource Centers : Final report
In 193, the Connecticut State Department of Education received federal support for the activities of nine existing Family Resource Centers (FRC) and for funding new FRCs. The FRCs were based on the premise that many childhood and adolescent problems can be prevented by strengthening effective family management practices and establishing a continuum of child care and support services linked to public schools or located in public school buildings. This report details the evaluation of the 18 school-based/linked FRCs, describing their structure and contexts, examining evidence of service use, and presenting information on the effects of the FRCs on families and schools. Chapter 1 presents the service delivery model, describes the core services, and describes the evaluation plan. Chapters 2 through 5 summarize findings related to the following areas: (1) structure of core services, service delivery, financial supports, and staffing characteristics; (2) processes used to deliver services in a school-based/linked setting, including collaborative arrangements; (3) use of FRC services; (4) impacts of FRCs on families and children; and (5) impact of FRCs on schools. Chapter 6 discuses the patterns observed that reflect the implementation of the FRC service delivery model and implications for delivering comprehensive integrated services to families. This chapter also presents recommendations for sustaining the school-based/linked delivery model of the FRCs at meaningful levels. Chapter 7 presents profiles of the 18 FRCs, including their setting, service delivery arrangements, primary collaborative arrangements, and the school relationship. Nine appendices include a description of the Evaluation Support System and data collection instruments. (KB
Recommended from our members
Admen and the shaping of American commercial broadcasting, 1926-50
textThe
advertising
industry
made
significant
contributions
to
the development
of
American
commercial
broadcasting
during
the
“Golden
Age”
of radio,
roughly
the
late
1920s
through
the
1940s.
“Admen”
not
only
helped
develop
broadcasting
as
an
advertisin g
medium,
they
also
produced
the
majority
of
prime‑time
network
programs,
such
as
Show
Boat,
Town
Hall
Tonight,
and
The
Jack
Benny
Program ,
and
day time
serials,
such
as
Stella
Dallas,
Ma
Perkins,
and
Just Plain
Bill.
This
dissertation,
based
on
an
extensive
review
of
surviving
network
and
agency
materials,
describes
the
complicated,
often
conflicted,
activities
of admen
as
they
sought
to
develop
radio
as
an
entertainment
and
advertising
medium
while
balancing
the
competing
demands
of
advertisers,
networks, performers,
and
audiences.
The
Depression
forced
broadcasters
to
seek
program
financing
from
advertisers,
who
turned
to
advertising
agencies
to
over see
the complexities
of
integrating
their
advertising
into
entertainment.
Relationships
between
networks
and
agencies
evolved
to
manage
the
ongoing
conflicts
over program
control
and
advertising
standards.
Meanwhile,
admen
struggled
to
develop
new
techniques
fo r
radio ,
focusing
on
“showmanship”
as
a
set
of strategies
to
be
applied
to
both
entertainment
and
advertising.
Some
advertising
agencies,
such
as
Blackett‑Sample‑Hummert,
employed
the
“hard
sell,” emphasizing
product
claims
and
“reasons
why”
to
buy,
while
other
agencies, such
as
Young
&
Rubicam,
relied
on
humorous
and
indirect
appeals,
or
the
“soft sell.”
These
advertising
strategies
carried
over
into
the
agencies ’
programming. At
the
height
of
the
radio
era,
advertising
agencies
expanded
into
Hollywood
to
oversee
star‑studded
radio
entertainment
programs,
including
Lux
Radio
Theatre, Kraft
Music
Hall,
and
Hollywood
Playhouse.
Radio
revenues
and
audiences
peaked
in
1948,
the
same
year
of
the
first
network
television
broadcasts.
By
the end
of
the
1950s,
because
of
increased
production
costs,
the
networks
had
taken
over
most
of
the
programming
functions
handled
by
advertising
agencies
during the
radio
era.
However,
this
dissertation
argues
that
the
influence
of
admen
and
the
advertising
industry
in
shaping
broadcasting
institutions
such
as
networks and
cultural
forms
such
as
program
genres
has
left
a
deep
and
significant
legacy.Radio-Television-Fil
Space Human Factors Engineering Gap Analysis Project Final Report
Humans perform critical functions throughout each phase of every space mission, beginning with the mission concept and continuing to post-mission analysis (Life Sciences Division, 1996). Space missions present humans with many challenges - the microgravity environment, relative isolation, and inherent dangers of the mission all present unique issues. As mission duration and distance from Earth increases, in-flight crew autonomy will increase along with increased complexity. As efforts for exploring the moon and Mars advance, there is a need for space human factors research and technology development to play a significant role in both on-orbit human-system interaction, as well as the development of mission requirements and needs before and after the mission. As part of the Space Human Factors Engineering (SHFE) Project within the Human Research Program (HRP), a six-month Gap Analysis Project (GAP) was funded to identify any human factors research gaps or knowledge needs. The overall aim of the project was to review the current state of human factors topic areas and requirements to determine what data, processes, or tools are needed to aid in the planning and development of future exploration missions, and also to prioritize proposals for future research and technology development
Creating an Online Journal and Other Strategies to Showcase Scholarly Works
Attend this session to learn about creating a new online journal to showcase student and/or faculty research from your program. You will also learn about other tools to increase the impact and discoverability of your research
Gender differences in the schooling experiences of adolescents in low-income countries: The case of Kenya
Little research on education in developing countries has focused on adolescent issues at the same time, despite the fact that a growing proportion of young people are spending some time in school during the phase of their lives between puberty and marriage, there is little research on schooling as a key dimension of the adolescent experience. This paper examines the school environment in Kenya and the potential ways it can help or hinder adolescents. We focus on gender differences with a view toward illuminating some of the factors that may present particular obstacles or opportunities for girls. The paper begins with a review of what is known about schooling and adolescence focusing on what the literature can tell us about the relationship between adolescent schooling experiences and “successful” transitions to adulthood, including not only the development of cognitive competencies, but the fulfillment of personal educational goals, the avoidance of pregnancy and the development of self-esteem and empowerment of young women. While the demographic literature views education as uniformly positive leading women to delay marriage and childbearing, the education literature views schools as conservative institutions that act to reinforce gender inequality in the society. Using both qualitative and quantitative data, the paper then continues with an analysis of 36 primary schools in three districts of Kenya chosen to reflect the spectrum of school quality in the country. The focus is on primary schools because the majority of adolescents in school attend primary school. In schools that encompass the range in terms of performance and parental status, disorganization coexists with strict punishment, minimal comforts are lacking, learning materials are scarce, learning is by rote, and sex is practiced but not taught. We find that girls do worse than boys in the primary school leaving exam and that better performing schools are not necessarily more gender equitable. Teachers’ attitudes and behavior reveal lower expectations for adolescent girls, traditional assumptions about gender roles and a double standard about sex
Values-Based Network Leadership in an Interconnected World
This paper describes values-based network leadership conceptually aligned to systems science, principles of networks, moral and ethical development, and connectivism. Values-based network leadership places importance on a leader\u27s repertoire of skills for stewarding a culture of purpose and calling among distributed teams in a globally interconnected world. Values-based network leadership is applicable for any leader needing to align interdependent effort by networks of teams operating across virtual and physical environments to achieve a collective purpose. An open-learning ecosystem is also described to help leaders address the development of strengths associated with building trust and relationships across networks of teams, aligned under a higher purpose and calling, possessing moral fiber, resilient in the face of complexity, reflectively competent to adapt as interconnected efforts evolve and change within multicultural environments, and able to figure out new ways to do something never done before
“Intercultural encounters”:Mentorship relations as spaces for critical intercultural learning in Higher Education Institutions (HEIs)
There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors’ approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.</p
Individual differences in script reports: implications for language assessment
Journal ArticleWhen individuals are asked to describe routine events, their descriptions often exhibit characteristics of script reports (Schank & Abelson, 1977). A script has been defined as a set of expectations individuals have about routine events that is organized in a temporal-causal sequence of acts or single actions (Fivush, 1984; Nelson, Fivush, Hudson, & Lucariello, 1983). Individuals use the organization of scripts to describe routine events and to aid in their memory of specific instances of events (Bower, Black & Turner, 1979). The organization of scripts has also been found to enhance children's use and comprehension of language (Constable, 1986; Furman & Walden, 1989; Lucariello, Kyratzis, & Engel, 1986)
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