CareerAdvance® Implementation Study Findings through FY 2018

This report examines the implementation of the third year of HPOG II services in a five-year grant cycle, including post-HPOG sustainability planning for CareerAdvance®. This report focuses on how and why the program has changed and adjusted to meet the requirements of HPOG II, while responding to the needs of the participants being served, the local job market, and the partners working together to implement and sustain the program. First, this report briefly describes the organizations partnering to implement the HPOG II version of CareerAdvance®. It then examines changes made to the program components, including the eligibility requirements, recruitment, assessment, and selection process, support services, training options, and other program elements. Also, it describes the HPOG II FY 2018 (September 1, 2017-August 31, 2018) cohorts enrolled in training, including assessment scores and detailed demographic information on the participants and their families, as well as program completion and certification attainment of all HPOG II participants (April 2016-August 31, 2018). A final section addresses CareerAdvance® sustainability planning issues, options and opportunities. This report draws from previous CareerAdvance® reports, information on the HPOG II program participants and their families, and interviews with CAP, Tulsa Tech, Family and Children Services, and Tulsa Community WorkAdvance leadership and staff.Administration for Children and Families, U.S. Department of Health and Human ServicesRay Marshall Center for the Study of Human Resource

An Exploration of Emotional Intelligence in Community College Leadership

This study explored emotional intelligence as it related to community college leadership. Three community colleges agreed to participate in the study. The researcher assessed the emotional intelligence of supervisors. The employees rated their perceived leadership practices of their supervisors. The researcher utilized a correlation method to determine if relationships were found between the variables; emotional intelligence of supervisors and perceived leadership practices. A correlation method was utilized to determine if any relationship existed between assessed emotional intelligence scores of the supervisors and leadership development hours. A descriptive analysis was utilized to determine if a participating community college embedded emotional intelligence concepts in their leadership training. The results indicated that no significant relationship was found between emotional intelligence and their perceived leadership practices. The results indicated that no significant relationship was found between assessed emotional intelligence scores and their leadership development training. The researcher found no emotional intelligence concepts in leadership development material that was submitted for analysis

Teaching Freshman Composition: A Manual for Beginning Instructors

A thesis presented to the faculty of the School of Humanities at Morehead State University in partial fulfillment of the requirements for the Degree of Master of English by Cynthia Howton Anderson on July 28, 1983

Teaching Freshman Composition: A Manual For Beginning Instructors

A thesis presented to the faculty of the School of Humanities at Morehead State University in partial fulfillment of the requirements for the Degree of Master of English by Cynthia Howton Anderson on July 28, 1983

The Politics of Pollution, Another Fallout of Acid Rain

The threat of acid rain is a side effect of the switch to coal as a major fuel for producing energy in the United States. Despite the existence of technology to reduce the pollutants that cause acid rain, the emissions of sulfur and nitric oxides are likely to increase because among several factors of political resistance to regulatory controls. The politics of pollution pit energy production and economic growth against environmental quality. Developing a regulatory policy is further complicated by the difficulty of isolating specific environmental effects attributable to acid rain apart from natural causes within the ecosystem. The question facing policy makers is whether the politics of pollution and the inherent difficulties of environmental research can be overcome before protecting the environ from the effects of acid rain is no longer an option

Tissue Adhesives

The goal of this paper is to summarize the best available evidence comparing tissue adhesives and tradition suture in the repair of traumatic lacerations in children. As providers caring for children, we want an efficient method of laceration repair that has the best cosmetic outcome. We want a repair without complications and to minimize the amount of pain and anxiety experienced by our patients and families. Numerous peer-reviewed, published studies have found that when used appropriately tissue adhesives are faster, less painful, and more economic than traditional suturing. Patients have fewer complications, reduced risk of infection, and excellent cosmetic outcomes. Overall the evidence suggests that using a tissue adhesive is a cheaper method of laceration repair and results in greater satisfaction for both the patient and the practitioner. Based on these comparisons, an evidenced based decision should be made

Linking functional assessment with diagnostic classification: Development of functional assessment methodology

Much of the assessment conducted by behavioral health providers is nomothetic in nature. For example, a primary goal of many clinicians is to determine the diagnostic category that best fits a given client. This is problematic because simply knowing what diagnosis best fits a client does not necessarily lead to an effective treatment decision. In contrast to a nomothetic approach to assessment, behavior analysis emphasizes idiographic assessments. One example is a functional assessment. The purpose of a functional assessment is to determine the environmental variables of which behavior is a function. Although functional analyses are relatively common within the developmental disabilities literature, they are virtually absent from published studies with other clinical populations. The purpose of this study was to develop and assess the clinical utility of a structured functional assessment interview for typically-developed children exhibiting behavior problems in schools. In the first study, two functional assessment interviews were developed and field tested. The first interview was designed to be administered to teachers and the second to children. Inter-rater agreement was evaluated for the interviews and was found to be high. Agreement between teachers and children was evaluated as wen, and was very low. Based on the findings of Study 1, structural changes were made to the interviews prior to beginning Study 2. The purpose of Study 2 was to further evaluate the inter-observer agreement of the interviews and also to conduct an evaluation of the interviews concurrent validity. In this study, the interviews were administered to four additional children, their teachers, and teaching aides. Additionally, direct observation data were collected for approximately 2-hours with each child. Inter-observer agreement was evaluated by comparing the interviews administered to the teachers and children, and the interviews administered to the teachers and teachers\u27 aides. Overall, agreement between teachers and children was poor, however teachers and children did tend to agree on consequences maintaining challenging behavior. Agreement between teachers and their aides was high, overall. Concurrent validity was evaluated by comparing the results of the teacher-administered interviews to 2-hours of direct observations conducted in the school. Overall, agreement between the teacher interview and the direct observation data was acceptable to good. Taken together, the high inter-observer agreement between teachers and aides (both of whom are familiar with the children\u27s behavior in school) and the acceptable concurrent validity suggest that the interviews may be a useful addition to a comprehensive functional assessment for children exhibiting challenging behavior in schools