A Two-Generational Child-Focused Program Enhanced With Employment Services

Presents findings from an evaluation of an early childhood program targeting low-income families that addresses both the parents' educational and employment needs and their children's developmental needs. Examines outcomes by age

Educating Inner-City Children in Suburban Schools: A Randomized Study of Majority-to-Minority Transfer and Achievement in Connecticut

This quantitative study measures achievement differences between students who enrolled in Open Choice (a city-to-suburb voluntary school integration busing program, previously known as Project Concern, and a key remedy in the Sheff case), versus applicants who were not admitted by lottery

Becoming Adults: One-Year Impact Findings from the Youth Villages Transitional Living Evaluation

Young adults with histories of foster care or juvenile justice custody experience poor outcomes across a number of domains, on average, relative to their peers. While government funding for services targeting these groups of young people has increased in recent years, research on the effectiveness of such services is limited, and few of the programs that have been rigorously tested have been found to improve outcomes. The Youth Villages Transitional Living Evaluation is testing whether the Transitional Living program, operated by the social service organization Youth Villages, makes a difference in the lives of young people with histories of foster care or juvenile justice custody. The program, which was renamed "YVLifeSet" in April 2015, is intended to help these young people make a successful transition to adulthood by providing intensive, individualized, and clinically focused case management, support, and counseling

Moving into Adulthood: Implementation Findings from the Youth Villages Transitional Living Evaluation

The Youth Villages Transitional Living program is intended to help youth who were formerly in foster care or juvenile justice custody, or who are otherwise unprepared for adult life, to make the transition to independent living. Youth Villages, which serves emotionally and behaviorally troubled young people, operates a number of programs in addition to Transitional Living.All of its programs are based on a set of core principles that emphasize treatment planning, systematic assessment of participating youth, and delivery of only evidence-informed practices within a highly structured supervisory system. Transitional Living clients receive intensive, individualized, and clinically focused and communnity-based case management, support, and counseling from staff who carry caseloads of about eight clients each. Youth eligibility is determined through an extensive recruitment and assessment process. Once youth are enrolled, Transitional Living staff continue to assess them to identify needs and work with them to develop goals, which become the basis of required weekly meetings. Over nine months, on average, program participants get support for education, housing, mental or physical health, employment, and life skills. This support is provided in a variety of forms, including action-oriented activities that involve completing a specific task during a weekly session or through more traditional counseling techniques.The Transitional Living Evaluation is focused exclusively on the program in Tennessee, although Youth Villages also has Transitional Living programs in six other states

Association of Single Nucleotide Polymorphisms in the Promoter of Apolipoprotein H with Systemic Lupus Erythematosus

Systemic Lupus Erythematosus (SLE) is an autoimmune disease that targets the vascular system, and can result in premature atherosclerotic vascular disease. The causes of SLE and many of the SLE associated problems, such as thrombosis, anitphospholipid syndrome, and atherosclerosis, which are significant public health concerns, are thought to be multifactorial, or caused by interactions of many environmental and genetic factors. Several genes have been proposed and studied in conjunction with these manifestations. This study focuses on one of these genes, apolipoprotein H (APOH gene, beta-2-GPI protein). The effects of several polymorphisms within the coding region in the APOH gene have been studied; however, possible effects of the single nucleotide polymorphisms (SNPs) within the promoter region have not been characterized. In this study, 6 SNPs in the APOH promoter were genotyped in 381 SLE women and 497 healthy women controls. This study aimed to determine the association of these polymorphisms with the occurrence of SLE, with the plasma levels of beta-2-GPI, and with the presence of antiphospholipid antibodies (APA). It was hypothesized that the genetic variation in the promoter region of the APOH gene may affect the risk of SLE and may do so through an effect on plasma beta-2-GPI levels or through its influence on APA. Among whites, the risk of SLE was modestly affected by the -1219 SNP (p = 0.057). While in blacks, the -759 SNP (p = 0.022) and the -700 SNP (p = 0.035) showed association with SLE. The haplotype pattern in whites was associated with SLE risk (p = 0.00015). The -643 SNP showed a modest effect on plasma beta-2-GPI levels in white SLE cases (p = 0.096) and black controls (p = 0.081). Significant differences were seen between antibody negative and all antibody positive groups in whites for the -1284 SNP (p = 0.02) and the -759 SNP (p = 0.046). These results suggest that genetic variation in the APOH promoter may affect SLE risk, beta-2-GPI levels, and the occurrence of antiphospholipid antibodies

Becoming Adults, Executive Summary: One-Year Impact Findings from the Youth Villages Transitional Living Evaluation

The Youth Villages Transitional Living Evaluation is testing whether the Transitional Living program, operated by the social service organization Youth Villages, makes a difference in the lives of young people with histories of foster care or juvenile justice custody. The program, which was renamed "YVLifeSet" in April 2015, is intended to help these young people make a successful transition to adulthood by providing intensive, individualized, and clinically focused case management, support, and counseling. The evaluation uses a rigorous random assignment design and is set in Tennessee, where Youth Villages operates its largest Transitional Living program. From October 2010 to October 2012, more than 1,300 young people were assigned, at random, to either a program group, which was offered the Transitional Living program's services, or to a control group, which was not offered those services. Using survey and administrative data, the evaluation team is measuring outcomes for both groups over time to assess whether Transitional Living services led to better outcomes for program group youth compared with the control group's outcomes

Theatre Education : the Analysis of State Standards and Curriculum Content for the Introductory Theatre High School Classroom

Changes in education are common. Old educational philosophies are integrated with new ideas and concepts on a fairly consistent basis. The 1990s saw considerable shifts in curricular development with more emphasis on educational psychology, grading scales, learning styles; innovations to curricular formats, and the governmental standardization of state and area education (Wiles and Bondi, Curriculum Development: A Guide to Practice 19). However, there are some subjects, such as music, art, health, or home economics whose curricula are not usually held accountable through standardized testing. For some of these classrooms, curriculum can fall short, and funding is overlooked in favor of spending money on subjects that are tested. Theatre is one such subject. In a curricular context, there are several theories about the forms of curriculum that are most conducive to the learning of students. There has also been much written about the most effective ways in which theatre is practiced. Theatre is adaptive and, therefore, offers many areas of study. There is very little, however, written about the effective teaching of theatre. Through the analysis of state standards, classroom content and curriculum formats, as well as an in depth study of the current literature about theatre education, this thesis will present a clear format for an introductory level, high school theatre curriculum.Theatr

Prospectus, November 11, 2004

https://spark.parkland.edu/prospectus_2004/1027/thumbnail.jp

Prospectus, October 14, 2004

https://spark.parkland.edu/prospectus_2004/1023/thumbnail.jp

Refinement and validation of a multi-level assessment method for Mid-Atlantic tidal wetlands (EPA #CD-973494-01)

The Shoreline Inventory for Delaware Coastal Bays has occurred in a series of Phases beginning in 2005. Phase was to develop a Tidal Wetlands Protocol which included data development for the Shoreline Inventory for the Indian River Watershed. The data inventory developed for the Shoreline Inventory is based on a three-tiered shoreline assessment approach. In most cases this assessment characterizes conditions that can be observed from a small boat navigating along the shoreline. Hand-held GPS units and GPS registered videography were used to collect data on conditions observed in the field. The three-tiered shoreline assessment approach divides the shore zone into three regions: 1) the immediate riparian zone, evaluated for land use; 2) the bank, evaluated for height, stability, cover and natural protection; and 3) the shoreline, describing the presence of shoreline structures for shore protection and recreational use. Access report via Download tab