A Portrait of Preteens in Santa Clara and San Mateo Counties: What We Know About 9- to 13-Year Olds

This report, commissioned by the Lucile Packard Foundation for Children's Health and the Preteen Alliance, presents a profile of the preteen population in Santa Clara and San Mateo counties in California. Data compiled from a wide variety of sources depict the demographic and economic characteristics of the preteen population in the two counties, as well as detailed information about their emotional, behavioral, physical and academic health compared to available data on preteens in the state and the nation. Recommendations to increase community awareness about the particular issues and needs of youth in this age range and to address gaps in available data are offered

HYSTERESIS AND THE SHORTAGE OF AGRICULTURAL LABOR

The GAO disputes growers' claims of a labor shortage, using unreliable farm employment data rather than relative wages. A shortage, implying a failure of intersectoral arbitrage, may arise due to hysteresis in labor movement. Estimates find the probability of a farm labor shortage (30%) three times that of a surplus.Labor and Human Capital,

Promoting Emotional and Behavioral Health in Preteens: Benchmarks of Success and Challenges Among Programs in Santa Clara and San Mateo Counties

P/PV conducted a two-year study for The Lucile Packard Foundation for Children's Health to assess the effectiveness of the foundation's youth development grantmaking program and to offer lessons for future grantmaking endeavors. The resulting report describes benchmarks of quality programs for youth and strategies for addressing common program challenges

Several Sigourneys : Circulation, Reprint Culture, and Sigourney’s Educational Prose

In her now-famous essay Reinventing Lydia Sigourney, Nina Baym argued that Sigourney\u27s literary range inevitably allows for the construction of several Sigourneys who are unknown to modern criticism. 1 Since 1990, when Baym revealed Sigourney as a student of history and a writer of historical prose, scholars have filled the gap she identified with a variety of Sigourneys, identifying her generic plurality\u27\u27 as a means to achieve multi-positionality as a woman poet, as Paula Bernat Bennett writes, and noting that Sigourney\u27s wide-ranging oeuvre does not readily lend itself to a reading of the author as a sentimental poetess. 2 Subsequently, scholars like Bennett, Wendy Oasler Johnson, and Elizabeth Petrino have taken up the call to reinvent, reconsider, or, as Dasler Johnson strives to do, revive Sigourney as a complex poet worthy of scholarly consideration. But while such scholars acknowledge Sigourney\u27s range of genres, few have focused on her prose. Even as they acknowledge it, they leave it, as Allison Giffen says, all but overlooked. 3 In this chapter, I fill this gap by focusing on the reinvention of Sigourney as an educator who used her prose to advance her educational causes. Many scholars have remarked on her educational program, and she herself was admittedly always the teacher, identifying herself as a schoolmistress and a literary woman. 4 For example, in chapter 12, Ricardo Miguel-Alfonso pays similar attention to Sigourney\u27s didactic use of history and biography, which connects hers to the educational projects of Ralph Waldo Emerson and the other transcendentalists. In From School to Salon, Mary Loeffelholz offers perhaps the most extended attention to the centrality of schooling to Sigourney\u27s writing and life. Loeffelholz suggests that we consider the school as the common social location ... of Sigourney\u27s poetic and prose genres, inseparable from their matrix of republican ideas. 5 That is, she frames schooling and Sigourney\u27s identity as a teacher-rather than the home and motherhood-as central to the writer\u27s work as a whole. 6 In her attention to the school, Loeffelholz raises a question that is central to my own essay: Is the authority of the teacher modeled on that of the mother, or that of the mother on the teacher? She answers, For Lydia Sigourney, the role of the teacher came first, nor just biographically but historically, ideologically, and almost, it seems ontologically. 7 I would add that, while Sigourney positioned herself in relation to domestic culture in her early work, she developed an increasingly professional authorial persona in relation to education that drew on the authority of mothers but was increasingly distanced from the home. In other words, she spoke to maternal teachers in her earlier essays; but by the late 1830s and 1840s, as the schoolroom became an accepted site of practice for women students and teachers, she increasingly intervened in conversations about formal, extra-domestic schooling. Further, in Sigourney\u27s broad circulation of her educational essays, we can clearly trace the evolution of her ideas about education and gender and about herself as a woman educator, which changed as the cultural terrain around women\u27s education shifted, particularly in regard to what Loeffelholz calls the emergence of the domestic- tutelary regime, in ways she did not always control.

On the relationships between self-reported bicycling injuries and perceived risk among cyclists in Queensland, Australia

The focus of governments on increasing active travel has motivated renewed interest in cycling safety. Bicyclists are up to 20 times more likely to be involved in serious injury crashes than drivers so understanding the relationship among factors in bicyclist crash risk is critically important for identifying effective policy tools, for informing bicycle infrastructure investments, and for identifying high risk bicycling contexts. This study aims to better understand the complex relationships between bicyclist self reported injuries resulting from crashes (e.g. hitting a car) and non-crashes (e.g. spraining an ankle) and perceived risk of cycling as a function of cyclist exposure, rider conspicuity, riding environment, rider risk aversion, and rider ability. Self reported data from 2,500 Queensland cyclists are used to estimate a series of seemingly unrelated regressions to examine the relationships among factors. The major findings suggest that perceived risk does not appear to influence injury rates, nor do injury rates influence perceived risks of cycling. Riders who perceive cycling as risky tend not to be commuters, do not engage in group riding, tend to always wear mandatory helmets and front lights, and lower their perception of risk by increasing days per week of riding and by increasing riding proportion on bicycle paths. Riders who always wear helmets have lower crash injury risk. Increasing the number of days per week riding tends to decrease both crash injury and non crash injury risk (e.g. a sprain). Further work is needed to replicate some of the findings in this study