Commentary on Using Strengths-Based Leadership to Improve the Child Welfare System

This commentary reviews the design features and methods by which the Strengths Based Leadership model of the East Region of a county child welfare agency provides antidotes to the dilemmas typically faced by public agency street-level staff. Identifying worker strengths, increasing worker engagement in agency design, and clearly articulating goals and expectations—all features of productive relationships with client families, when employed by agency leadership—provide both the atmosphere and key supports for direct service staff to obtain positive outcomes for the children and families served

The tasks and roles of social workers: a focused overview of research evidence

Options for Excellence is a joint DfES and DH-funded review of the social care workforce. Four task groups have been set up, each dealing with different aspects of social care. Task Group 3 is considering the roles and tasks of social workers. In order to inform the work of this group, the Thomas Coram Research Unit was asked to provide an overview of relevant research and data in three main areas: the effective deployment of social worker time and tasks, improving cross-professional working, and attitudes to take-up of post-qualifying qualifications

Proton NMR Spectroscopy as a Probe of Dinuclear Copper(II) Active Sites in Metalloproteins. Characterization of the Hyperactive Copper(II)-Substituted Aminopeptidase from \u3cem\u3eAeromonas proteolytica\u3c/em\u3e

Proton NMR spectra of the hyperactive Cu(II)-substituted aminopeptidase from Aeromonas proteolytica (AAP) were recorded in both H2O and D2O buffered solution at pH 6.7. Several remarkably sharp, well resolved hyperfine shifted 1H NMR signals were observed in the 70 to −20 ppm chemical shift range. That hyperfine shifted signals were observed is due to spin-coupling of the two Cu(II) ions. Comparison of the spectra recorded in H2O and D2O buffered solutions indicated that the signals at 44.6, 43.3, and 17.7 ppm were solvent exchangeable. The two most strongly downfield shifted signals were assigned to imidazole N−H protons of the two coordinated histidine residues, while the remaining exchangeable signal was assigned to a peptidyl N−H proton that is in close proximity to the dicopper(II) center. One-dimensional NOE studies at pH 6.7 revealed two Y−CH2−CH\u3c moieties that were assigned to coordinated aspartic acid and histidine residues. In addition, a Y−CH2−CH2−CH\u3c moiety was also identified and was assigned to the coordinated glutamic acid residue, Glu152. All of the hyperfine shifted signals for [CuCu(AAP)] sharpened and shifted toward the diamagnetic region as the temperature was increased following Curie behavior. Fits of these data and those of a series of magnetically diverse μ-phenoxo and μ-alkoxo dicopper(II) model complexes to the population distribution of the ground and first excited states, provided information on the magnetic properties of dicopper(II) clusters. These fits indicated that the two Cu(II) ions in AAP are ferromagnetically coupled with a 2J value of 50 + 40 cm-1. These data provide the first structural information regarding the hyperactive [CuCu(AAP)] enzyme and are discussed in terms of the previously proposed mechanism of action for AAP

An Educational Study to Determine the Nutritional Value and Acceptability of Dry Milk Among the Navajo

One day at the Intermountain Indian School, when a package of government surplus dry milk seemed to defy opening, a senior Navajo student offered her assistance anx easily opened the many boxes of milk. Upon inquiry, she said that she had opened many a box, especially in the springtime. She went on to say that most of their dry milk was used in the spring to feed baby lambs. Later this same student told how her baby sister had died during the winter from something. The sister just seemed to get sick and then died. Could her death have been the result of an inadequate diet? Interest in the diets of the Navajo students and their families was thus started. It has resulted in this educational study on how non-fat dry milk might be used and made acceptable to the Navajo. Thus, it would improve the eating habits and nutrition of these people

The Relationship Between Stress, Anxiety, and Forms of Content Learning

There is little doubt that anxiety is prevalent in today\u27s world, and that students in school experience and are affected by anxiety. School is an evaluative experience and, as such, provides a wide variety of situations in which students are pressured to meet certain standards. Junior high school students, specifically, face an almost constant barrage of personal, social and academic situations new to them but with which they are expected to cope. Some students are able and willing to express their feelings of anxiety verbally to guidance counselors and others; some students exhibit these feelings physically in such activities as fidgeting, daydreaming or direct confrontation with the perceived threat. Still other students refuse to acknowledge their anxieties and either mentally or physically drop out of school. And, there are some students who appear to thrive on the daily challenges presented to them.While there is much discussion, and even argument, relating to the purposes of education today, there does appear to be agreement that transmission of knowledge is and should be a major goal of education. Our school systems are judged on their ability to transmit knowledge primarily in terms of the academic achievement of their students. Academic achievement is primarily determined by the ability to perform, most often in the form of a written test. Many decisions affecting students are based on such performance; honors, program placements, career opportunities, college selection all reflect a student\u27s achievement, as exhibited by his performance. Thus, if achievement is an important goal and if anxiety does exist, a further understanding of the relationship between these factors would be of value to educators in order to enhance the learning process. In addition to their concern about performance levels, educators must also consider what kind of achievement is being measured. Marton and Saljo (1976) conclude that learning should be described in terms of content because there is great diversity in what is learned or how different students apprehend the Same information. Fransson (1976) states that for instructional purposes and for greater understanding of the learning process, a description of what a student learns is preferable to a description of how much he learns. In order to formulate such a description, one IDuSt consider the content of the learning. In addition, our society is becoming increasingly concerned with the school\u27s ability to develop students who can comprehend and think in more than a literal fashion. Students who have been trained to acquire knowledge through analysis of data gathered from their environment appear to be better equipped to meet the challenges of our technological, rapidly-changing world than are those without this capability. One area of recent research in both psychology and education has focused on the relationship between anxiety and performance. The subjects in most of this research have been college students. Ninth grade students are quite different from college undergraduates in their developmental maturity. We need to know whether anxiety is as important a factor in performance with this age group as it is with older, more mature students. The purpose of this study is to examine the relationship between anxiety and the ability of ninth grade students to process information found in differing content forms. Specifically, two differing anxiety levels were induced with two randomly assigned groups of ninth grade students at Julington Creek School through external stress stimuli presented by the researcher. Academic achievement was measured by student performance in a written test designed to measure ability to acquire facts, concepts, and generalizations after reading a passage of material of general interest

Alien Registration- Mccullough, June C. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/21477/thumbnail.jp

A follow-up study of the 1956-1961 executive secretarial department graduates of Lasell Junior College, Auburndale, Massachusetts

Thesis (Ed.M.)--Boston Universit