Silent Sacrifices: The Impact of “Don’t Ask, Don’t Tell” on Lesbian and Gay Military Families

The sacrifices of the nation\u27s 65,000 lesbian, gay, and bisexual military personnel2 and the one million lesbian, gay, and, bisexual veterans, however, have only recently garnered significant attention.3 Media stories such as that of former Army Sergeant Bleu Copas, an Arabic linguist with the 82nd Airborne, illustrate the impact of the Don\u27t Ask, Don\u27t Tell law on individual service members as well as the law\u27s impact on the military\u27s personnel needs.4 Yet the impact of Don\u27t Ask, Don\u27t Tell on gay military families has garnered little public attention because few families headed by a same-sex couple, in which one partner is currently serving in the armed forces, are willing to risk a career-ending move to tell their story, let alone face the loss of familial privacy by making such a public statement

Silent Sacrifices: The Impact of “Don’t Ask, Don’t Tell” on Lesbian and Gay Military Families

The sacrifices of the nation\u27s 65,000 lesbian, gay, and bisexual military personnel2 and the one million lesbian, gay, and, bisexual veterans, however, have only recently garnered significant attention.3 Media stories such as that of former Army Sergeant Bleu Copas, an Arabic linguist with the 82nd Airborne, illustrate the impact of the Don\u27t Ask, Don\u27t Tell law on individual service members as well as the law\u27s impact on the military\u27s personnel needs.4 Yet the impact of Don\u27t Ask, Don\u27t Tell on gay military families has garnered little public attention because few families headed by a same-sex couple, in which one partner is currently serving in the armed forces, are willing to risk a career-ending move to tell their story, let alone face the loss of familial privacy by making such a public statement

Participation of unemployment benefit recipients in active labor market programs : before and after the German labor market reforms

"Between 2005 and 2007 the German government raised a per-capita amount of around 10.000 Euros for each transition out of unemployment benefit receipt into basic social care, to be paid by the unemployment insurance. The so called 'Aussteuerungsbetrag' set strong incentives that investments in active labor market programs for unemployment benefit recipients should pay off - in terms of an exit from registered unemployment - before a transition into basic social care for needy jobseekers occurred. This raised considerable public concerns that less programs would be granted, in particular for hard-to-place workers. Our paper analyzes if these concerns were justified. We compare four cohorts, eligible for unemployment benefits at the beginning of their unemployment spell during March of the years 2003 to 2006. We conduct some descriptive analyses and estimate piecewise constant exponential hazard models to investigate the correlation between individual characteristics and transition rates into programs. The results show that transition rates into programs were in fact low across the 2005 cohort, but rather high for the 2006 cohort. The expectation that particular disadvantaged groups of unemployed would participate less in active labor market programs in the postreform period is not confirmed; their transition rates into programs were significantly higher across the 2006 cohort than in pre-reform cohorts." (Author's abstract, IAB-Doku) ((en))arbeitsmarktpolitische Maßnahme - Zu- und Abgänge, Hartz-Reform - Erfolgskontrolle, Aussteuerungsbetrag - Auswirkungen, Teilnehmerstruktur, Arbeitslose, schwervermittelbare Arbeitslose

Metacognition as a Mental Health Support Strategy for Elementary Students with Anxiety

Mental health issues affect learning and performance in profound ways. Schools tend to lack a comprehensive approach to address the needs of students with anxiety, due to the limited training staff receive in mental health identification and support. As teachers work to address barriers to learning, schools must develop a system to fully address the growing needs of students with anxiety. Metacognition plays a significant role in clinical psychology and is used as a mental health intervention and support in clinical settings. The possibility of the application of a specific cognitive strategy to classroom settings in order to support elementary students with anxiety could impact how students are served appropriately for mental health issues within the school setting. The purpose of this study was to examine the relationship between metacognition and its use as a mental health support strategy for elementary school students suffering from anxiety. The study presents a critical analysis of metacognition studies in both the educational setting and the clinical setting, as well as examines teacher perceptional data about supporting students with anxiety within the classroom. Participants in the study consisted of a convenience sample from an ex post facto survey administered to school staff in a small suburban Washington school district. Results of the study showed a statistically significant relationship between the use of metacognition, self-regulation as a component of metacognition, and teacher confidence level in supporting students with anxiety. This study works to further advance the growing body of knowledge regarding the teacher’s role in the support of mental health needs of students. Though the level of cognitive monitoring in children with generalized anxiety orders is not fully understood, further research linking the strategy of metacognition for students suffering from anxiety as a possible school intervention could aid the field of education in serving the social, emotional and behavioral development of students with anxiety

Introduction: What Is “Creative Making As Creative Writing”?

This special issue of the Journal of Creative Writing Studies centers on how creative writing changes when writers actively engage computers as nonhuman collaborators in “creative making.” Using examples from McGurl’s The Program Era, Emily Dickinson, and the crowdsourced “translation” of Melville’s classic into Emoji Dick, Berens suggests that creative writing methods have long been procedural and technologic. There are many forms of creative making. This special issue features creative writers that Write code to output novels Redefine how we think of writing’s “container” Demonstrate aspects of the digital-first, multimodal writing classroom Modify or remix existing artworks Berens supplies three modes to preview the issue’s 11 essays: a word cloud of the 45 most frequently occurring words, thematic clusters, and narrative descriptions of each essay. These modes of reading prompt consideration of tradeoffs we make between speed and precision when we read in online environments. A note on open access publishing, and suggestions for further reading about the role of electronic literature in creative writing studies, conclude the essay