Poverty Elimination Strategies that Work: A Human Rights Toolkit for Addressing Poverty in Your Community

This report highlights numerous local solutions that are currently being implemented in communities around the state and the country. This report is meant to be a resource to assist neighborhood groups, faith communities, service providers, policymakers, and others, in creating solutions to fundamentally address poverty. The report provides over 50 poverty elimination strategies that work along with hyperlinks to sources which contain information about highlighted solutions and additional resources that may be useful in developing and implementing poverty elimination strategies locally

How the Instruction and Use of Three Metacognitve Reading Strategies Helped Fourth Graders Find Success and Enjoyment in Reading Informational Text

The purpose of this study was to explore what would happen when I provided my students with metacognitive reading strategies in order to promote their engagement with and understanding of expository texts. To do so, I focused on three metacognitive strategies that I explicitly instructed in a series of small group settings; connecting, imaging, and predicting. I provided the students with time to practice the strategies independently using expository texts such as magazines, textbooks, and nonfiction books. I wanted to make a difference in the way my students read nonfiction information. I wanted them to see the value in reading such texts, and teach them ways to make sense of what they read

Research to Action: A Campus-Community Partnership to Address Health Issues of the Food Insecure

A university-community partnership assessed the food security and health status of food pantry participants in a midwestern urban community. Eighty percent of households surveyed were food insecure, and 40% experienced fair or poor health. The sample experienced higher rates of chronic disease than the general population. A nutrition education program designed to meet specific nutrition and health-related needs of pantry participants was developed. Implications include training pantry staff about chronic disease and its relationship to nutrition, identifying pantry foods that provide positive health benefits, and developing consumer publications focused on selecting and preparing pantry foods when one has chronic disease

Research to Action: A Campus-Community Partnership to Address Health Issues of the Food Insecure

A university-community partnership assessed the food security and health status of food pantry participants in a midwestern urban community. Eighty percent of households surveyed were food insecure, and 40% experienced fair or poor health. The sample experienced higher rates of chronic disease than the general population. A nutrition education program designed to meet specific nutrition and health-related needs of pantry participants was developed. Implications include training pantry staff about chronic disease and its relationship to nutrition, identifying pantry foods that provide positive health benefits, and developing consumer publications focused on selecting and preparing pantry foods when one has chronic disease

Sex and Gender in Medical Education, and proceedings from the 2015 Sex and Gender Education Summit

The Sex and Gender Medical Education Summit: a roadmap for curricular innovation was a collaborative initiative of the American Medical Women\u27s Association, Laura W. Bush Institute for Women’s Health, Mayo Clinic, and Society for Women\u27s Health Research (www.sgbmeducationsummit.com). It was held on October 18–19, 2015 to provide a unique venue for collaboration among nationally and internationally renowned experts in developing a roadmap for the incorporation of sex and gender based concepts into medical education curricula. The Summit engaged 148 in-person attendees for the 1 1/2-day program. Pre- and post-Summit surveys assessed the impact of the Summit, and workshop discussions provided a framework for informal consensus building. Sixty-one percent of attendees indicated that the Summit had increased their awareness of the importance of sex and gender specific medicine. Other comments indicate that the Summit had a significant impact for motivating a call to action among attendees and provided resources to initiate change in curricula within their home institutions. These educational efforts will help to ensure a sex and gender basis for delivery of health care in the future

Relationships Among Thought Suppression, Intrusive Thoughts, and Psychological Symptoms

Although thought suppression is related to increases in psychological symptoms (Purdon, 1999), the mechanisms that may explain this relationship are not well understood. As a result, the current study examined the relationships among thought suppression, intrusive thoughts, and psychological symptoms assessed by the Personality Assessment Inventory (PAI) in a diverse sample of undergraduate students. Results suggested that, for women, utilizing thought suppression and experiencing unwanted intrusive thoughts were related to symptoms on the PAT. Findings further suggested that intrusive thoughts mediated the relationship between thought suppression and various psychological symptoms that may be experienced by women. In contrast, for men, intrusive thoughts mediated the relationship between thought suppression and psychological symptoms consistent with anxiety-related disorders. Results suggested that learning to accept the experience of unwanted thoughts and refraining from using thought suppression may promote more beneficial outcomes for individuals experiencing a variety of psychological symptoms

Intergenerational transmission of self-esteem : parental determinants and consequences for relationships with children

In the present study, the effect of relationships with parents on adult self-esteem was examined as was the effect of self-esteem on individual well-being. In turn, wellbeing was examined for its effect on relationship with one's child. Two conditions, relationship with spouse and child temperament, were investigated as potential moderators of these relationships. The sample was composed of 1,986 males and 1,859 females. Eighty percent were caucasian, 10.2% African-American, 7.9% Hispanic, and 1.3% divided among Asian-American and American Indian. Mean age of the subjects was 42.3 years; mean education level was completion of high school. Income ranged from $0 to$400,000 with a mean of $40,100. Path analyses suggested that for males, a poor relationship with one's mother predicted low self-esteem. Low self-esteem predicted low well-being which, in turn, predicted a low quality relationship with one's child. For females, a poor relationship with one's father predicted low self-esteem which, in turn, predicted low well-being and a poor relationship with one's child

Cross-Boarder Teaching and Collaboration

Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of—and sharpen their critical perspective on—their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits. Best Practices did not address these issues. The primary aim of this chapter of Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, either in the United States or abroad. This chapter also addresses collaboration of U.S. law teachers with their counterparts abroad in such areas as developing innovative teaching and clinical legal education, training and research. It identifies eight guiding principles that cut across types of international learning and then applies these principles to three specific contexts: 1) teaching international students in U.S. law school settings; 2) integrating international students in U.S.-based clinics; and 3) collaborating in legal education and reform efforts with law teachers abroad.https://digitalcommons.law.uw.edu/faculty-chapters/1001/thumbnail.jp