Junior Recital:Nicole M. Johnson, Flute

Kemp Recital Hall Sunday Evening November 2, 2002 5:30p.m

EXPERIENCES OF SUCCESSFUL YOUNG ADULTS IN EXTENDED FOSTER CARE IN SAN BERNARDINO COUNTY

ABSTRACT This is a qualitative study that was conducted in conjunction with San Bernardino County to explore the experiences of you adults in Extended Foster Care. Extended Foster Care is an extension of foster care services offered from age 18 to 21 as a result of the passing of Assembly Bill 12. This study focuses specifically on the experiences of young adults deemed “successful” based upon their enrollment in school, work status, and overall plans for their future. The data was collected through telephone and face-to-face interviews with young adults currently involved with Extended Foster Care in San Bernardino County. The findings of this study indicated that successful young adults tend to demonstrate some level of resiliency and have an overall positive outlook, are self-motivated, have better relationships with their social workers, an overall good understanding of the program and services offered, stable supports, and all participants became involved in EFC immediately following regular foster care. Young adults also expressed a desire for more assistance in gaining work experience. The strengths of this study include the use of open ended questions and triangulation of analyzing data. Limitations of this study include participant self-selection bias and the briefness of the interview that may have not allowed for sufficient time for young adults to reflect intensely on their experiences. Recommendations for future social work policy, practice, and research based on the findings of this study include extending foster care services beyond age twenty-one, the importance of social workers roles in young adult clients’ lives, and the need for continued, more intensive research

The Art of Integration

As a result of the influence of and focus on standardized tests, scheduling conflicts, and lack of funding, more and more students are being denied arts education in the United States of America. However, different bodies of research showed discrepancy about the affects integrating various art programs into the classroom and class activities influences the students test scores, environments, and overall education experience. The first purpose of this study is to determine the benefits of arts education on classroom environment and students’ achievement. The second purpose is to examine how teachers integrate arts into their classrooms. Therefore, this study will address two research questions: (1) How do students’ benefit from arts education? and (2) How do teachers integrate arts into their academic curricula? In order to collect data, we will individually interview teachers from California elementary schools (kindergarten through fifth grade). Furthermore, a survey will be given to teachers and principals in California elementary schools regarding the influence and integration of arts education. We anticipate the results will indicate that students’ benefit in their personal success, educational achievement, and allow them too critically and creatively look at the world around them. Also, we anticipate that teachers will indicate that they have a difficult time implementing arts into the classroom because of scheduling conflicts and a larger focus of standardized tests, but will additionally show the importance of arts education on their students’

Who Pays? Coverage Challenges for Cardiovascular Genetic Testing in U.S. Patients

Inherited cardiovascular (CV) conditions are common, and comprehensive care of affected families often involves genetic testing. When the clinical presentations of these conditions overlap, genetic testing may clarify diagnoses, etiologies, and treatments in symptomatic individuals and facilitate the identification of asymptomatic, at-risk relatives, allowing for often life-saving preventative care. Although some professional society guidelines on inherited cardiac conditions include genetic testing recommendations, they quickly become outdated owing to the rapid expansion and use of such testing. Currently, these guidelines primarily discuss the benefits of targeted genetic testing for identifying at-risk relatives. Although most insurance policies acknowledge the benefit and the necessity of this testing, many exclude coverage for testing altogether or are vague about coverage for testing in probands, which is imperative if clinicians are to have the best chance of accurately identifying pathogenic variant(s) in a family. In response to uncertainties about coverage, many commercial CV genetic testing laboratories have shouldered the burden of working directly with commercial payers and protecting patients/institutions from out-of-pocket costs. As a result, many clinicians are unaware that payer coverage policies may not match professional recommendations for CV genetic testing. This conundrum has left patients, clinicians, payers, and laboratories at an impasse when determining the best path forward for meaningful and sustainable testing. Herein, we discuss the need for all involved parties to recognize their common goals in this process, which should motivate collaboration in changing existing frameworks and creating more sustainable access to genetic information for families with inherited CV conditions

Esophageal Temperature Mapping and Monitoring Sheath

The purpose of this document is to provide a product development summary for an accessory device that joins an esophageal temperature probe and a mapping catheter together to be used during cardiac ablation. Catheter ablation therapy is performed in the left atrium, utilizing extremely hot or cold temperatures to create scar tissue and treat atrial fibrillation and other arrhythmias. The close positioning of the left atria adjacent to the esophagus presents a large risk as the extreme temperatures used during ablation can lead to esophageal damage or fistulas. This device is designed to integrate correlate data from the temperature probe with the esophageal mapping catheter position in order to monitor esophageal temperature and create a map for use in catheter ablation. This document contains an overview of the development for this product. The document comprises the following sections: Introduction, Background, Objectives, Customer Requirements, Design Specifications, Project Management, Prototype Manufacturing Plans, Test Plans, Discussion, and Conclusions

Analysis of a Modification to the Sexual Experiences Survey to Assess Intimate Partner Sexual Violence

Greater accuracy is needed in the assessment of sexual victimization that occurs in intimate relationships. Existing assessment strategies in the literature often represent two distinct approaches—intimate partner violence specific strategies vs. sexual violence specific strategies. The current study compared multiple distinct strategies for assessing intimate partner sexual victimization (IPSV) and evaluated a modification that optimizes intimate partner and sexual violence specific strategies. Two samples of undergraduate women were recruited. Sample 1 (N = 236) completed the Severity of Violence Against Women Scales (SVAWS) and a modified version Sexual Experiences Survey–Short Form Victimization (SES-SFV) in which participants were cued to respond both for romantic partners and non-partners (referred to as the SES-RP/NP). Sample 2 (N = 206) completed the SVAWS and was randomized to either the traditional SES-SFV or the SES-RP/NP. Across samples, the prevalence of IPSV varied based on the measure used (SVAWS = 11.7%; SES-SFV = 17.0%; SES-RP/NP = 25.4%). The SES-RP/NP identified significantly more IPSV than the SES-SFV, SVAWS, and prior studies. Both the SES-SFV and the SES-RP/NP were positively and significantly associated with the SVAWS. The results suggested that optimal measurement of IPSV would consider both intimate partner and sexual violence strategies

Improving Transgender Policy for a More Equitable Workplace

Sex and gender categories have become more fluid in recent years. With evolving understandings of sexual orientation and gender identity, public administrators are confronted with questions of how to craft policy and make decisions based on new conceptions of sex and gender for transgender employees. Policy and practice is especially challenging in the workplace where sex and gender encompass both personal and professional dimensions. Within the public sector, the federal government is recognized as a leader on these issues, and this work examines federal transgender policy to answer the following questions: 1) how are federal agencies addressing transgender issues in the workplace through formal policy? and 2) what can be done to improve future transgender policy? To gain a better understanding of what constitutes an effective transgender workplace policy, we conducted a qualitative content analysis of nine transgender plans from the following federal agencies: Consumer Financial Protection Bureau, Equal Employment Opportunity Commission, Internal Revenue Service, National Aeronautics and Space Administration, United States Office of Special Counsel, United States Department of Interior, United States Department of Labor, United States Environmental Protection Agency, and United States Office of Personnel Management. Our analysis includes the identification of major themes within the nine policy documents. From this analysis, we propose best practices and future policy directions, as well as suggest ways of expanding the limited scholarship on transgender issues in the public sector

Developing a Rapid Assessment Program for Student Success in Clinical Education

Successful management of the struggling student in the clinic relies heavily on the early identification of clinical performance deficits. CIs who directly observe student performance, actions and behaviors should aim for early and precise identification of difficulties, which should lead to initial discussions with the student. If the student\u27s struggles require involvement from the educational institution, the CI should promptly contact and collaborate with the DCE. Early communication with the DCE is beneficial, as they can provide support for CIs overwhelmed by the difficulties that accompany working with a challenging student. The DCE provides guidance on determining the depth of deficiencies, the student’s needs, and options for remediation. The Rapid Student Assessment and Review (R-STAR) Program was designed to facilitate a thorough and timely review of students’ Clinical Performance Instruments (CPIs)through partnership with expert clinical education faculty. With the increasing number of students in programs and the competing demands on Clinical Instructors (CIs), the successful management of the struggling student in the clinic relies heavily on the early identification of clinical performance deficits. Judicious review of CPI ratings and narratives is essential to identify discrepancies between the scores given and narrative comments. The R-STAR Program utilizes clinical partners who were carefully selected and specifically trained to review and provide feedback to students and CIs, while identifying those individuals with issues requiring the DCE to prioritize and address. This session describes how to develop an efficient and effective program that may be implemented to help facilitate the timely management of student assessments in clinical education to enhance success