NEET young people and the labour market: working on the margins

This paper is based on findings from a longitudinal study of twenty young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on three years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to the paper are the experiences of three individuals and their attempts to begin work in the retail, care and catering industries. The paper illustrates a range of tensions between the aspirations of young people and the opportunities open to them. It provides a critical insight into some of the conditions which characterise work on the fringes of the labour market and the inter-play between these and the attitudes, values and dispositions of the young people taking part in the research. The paper’s findings challenge popular discourses about young people on the margins of participation and pose questions about the articulation between education, work and training for those seeking to enter the labour market

A Conceptual Model for Determining Career Choice of CHROME Alumna Based on Farmer\u27s Conceptual Models

This qualitative program evaluation examines the career decision-making processes and career choices of nine, African American women who participated in the Cooperating Hampton Roads Organization for Minorities in Engineering (CHROME) and who graduated from urban, rural or suburban high schools in the year 2000. The CHROME program is a nonprofit, pre-college intervention program that encourages underrepresented minority and female students to enter science, technically related, engineering, and math (STEM) career fields. The study describes career choices and decisions made by each participant over a five-year period since high school graduation. Data was collected through an Annual Report, Post High School Questionnaires, Environmental Support Questionnaires, Career Choice Questionnaires, Senior Reports, and standardized open-ended interviews. Data was analyzed using a model based on Helen C. Farmer\u27s Conceptual Models, John Ogbu\u27s Caste Theory and Feminist Theory. The CHROME program, based on its stated goals and tenets, was also analyzed against study findings. Findings indicated that participants received very low levels of support from counselors and teachers to pursue STEM careers and high levels of support from parents and family, the CHROME program and financial backing. Findings of this study also indicated that the majority of CHROME alumna persisted in STEM careers. The most successful participants, in terms of undergraduate degree completion and occupational prestige, were the African American women who remained single, experienced no critical incidents, came from a middle class to upper middle class socioeconomic background, and did not have children

HIV/STI Risk Factors Among African-American Students Attending Predominantly White Universities

Introduction: The majority of African American college students in the U.S. attend predominantly white institutions (PWIs). However, there is minimal research examining this population’s HIV/STI risk behaviors. The purpose of this investigation was to assess HIV/STI behavioral risk factors among African American college students (aged 18 – 24years) attending PWIs. (n = 2,568) Methods: Backwards step-wise logistic regression analyses were conducted to determine factors associated with a positive HIV/STI diagnosis (past year) among sexually active African American college students who participated in the Spring, 2006 National College Health Assessment. Findings: Nine factors were significantly associated with an HIV/STI diagnosis among African American college students attending PWIs. Different risk factors were associated with having a HIV/STI diagnosis among African American male and female college students. These results may be useful to HIV/STIs prevention programs targeting African American college students attending PWIs

Measuring health outcomes, experience of care and cost of healthcare in student-led healthcare services: a literature review

Introduction: In student-led healthcare services, health students take responsibility for the management and delivery of health services as part of clinical training. Like all healthcare services, student-led healthcare services need to be evaluated to ensure they provide high quality, safe and cost-effective services. The aim of this literature review was to understand how student-led healthcare services have been evaluated to date, and to assess alignment of previous evaluations with the Triple Aim framework. The Triple Aim is a conceptual framework, offering a systematic approach to evaluating healthcare services that may be appropriate for evaluation of student-led services. Methods: Electronic databases were searched for articles describing a student-led healthcare service and were screened for studies that evaluated the impact of a student-led healthcare service on patient outcomes. Results: Fourteen of 211 identified articles met the inclusion criteria. All 14 studies met the Triple Aim measurement principles of “a defined population,” “gather data over time” and “distinguish between measures” while only eight of the 14 studies achieved “comparison data”. All 14 studies measured at least one or more of the Triple Aim dimensions. Discussion/Conclusion: There was little consistency across the evaluations of student-led healthcare services, limiting the extent to which the benefits of student-led healthcare services can be shown to be a valuable resource to the healthcare system. Further investigation is required to determine a suitable evaluation framework for student-led healthcare services

Theories and Empirical Studies of International Institutions

Governmen

Evaluating Allied Health Clinical Placement Performance: Protocol for a Modified Delphi Study

Background: University-affiliated student-led health care services have emerged in response to the challenges faced by universities in securing quality clinical placements for health care students. Evidence of the health care benefits and challenges of student-led health care services is growing, while evidence of clinical placement performance remains variable and not generalizable. Though there have been previous attempts to develop a framework for evaluation of clinical placement performance, concerns have been raised about the applicability of these frameworks across the various placement settings. Additionally, the perspectives of all key stakeholders on the critical areas of clinical placement performance have yet to be considered. Objective: This study’s objective is to gather information on areas of measurement related to student learning outcomes, experience of placement, and costs of placement and then develop consensus on which of those areas need to be included in a framework for evaluation of clinical placement performance within the context of student-led health care services. The aim of this paper is to outline a protocol for a modified Delphi study designed to gain consensus on what is important to measure when evaluating an allied health clinical placement. Methods: We will recruit up to 30 experts to a heterogeneous expert panel in a modified Delphi study. Experts will consist of those with firsthand experience either coordinating, supervising, or undertaking clinical placement. Purposive sampling will be used to ensure maximum variation in expert panel member characteristics. Experts’ opinions will be sought on measuring student learning outcomes, student experience, and cost of clinical placement, and other areas of clinical placement performance that are considered important. Three rounds will be conducted to establish consensus on what is important to measure when evaluating clinical placement. Each round is anticipated to yield both quantitative data (eg, percentage of agreement) and qualitative data (eg, free-text responses). In each round, quantitative data will be analyzed descriptively and used to determine consensus, which will be defined as ≥70% agreement. Qualitative responses will be analyzed thematically and used to inform the subsequent round. Findings of each round will be presented, both consensus data and qualitative responses in each subsequent round, to inform expert panel members and to elicit further rankings on areas of measurement yet to achieve consensus. Results: Data analysis is currently underway, with a planned publication in 2024. Conclusions: The modified Delphi approach, supported by existing research and its ability to gain consensus through multiround expert engagement, provides an appropriate methodology to inform the development of a framework for the evaluation of clinical placement performance in allied health service

COVID-19 and the impact on the student delivery of exercise physiology services: a mixed method study.

Introduction: The COVID-19 pandemic has impacted the face-to-face delivery of exercise with social distancing restrictions preventing close contact between client and exercise professional. Additionally, exercise physiology students have had to adapt to these changes and use telehealth to achieve their learning outcomes. This study aimed to explore client and student perspectives of their experience with face-to-face exercise delivery prior to COVID-19 restrictions and telehealth during restrictions. Methods: Clients and students were invited to complete an online survey exploring their experience with student-led exercise services prior to COVID-19 restrictions and during restrictions. Likert-scale questions were compared using a Wilcoxon test and open-ended responses were thematically analysed. Results: Prior to COVID-19 restrictions, all students (n = 7) reported that providing face-to-face exercise physiology services resulted in positive learning experiences and clients (n = 12) were satisfied with their experience. During the restrictions, the client satisfaction with exercise delivery via telehealth remained high, however, students’ learning experience was hindered by the restrictions. Discussion and conclusion: For clients, satisfaction with the exercise delivery remained high and the convenience of telehealth were useful during a pandemic. For students, their exercise prescription and ability to assess and monitor their clients were impacted by using telehealth

Giving Credits where Credits are due: Revising the Script on Hollywood\u27s Books

For the past decade, the motion picture industry has been heavily scrutinized for its questionable accounting practices. This paper reviews these practices and shows how motion picture companies have manipulated accounting numbers to further their financial interests. The paper also discusses several proposed reforms to restore the public\u27s faith in the financial assessment of motion picture companies

Implementing the Common Core and North Carolina Essential Standards: A Collaboration for Revising Lesson Plans in a Second Grade Classroom

In collaboration with a practicing second grade teacher, I adapted lesson plans for her existing social studies and science units to reflect the Common Core and North Carolina Essential Standards. Common Core and Essential Standards are taught and assessed starting in the 2012-2013 school year. The interdisciplinary nature of the Common Core, its emphasis on non-fiction texts, and the local school district's focus on speaking and listening skills were reflected. After articulating essential questions and the students' desired enduring understandings, I identified gaps in the instructional practices and devised new academic strategies and assessment tools to strengthen the lessons. Other steps included gathering resources available through the school media center. I assembled the final product as four digital portfolios, plus two reference binders. This paper provides on overview of the new standards, discusses local educational priorities, gives an overview of the digital resource and offers reflections on the collaborative process.Master of Science in Library Scienc