A Language Facility Analysis to Determine the Influence of Black Non-Standard English on Oral and Written Language

It is considered by many linguists that all Americans speak an astandard English dialect. Field workers have for decades been involved in the task of interviewing people to determine regional dialects, the conclusion being that each dialect is a bona fide language system. However, an important point is that although there is a great diversity in oral language, there is only one accepted written form. (syntax and spelling). One of the most prominent of these divergent patterns is the Black non-Standard (BNS) language with which this paper will be concerned. The BNS language does not represent a failure to learn the rules of Standard English, but rather is an equally highly structured system with rules of its own. Yet, written language corresponds to Standard English rules. The BNS speaking person is exposed to language in conflicting ways. He learns to speak the language accepted by his home and peers. Aurally he is exposed to informal Standard English through school and the media (television, radio, movies). Visually, the materials he is presented to read are formal Standard English. As a result the question might be asked as to whether these conflicting presentations interfere with the achievement of this divergent speaker

Faith, scholarship and postmodernism

Faith, Scholarship, and postmodernismPostmodernism represents perhaps the most important philosophical shift occurring in Western thought since the Enlightenment. It is thus crucial for Christian scholars to address the issues it raises. In the United States, Christian scholars have employed at least two different paradigms in discussing the relationship of faith and scholarship. In the integration model, scholars assume that faith and scholarship are two distinct entities that must be brought together, while the worldview model assumes that the scholar always begins with a narrative worldview that subsequently informs one's scholarship. However, the worldview model holds that one's worldview can be influenced and informed by one's scholarship, life experiences, and cultural settings as well. After distinguishing between various kinds of postmodernism based upon their views of truth, unknowability, and cultural relativism - this article argues that worldview thinking may benefit from the academy’s embrace of postmodernism. Although Christian scholars have expressed a wide variety of opinions on postmodernism, I argue that postmodernism’s anti-foundationalism and recognition of the importance of perspectival thinking provide new opportunities for Christian scholarship

The CHA's Plan for Transformation: How Have Residents Fared?

Summarizes findings from studies on how relocation from distressed public housing changed former residents' quality of life, including living conditions, safety, poverty, employment, health, well-being of children, and satisfaction. Outlines implications

CHA Residents and the Plan for Transformation

This series of policy briefs presents findings from more than a decade of research on the people who lived in Chicago Housing Authority properties when the agencylaunched its Plan for Transformation in October 1999. The ongoing, multiyear effort sought to improve resident well-being by renovating or demolishing decaying public housing properties and replacing them with new, mixed-income development

A modular approach to diabetes structured education: Effects on patient knowledge, self-efficacy, self-management and patient experience in diabetic kidney disease

Diabetic kidney disease (DKD) is a serious chronic complication of diabetes, associated with increased risk of cardiovascular disease, end stage kidney disease and mortality. Intensive management, incorporating dietary and lifestyle changes with pharmacological agents, has been shown to reduce associated risks of DKD. This requires multiple self-management (SM) actions to optimise risk factors including diabetes, hypertension and hyperlipidaemia. Diabetes structured education (DSE) is integral to diabetes management and research shows DSE is beneficial to knowledge, SM activities, and diabetes control (Dekain et al., 2009; Speight et al., 2010). However, little evidence exists in DSE focused on DKD, despite the increased risk of mortality associated with the condition and NICE guidelines (NICE, 2008; NICE, 2003) encouraging education to optimise management of diabetes and kidney disease. The aim of the research is to determine whether complication-specific DSE for DKD has an impact on SM, self-efficacy (SE), and knowledge related to DKD, and to identify what effect education has on participants. A mixed method approach, combining quantitative questionnaires and semi-structured qualitative interviews was utilised. A standalone education module specifically for adults with DKD was provided for participants, tailored to the needs of this distinct group. A single education module demonstrated positive changes in SM activities, specifically seeking information, asking questions regarding biomedical results and following suggestions to alter dietary and exercise habits. Improvements were also seen in knowledge related to DKD. Significant positive correlations were demonstrated between SM and SE outcomes related to seeking support and discussing worries with family and friends. Qualitative results identified that social support can have a negative or positive impact on participants depending on the nature of the support. It was also found that participants felt healthcare professionals did not inform them of their biomedical results. An education module specifically for DKD allows the information to be tailored to meet the needs of participants to a greater extend, which is in keeping with NICE guidelines (NICE, 2003). A single education session had a positive impact on participants demonstrated by improvements in DKD knowledge, SE and increased engagement in SM activities. Healthcare professionals can improve partnership with patients through the sharing of, and the significance of, biomedical information. This could have a benefit in reducing the health burden of DKD considering its morbidity and mortality risk.Diabetes Research Unit at the Countess of Chester Hospital NHS Foundation Trust, Cheshire and Wirral Partnership NHS Foundation Trust, Cheshire and Merseyside Allied Healthcare Professional Research Network, and Lily U

Is there an app for that? Mobile phones and secondary prevention of cardiovascular disease.

Purpose of review: Advances in technology coupled with increased penetration of mobile phones and smart devices are rapidly changing healthcare delivery. Mobile phone applications (‘apps’), text messages, and Internet platforms used alone or in combination are now providing interventions targeting people with multiple cardiovascular risk factors. The present article will review the emerging evidence regarding apps and discuss their potential role in providing secondary prevention interventions via mobile phones. Recent findings: Seven recent randomized controlled trials used text messages or apps for six to 12 months, with or without differing combinations of other technology platforms. All studies, involved cardiac and diabetes populations, and demonstrated at least one positive improvement to cardiovascular risk factor profiles. When measured, acceptability of the intervention was high. Summary: Mobile apps and technology can deliver positive outcomes in the management of cardiovascular risk factors. However, because of the complexity of combination interventions, it is difficult to determine the ‘active’ ingredient. A future challenge for researchers and clinicians will be to respond quickly to these rapidly evolving interventions in order to ensure the delivery of effective, evidence-based outcomes

Early Childhood Teacher Turnover in Nebraska

Teacher turnover is a serious challenge across early childhood settings. Turnover can be expensive for early childhood programs, burdensome to staff, and harmful to children throughout the nation. Nebraska is no exception. This research brief describes teacher turnover in the state’s early care and education settings, including licensed child care, state-funded PreK, and Kindergarten through Grade 3. Research Questions The following research questions were asked across early childhood programs (licensed child care, state-funded PreK, and K-3): 1. What was the average rate of annual teacher turnover? 2. According to administrators, what was the most common reason teachers left their employment? 3. Which hiring challenges did administrators experience in filling positions? 4. On average