A Decade of Coverage Losses: Implications for the Affordable Care Act

Examines 2000-10 trends in employer-sponsored health insurance and Medicaid/CHIP coverage by income group; contributing factors, including a growing low-income population; and projected coverage among low-income adults under the 2010 healthcare reform

The relationship between gestational PCB exposure, thyroid hormones and ADHD

PCB exposure has been associated with a reduction in circulating thyroid hormones via several different mechanisms. While thyroid hormones can influence many physiological endpoints in adults, precise concentrations during critical periods of gestation are crucial to normal development. Maternal consumption of PCB contaminated fish has been associated with developmental problems in animals and humans. Alterations of thyroid hormones is postulated to be one possible source of the developmental latencies associated with PCB exposure. Thus, this study investigated the influence of maternal thyroxine supplements in rodents exposed to a low dose of commercial PCBs; Pregnant Long-Evans rats were exposed to one of four doses including: Aroclor 1016 (IP); Aroclor and thyroxine (oral); thyroxine plus saline (IP), or saline. The offspring of all groups were observed for developmental landmarks and were put through a battery of behavior tests. Data were statistically analyzed using SPSS. Litters born to PCB exposed dams had significantly less males than those born to dams in all other dose groups. After receiving Aroclor, pinna unfolding, incisor eruption, and negative geotaxis were delayed and foot splay was wider than the controls. The group receiving both the Aroclor and thyroxine exhibited no statistically significant changes in these endpoints compared to controls. Overall response to startle stimuli was greater in pups after maternal exposure to Aroclor, and this group habituated significantly less than the other groups. Pups in the Aroclor group were most active in the figure 8 maze on average, and least active (and least accurate) in the 5-choice task, although these trends were not statistically significant; The supplementation of thyroxine to PCB exposed rats has provided some insight to the mechanisms underlying thyroid mediated PCB toxicity and suggests further examination into the efficacy of thyroxine to prevent or minimize developmental and behavioral effects in maternally exposed populations

Policy Decisions and Options-Based Responses to Active Shooters in Public Schools

Active shooter events in K-12 schools have increased since 1990, and developing response policies to such events is a responsibility of school personnel. A paucity of data regarding options-based response practices existed with no focus on policy processes. The purpose of this qualitative multi-case study was to describe the decision-making processes used in school districts when approving the inclusion of options-based responses to active shooter events in Emergency Operations Plans (EOPs). The research questions addressed processes that shaped the development of options-based responses to active shooter policies in 3 K-12 school districts within the Midwest. The conceptual framework was informed by the theory of policy paradox and the concepts of situational awareness and resilience. Structured interviews were conducted with 12 school personnel and safety professionals involved in 3 high schools; EOPs and state and federal regulations and guidelines were reviewed. An analysis of the interview responses and document reviews using four levels of descriptive coding required a cross-case analytic technique to discover patterns, connections, and themes. Law enforcement and school personnel worked together to create policy and to implement trainings related to options-based response. Results included enhancing situational awareness and empowering teachers and students to become responsible for their safety. These findings can be used to inform and guide school leaders in their efforts to make policy and implementation decisions regarding active shooter policies in EOPs. The potential for social change exists in more school personnel understanding and implementing options-based response policies and making the lives of K-12 students safer

Master of Science in Forensic Auditing Analytics: One University’s Response to Skills Gap

Worldwide, corporations and other institutions face substantial losses from fraud. In its 2022 Report to the Nations, the Association of Certified Fraud Examiners (ACFE) stated that based on its survey responses, organizations reported losing approximately five percent of their revenue annually to fraud. Extrapolating the reported fraud percentage, the amount lost globally to fraud exceeds $4.7 trillion annually (ACFE, 2022). As commerce moves to a digital economy, the opportunities for electronic fraud will increase, and so will the need for analytical skills for fraud examiners (Kramer et al., 2017). The American Institute of Certified Public Accountants (AICPA), as well as accounting educators, cites the need for more training in forensic auditing skills to detect financial statement fraud (DiGabriele, 2011). Also, the CPA Evolution initiative addresses the need for technical skills for accountants. This paper discusses the merits of a Master of Science in Forensic Auditing Analytics degree at Texas A&M University-Commerce (TAMUC) offered through a blend of existing graduate courses in accounting and business analytics in meeting industry expectations

Torts: Another Citadel Crumbles — Ohio Abolishes the Doctrine of Charitable Immunity

Albritton v. Neighborhood Centers Association for Child Development, 12 Ohio St. 3d 210, 466 N.E.2d 867 (1984)

Prior learning assessment for credit at the University of Central Missouri : a program evaluation

Field of study: Educational leadership and policy analysis.Dr. Sandy Hutchinson, Dissertation Supervisor.Includes vita."May 2018."Institutions of higher learning have focused recruiting, retention, and persistence efforts on the "traditional" student. In doing so, the retention and persistence rates of the highest growing population in higher education (the nontraditional student) is even lower than traditional students. Tinto (2012) described the relationship between the student and the institution as a moral contract in which the institution is obligated to provide an environment for success, particularly in the classroom so those students who are willing can achieve their goals. Unfortunately, the lack of specific policy or recognition of adult learning in higher education has resulted in the breaking of this contract for many adult students. This is validated through their decision not to return. Knowles' (1973) adult learning theory addressed the differences between traditional and nontraditional students. His focus was on how to enhance the learning environment for adult learners. One of the key aspects of his theory was the importance of the experiences the nontraditional or adult learner brings with them to the classroom. One way to improve adult student retention is through the recognition of their life/work experiences. Prior Learning Assessment (PLA) for credit consideration provides this opportunity. The focus of this research was to determine the effectiveness of the University of Central Missouri's PLA program. To accomplish this task, Patton's (2008) utilization focused evaluation method was selected. The intended purpose of this evaluation was "formative improvement and learning" (p. 139). To accomplish this task, the participant's perceptions and understandings of the policies and practices were essential, making a qualitative design the preferred approach. Four research questions were developed in coordination with the key stakeholder: 1) What do faculty assessors perceive as the barriers to accepting credit for prior learning; 2) What type of process do faculty assessors use to determine credit or non-credit for prior learning; 3) How visible is UCM's PLA program to faculty, administrators, and staff; and, 4) How important do administrators and faculty assessors perceive PLA to be in retention and persistence efforts of nontraditional students? For this program assessment, 330 faculty were contacted through survey, with 67 respondents. Eleven academic advisors participated in two focus groups, and 19 interviews were held with department chairs and staff directly involved in the prior learning assessment process. Through multiple participant data collection methods, several themes emerged: 1) understanding prior learning; 2) initiation of the PLA process; 3) determining credit approval/disapproval; 4) impact on student success; 5) program barriers; and 6) the future of PLA. These themes highlight key aspects of the PLA program and addressed the research questions for the program evaluation. The following recommendations for program improvement were presented to the key stakeholder for consideration: 1) A purposeful information campaign providing university policy and procedures, as well as, the types of prior learning are necessary for faculty assessors; 2) Improve the visibility of the PLA on the university webpage; 3) Recommend a committee be established to address faculty, staff, and administrators to address policy and procedures for a more systematic approval process; 4) Recognize the impact PLA has on student success and the cost savings associated with PLA to the student; and 5) Evaluate the amount of special credit is being awarded each academic year. The purpose of this qualitative utilization focused evaluation was to determine the understanding, perceptions, and experiences with prior learning assessment at UCM. This was accomplished through data collection and analysis with an opportunity for the key stakeholder to improve the program based on the suggested recommendations.Includes bibliographical references (pages 122-130)