The Black Hawk Waltz

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Perceived influences on the career choices of children and youth: an exploratory study

Children’s understanding of factors influencing their career choices was examined. Seventy-two children, in grades kindergarten, 4, and 8, responded to questions about their perceptions of career influences. Responses were coded to capture the nature of the influences identified, including the global versus specific and linear versus interacting nature of these influences. Further, influences were coded as existing proximal versus distal to the child. Results indicate that older children identified more career influences that were either specific or categorical and interacted in dynamic ways. No evidence was found for older children offering influences that existed at a systems level of organization.Accepted manuscrip

Urban Catholic Elementary Schools: What are the Governance Models?

The closure of nearly half of Catholic elementary schools in the United States since the 1960s has led to the development of many innovative initiatives to stabilize, strengthen, and sustain urban Catholic elementary education. Improving school governance models has been a common agenda of these efforts. This study examined the governance models in use by urban Catholic elementary schools across the United States. Seven major governance models for urban Catholic elementary schools were identified and studied using structured interviews and document analysis. An eighth model, faith-inspired charter schools, is presented as one alternative to a Catholic school. The variety of governance models demonstrates innovation in response to the plight of urban Catholic elementary schools across the country. Common trends across the models are discussed. In short, traditional governance approaches are giving way to more strategic, data-supported models that have the potential t

The Black Hawk Waltz.

Illustration of couple dancinghttps://scholarsjunction.msstate.edu/cht-sheet-music/10938/thumbnail.jp

The Relationship of a Systemic Student Support Intervention to Academic Achievement in Urban Catholic Schools

Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students’ nonacademic needs. Within a group of Catholic schools located in one city, this study examines academic achievement on the Stanford Achievement Test battery in mathematics, reading, and language among 2nd through 8th grade students participating in such an intervention, and compares the results with those of similar nonparticipating students in nearby cities. Using hierarchical longitudinal growth modeling and adjusting for demographic characteristics, this study found that students in intervention schools outperformed the comparison group on average in 6th grade mathematics. Intervention students also experienced significantly higher rates of growth in achievement than the comparison group in all three subjects. The results suggest that systemic service provision models have the potential to help urban Catholic schools meet their mission of educating the whole child and serving the poorest families. Keywords Catholic education, longitudinal growth analysis, achievement gap Le lien entre une intervention systémique de soutien aux élèves et la réussite scolaire dans les écoles catholiques en milieu urbain. Une bonne partie de l\u27écart entre les résultats obtenus par les élèves riches et les pauvres peut être attribuée à des facteurs extérieurs à l\u27école, pourtant peu d\u27écoles disposent d\u27un système complet et coordonné pour résoudre les besoins extrascolaires des élèves. Cette étude, qui porte sur un groupe d\u27écoles catholiques situées dans une seule ville, examine la réussite scolaire sut la batterie de tests de réussite de Stanford en mathématiques, lecture et langage parmi des élèves de la 11eà la 3eparticipant à cette intervention et compare les résultats avec ceux d\u27élèves similaires, dans des villes voisines qui n\u27y participaient pas. À l\u27aide d\u27une modélisation longitudinale de croissance, avec un ajustement pour les caractéristiques démographiques, cette étude a trouvé que les élèves des écoles où avait lieu l\u27intervention avaient de meilleurs résultats en moyenne que le groupe de comparaison en mathématiques de classe de 6e. Les élèves bénéficiant de l\u27intervention ont aussi eu des taux de croissance plus élevés que le groupe de comparaison dans les trois matières. Ce résultat indique que des modèles de service systémique fourni aux élèves peuvent potentiellement aider les écoles catholiques urbaines à remplir leur mission d\u27éducation intégrale de l\u27enfant et rendre service aux familles pauvres. Mots-clés : éducation catholique, analyse longitudinale de croissance, écart de réussite Relación entre una intervención sistémica de apoyo al estudiante y los logros académicos en escuelas católicas urbanas La mayor parte de la brecha en los logros entre estudiantes ricos y pobres puede atribuirse a factores extraescolares, sin embargo, pocas escuelas disponen de un sistema comprensivo coordinado que aborde las necesidades no académicas de los estudiantes. Tomando un grupo de escuelas católicas ubicadas en una misma ciudad, este estudio examina los logros académicos en las pruebas de aptitud de Stanford (SAT) en matemáticas, lectura y lengua de estudiantes entre segundo y octavo curso que participan en tales intervenciones; y compara los resultados a los de estudiantes no participantes, con perfiles similares, en ciudades cercanas. Al emplear modelos de crecimiento longitudinal jerárquico y al ajustarlos a las características demográficas, el presente estudio encontró que los estudiantes de escuelas con intervención superaron la media de los resultados del grupo de comparación en 6º curso de matemáticas. Los estudiantes con intervención también experimentaron significativamente mayores tasas de crecimiento que los del grupo de comparación en las tres materias. Los resultados sugieren que los modelos que proveen servicios sistémicos disponen del potencial para ayudar a que las escuelas católicas urbanas cumplan su misión de educar al niño en su totalidad y de servir a las familias pobres. Palabras clave educación católica, análisis de crecimiento longitudinal, brecha de logro

Effects of Feeding Bt Maize to Sows during Gestation and Lactation on Maternal and Offspring Immunity and Fate of Transgenic Material

peer-reviewedBackground: We aimed to determine the effect of feeding transgenic maize to sows during gestation and lactation on maternal and offspring immunity and to assess the fate of transgenic material. Methodology/Principal Findings: On the day of insemination, sows were assigned to one of two treatments (n = 12/treatment); 1) non-Bt control maize diet or 2) Bt-MON810 maize diet, which were fed for ~143 days throughout gestation and lactation. Immune function was assessed by leukocyte phenotyping, haematology and Cry1Ab-specific antibody presence in blood on days 0, 28 and 110 of gestation and at the end of lactation. Peripheral-blood mononuclear cell cytokine production was investigated on days 28 and 110 of gestation. Haematological analysis was performed on offspring at birth (n = 12/treatment). Presence of the cry1Ab transgene was assessed in sows' blood and faeces on day 110 of gestation and in blood and tissues of offspring at birth. Cry1Ab protein presence was assessed in sows' blood during gestation and lactation and in tissues of offspring at birth. Blood monocyte count and percentage were higher (P<0.05), while granulocyte percentage was lower (P<0.05) in Bt maize-fed sows on day 110 of gestation. Leukocyte count and granulocyte count and percentage were lower (P<0.05), while lymphocyte percentage was higher (P<0.05) in offspring of Bt maize-fed sows. Bt maize-fed sows had a lower percentage of monocytes on day 28 of lactation and of CD4+CD8+ lymphocytes on day 110 of gestation, day 28 of lactation and overall (P<0.05). Cytokine production was similar between treatments. Transgenic material or Cry1Ab-specific antibodies were not detected in sows or offspring. Conclusions/Significance: Treatment differences observed following feeding of Bt maize to sows did not indicate inflammation or allergy and are unlikely to be of major importance. These results provide additional data for Bt maize safety assessment.The research leading to these results has received funding from the European Union's Seventh Framework Programme (FP7/2007–2013) under grant agreement number 211820 and the Teagasc Walsh Fellowship Programme

A group-based approach to stabilisation and symptom management in a phased treatment model for refugees and asylum seekers

BACKGROUND: Traumatised asylum seekers and refugees may present with significant and complex mental health problems as a result of prolonged, extreme, and multiple traumatic events. This is further complicated by ongoing complex social circumstances. CONCEPTS: In our work at the Traumatic Stress Clinic (TSC), the understanding afforded by the concept of complex posttraumatic stress disorder (PTSD) together with the related notion of a phased treatment model, provides a useful framework for organising our work with this population. CLINICAL APPLICATIONS: An explication of complex PTSD as it applies to our client group is presented, followed by a description of our phased treatment model and an outline of the core principles, which guide our clinical approach. Our symptom management and stabilisation groups have been developed and refined over time and draw on techniques from a variety of cognitive behavioural therapies. These are described in some detail with illustrative clinical case vignettes. CONCLUSION: This paper concludes with some reflections on the challenges inherent to working with this complex client group

Effects of feeding Bt MON810 maize to sows during first gestation and lactation on maternal and offspring health indicators

A total of twenty-four sows and their offspring were used in a 20-week study to investigate the effects of feeding GM maize on maternal and offspring health. Sows were fed diets containing GM or non-GM maize from service to the end of lactation. GM maize-fed sows were heavier on day 56 of gestation (P< 0·05). Offspring from sows fed GM maize tended to be lighter at weaning (P= 0·08). Sows fed GM maize tended to have decreased serum total protein (P= 0·08), and increased serum creatinine (P< 0·05) and γ-glutamyltransferase activity (P= 0·07) on day 28 of lactation. Serum urea tended to be decreased on day 110 of gestation in GM maize-fed sows (P= 0·10) and in offspring at birth (P= 0·08). Both platelet count (P= 0·07) and mean cell Hb concentration (MCHC; P= 0·05) were decreased on day 110 of gestation in GM maize-fed sows; however, MCHC tended to be increased in offspring at birth (P= 0·08). There was a minimal effect of feeding GM maize to sows during gestation and lactation on maternal and offspring serum biochemistry and haematology at birth and body weight at weaning