Counting the Impossible: Sampling and Modeling to Achieve a Large State Homeless Count

Objective: Using inferential statistics, we develop estimates of the homeless population of a geographically large and economically diverse state -- Georgia. Methods: Multiple independent data sources (2000 U.S. Census, the 2006 Georgia County Guide, Georgia Chamber of Commerce) were used to develop Clusters of the 150 Georgia Counties. These clusters were used as strata to then execute traified sampling. Homeless counts were conducted within the sample counties, allowing for multiple regression models to be developed to generate predictions of homeless persons by county. Results: In response to a mandate from the US Department of Housing and Urban Development, the State of Georgia provided an estimate of its unsheltered homeless population of 12,058 utilizing mathematically validated estimation techniques. Conclusions: Utilization of statistical estimation techniques allowed the State of Georgia to meet the mandate of HUD, while saving the taxpayers of Georgia millions of dollars over a complete state homeless census

Finding a moral homeground: appropriately critical religious education and transmission of spiritual values

Values-inspired issues remain an important part of the British school curriculum. Avoiding moral relativism while fostering enthusiasm for spiritual values and applying them to non-curricular learning such as school ethos or children's home lives are challenges where spiritual, moral, social and cultural (SMSC) development might benefit from leadership by critical religious education (RE). Whether the school's model of spirituality is that of an individual spiritual tradition (schools of a particular religious character) or universal pluralistic religiosity (schools of plural religious character), the pedagogy of RE thought capable of leading SMSC development would be the dialogical approach with examples of successful implementation described by Gates, Ipgrave and Skeie. Marton's phenomenography, is thought to provide a valuable framework to allow the teacher to be appropriately critical in the transmission of spiritual values in schools of a particular religious character as evidenced by Hella's work in Lutheran schools

“Scholars in Great Need:”:Responses to Refugee Staff and Students at the University of Birmingham 1933–1945

This article examines the ways in which the University of Birmingham assisted refugee academics and students from Nazi Germany and other Nazi occupied countries across Europe between 1933 and 1945. It draws on the university’s rich but underused archives to explore institutional policy and to assess the influence of individual staff members in driving it. As a case study it examines and evaluates the role played by a British provincial university in supporting displaced academics before the Second World War and refugee students during the war. Analysis of the primary source material reveals the importance of personal connections and the agency of individual university staff in helping refugees. This study aids our understanding of the roles played by British universities in helping displaced scholars and identifies areas for further research.<br/

“Scholars in Great Need:”:Responses to Refugee Staff and Students at the University of Birmingham 1933–1945

This article examines the ways in which the University of Birmingham assisted refugee academics and students from Nazi Germany and other Nazi occupied countries across Europe between 1933 and 1945. It draws on the university’s rich but underused archives to explore institutional policy and to assess the influence of individual staff members in driving it. As a case study it examines and evaluates the role played by a British provincial university in supporting displaced academics before the Second World War and refugee students during the war. Analysis of the primary source material reveals the importance of personal connections and the agency of individual university staff in helping refugees. This study aids our understanding of the roles played by British universities in helping displaced scholars and identifies areas for further research.<br/

Demob Suits: One Uniform for Another? Burtons and the Leeds Multiple Tailors' Production of Men's Demobilization Tailoring after the Second World War

This article focuses on the key role played by the Leeds multiple tailors in the production of tailoring for British servicemen demobilized after the Second World War. The government provided each man demobilized with a full outfit of clothing, including underwear, shoes, a hat, coat and tailored wool suit – — the latter commonly described as a ‘demob’ suit. The article explores the significance of demob suits and how they were received by the men who had to wear them, highlighting men’s concern about what they wore. The public rhetoric around the provision of demob suits will be considered within the context of the government restrictions on clothing of the 1940s and the way the suits were produced. The article argues that men’s experience of the made-to-measure system of tailoring by the Leeds multiples influenced many servicemen’s expectations about what constituted acceptable tailoring, fashion and standards of dress for their demob suits

Engaging Elementary Teachers in Reform: What Administrators and Policy Makers Should Know

This qualitative case study sought to illuminate the voices of elementary educators experiencing reform. Common and disparate concerns in reform from both elementary teachers and administrators were explored. The study revealed the motivations, desires and fears of 14 elementary teachers and three administrators through semi-structured interviews. Teacher interview data revealed a passion for teaching, the ethical tensions involved in reform, and the ways their sense of competence is challenged by reform. An examination of administrators’ assumptions regarding reform/trend cycles, issues of time for reform, and a failure to engage teachers in decision making were presented. The findings indicated both teachers and administrators care for students, but a strong theme of care revealed itself as a “hidden” curriculum in the main concerns of teachers. In addition, findings showed reform disrupts the relationships between teachers, administrators and students. Analysis of the data also indicated a lack of clarity in communication from administrators to teachers, an assumption by administrators that teachers do not need time to adjust to reform, and while dialogue in reform exists between administration and teachers, teachers are usually excluded from decision-making in reform initiatives. Recommendations for administrators and policy makers include applying Kotter’s (1996) eight change stages and the translated lessons from the data in reform. Future study could include an examination of standardized testing and reform on students’ emotional safety, as well as the notion that reform creates competition between teachers, schools and districts