Indigenous Political Participation: The Key to Rights Realization in the Andes

There is no way back, this is our time, the awakening of the indigenous people. We\u27ll keep fighting till the end. Brother Evo Morales still has lots to do, one cannot think that four years are enough after 500 years of submission and oppression,” said Fidel Surco, a prominent indigenous leader, reflecting on Bolivia’s first indigenous president entering his second term (Carroll & Schipani 2009). The Andean region is particularly appropriate for examining indigenous political rights because 34-40 million indigenous people reside mostly in this region. The actualization of human rights for Andean indigenous groups is an inherently complex issue, especially in Bolivia, Ecuador and Peru, which have similar colonial legacies and have developed along comparable political and economic trajectories. Indigenous communities need political access in order to fight for their rights and to hold their governments accountable. The key to the actualization of human rights for indigenous peoples lies within their greater political inclusion

The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5

The ability to read is an essential component of the educational process and is strongly correlated with academic success. The literature reveals that, in general, Hispanic elementary school students in third through fifth grade consistently perform below their school-age peers in the academic arena, and that once below, remain below throughout their schooling. The purpose of the present study was to more clearly identify the ecological factors that are closely associated with the academic success of Hispanic third through fifth grade elementary school students who are identified as English Language Learners (ELL). Two research questions guided this study: 1.) Are there differences between third to fifth grade Hispanic boys and girls who are identified as ELL on reading and math achievement as measured by the Smarter Balanced Assessments, and 2.) Are there differences in achievement as measured by the Smarter Balanced reading and math assessment among ecological variables (Neighborhood, School, Friends, Family, Parent Education Involvement, Health and Well-Being, Social Behavior at Home and School, and School Performance) for third to fifth grade boys and girls identified as ELL? The sample consisted of 65 Hispanic third through fifth grade students who were identified as English Language Learners. They were assessed using the Elementary Student Success Profile (ESSP); this tool resulted in triangulated data from three different surveys (from parents, the children, and their teachers). The ESSP was then used to identify the factors associated with academic achievement in reading and math, as measured by the Smarter Balanced Assessment. Statistical analysis yielded non-significant findings for both questions. However, when additional analysis was completed, significant associations were found between school environment and reading scores, friends and math scores, and health and well-being with both reading and math scores. There was no difference by gender.Ed.D., Educational Leadership and Management -- Drexel University, 201

Holding and restraining children for clinical procedures within an acute care setting: an ethical consideration of the evidence

This critical reflection on the ethical concerns of current practice is underpinned by a systematic synthesis of current evidence focusing on why and how children are held or restrained for clinical procedures within acute care and the experiences of those present when a child is held against their wishes. Empirical evidence from a range of clinical settings internationally demonstrates that frequently children are held for procedures to be completed; younger children and those requiring procedures perceived as urgent are more likely to be held. Parents and health professionals express how holding children for procedures can cause feelings of moral distress expressed as uncertainty, guilt and upset and that this act breaches the trusting and protective relationship established with children. Despite this, children’s rights and alternatives to holding are not always respected or explored. Children’s experiences and perceptions are absent from current literature. Children and young people have a moral right to have their voice and protests heard and respected and for these to inform judgements of their best interests and the actions of health professionals. Without robust evidence, debate and recognition that children are frequently held against their wishes in clinical practice for procedures which may not be urgent, children’s rights will continue to be compromised

Self-Harm and Suicide Attempts among High-Risk, Urban Youth in the U.S.: Shared and Unique Risk and Protective Factors

The extent to which self-harm and suicidal behavior overlap in community samples of vulnerable youth is not well known. Secondary analyses were conducted of the “linkages study” (N = 4,131), a cross-sectional survey of students enrolled in grades 7, 9, 11/12 in a high-risk community in the U.S. in 2004. Analyses were conducted to determine the risk and protective factors (i.e., academic grades, binge drinking, illicit drug use, weapon carrying, child maltreatment, social support, depression, impulsivity, self-efficacy, parental support, and parental monitoring) associated with both self-harm and suicide attempt. Findings show that 7.5% of participants reported both self-harm and suicide attempt, 2.2% of participants reported suicide attempt only, and 12.4% of participants reported self-harm only. Shared risk factors for co-occurring self-harm and suicide attempt include depression, binge drinking, weapon carrying, child maltreatment, and impulsivity. There were also important differences by sex, grade level, and race/ethnicity that should be considered for future research. The findings show that there is significant overlap in the modifiable risk factors associated with self-harm and suicide attempt that can be targeted for future research and prevention strategies

Validation of a Visual Prostate Symptom Score in Men With Lower Urinary Tract Symptoms in a Health Safety Net Hospital

OBJECTIVE: To evaluate the correlation between the International Prostate Symptom Score (IPSS) and the Visual Prostate Symptom Score (VPSS), a visual assessment of urinary stream, frequency, nocturia, and quality of life using pictograms, in a health safety net population. METHODS: Men presenting to San Francisco General Hospital with lower urinary tract symptoms completed the IPSS and the VPSS without and then with assistance. Statistical analysis was performed using the chi-square test, the Wilcoxon signed rank test, and the Spearman rank correlation. RESULTS: One hundred twenty-one patients were enrolled between December 2013 and May 2014 with a mean age of 54 years. There were statistically significant correlations between total VPSS and total IPSS (ρ = 0.71; P <.001) and for frequency (ρ = 0.47; P <.001), nocturia (ρ = 0.69; P <.001), force of stream (ρ = 0.65; P <.001), and quality of life (ρ = 0.69; P <.001). In addition, there were statistically significant correlations between total VPSS and both VPSS quality of life (ρ = 0.69; P <.001) and Q(max) (ρ = −0.473; P = .006). The mean absolute disagreement for participants who took the IPSS independently vs with assistance was greater than for those who took the VPSS independently vs assistance for all symptoms: frequency (0.64 vs 0.3, respectively; P <.001), weak stream (0.82 vs 0.14, respectively; P <.001), nocturia (0.38 vs 0.23, respectively; P = .023), and quality of life (0.63 vs 0.32, respectively; P = .005). CONCLUSION: Many men altered their IPSS responses when they received assistance. There was significantly less alteration in responses using the VPSS, suggesting that the VPSS is useful in determining lower urinary tract symptoms, particularly in patients with limited education and literacy