Home About us Contact
|
Home About us Contact | ||
|
|
||
Schools
Kinds of Schools Selected AbstractsSequencing of DSM-IV criteria of nicotine dependenceADDICTION, Issue 8 2009Denise B. Kandel ABSTRACT Aims To determine whether there is a sequence in which adolescents experience symptoms of nicotine dependence (ND) as per the DSM-IV. Design A two-stage design was implemented to select a multi-ethnic target sample of adolescents from a school survey of 6th,10th graders from the Chicago Public Schools. The cohort was interviewed at home five times with structured computerized interviews at 6-month intervals over a 2-year period. Participants Subsample of new tobacco users (n = 353) who had started to use tobacco within 12 months prior to wave 1 or between waves 1 and 5. Measurements and statistical methods Monthly histories of DSM-IV symptoms of ND were obtained. Log-linear quasi-independence models were estimated to identify the fit of different cumulative models of progression among the four most prevalent dependence criteria (tolerance, impaired control, withdrawal, unsuccessful attempts to quit), indexed by specific symptoms, by gender and race/ethnicity. Findings Pathways varied slightly across groups. The proportions who could be classified in a progression pathway not by chance ranged from 50.7% to 68.8%. Overall, tolerance and impaired control appeared first and preceded withdrawal; impaired control preceded attempts to quit. For males, tolerance was experienced first, with withdrawal a minor path of entry; for females withdrawal was experienced last, tolerance and impaired control were experienced first. For African Americans, tolerance by itself was experienced first; for other groups an alternative path began with impaired control. Conclusions The prevalence and sequence of criteria of ND fit our understanding of the neuropharmacology of ND. The order among symptoms early in the process of dependence may differ from the severity order of symptoms among those who persist in smoking. [source] The Use of the Theory of Planned Behavior to Assess Predictors of Intention to Eat Fruits Among 9th-Grade Students Attending Two Public High Schools in Eastern North CarolinaFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 1 2008Roman Pawlak Objective: The purpose of this study was to identify specific beliefs regarding eating two cups of fruits among ninth-grade youth attending public high schools in easternNorth Carolinautilizing the Theory of Planned Behavior (TPB). Methods: A preliminary open-ended questionnaire was used to elicit beliefs about fruits. These beliefs along with statements adopted from the literature tailored toward fruit intake were used to develop a survey instrument. This survey was subsequently used to measure the variables of the TPB. There were 157 students (103 girls [65.6%], mean ±SD age =14.69 ±0.79 and 54 boys [34.4%], mean ±SD age = 14.74 ±0.89) from two schools who completed the final copy of the survey. Results: Attitude, subjective norms, and perceived behavioral control significantly predicted intention to eat fruits, accounting for 55% of variance. Conclusion: The findings of this research suggest that peer leaders may have a significant influence on intentions to eat fruits. [source] The Plight of the "Able Student": Ruth Wright Hayre and the Struggle for Equality in Philadelphia's Black High Schools, 1955,1965HISTORY OF EDUCATION QUARTERLY, Issue 2 2010Matthew Delmont First page of article [source] The Department of Education Battle, 1918,1932: Public Schools, Catholic Schools, and the Social Order by Douglas J. SlawsonHISTORY OF EDUCATION QUARTERLY, Issue 2 2008NANCY TAYLOR No abstract is available for this article. [source] A Compositional Analysis of the Organizational Climate-Performance Relation: Public Schools as OrganizationsJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2006James Griffith The present study examined specific aspects of organizational climate related to job satisfaction, employee turnover, and organizational performance in public elementary schools. Survey data were obtained from school staff and students and from school district archives. Hypotheses tested included: (1) Employee perceptions of organizational climate and job satisfaction, when aggregated to an organizational level, would represent group-level constructs; (2) Employee perceptions of positive organizational climate would be associated with higher levels of job satisfaction and organizational performance and with lower levels of employee turnover; (3) Relations of organizational climate to organizational performance and to employee turnover would be mediated by employee job satisfaction; and (4) Employee perceptions of positive organizational climate and job satisfaction would be associated with less achievement disparity between minority and non-minority students. Study results supported all but one hypothesis. There was no evidence for the mediating effects of job satisfaction on relations of organizational climate to organizational performance and to employee turnover. Results were consistent with the broader organizational literature, which has shown the importance of orderly work environments, collegial relations, and supportive leaders for effectively functioning groups and organizations. [source] Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reformJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2008Robert Geier Abstract Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project-based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high-stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 922,939, 2008 [source] Building a Partnership to Evaluate School-Linked Health Services: The Cincinnati School Health Demonstration ProjectJOURNAL OF SCHOOL HEALTH, Issue 10 2005Barbara L. Rose Partners from the Cincinnati Health Department, Cincinnati Public Schools, Cincinnati Children's Hospital Medical Center, and The Health Foundation of Greater Cincinnati wanted to determine if levels of school-linked care made a difference in student quality of life, school connectedness, attendance, emergency department use, and volume of referrals to health care specialists. School nurses, principals and school staff, parents and students, upper-level managers, and health service researchers worked together over a 2.5-year period to learn about and use new technology to collect information on student health, well-being, and outcome measures. Varying levels of school health care intervention models were instituted and evaluated. A standard model of care was compared with 2 models of enhanced care and service. The information collected from students, parents, nurses, and the school system provided a rich database on the health of urban children. School facilities, staffing, and computer technology, relationship building among stakeholders, extensive communication, and high student mobility were factors that influenced success and findings of the project. Funding for district-wide computerization and addition of school health staff was not secured by the end of the demonstration project; however, relationships among the partners endured and paved the way for future collaborations designed to better serve urban school children in Cincinnati. (J Sch Health. 2005;75(10):363-369) [source] Physical Activity, Dietary Practices, and Other Health Behaviors of At-Risk Youth Attending Alternative High SchoolsJOURNAL OF SCHOOL HEALTH, Issue 4 2004Martha Y. Kubik ABSTRACT: This study assessed the interest of alternative high school staff in intervention research on students' eating and physical activity habits und the feasibility of conducting such research in alternative school settings. A two-phase descriptive design incorporated both quantitative and qualitative methods. In fall/winter 2001,2002, alternative high school administrators in Minnesota were surveyed (response rate = 83%; n = 130/157). During summer 2002, one-on-one, semistruclured interviews were conducted with key-school personnel (n = 15) from urban and suburban schools. Findings indicated few schools had been invited to participate in research on nutrition (11%) and physical activity (7%). However, more than 80% of administrators reported interest in their students participating in such research. Most schools offered health and PE classes and had access to indoor gym facilities and outdoor play areas. While most schools offered a school lunch program, participation was low, cold lunches were common, and food often was unappealing. Beverage and snack vending machines were common. Overall, the physical environment of most alternative schools did not support physical activity and healthy eating as normative behavior. Interest in interventions on physical inactivity, unhealthy dietary practices, und other priority health-risk behavior common in students attending alternative schools was high among teachers and administrators. Results suggest research in alternative high schools is feasible and successful implementation and evaluation of programs possible. [source] Low-Income Parents and the Public SchoolsJOURNAL OF SOCIAL ISSUES, Issue 2 2001Bernice Lott This article addresses the responses likely to be received by low-income parents from teachers and staff in their children's public schools in the United States. A review of the relevant literature reveals that teachers and school administrators tend to subscribe to the dominant beliefs that low-income parents do not care about their children's schooling, are not competent to help with homework, do not encourage achievement, and do not place a high value on education. This article presents examples of such middle-class bias in the words and actions of individual teachers, and research findings that tend to contradict these stereotypes. The barriers that exist for low-income parents in interacting with the schools are discussed, and suggestions are offered for ways in which schools can recognize and respect the standpoint and potential contributions of these parents. [source] Slaying myths, eliminating excuses: Managing for accountability by putting kids firstNEW DIRECTIONS FOR EVALUATION, Issue 121 2009Robert J. Rodosky The authors write about evaluation, testing, and research and their relation to policy, planning, and program in the Jefferson County Public Schools (JCPS) in Louisville, Kentucky. The authors focus on evaluation and testing for accountability and on managing the unit for this purpose. In detail they show the many evaluation demands from both inside and outside JCPS, from the State of Kentucky to No Child Left Behind. Their everyday work context is active, often tumultuous. Managing evaluation in this context is a form of juggling, and the authors succeed in part because they "have seen most of it before." Also contributing to their effectiveness are the leaders' managing styles. This case study gives a good glimpse of the everyday life in a school district evaluation shop. © Wiley Periodicals, Inc. [source] High Schools Can Be "Toxic"AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 3 2002Alice Sterling Honig PhD Book reviewed in this article: And Words Can Hurt Forever. How to Protect Adolescents From Bullying, Harassment, and Emotional Violence, by J. Garbarino and E. DeLara. [source] Collective Bargaining and The Performance of the Public SchoolsAMERICAN JOURNAL OF POLITICAL SCIENCE, Issue 1 2009Terry M. Moe Students of American politics rarely study public sector unions and their impacts on government. The literature sees bureaucratic power as rooted in expertise, but largely ignores the fact that bureaucrats often join unions to promote their own interests, and that the power of their unions may affect government and its performance. This article focuses on the public schools, which are among the most numerous government agencies in the country, and investigates whether collective bargaining by teachers,the key bureaucrats,affects the schools' capacity to educate children. Using California data, analysis shows that, in large school districts, restrictive labor contracts have a very negative impact on academic achievement, particularly for minority students. The evidence suggests, then, that public sector unions do indeed have important consequences for American public education. Whether they are consequential in other areas of government remains to be seen, but it is an avenue well worth pursuing. [source] Educational Standards in Private and Public Schools,THE ECONOMIC JOURNAL, Issue 533 2008Giorgio Brunello When school quality increases with the educational standard set by schools, education before college need not be a hierarchy with private schools offering better quality than public schools. In our model, private schools can offer a lower educational standard at a positive price because they attract students with a relatively high cost of effort, who would find the high standards of public schools excessively demanding. We estimate the key parameters of the model and show that majority voting supports a system where private schools have higher quality in the US and public schools have higher quality in Italy. [source] Efficiency of Junior High Schools and the Role of Proprietary StructureANNALS OF PUBLIC AND COOPERATIVE ECONOMICS, Issue 4 2003by Gian Paolo Barbetta We analyze a sample of 497 schools located in Piemonte, a region in the North-Western part of the country, distinguishing between public, private for-profit and private nonprofit schools. In stage one of the analysis, we provide robust estimates of efficiency scores, using the two most widely known techniques in applied works, namely Data Envelopment Analysis (DEA) and Stochastic Frontiers (SF). In stage two, we suggests that proprietary structure matters in explaining efficiency. Nonprofit schools are more efficient than public ones, whereas for-profit counterparts are outperformed by public producers. Moreover, we find that foreign and disabled students affects negatively efficiency, raising concerns for cream-skimming practices among private producers. Finally, school size is another important determinant of efficiency. [source] Capitalizing on Disaster: Taking and Breaking Public Schools , By Kenneth J. SaltmanANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2009Elizabeth Villarreal No abstract is available for this article. [source] Negotiating Individualist and Collectivist Futures: Emerging Subjectivities and Social Forms in Papua New Guinean High SchoolsANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2003Assistant Professor Peter Demerath This article explains the academic disengagement of a critical mass of high school students in Manus Province, Papua New Guinea, as resulting in part from emerging personal subjectivities and new social networks. Based on a year of ethnographic research in 1994,95, the article describes the authority these young people attributed to their own perceptions of the limited opportunity structures facing them and to the idealized village-based egalitarian student identity being circulated through peer networks. As such, it illuminates the educational implications of youth culture, and demonstrates how local and global processes are mediated through the social fields of high schools. [source] The Marketization of Education: Public Schools for Private EndsANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2002Assistant Professor Lesley Bartlett This article argues that the neoliberal renaissance of the 1980s marketized education, with distinctly negative social consequences. We examine the emergence and promotion of a national-level discourse that positioned schools in the service of the economy. Based on ethnographic research conducted in North Carolina, we then show how local growth elite utilized this discourse to further their own race and class interests to the exclusion and detriment of poorer, African American parents and students. We suggest that ethnographic studies of policy formation help to socially and historically contextualize contemporary debates and denaturalize unwarranted assumptions about the public good. [source] Peer mediation training and program implementation in elementary schools: Research resultsCONFLICT RESOLUTION QUARTERLY, Issue 2 2002Kathy Bickmore This research examines the implementation and effects of a peer mediation program in twenty-eight urban elementary schools. The Center for Conflict Resolution, a program of the Cleveland, Ohio, public schools, provided intensive training and follow-up support for teams of peer mediators and adult advisers at each school. Trainers were youths from the same community. Qualitative and quantitative evidence indicate that this program significantly improved the average eight- to eleven-year-old students understanding of and inclination to use nonviolent conflict resolution and his or her capacity to achieve in school. The study outlines the specific commitments from administrators and other staff members that were required to develop and implement equitable, effective, and sustainable programs. [source] Toward the School as Sanctuary Concept in Multicultural Urban Education: Implications for Small High School ReformCURRICULUM INQUIRY, Issue 3 2006RENÉ ANTROP-GONZÁLEZ ABSTRACT This article describes the school as sanctuary concept through the voices of students enrolled in a small urban high school that curricularly privileges the linguistic, cultural, and sociopolitical realities of its communities. Moreover, this particular school was founded by students and teachers over 30 years ago as a direct response to pedagogically and psychologically colonizing large comprehensive high schools in a major urban school district. According to students, a school becomes a sanctuary when there are four essential components in place. These sanctuary-like attributes include multiple definitions of caring relations between students and their teachers, the importance of a familial-like school environment, the necessity of psychologically and physically safe school spaces, and allowing students a forum in which they are encouraged to affirm their racial/ethnic pride. Implications for forwarding this concept within a larger discourse around urban school reform are discussed. [source] Wide Awake to the World: The Arts and Urban Schools,Conflicts and Contributions of an After-School ProgramCURRICULUM INQUIRY, Issue 1 2001Therese Quinn While the benefits of arts involvement are increasingly clear, policies and practices consistent with this recognition are not proceeding apace. Nearly half the schools in the United States have no full-time arts teachers and emphases on "standards" have led to the elimination of the arts in many urban schools. This case study of a multi-year after-school arts program in urban public schools explores challenges and tensions that emerged during the program's implementation. Focusing on understanding the place and purpose of an arts program in a specific community, we employed a grounded theory approach and used multiple data-gathering methods, ranging from observations and interviews to surveys. We found that in serving hundreds of students, employing dozens of staff, and aiming to meet several complex goals, this arts program faced technical challenges that undermined its effectiveness. The arts program also suffered from unaddressed conflicts regarding norms and values. Artists attempted to provide students opportunities for creative exploration, while school staff emphasized control, order, and academic goals. We discuss these tensions and the ways they undermined the arts program. [source] Learning from Difference: Considerations for Schools as CommunitiesCURRICULUM INQUIRY, Issue 3 2000Carolyn M. Shields In today's highly complex and heterogeneous public schools, the current notion of schools as homogeneous communities with shared beliefs, norms, and alues is inadequate. Drawing on Barth's (1990) question of how to use ifference as a resource, I take up ideas from feminism, multiculturalism, and inclusive education to consider the development of community in schools. I argue that despite the valuable contributions of these theoretical perspectives, each lso includes the potential for increased fragmentation and polarization. As we consider how to use differences as a foundation for community, it is important ot to reify any particular perspective, thus marginalizing others and erecting new barriers. Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference. Among the dominant issues identified in today's climate of turbulent educational reform are concerns about how to restructure schools to ensure equality of student opportunity and excellence of instruction (Elmore, 1990; Lieberman, 1992; Murphy, 1991). Many proposals include modifying present leadership and governance structures, overcoming the hegemony of existing power bases, developing mechanisms for accountability, enhancing professionalism, and co-ordinating community resources. One of the suggestions frequently made to address these issues is to change from a focus on schools as organizations to a recognition of schools as communities (Barth, 1990; Fullan, 1993; Lupart & Webber, 1996; Senge, 1990). However, despite the widespread use of the metaphor of community as an alternative to the generally accepted concept of schools as rational or functional organizations, there seems to be little clarity about the concept of community, what it might look like, how it might be implemented, or what policies might sustain it. Indeed, theories about schools as communities have often drawn from Tönnies (1887/1971) concept of gemeinschaft,a concept which perhaps evokes a more homogeneous and romanticized view of the past than one which could be helpful for improving education in today's dynamic, complex, and heterogeneous context (Beck & Kratzer, 1994; Sergiovanni, 1994a). More recently, several writers (Fine et al., 1997; Furman, 1998; Shields & Seltzer, 1997) have advanced the notion of communities of otherness or difference. These authors have suggested that rather than thinking of schools as communities that exist because of a common affiliation to an established school ethos or tradition, it might be more helpful to explore an alternative concept. A school community founded on difference would be one in which the common centre would not be taken as a given but would be co-constructed from the negotiation of disparate beliefs and values as participants learn to respect, and to listen to, each other. In this concept, bonds among members are not assumed, but forged, and boundaries are not imposed but negotiated. Over the past eight years, as I have visited and worked with a large number of schools trying earnestly to address the needs of their diverse student bodies, I have become increasingly aware of the limitations of the concept of community used in the gemeinschaft sense with its emphasis on shared values, norms, and beliefs, and have begun to reflect on the question framed by Barth (1990): ,How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?' (p. 514). In this article, I consider how learning from three of these areas of difference: gender, race, and ability, may help us to a better understanding of educational community. This article begins with some illustrations and examples from practice, moves to consider how some theoretical perspectives may illuminate them, and concludes with reflections on how the implications of the combined reflections on practice and theory might actually help to reconceptualize and to improve practice. While it draws heavily on questions and impressions which have arisen out of much of my fieldwork, it is not intended to be an empirical paper, but a conceptual one,one which promotes reflection and discussion on the concept of schools as communities of difference. The examples of life in schools taken from longitudinal research studies in which I have been involved demonstrate several common ways in which difference is dealt with in today's schools and some of the problems inherent in these approaches. Some ideas drawn from alternative perspectives then begin to address Barth's question of how to make deliberate use of diversity as a way of thinking about community. Taken together, I hope that these ideas will be helpful in creating what I have elsewhere called ,schools as communities of difference' (Shields & Seltzer, 1997). [source] Traumatic dental injuries in an urban adolescent population in Tirana, AlbaniaDENTAL TRAUMATOLOGY, Issue 5 2010Dorina Sula Thelen Material & methods: A cross-sectional survey was carried out to acquire epidemiological data about TDI in the permanent incisors of Albanian adolescents. Participants (n = 2789) were adolescents of both genders, aged 16,18 years, attending public high schools in Tirana. Results: The occurrence of TDI in the incisors ranged from 8.9% of 16-year-olds to 10.5% of 18-year-olds. A greater proportion of boys (12.4%) had TDI compared with girls (7.7). The most commonly reported causes were collisions (27.5%) followed by physical leisure activities and sports (mainly cycling and swimming/diving) (14.1%) and falls (13.4%). Of the adolescents affected by TDI, 32% had unmet treatment need because of no or inadequate treatment. Adolescents living in districts with low socio-economic level had significantly more TDI with unmet treatment need than those living in districts with high socio-economic level. Conclusion: The occurrence of TDI among Albanian adolescents was moderate. Adolescents who came from low socio-economic districts had a greater probability of having TDI with unmet treatment need. [source] Risk factors related to traumatic dental injuries in Brazilian schoolchildrenDENTAL TRAUMATOLOGY, Issue 5 2004Evelyne Pessoa Soriano Abstract,,, The aim of this pilot study was to analyse whether overjet, lip coverage and obesity represented risk factors associated with the occurrence of dental trauma in the permanent anterior teeth of schoolchildren in Recife, Brazil. It included a random sample of 116 boys and girls aged 12 years, attending both public and private schools. Data was collected through clinical examinations and interviews. Dental trauma was classified according to Andreasen's criteria (1994). Overjet was considered as risk factor when it presented values higher than 5 mm. Lip coverage was classified as adequate or inadequate, while obesity was considered according to National Center for Health Statistics (NCHS) procedures for the assessment of nutritional status. The prevalence of dental injuries was 23.3%. Boys experienced more injuries than girls, 30 and 16.1%, respectively (P > 0.05). There was a statistically significant difference between traumatic dental injuries and overjet (P < 0.05) and between traumatic dental injuries and lip coverage (P = 0.000). No statistical significant differences were found when obesity and dental trauma were analysed (P < 0.05). It was concluded that boys from lower social strata attending public schools, presenting an overjet size greater than 5 mm and an inadequate lip coverage, were more likely to have traumatic dental injuries in Recife, Brazil. Obesity was not a risk factor for dental trauma in this sample. [source] Prevalence of crown fractures in 8,10 years old schoolchildren in Canoas, BrazilDENTAL TRAUMATOLOGY, Issue 5 2004Maximiano Ferreira Tovo Abstract,,, The objective of this work was to evaluate the prevalence of children with crown fractures in permanent anterior teeth in 206 schoolchildren (104 girls and 102 boys) between the ages of 8 and 10 years, enrolled in three public schools in the city of Canoas, Brazil. The prevalence found was 17% with no significant difference between boys and girls, as well as between the ages. The most affected tooth was the maxillary central incisor, and a majority of the children showed only one affected tooth (88.6%). The types of fracture most commonly found were oblique and horizontal, and the portions of dental structures most affected were ,enamel only' and ,enamel and dentin'. Only seven children (20%) sought out dental treatment. [source] Smoking-based selection and influence in gender-segregated friendship networks: a social network analysis of adolescent smokingADDICTION, Issue 7 2010Liesbeth Mercken ABSTRACT Aims The main goal of this study was to examine differences between adolescent male and female friendship networks regarding smoking-based selection and influence processes using newly developed social network analysis methods that allow the current state of continuously changing friendship networks to act as a dynamic constraint for changes in smoking behaviour, while allowing current smoking behaviour to be simultaneously a dynamic constraint for changes in friendship networks. Design Longitudinal design with four measurements. Setting Nine junior high schools in Finland. Participants A total of 1163 adolescents (mean age = 13.6 years) who participated in the control group of the ESFA (European Smoking prevention Framework Approach) study, including 605 males and 558 females. Measurements Smoking behaviour of adolescents, parents, siblings and friendship ties. Findings Smoking-based selection of friends was found in male as well as female networks. However, support for influence among friends was found only in female networks. Furthermore, females and males were both influenced by parental smoking behaviour. Conclusions In Finnish adolescents, both male and female smokers tend to select other smokers as friends but it appears that only females are influenced to smoke by their peer group. This suggests that prevention campaigns targeting resisting peer pressure may be more effective in adolescent girls than boys. [source] Exposure to cannabis in popular music and cannabis use among adolescentsADDICTION, Issue 3 2010Brian A. Primack ABSTRACT Background Cannabis use is referenced frequently in American popular music, yet it remains uncertain whether exposure to these references is associated with actual cannabis use. We aimed to determine if exposure to cannabis in popular music is associated independently with current cannabis use in a cohort of urban adolescents. Methods We surveyed all 9th grade students at three large US urban high schools. We estimated participants' exposure to lyrics referent to cannabis with overall music exposure and content analyses of their favorite artists' songs. Outcomes included current (past 30 days) and ever use of cannabis. We used multivariable regression to assess independent associations between exposures and outcomes while controlling for important covariates. Results Each of the 959 participants was exposed to an estimated 27 cannabis references per day [correction added on 19 January 2010, after first online publication: 40 has been changed to 27] (standard deviation = 73 [correction added on 19 January 2010, after first online publication: 104 has been changed to 73]). Twelve per cent (n = 108) were current cannabis users and 32% (n = 286) had ever used cannabis. Compared with those in the lowest tertile of total cannabis exposure in music, those in the highest tertile of exposure were almost twice as likely to have used cannabis in the past 30 days (odds ratio = 1.83; 95% confidence interval = 1.04, 3.22), even after adjusting for socio-demographic variables, personality characteristics and parenting style. As expected, however, there was no significant relationship between our cannabis exposure variable and a sham outcome variable of alcohol use. Conclusions This study supports an independent association between exposure to cannabis in popular music and early cannabis use among urban American adolescents. [source] RETURNS TO EDUCATION IN AUSTRALIAECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 3 2008ANDREW LEIGH Using data from the 2001,2005 waves of the Household, Income and Labour Dynamics in Australia survey, and taking account of existing estimates of ability bias and social returns to schooling, I estimate the economic return to various levels of education. Raising high school attainment appears to yield the highest annual benefits, with per-year gains as high as 30% (depending on the adjustment for ability bias). Some forms of vocational training also appear to boost earnings, with significant gains from Certificate Level III/IV qualifications (for high school dropouts only), and from Diploma and Advanced Diploma qualifications. At the university level, bachelor degrees and postgraduate qualifications are associated with significantly higher earnings, with each year of a bachelor degree raising annual earnings by about 15%. For high schools, slightly less than half the gains are due to increased productivity, with the rest being due to higher levels of participation. For vocational training, about one-third of the gains are from productivity, and two-thirds from greater participation. For universities, most of the gains are from productivity. I find some evidence that the productivity benefits of education are higher towards the top of the distribution, but the effects on hours worked are higher towards the bottom of the conditional earnings distribution. [source] Robust International Comparisons of Distributions of Disposable Income and Regional Public GoodsECONOMICA, Issue 303 2009NICOLAS GRAVEL The paper provides robust normative comparisons of 12 OECD countries based on their distributions of disposable income and access to two regional public goods: infant mortality and pupil,teacher ratios at public schools. Comparisons are performed using two and three-dimensional dominance criteria that coincide with the unanimity of utilitarian judgments taken over specific classes of utility functions. The criteria succeed in ranking conclusively about 30% of all possible comparisons in the two-dimensional case, compared with 67% for one-dimensional income-based comparisons and 6% for three-dimensional ones. Introducing local public goods seems to worsen the relative standing of Anglo-Saxon countries. [source] THE BORDER CROSSED US: EDUCATION, HOSPITALITY POLITICS, AND THE SOCIAL CONSTRUCTION OF THE "ILLEGAL IMMIGRANT"EDUCATIONAL THEORY, Issue 3 2009Dennis CarlsonArticle first published online: 6 OCT 200 In this essay, Dennis Carlson explores some of the implications of Derrida's "hospitality politics" in helping articulate a progressive response to a rightist cultural politics in the United States of policing national, linguistic, and other borders. He applies the concept of hospitality politics to a critical analysis of the social construction of the "problem" of "illegal immigrants" in U.S. public schools. This entails a discussion of three interrelated discourses and practices of hospitality: a universalistic discourse of philosophical and religious principles, a legalistic-juridical discourse, and a discourse and practice grounded in the ethos of everyday life. Derrida suggested that a democratic cultural politics must interweave these three discourses and also recognize the limitations of each of them. Moreover, a democratic cultural politics must be most firmly rooted in the praxis of ethos, and in the ethical claims of openness to the other. [source] Preventing heavy alcohol use in adolescents (PAS): cluster randomized trial of a parent and student intervention offered separately and simultaneouslyADDICTION, Issue 10 2009Ina M. Koning ABSTRACT Aims To evaluate the effectiveness of two preventive interventions to reduce heavy drinking in first- and second-year high school students. Design and setting Cluster randomized controlled trial using four conditions for comparing two active interventions with a control group from 152 classes of 19 high schools in the Netherlands. Participants A total of 3490 first-year high school students (mean 12.68 years, SD = 0.51) and their parents. Intervention conditions (i) Parent intervention (modelled on the Swedish Örebro Prevention Program) aimed at encouraging parental rule-setting concerning their children's alcohol consumption; (ii) student intervention consisting of four digital lessons based on the principles of the theory of planned behaviour and social cognitive theory; (iii) interventions 1 and 2 combined; and (iv) the regular curriculum as control condition. Main outcome measures Incidence of (heavy) weekly alcohol use and frequency of monthly drinking at 10 and 22 months after baseline measurement. Findings A total of 2937 students were eligible for analyses in this study. At first follow-up, only the combined student,parent intervention showed substantial and statistically significant effects on heavy weekly drinking, weekly drinking and frequency of drinking. At second follow-up these results were replicated, except for the effects of the combined intervention on heavy weekly drinking. These findings were consistent across intention-to-treat and completers-only analyses. Conclusions Results suggest that adolescents as well as their parents should be targeted in order to delay the onset of drinking, preferably prior to onset of weekly drinking. [source] | |||||||||||||||||||||||||