IRENE newsletter. Volume 2, number 1 (Spring/Summer 2008). University of Iowa

IRENE’s mission is to improve the health and well-being of Iowans through collaboration in practice-based research on questions important to primary care physicians and their patients. IRENE’s purpose is to create and foster a network of research collaboration between the academic medical center and primary care physicians through out the state of Iowa with a particular focus on improving rural health.

IRENE newsletter. Volume 2, number 1 (Spring/Summer 2008)

IRENE’s mission is to improve the health and well-being of Iowans through collaboration in practice-based research on questions important to primary care physicians and their patients. IRENE’s purpose is to create and foster a network of research collaboration between the academic medical center and primary care physicians through out the state of Iowa with a particular focus on improving rural health.

Maximing Enrollment Retention of Children in the Medicaid and hawk-I Program. December 2008

This report gathers the information but the use of Medicaid enrollment of Iowa's Hawk-I program.

Veterans counseling program : status report on the implementation of Iowa Code 35.12, Veterans Counseling & Outreach Program, 2008

This report gives an overview, background and progress on the implementation of the Veterans Counseling Program established pursuant to Iowa Code 35.12, as enacted by 2007 Iowa Acts, House FIle 817.

Iowa's Beach Monitoring Program, 2008

Summary of bacteria monitoring of Iowa's beaches.

The Annals of Iowa, Spring/Summer 2008, Vol. 67, nos. 2&3

A quarterly journal of Iowa authors and their works produced by State Historical Society of Iowa.

2008 Regional Ambient Fish Tissue Monitoring Program Summary of Analyses

To supplement other environmental monitoring programs and to protect the health of people consuming fish from waters within this state, the state of Iowa conducts fish tissue monitoring. Since 1980, the Iowa Department of Natural Resources (IDNR), the United States Environmental Protection Agency Region VII (U.S. EPA), and the University of Iowa Hygienic Laboratory (UHL) have cooperatively conducted annual statewide collections and analyses of fish for toxic contaminants. Beginning in 1983, this monitoring effort became known as the Regional Ambient Fish Tissue Monitoring Program (RAFT). Currently, the RAFT program is the only statewide fish contaminant-monitoring program in Iowa. Historically, the data generated from the RAFT program have enabled IDNR to document temporal changes in contaminant levels and to identify Iowa lakes and rivers where high levels of contaminants in fish potentially threaten the health of fish-consuming Iowans (see IDNR 2006). The Iowa RAFT monitoring program incorporates four different types of monitoring sites: 1) status, 2) trend, 3) random and 4) follow-up.

Closing the Summer Learning Gap for Vulnerable Children: An Examination of a Summer Family Literacy Program for Junior Kindergarten Children At-Risk for Reading Difficulties

The learning gap created by summer vacation creates a significant breach in the learning cycle, where student achievement levels decrease over the course ofthe summer (Cooper et aI., 2000). In a review of 39 studies, Cooper and colleagues (1996) specified that the summer learning shortfall equals at least one month loss of instruction as measured by grade level equivalents on standardized test scores. Specifically, the achievement gap has a more profound effect on children as they grow older, where there is a steady deterioration in knowledge and skills sustained during the summer months (Cooper et aI., 1996; Kerry & Davies, 1998). While some stakeholders believe that the benefits of a summer vacation overshadow the reversing effect on achievement, it is the impact of the summer learning gap on vulnerable children, including children who are disadvantaged as a result of requiring special educational needs, children from low socioeconomic backgrounds, and children learning English as a second language, that is most problematic. More specifically, research has demonstrated that it is children's literacy-based skills that are most affected during the summer months. Children from high socioeconomic backgrounds recurrently showed gains in reading achievement over the summer whereas disadvantaged children repeatedly illustrate having significant losses. Consequently, the summer learning gap was deemed to exaggerate the inequality experienced by children from low socioeconomic backgrounds. Ultimately, the summer learning gap was found to have the most profound on vulnerable children, placing these children at an increased chance for academic failure. A primary feature of this research project was to include primary caregivers as authentic partners in a summer family literacy program fabricated to scaffold their children's literacy-based needs. This feature led to the research team adapting and implementing a published study entitled, Learning Begins at Home (LBH): A Research-Based Family Literacy Program Curriculum. Researchers at the Ontario Institute designed this program for the Study of Education, University of Toronto. The LBH program capitalized on incorporating the flexibility required to make the program adaptable to meet the needs of each participating child and his or her primary caregiver. As it has been well documented in research, the role primary caregivers have in an intervention program are the most influential on a child's future literacy success or failure (Timmons, 2008). Subsequently, a requirement for participating in the summer family literacy program required the commitment of one child and one of his or her primary caregivers. The primary caregiver played a fundamental role in the intervention program through their participation in workshop activities prior to and following hands on work with their child. The purpose of including the primary caregiver as an authentic partner in the program was to encourage a definitive shift in the family, whereby caregivers would begin to implement literacy activities in their home on a daily basis. The intervention program was socially constructed through the collaboration of knowledge. The role ofthe author in the study was as the researcher, in charge of analyzing and interpreting the results of the study. There were a total of thirty-six (36) participants in the study; there were nineteen (19) participants in the intervention group and seventeen (17) participants in the control group. All of the children who participated in the study were enrolled in junior kindergarten classrooms within the Niagara Catholic District School Board. Once children were referred to the program, a Speech and Language Pathologist assessed each individual child to identify if they met the eligibility requirements for participation in the summer family literacy intervention program. To be eligible to participate, children were required to demonstrate having significant literacy needs (i.e., below 25%ile on the Test of Preschool Early Literacy described below). Children with low incident disabilities (such as Autism or Intellectual Disabilities) and children with significant English as a Second Language difficulties were excluded from the study. The research team utilized a standard pre-test-post-test comparison group design whereby all participating children were assessed with the Test of Preschool Early Literacy (Lonigan et aI., 2007), and a standard measure of letter identification and letter sound understanding. Pre-intervention assessments were conducted two weeks prior to the intervention program commencing, and the first set of the post-intervention assessments were administered immediately following the completion of the intervention program. The follow-up post-intervention assessments took place in December 2010 to measure the sustainability of the gains obtained from the intervention program. As a result of the program, all of the children in the intervention program scored statistically significantly higher on their literacy scores for Print Knowledge, Letter Identification, and Letter Sound Understanding scores than the control group at the postintervention assessment point (immediately following the completion of the program) and at the December post-intervention assessment point. For Phonological Awareness, there was no statistically significant difference between the intervention group and the control at the postintervention assessment point, however, there was a statistically significant difference found between the intervention group and the control group at the December post-intervention assessment point. In general, these results indicate that the summer family literacy intervention program made an immediate impact on the emergent literacy skills of the participating children. Moreover, these results indicate that the summer family literacy intervention program has the ability to foster the emergent literacy skills of vulnerable children, potentially reversing the negative effect the summer learning gap has on these children.

Niagara Employee Assistance Program Council fonds, 1980-2008, n.d.

The Niagara Employee Assistance Program Council was started in Welland in 1979. It expanded to a regional council in 1981. The membership consisted of companies, interested individuals, service providers and non-profit charitable organizations. The objective of this organization was to improve communication links and provide a networking framework for council members; to promote awareness of the Niagara Employment Assistance and Employee Assistance Programs within the community; to share feelings, knowledge and expertise of individuals and institutions in developing and maintaining effective Employee Assistance Programs; to bring attention to local issues and to improve on the effectiveness of Employee Assistance Programs in the Niagara region. This program assisted employees with personal problems that could affect job performance. The Niagara Employee Assistance Council was dissolved as of March 31, 2008.

BC Law Magazine Spring/Summer 2008

http://lawdigitalcommons.bc.edu/bclsm/1071/thumbnail.jpg

“Cooperación Internacional entre el Banco Mundial y Colombia en educación superior proyecto: “Improving Acces And Quality In Higher Education Program P105164” 2008

Las relaciones internacionales, entendidas como una disciplina altamente interdisciplinaria, que estudia la relación y el comportamiento de los Estados y los diferentes actores internacionales, organizaciones internacionales y organizaciones no gubernamentales, reconoce la importancia de la existencia de una cooperación internacional para la integración y conocimiento de dichos actores. La cooperación internacional puede verse como un elemento esencial, ya que permite a países, entidades públicas y privadas compartir sus experiencias, conocimientos y capacidades en espacios donde los desafíos, oportunidades y limitaciones son similares; en el caso Latino Americano, debido a su historia, pueden identificarse necesidades y objetivos comunes en los diferentes países. Durante la primera década del siglo XXI, América Latina, al igual que el resto del mundo, está pasando por momentos de acople con el nuevo milenio. El aumento del alfabetismo, los desarrollos tecnológicos, la erradicación de enfermedades, la expansión cultural, la reducción de las fronteras entre países, son algunas de los muchos fenómenos que vemos día a día. Sin embargo, no han dejado de existir los niveles altos de pobreza, la violencia, las diferencias sociales marcadas, la discriminación y altos índices de desempleo. Muchos teóricos han propuesto soluciones para enmendar los errores que se han cometido en el pasado para sanar a la sociedad y brindarle herramientas para dicho progreso. El PNUD (Programa de Naciones Unidas para el Desarrollo) manifiesta que una de las herramientas más importantes para lograr resultados reales en relación al desarrollo social, es la educación.

The effect of the handwriting without tears program on student cursive writing achievement at Central Institute for the Deaf (CID)

Handwriting Without Tears (HWT) is a multi-sensory program that provides a simpler approach to the instruction of cursive handwriting. It was administered to a sample of third graders to assess the effectiveness of the program and determine if it would be a viable option for handwriting instruction at CID.

Strategy instruction in listening for lower-intermediate learners of French

Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects’ listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners’ confidence about listening. Implications for pedagogy and strategy theory are discussed.

Curvature versus V-bends in a group B titanium T-loop spring

Objective: To compare the system of forces acting on curvature and preactivated V-bends in titanium T-loop springs (TTLSs) made of 0.017- X 0.025-inch TMA (titanium molibdenium alloy) wire.Materials and Methods: Pictures of TTLSs preactivated by curvature and V-bends were inserted in the LOOP software program to design both TTLSs. Symmetry was assured using the program. Both TTLSs used the same amount (length) of wire and had the same angulation between their anterior and posterior extremities when passive. The loops were activated 7 mm, and forces and moments were registered after each 0.5 mm of deactivation. The brackets were at the same height, separated by 23 mm and angulated 0 degrees.Results: The preactivated curvature TTLS delivered horizontal forces ranging from 34 gF to 456 gF, while the TTLS preactivated by V-bends delivered forces ranging from 54 gF to 517 gF. The forces decreased more (30 gF vs 33 gF) with every 0.5 mm of activation on the preactivated V-bend TTLS than on the preactivated curvature TTLS. Vertical forces were low and clinically insignificant for both TTLSs. The moment to force (MF) ratios were systematically higher on the preactivated curvature than on the preactivated V-bend TTLS (from 5.8 mm to 38.8 mm vs 4.7 mm to 28.3 mm).Conclusions: Although both loops show symmetrical moments in their anterior and posterior extremities and can be used for group B anchorage, the curvature preactivated TTLS delivers lower horizontal forces and higher MF ratios than the acute preactivated V-bend TTLS.