Improving Transition Outcomes: CASE (Career And Self Awareness) Prototype: Success Stories

Success Stories from the CASE (Career And Self Awareness) prototype.

Improving Transition Outcomes: CASE (Career And Self Awareness) Prototype: General Information

General information on the CASE (Career And Self Awareness) prototype.

Improving Transition Outcomes: CASE (Career And Self Awareness) Prototype: Contact Information

Contact information for the CASE (Career And Self Awareness) prototype.

Improving Transition Outcomes: CASE (Career And Self Awareness) Prototype: Basic Points

Basic Points about the CASE (Career And Self Awareness) prototype.

Improving Transition Outcomes: CASE (Career And Self Awareness) Prototype: Conference Demonstration

Promotional article recognizing a CASE (Career And Self Awareness) conference demonstration.

Improving Transition Outcomes: Council Bluffs Youth Connections Prototype: Conference Presentation

Promotional article on a presentation at the Parent Educator Connector conference.

Improving Transition Outcomes: Council Bluffs Youth Connections Prototype: General Information

General information on the Council Bluffs Youth Connections prototype under Improving Transition Outcomes with Iowa Vocational Rehabilitation Services.

Improving Transition Outcomes: Henry County Transition Partners Prototype: General Information

General information on the Henry County Transition Partners community prototype under Improving Transition Outcomes with Iowa Vocational Rehabilitation Services.

Improving Transition Outcomes: Henry County Transition Partners: Youth Interview Invitation

Henry County's Transition Partners' youth focus group interview invitation.

Improving Transition Outcomes: Henry County Transition Partners: Teacher Interview Invitation

Henry County's Transition Partners' focus group invitation specifically for teachers.

Improving Transition Outcomes: Henry County Transition Partners Prototype: Interview Questions

Interview questions used by Henry County Transition Partners during focus groups and individual interviews.

Improving Transition Outcomes: Council Bluffs Youth Connections Prototype: Barriers Identified Through the Focus Groups and Interviews

Information gleaned from the focus groups and individual interviews with educators, youth and parents.

How different are returns to education? Evidence from German school choices

This study presents estimates of returns to post-secondary educationand wage differentials among graduates fromdifferent secondary schoolsin Germany. I use an empirical model that captures the basic features ofthe German education system. It controls for selection into post-secondaryeducation and treats latter as endogenous in the wage equation. Myresults show that OLS estimates are severely biased. The direction ofthe bias depends on the secondary school type. Annual returns topost-secondary education differ significantly: they are eight timeshigher for graduates from the highest secondary school than for graduatesfrom the lowest secondary school.

Transition et rétablissement

Cet article présente les risques liés aux transitians de soins et en particulier hospitalo-ambulatoires, qui, sans mesure d'accompagnement proactive, menacent le processus de rétablissement des personnes souffrant de troubles psychiatriques. En effet, les risques de rupture des soins et de réadmission sont davantage liés aux caractéristiques du système sociosanitaire qu'à celles du patient ou de la maladie. Des mesures d'accompagnement simples ne sont pas systématiques dans le domaine de la psychiatrie, alors même que ces patients sont particulièrement vulnérables dans les périodes de post-hospitalisation souvent synonymes de barrières au traitement. Le modèle de case management de transition développé à Lausanne est brièvement présenté et illustré au moyen d'une vignette clinique. Ses particularités sont notamment le recours systématique à certains outils soutenant le rétablissement et l'implication active du patient et de son entourage depuis l'hospitalisation jusqu'au retour dans la communauté.

Success of a general school-based physical activity intervention on bone mineral content depends on pubertal stage but not on gender

Aims: We performed a randomised controlled trial in children of both gender and different pubertal stages to determine whether a school-based physical activity (PA) program during a full schoolyear influences bone mineral content (BMC) and whether there are differences in response for boys and girls before and during puberty. Methods: Twenty-eight 1st and 5th grade classes were cluster randomised to an intervention (INT, 16 classes, n=297) and control (CON; 12 classes, n=205) group. The intervention consisted of a multi-component PA intervention including daily physical education during a full school year. Each lesson was predetermined, included about ten minutes of jumping or strength training exercises of various intensity and was the same for all children. Measurements included anthropometry (height and weight), tanner stages (by self-assessment), PA (by accelerometry) and BMC for total body, femoral neck, total hip and lumbar spine using dualenergy X-ray absorptiometry (DXA). Bone parameters were normalized for gender and tanner stage (pre- vs. puberty). Analyses were performed by a regression model adjusted for gender, baseline height, baseline weight, baseline PA, post-intervention tanner stage, baseline BMC, and cluster. Researchers were blinded to group allocation. Children in the control group did not know about the intervention arm. Results: 217 (57%) of 380 children who initially agreed to have DXA measurements had also post-intervention DXA and PA data. Mean age of prepubertal and pubertal children at baseline was 9.0±2.1 and 11.2±0.6 years, respectively. 47/114 girls and 68/103 boys were prepubertal at the end of the intervention. Compared to CON, children in INT showed statistically significant increases in BMC of total body (adjusted z-score differences: 0.123; 95%>CI 0.035 to 0.212), femoral neck (0.155; 95%>CI 0.007 to 0.302), and lumbar spine (0.127; 95%>CI 0.026 to 0.228). Importantly, there was no gender*group, but a tanner*group interaction consistently favoring prepubertal children. Conclusions: Our findings show that a general, but stringent school-based PA intervention can improve BMC in elementary school children. Pubertal stage, but not gender seems to determine bone sensitivity to physical activity loading.