Annals of Annapolis : comprising sundry notices of that old city from the period of the first settlements in its vicinity in the year 1649, until the war of 1812 : together with various incidents in the history of Maryland, derived from early records, public documents, and other sources ; with an appendix, containing a number of letters from General Washington, and other distinguished persons, which letters have never been published before /

Sabin

Personal recollections of poets, philosophers and statesmen : being 1,001 anecdotes of life in New England, and of the great and eccentric characters celebrated in her history fifty years ago : also giving numerous anecdotes concerning the private life and secret history of many personages illustrious in American public life during the first half of the present century : and an account of men and things I saw in Europe /

Includes index.

An Ontario-Developed Online Special Education Teacher Course Model for China

This study investigated the effectiveness of an Ontario-developed online Special Education teacher training course as a model for in-service teacher professional development in China. The study employed a mixed method approach encompassing both a quantitative survey and a qualitative research component to gather perceptions of Chinese and Canadian teachers, educational administrators, and teacher-educators who have intensive experience with online education, Special Education, and teacher preparation programs both in China and Canada. The study revealed insufficient understanding of Special Education among the general Chinese population, underdevelopment of Special Education teacher preparation in China, and potential benefits of using a Canadian online teacher training course as a model for Special Education in China. Based on the literature review and the results of this study, it is concluded that online Canadian Special Education teacher in-service courses can set an example for Chinese Special Education teacher training. A caveat is that such courses would require localized modifications, support of educational authorities, and pilot testing.

Private higher education policy in Ohio, 1980--2006: A case study demonstrating the usefulness of Zumeta's public policy posture model

This study describes the case of private higher education in Ohio between 1980 and 2006 using Zumeta's (1996) model of state policy and private higher education. More specifically, this study used case study methodology and multiple sources to demonstrate the usefulness of Zumeta's model and illustrate its limitations. Ohio served as the subject state and data for 67 private, 4-year, degree-granting, Higher Learning Commission-accredited institutions were collected. Data sources for this study included the National Center for Education Statistics Integrated Postsecondary Data System as well as database information and documents from various state agencies in Ohio, including the Ohio Board of Regents. ^ The findings of this study indicated that the general state context for higher education in Ohio during the study time period was shaped by deteriorating economic factors, stagnating population growth coupled with a rapidly aging society, fluctuating state income and increasing expenditures in areas such as corrections, transportation and social services. However, private higher education experienced consistent enrollment growth, an increase in the number of institutions, widening involvement in state-wide planning for higher education, and greater fiscal support from the state in a variety of forms such as the Ohio Choice Grant. This study also demonstrated that private higher education in Ohio benefited because of its inclusion in state-wide planning and the state's decision to grant state aid directly to students. ^ Taken together, this study supported Zumeta's (1996) classification of Ohio as having a hybrid market-competitive/central-planning policy posture toward private higher education. Furthermore, this study demonstrated that Zumeta's model is a useful tool for both policy makers and researchers for understanding a state's relationship to its private higher education sector. However, this study also demonstrated that Zumeta's model is less useful when applied over an extended time period. Additionally, this study identifies a further limitation of Zumeta's model resulting from his failure to define "state mandate" and the "level of state mandates" that allows for inconsistent analysis of this component. ^

Content -area teachers' perceptions of the effect of the meta -training on their instructional practices

The purpose of this study was to explore the content-area teachers' perceptions of the effect that compliance with the teacher training for content-area teachers of Limited English Proficient (LEP) students mandated by the Consent Decree had on their instructional practices within the content-area classroom. In order to provide an overview of the factors which had an effect on the content-area teachers' mandated training, various areas were reviewed: history of legislative actions that led up to the Consent Decree; stipulations set forth in the Consent Decree; Miami-Dade County Public Schools District LEP Plan including stipulations for teacher training; research on teacher training for teachers of language minority students; and the process of change. This descriptive study specifically addresses teachers' perceptions of the effectiveness of the mandated teacher training as it relates to language minority students. ^ Content-area teachers who had completed the mandated teacher training were surveyed using self-administered anonymous questionnaires mailed to their school sites. Questions focused on the teachers' perceptions of: students' need of second language instructional strategies within the content-area classroom; teacher training requirements mandated by the Consent Decree; and changes in their instructional practices as a result of the training. ^ Based on the responses of the subjects, the results of this study indicate the overall success of the training implemented to comply with the stipulations set forth in the Consent Decree. In general, the results indicate that the teachers perceive that they are ultimately in agreement with the mandated training. The results also indicate that the teachers perceive a need for second language strategies when working with language minority students. These results can serve as starting point for further research not only into teachers' perceptions of the effectiveness of training for teachers of language minority students but also into the outcomes of this teacher training as it is reflected within the classroom. ^

The contribution of higher education to economic *development in a globalized environment

Amidst concerns about achieving high levels of technology to remain competitive in the global market without compromising economic development, national economies are experiencing a high demand for human capital. As higher education is assumed to be the main source of human capital, this analysis focused on a more specific and less explored area of the generally accepted idea that higher education contributes to economic growth. The purpose of this study, therefore, was to find whether higher education also contributes to economic development, and whether that contribution is more substantial in a globalized context. ^ Consequently, a multiple linear regression analysis was conducted to support with statistical significance the answer to the research question: Does higher education contributes to economic development in the context of globalization? The information analyzed was obtained from historical data of 91 selected countries, and the period of time of the study was 10 years (1990–2000). Some variables, however, were lagged back 5, 10 or 15 years along a 15-year timeframe (1975–1990). The resulting comparative static model was based on the Cobb-Douglas production function and the Solow model to specify economic growth as a function of physical capital, labor, technology, and productivity. Then, formal education, economic development, and globalization were added to the equation. ^ The findings of this study supported the assumption that the independent contribution of the changes in higher education completion and globalization to changes in economic growth is more substantial than the contribution of their interaction. The results also suggested that changes in higher and secondary education completion contribute much more to changes in economic growth in less developed countries than in their more developed counterparts. ^ As a conclusion, based on the results of this study, I proposed the implementation of public policy in less developed countries to promote and expand adequate secondary and higher education systems with the purpose of helping in the achievement of economic development. I also recommended further research efforts on this topic to emphasize the contribution of education to the economy, mainly in less developed countries. ^

History of Medicine Schedule 2010-2011

William Osler (1849-1919): America’s Most Famous Physician (Robert E. Rakel) The Assassination of John F. Kennedy: A Neurosurgeon’s Eyewitness Account of the Medical Aspect of the Events of November 22, 1963 (Robert G. Grossman) Making Cancer History: Disease and Discovery at the University of Texas M.D. Anderson Cancer Center (James S. Olson) The History of Pathology as a Biological Science and Medical Specialty (L. Maximillian Buja) “Medicine in the Mid-19th Century America” (Student Essay Contest Winner) (David Hunter) The Achievements and Enduring Relevance of Rudolph Virchow (Nathan Grohmann) Medicine: Perspectives in History and Art (Robert E. Greenspan) What Every Physician Should Know: Lessons from the Past (Robert E. Greenspan) Medicine in Ancient Mesopotamia (Sajid Haque) The History of Texas Children’s Hospital (B. Lee Ligon) Visualizing Disease: Motion Pictures in the History of Medical Education (Kirsten Ostherr)

Planning and implementation efficacy as a determinant of health risk communication outcomes: Case studies of the U.S. Public Health Service (PHS)

This study was conducted under the auspices of the Subcommittee on Risk Communication and Education of the Committee to Coordinate Environmental Health and Related Programs (CCEHRP) to determine how Public Health Service (PHS) agencies are communicating information about health risk, what factors contributed to effective communication efforts, and what specific principles, strategies, and practices best promote more effective health risk communication outcomes.^ Member agencies of the Subcommittee submitted examples of health risk communication activities or decisions they perceived to be effective and some examples of cases they thought had not been as effective as desired. Of the 10 case studies received, 7 were submitted as examples of effective health risk communication, and 3, as examples of less effective communication.^ Information contained in the 10 case studies describing the respective agencies' health risk communication strategies and practices was compared with EPA's Seven Cardinal Rules of Risk Communication, since similar rules were not found in any PHS agency. EPA's rules are: (1) Accept and involve the public as a legitimate partner. (2) Plan carefully and evaluate your efforts. (3) Listen to the public's specific concerns. (4) Be honest, frank, and open. (5) Coordinate and collaborate with other credible sources. (6) Meet the needs of the media. (7) Speak clearly and with compassion.^ On the basis of case studies analysis, the Subcommittee, in their attempts to design and implement effective health risk communication campaigns, identified a number of areas for improvement among the agencies. First, PHS agencies should consider developing a focus specific to health risk communication (i.e., office or specialty resource). Second, create a set of generally accepted practices and guidelines for effective implementation and evaluation of PHS health risk communication activities and products. Third, organize interagency initiatives aimed at increasing awareness and visibility of health risk communication issues and trends within and between PHS agencies.^ PHS agencies identified some specific implementation strategies the CCEHRP might consider pursuing to address the major recommendations. Implementation strategies common to PHS agencies emerged in the following five areas: (1) program development, (2) building partnerships, (3) developing training, (4) expanding information technologies, and (5) conducting research and evaluation. ^

School desegregation in Broward County, Florida, 1970--1998: A historical study of power

This is a historical case study on school desegregation and power in Broward County, Florida from 1970 to 1998. The purpose of this study is to describe, explain and analyze types of power used by the School Board of Broward County, Florida and community activists, in their efforts to influence desegregation decisions from 1970 to 1998. In addition, this study explains who benefited and who won from the School Board's desegregation decisions and who governed those decisions? ^ A historical case study approach was used as the method for conducting this study. Data sources included 11 interviews of individuals who were involved in school desegregation issues as either School Board officials or community activists and 10 archival data sources. ^ The theoretical models of Russell, Galbraith, Wartenberg and Domhoff were used to determine the different types of power techniques used by School Board officials and community activists and to answer the questions: who benefited and who won from the School Board's desegregation decisions and who governed those policies and practices? ^ The primary beneficiaries of school desegregation policies and practices in Broward County were: white, affluent communities and the builders, developers, realtors and other businesses in the western suburban communities. All of the data sources indicated that the black community did not benefit from the School Board's desegregation policies. ^ The primary power techniques used by School Board officials to influence desegregation policies and practices was “power over opinions” and compensation. These power techniques were manifested by the School Board publicly disputing the allegations raised by community activists and by compensating those who supported and promoted the School Board's desegregation policies and practices. ^ The power techniques primarily used by community activists were coercive force and “power over opinions.” They effectively used these power techniques to change the School Board's policies and practices they felt were detrimental to black children and the black community. ^ Based on the analysis of the qualitative data, it can be concluded that black children did not benefit from school desegregation in Broward County, Florida and the community continues to suffer residual effects from past desegregation policies and practices. ^

A comparison of the teacher efficacy and performance of traditionally and alternatively certified first -year teachers

The purpose of this study was to compare the efficacy and performance evaluations of alternatively certified first-year teachers to traditionally certified first-year teachers. The participants were 25 first-year teachers in the Broward County Public School District (FL) who completed the Transition to Teaching alternative certification program and a comparison group of 32 first-year teachers in the same school district who completed a traditional university teacher preparation program. ^ The study was a mixed methods design (Creswell, 2003; Tashakkori & Teddlie, 1998). The quantitative data were collected during the 2002–2003 school year using the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) and the Florida Performance Measurement System formative and summative instruments. The qualitative data consisted of focus group interviews that were conducted at the end of the 2002–2003 school year. ^ Data were analyzed using independent samples t tests to compare the means of the two populations on their efficacy scores and performance evaluations. Paired samples t tests and analysis of covariance (ANCOVA) were used to compare the efficacy scores for each certification type at the beginning of the school year to the efficacy scores at the end of the school year. A repeated measures analysis of variance (ANOVA) was used to compare the change in the efficacy scores of the teachers from the beginning of the school year to the end of the school year. Focus group interviews were conducted and transcribed, and the content was analyzed and categorized based on the four sources of self-efficacy described by Bandura (1986, 1997). ^ The results of this study revealed that no statistically significant differences existed between the two groups of teachers in their teacher efficacy or performance evaluations and that they reported similar sources of their efficacy. These findings add to the research base that supports alternative certification as a viable and effective pathway into teaching. ^

Problems faced by beginning principals

The job of a principal is becoming more demanding and more critical each year. Principals are asked to undertake huge challenges and to succeed regardless of what obstacles lie ahead. The purpose of this study was to identify which Administrative Task Areas and Specific Task Areas caused the most difficulties for first- and second-year principals.^ A survey was taken of first- and second-year principals in Dade County, Florida. These beginning principals rated their level of proficiency for each administrative task area and each specific task within those areas. Participants rated their perceptions on a scale from one to four. The data were analyzed based on frequency distributions, percentages, means, and standard deviations.^ Beginning principals perceived themselves as least proficient in the administrative task areas of management and personnel duties. They believed their strongest areas were curriculum and instruction and school-community relations. Within these areas, the specific administrative task areas identified as most problematic were identifying proper procedures for construction in the schools, visiting classrooms to help teachers improve instruction, awareness of issues related to school law, establishing accounting procedures for the school's internal funds, and procedures for dismissing incompetent staff members.^ Many beginning principals surveyed volunteered to make recommendations for future beginning principals. Of these recommendations, the most popular responses addressed obtaining more experience with the budget and internal funds prior to becoming a principal. In addition, there was a strong need for more training dealing with school personnel and the importance of networking with a veteran principal.^ The principal training programs for five of the largest school districts in Florida were reviewed. These programs were found to incorporate a vast amount of the recommendations included in the literature. Florida is moving in the right direction toward excellence in the public schools. ^

Making the grade: The perceived impact of Florida's A+ Plan on the learning environment of one elementary school

The purpose of this study was to ascertain the perceptions of educators at one elementary school regarding the changes in the teaching and learning environment and their related effects following the implementation of Florida's A+ high-stakes accountability system. This study also assessed whether these changes were identified by participants as meaningful and enduring, in terms of the definition by Lieberman and Miller (1999). Twenty-one educators, including 17 teachers and four administrators, at Blue Ribbon Elementary school were interviewed. Data were inductively coded and categorized into four major themes: (a) teaching and learning environment consistency, (b) changes in the teaching and learning environment since the implementation of A+, (c) effects of the changes, and (d) significant and enduring change. Findings fell into three categories (a) identified changes since A+ implementation, (b) effects of changes, and (c) what participants believed was significant and long term change, which included those characteristics of the school that had been identified as consistent in the teaching and learning environment. Statements of the participants explained their perceptions about what instructional decisions where made in response to the A+ Plan including the modification of curriculum, the addition or omission of subject matter taught, and the positive or negative impact these decisions had on the teaching and learning environment. It was found that study participants felt all changes and their effects were a direct result of the A+ Plan and viewed many of the changes as being neither significant nor long term Analysis of the educators' perceptions of the changes they experienced revealed the overall feeling that the changes were not indicative of what was necessary to make a school successful. For the participants, the changes lacked the characteristics that they had described as vital in what constituted success. This led to the conclusion that, by Lieberman and Miller's definition, the majority of changes and effects that were implemented at the school as a result of the mandated A+ Plan, were not meaningful and enduring for effective school reform. ^

The influence of HOPE VI public housing on public schools

In the United States, public school enrollment is typically organized by neighborhood boundaries. This dissertation examines whether the federally funded HOPE VI program influenced performance in neighborhood public schools. In effect since 1992, HOPE VI has sought to revitalize distressed public housing using the New Urbanism model of mixed income communities. There are 165 such HOPE VI projects nationwide. Despite nearly two decades of the program's implementation, the literature on its connection to public school performance is thin. My dissertation aims to narrow this research gap. There are three principal research questions: (1) Following HOPE VI, was there a change in socioeconomic status (SES) in the neighborhood public school? The hypothesis is that low SES (measured as the proportion of students qualifying for the Free and Reduced Lunch Program) would reduce. (2) Following HOPE VI, did the performance of neighborhood public schools change? The hypothesis is that the school performance, measured by the proportion of 5th grade students proficient in state wide math and reading tests, would increase. (3) What factors relate to the performance of public schools in HOPE VI communities? The focus is on non-school, neighborhood factors that influence the public school performance. For answering the first two questions, I used t-tests and regression models to test the hypotheses. The analysis shows that there is no statistically significant change in SES following HOPE VI. However, there are statistically significant increases in performance for reading and math proficiency. The results are interesting in indicating that HOPE VI neighborhood improvement may have some relationship with improving school performance. To answer the third question, I conducted a case study analysis of two HOPE VI neighborhood public schools, one which improved significantly (in Philadelphia) and one which declined the most (in Washington DC). The analysis revealed three insights into neighborhood factors for improved school performance: (i) a strong local community organization; (ii) local community's commitment (including the middle income families) to send children to the public school; and (iii) ties between housing and education officials to implement the federal housing program. In essence, the study reveals how housing policy is de facto education policy.

``This is your brain on drugs'': The public policy of anti -drug programming. An exploratory analysis of media and other sources of drug information for adolescents

In the 1980s, government agencies sought to utilize research on drug use prevention to design media campaigns. Enlisting the assistance of the national media, several campaigns were designed and initiated to bring anti-drug use messages to adolescents in the form of public service advertising. This research explores the sources of information selected by adolescents in grades 7 through 12 and how the selection of media and other sources of information relate to drug use behavior and attitudes and perceptions related to risk/harm and disapproval of friends' drug-using activities.^ Data collected from 1989 to 1992 in the Miami Coalition School Survey provided a random selection of secondary school studies. The responses of these students were analyzed using multivariate statistical techniques.^ Although many of the students selected media as the source for most of their information on the effects of drugs on the people who use them, the selection of media was found to be positively related to alcohol use and negatively related to marijuana use. The selection of friends, brothers, or sisters was a statistically significant source for adolescents who smoke cigarettes, use alcohol or marijuana.^ The results indicate that the anti-drug use messages received by students may be canceled out by media messages perceived to advocate substance use and that a more persuasive source of information for adolescents may be friends and siblings. As federal reports suggest that the economic costs of drug abuse will reach an estimated $150 billion by 1997 if current trends continue, prevention policy that addresses the glamorization of substance use remains a national priority. Additionally, programs that advocate prevention within the peer cluster must be supported, as peers are an influential source for both inspiring and possibly preventing drug use behavior. ^

AIDS workplace *policy adoption and implementation in local government: An analysis of departmental variation

This is an empirical study whose purpose was to examine the process of innovation adoption as an adaptive response by a public organization and its subunits existing under varying degrees of environmental uncertainty. Meshing organization innovation research and contingency theory to form a theoretical framework, an exploratory case study design was undertaken in a large, metropolitan government located in an area with the fourth highest prevalence rate of HIV/AIDS in the country. A number of environmental and organizational factors were examined for their influence upon decision making in the adoption/non-adoption as well as implementation of any number of AIDS-related policies, practices, and programs.^ The major findings of the study are as follows. For the county government itself (macro level), no AIDS-specific workplace policies have been adopted. AIDS activities (AIDS education, AIDS Task Force, AIDS Coordinator, etc.), adopted county-wide early in the epidemic, have all been abandoned. Worker infection rates, in the aggregate and throughout the epidemic have been small. As a result, absent co-worker conflict (isolated and negligible), no increase in employee health care costs, no litigation regarding discrimination, and no major impact on workforce productivity, AIDS has basically become a non-issue at the strategic core of the organization. At the departmental level, policy adoption decisions varied widely. Here the predominant issue is occupational risk, i.e., both objective as well as perceived. As expected, more AIDS-related activities (policies, practices, and programs) were found in departments with workers known to have significant risk for exposure to the AIDS virus (fire rescue, medical examiner, police, etc.). AIDS specific policies, in the form of OSHA's Bloodborn Pathogen Standard, took place primarily because they were legislatively mandated. Union participation varied widely, although not necessarily based upon worker risk. In several departments, the union was a primary factor bringing about adoption decisions. Additional factors were identified and included organizational presence of AIDS expertise, availability of slack resources, and the existence of a policy champion. Other variables, such as subunit size, centralization of decision making, and formalization were not consistent factors explaining adoption decisions. ^