The elbow-shakers!, or, Thirty years of a rattler's life : a burlesque extravaganzical burletta in one act ... /

"Printed from the acting copy, with remarks ... First performed at the Adelphi Theatre, on Monday, December 3d, 1827. Embellished with a fine engraving, by Welch, from a drawing by Seymour."

Fifty years of best sellers, 1895-1945 /

Foreword signed Frederic G. Melcher.

40 years of the regional gender agenda

The first Regional Conference on the Integration of Women into the Economic and Social Development of Latin America and the Caribbean was held almost 40 years ago (Havana, 1977). It provided a regional forum for exchange after the World Conference of the International Women’s Year in Mexico City in 1975, where participants supported the idea of social demands for women’s rights and gender equality (which were starting to spread from country to country) being converted into government commitments. On that occasion they adopted the Regional Plan of Action for the Integration of Women into Latin American Economic and Social Development, the region’s first road map for progress towards the recognition of women’s contribution to society and the obstacles that they face in improving their situation. At that same conference, the Governments gave the Economic Commission for Latin America and the Caribbean (ECLAC) a mandate to convene periodically, at intervals of no more than three years, a Regional Conference on Women. In fulfilment of this mandate, over the next four decades ECLAC organized 12 Regional Conferences on Women, first through its Women and Development Unit, then its Division for Gender Affairs. This interaction between governments, with the active participation of the women’s and feminist movement and the support of the entire United Nations system, has become the main forum for the negotiation of a broad, profound and comprehensive regional agenda on gender equality, in which women’s autonomy and rights are front and centre. Policies for development and overcoming poverty have always been a key focus at these meetings. This publication is a compilation of all the agreements adopted by the Governments at the regional conferences and will serve not only as a tool for reference, but above all as a tool for action and for building a future based on the collective memory of the women of Latin America and the Caribbean.

Vitamin D supplementation during the first year of life and risk of schizophrenia: a Finnish birth cohort study

Objective: Based on clues from epidemiology and animal experiments, low vitamin D during early life has been proposed as a risk factor for schizophrenia. The aim of this study was to explore the association between the use of vitamin D supplements during the first year of life and risk of developing schizophrenia. Method: Subjects were drawn from the Northern Finland 1966 Birth Cohort (n = 9 114). During the first year of life, data were collected about the frequency and dose of vitamin D supplementation. Our primary outcome measures were schizophrenia, psychotic disorders other than schizophrenia, and nonpsychotic disorders as diagnosed by age 31 years. Males and females were examined separately. Results: In males, the use of either irregular or regular vitamin D supplements was associated with a reduced risk of schizophrenia (Risk ratio (RR) = 0.08, 95% CI 0.01-0.95; RR = 0.12, 95% CI 0.02-0.90, respectively) compared with no supplementation. In males, the use of at least 2000 IU of vitamin D was associated with a reduced risk of schizophrenia (RR = 0.23, 95% CI 0.06-0.95) compared to those on lower doses. There were no significant associations between either the frequency or dose of vitamin D supplements and (a) schizophrenia in females, nor with (b) nonpsychotic disorder or psychotic disorders other than schizophrenia in either males or females. Conclusion: Vitamin D supplementation during the first year of life is associated with a reduced risk of schizophrenia in males. Preventing hypovitaminosis D during early life may reduce the incidence of schizophrenia. (C) 2003 Elsevier B.V. All rights reserved.

Does health assessment improve health outcomes in Indigenous people? An RCT with 13 years of follow-up

Objective: To examine the impact of a multi-component health assessment on mortality and morbidity in Kimberley Aboriginal residents during a 13-year follow-up. Method. A population-based randomised controlled trial using linked hospital, cancer and death records to evaluate outcomes in 620 intervention and 6,736 control subjects. Results: The intervention group had a higher rate of first-time hospitalisation for any reason (IRR = 1.37; 95 % Cl 1.25-1.50), a higher rate of injury-related hospital episodes (IRR = 1.31; 95 % Cl 1.15-1.48) and a higher notification rate of alcohol-related cancers. There was a smaller difference in the rates of multiple hospitalisations (IRR = 1.14; 95 % Cl 0.751.74) and no improvement in overall mortality compared with controls (IRR = 1.08; 95 % Cl 0.91-1.29). Conclusions: There was no overall mortality benefit despite increased health service contact associated with the intervention. Implications: Although not influencing mortality rates, multi-component health assessment may result in a period of increased health service use in Aboriginal and Torres Strait Islander populations, thus constituting an 'intervention'. However, this should not be confused with systematic and sustained interventions and investment in community development to achieve better health outcomes.

I-Spi: innovative shared practical ideas: a support guide for literacy and numeracy in the early years of schooling, for home tutor/supervisors in distance education

Innovative Shared Practical Ideas (I-Spi) is a guide to help you and your children learn together. It is designed to affirm, support and strengthen your role as home tutor/supervisors in your daily learning sessions with your children. In this guide particular emphasis is given to the value of talk, formal and informal early literacy and numeracy practices (including ideas from distance school lessons, from home tutor/supervisors, research, and beyond), assessment of these practices together with informal assessment ideas for gauging your children’s literacy and numeracy progress, and stepping in and building on strategies

Diagnosis of retinopathy in children younger than 12 years of age:implications for the diabetic eye screening guidelines in the UK

Aim: To assess whether the current starting age of 12 is suitable for diabetic retinopathy (DR) screening and whether diabetes duration should be taken into account when deciding at what age to start screening patients. Materials and methods: A retrospective analysis of 143 patients aged 12 years or younger who attended diabetic eye screening for the first time in the Birmingham, Solihull and Black Country Diabetic Eye Screening Programme was performed. Results: The mean age of the patients was 10.7 (7-12) years with 73 out of 143 aged below 12 years and 70 were 12 years of age. 98% had type 1 diabetes and mean diabetes duration was 5 (1 month-11 years) years. For those younger than 12 years, 7/73 (9.6%) had background DR (BDR), of these mean diabetes duration was 7 years (6-8). The youngest patient to present with DR was aged 8 years. In those aged 12 years, 5/70 (7.1%) had BDR; of these mean diabetes duration was 8 years (6-11). No patient developed DR before 6 years duration in either group. Conclusions: The results show that no patient younger than the age of 12 had sight-threatening DR (STDR), but BDR was identified. Based on the current mission statement of the Diabetic Eye Screening Programme to identify STDR, 12 years of age is confirmed as the right age to start screening, but if it is important to diabetic management to identify first development of DR, then screening should begin after 6 years of diabetes diagnosis.

A munkával kapcsolatos értékek és attitűdök változása Közép-Kelet Európában a XXI. század első évtizedében (Changing values and attitudes regarding labour in Central- Eastern Europe in the first decade of 21st century)

A szerző tanulmányában a 2000 és 2010 közötti gazdasági és társadalmi változásokat és a munkával kapcsolatos értékek és attitűdök alakulását állítja időbeli párhuzamba, és azokra a kérdésekre keresi a választ, hogy milyen prioritások jellemzik 2010-ben a munka egyes aspektusaihoz való viszonyulást Közép-Kelet- Európa uniós tagállamaiban, és közöttük kiemelten Magyarországon? Vajon változtak-e ezek a jellemzők az elmúlt tíz év során, s ha igen, milyen irányú az elmozdulás. Azonos tendenciájúak-e a változások a vizsgált országokban? Megállapíthatók-e jellegzetes különbségek három kiválasztott, magas életszínvonalú, régebbi uniós (EU-15) tagországhoz viszonyítva? Elemzése jelentős mértékben támaszkodik az EVSfelmérés 2010-ben közzétett adataira, melynek alapját a 2008 és 2009 során lefolytatott adatgyűjtés képezi. Tanulmányában azokra a közép-kelet-európai országokra összpontosít, amelyek az elmúlt évtized során az unió tagjai lettek, és a 2000-es felmérésben is részt vettek már. _____ The author sets into parallelism economic and social changes and the development of values and attitudes regarding labour between 2000 and 2010, and looks for answers to questions what priorities characterize in 2010 the attitude to some aspects of labour in EU member countries of CEE, and especially in Hungary. Have these features changed in the last decade and in positive case, what is the direction of the shift? Are changes of similar tendency in countries under consideration? Can considerable differences be stated as compared to three selected, earlier EU 15 member countries with high living standard? The analysis largely relies on data of EVS survey, published in 2010 whose basis is the data collection carried out in 2008-2009. The essay focuses on Central Eastern European countries which have become members of the Union during the last decade and took part already in the survey of 2000.

The Central Agency for Jewish Education: Fifty years of Jewish education in Dade County

The purpose of the study was to provide a historical record of the Bureau of Jewish Education/Central Agency for Jewish Education and its role in Jewish education in Miami since its inception in 1944 as well as to provide a sociological context within which to view the growth and development of the community. During the past 50 years of the Agency's existence, Dade County's Jewish population has undergone many changes including a huge population increase in the 1960s and 1970s and then a decrease in the 1980s and 1990s, and a shift from postwar business class of store owners to turn of the century professional class.^ The methodology used in this study was threefold. First, document analysis of formal and informal documents dating from 1944 to the present was conducted. Second, personal interviews were conducted with the Executive Directors of the B.J.E./C.A.J.E., long-time B.J.E./C.A.J.E. staff, present staff, Greater Miami Jewish Federation leaders, and lay leadership of C.A.J.E. Third, national trends in Jewish education were cited as a basis for the comparison and contrast of the achievements of C.A.J.E.^ The historiography concluded that the Agency had come full circle in its programs. Analysis of the services provided to religious and day schools, early childhood education, the High Schools, teacher services, adult education, and the library indicated that in some areas C.A.J.E. was an innovator, in other areas it followed national trends, and in others it was deficient. Recommendations included a reeducative process for the community with Jewish education made top priority, more visibility and publicity for the work of C.A.J.E. that would enhance its prestige and improve support, and holistic planning of programs for the future. ^

Effect of an inservice on the teachers' knowledge of general school law, Section 504, and the Meta Consent Decree

It is generally assumed by educators that inservice training will make a significant difference in teacher knowledge of topics related to education. This investigation addressed that assumption by examining the effects of various factors, e.g., amount and timing of inservice training, upon teacher knowledge of educational law. Of special interest was teacher knowledge of the law as it pertained to ethnic and other characteristics of students in urban school settings. This study was deliberately designed to determine which factors should be later investigated in a more deterministic form, e.g., an experimental design.^ The investigation built upon that of Ogletree (1985), Osborne (1996) and others who focused on the importance of teacher development as a method to enhance professional abilities. The main question addressed in this study was, "How knowledgeable are teachers of school law, especially with regard to general school law, the Meta Consent Decree and Section 504 of the Rehabilitation Act of 1973."^ The study participants (N = 302) were from the Dade County School System, the fourth largest in the U.S. The survey design (approved by the System), specified participants from all levels and types of schools and geographic representations. A survey instrument was created, pilot tested, revised and approved for use by the district official representatives. After administration of the instrument, the resultant data was treated by several appropriate tests, e.g., multivariate analysis of variance (ANOVA).^ Several findings emerged from the analysis of the data: in general, teachers did not have sufficient knowledge of school law; factors, such as amount and level of education, and status and position were positively correlated with increased knowledge; factors such as years of experience, gender, race and ethnicity were not correlated with higher levels of knowledge. The most significant, however, was that when teachers had participated in several inservice training experiences, typically workshops, and, when combined with other factors noted above, their knowledge of school law was significantly higher. Specific recommendations for future studies were made. ^

A comparative analysis of school satisfaction and dropout risk of middle school students attending programs for students with emotional handicaps, severe emotional disturbance and general education students attending center schools and satellite schools

This study evaluated school satisfaction as an indicator of dropout risk of students with Emotional Handicaps (EH) and students with Severe Emotional Disturbance (SED). The students attended two different kinds of middle schools in a largely urban school district in South Florida. One hundred eight students in grade 8 (ages 13-16) participated in this study. Participants were administered the National Dropout Prevention Assessment (NDPA). Forty participants with EH and SED attended a special center school. Thirty-one participants with EH and SED attended satellite programs in a regular middle school. Thirty-seven general education participants attended the same regular middle school. Overall school satisfaction scores were generated, as well as three primary factors (school, environment and personal) and 16 subscales (school atmosphere, future income, difficulty level of classwork, teacher relationships, peer relationships, intrinsic interest in classwork, school hours, classwork stress, general attitude towards school, family influence, perceived opportunity for career, future goals, travel distance, leisure time, self-appraisal of performance, and self-esteem).^ Comparison of students with EH and SED revealed that both groups of students were rated at "low risk" of becoming dropouts on the Environmental factor and the Difficulty of Schoolwork subscale. Students with EH were rated at "caution risk" risk on the Travel Distance subscale. Students with SED were rated at "high risk" on this subscale.^ There were no significant differences in school satisfaction and dropout risk between different program delivery models. There were also no significant differences for category of students (EH, SED) by school type (center school, satellite program). All students were rated at "low risk" of dropping out of school.^ There were significant differences between general education students and students with EH and SED attending satellite programs. Students with EH and SED were rated at "caution risk" for dropping out on the Travel Distance and the Leisure Time subscales. Discussion of results, implications for practice and recommendations for further research are included. ^

Dean of the school board: An oral history of the distinguished career of G. Holmes Braddock

Effective school board leadership is often an ephemeral ideal in today's highly politicized public education arena. However, effective leadership is necessary in order to ensure a fair and equitable education for all students. This dissertation described and explained one school board member's perspective of his career as a lens from which to view and assess public educational policy making in Miami-Dade County. ^ Now retired after thirty-eight years of service, G. Holmes Braddock is the longest serving, contemporary, urban school board member in the country. Spanning nearly four decades, his perspective provides a comprehensive view of urban education both locally and nationally. The significance of his longevity and the impact of his leadership on educational policy-making was the focus of indepth interviews with Mr. Braddock and other key educational “influentials.” From this transcript data, recurring themes were revealed and categorized. Five elements of his perspective, i.e., teacher professionalization; desegregation; athletics; bilingual education; and his comprehensive leadership role, were identified and analyzed, as were five variables of his perspective, i.e., fairness; integrity; honesty; courage; and the situational context. Other secondary source material, such as excerpts from newspaper articles, school board minutes, and items from Mr. Braddock's own personal effects further augmented and triangulated the data. ^ Given that the purpose of this study was to describe and explain Mr. Braddock's perspective of his school board career, the findings can be understood from two different viewpoints. The elements of Mr. Braddock's perspective describe or characterize his career and represent the significant policy issues in which he demonstrated exceptional vision and leadership. However, taken alone, these elements cannot fully explain his distinguished career. Rather, an analysis of the variables of Mr. Braddock's perspective provides an explanation for the effectiveness of his leadership role. Personality traits such as fairness, integrity, honesty and courage and the impact of the situational context were factors that strongly influenced Mr. Braddock's decision-making. Thus, Mr. Braddock's school board career can be holistically understood as the intersection of person, place and time with significant public education policy issues. ^ The results of this study provide a unique and historical perspective of school board politics in Miami-Dade County. From Mr. Braddock's perspective, we are able to view one individual's leadership role over time and its impact on local public education policy. ^