(2020). Emerging Adults' Perceptions of Male Circumcision in the United States: Facts, Fictions, and Future Plans. American Journal of Sexuality Education, v15 n2 p180-200. Societal perspectives on male circumcision and its implications are not well understood. In this exploratory qualitative study, participants (N = 34, 7 male, 27 female) enrolled in a human sexuality course were asked to share their perspectives on male circumcision through the development of a written response to open-ended questions. Written responses were analyzed using qualitative thematic analysis to determine the ways in which participants perceive male circumcision, as well as to explore the arguments, contradictions, and rationalizations emerging adults use to justify it. Participants were largely in support of circumcision and believe it to be beneficial in terms of hygiene, esthetics, social acceptability, and tradition. Participants acknowledged the risks of circumcision and rationalized them, indicating they were in favor of the procedure and would circumcise their own sons despite limited knowledge of the benefits and drawbacks. Findings indicate emerging adults do not… [Direct]
(2020). Student Dignity during Work-Integrated Learning: A Qualitative Study Exploring Student and Supervisors' Perspectives. Advances in Health Sciences Education, v25 n1 p149-172 Mar. While University students increasingly participate in work-integrated learning (WIL), their dignity is often violated during WIL. The current literature is limited in so far as it typically focuses on student perspectives within healthcare contexts and does not use the concept of 'dignity'. Instead, this study explored student and supervisor perspectives on student dignity during WIL across healthcare and non-healthcare disciplines. Research questions included: What are: (1) types of student dignity experiences and patterns by groups; (2) factors contributing to experiences; (3) consequences of experiences? Sixty-five semi-structured interviews were conducted using narrative interviewing techniques with 30 supervisors and 46 students from healthcare (medicine, nursing and counselling) and non-healthcare (business, law and education) disciplines. Data were analyzed using framework analysis. Nine common narrative types were identified within 344 stories: verbal abuse, right for… [Direct]
(1994). Joint Hearing on H.R. 4086, the Youth Development Block Grant Act. Joint Hearing before the Subcommittee on Select Education and Civil Rights and the Subcommittee on Human Resources of the Committee on Education and Labor. House of Representatives. One Hundred Third Congress, Second Session. A hearing was held on H.R. 4086, the Youth Development Block Grant of 1993, a bipartisan bill introduced by Representatives Constance A. Morella (Maryland) and Donald M. Payne (New Jersey). The purpose of the initiative was to expand community-based youth development programs for youth aged 6 to 19 years. The bill was supported by the National Collaboration of Youth, a coalition of 15 major youth serving organizations, collectively serving over 25 million young people. The bill would fund programs that help youth reach their fullest potential through youth clubs, sports and recreation, mentoring programs, leadership development, substance abuse and delinquency prevention, and community service programs. Fund allocation would be based on a state's total school-age population, the percentage of that population living in poverty, and the increase of juvenile crime in the state. Although the opening statement by Representative Cass Ballenger (North Carolina) expressed doubts that the… [PDF]
(2021). Adding Flesh to the Bones: Dignity Frames for English Learner Education. Harvard Educational Review, v91 n4 p482-510 Win. In this essay, Luis E. Poza argues that educational dignity can help practices and reforms targeting students classified as English learners move beyond a narrow focus on programmatic and material factors related to English language development and instead toward more holistic consideration of these students and their schooling ecologies. In aligning the philosophical and legal operationalizations of dignity with landmark judicial victories for racially and linguistically minoritized students, he argues that dignity frameworks are relevant and actionable for more effectively imagining and designing education as an empowering, emancipatory endeavor…. [Direct]
(1992). Total Quality Management: Public Sector Applications for Training Programs. Total quality management (TQM) is based on the fundamental philosophy that it is always more effective to do something right the first time than it is to correct deficiencies. It seeks to improve quality and increase customer satisfaction by restructuring traditional management and organizational practices. Common characteristics of TQM include the following: customer-driven; strong leadership; employee participation; continuous improvement; action based on facts, data, and analysis; and prevention versus inspection. TQM was initially applied to manufacturing, although it is now finding applications in the service sector, including health, finance, and human services. TQM can be applied to employment and training activities such as Job Training Partnership Act (JTPA) Title IIA adult training programs. JTPA programs include performance standards such as employment rate and earnings at follow-up. Activities that lead to these performance standards include recruitment, certification,…
(2002). CAPTA: Successes and Failures at Preventing Child Abuse and Neglect. Hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, First Session (August 2, 2001). These transcripts present testimony from the first hearing on the reauthorization of the Child Abuse Prevention and Treatment Act (CAPTA), focusing on CAPTA's implementation and administration since its last reauthorization, and effective and ineffective practice in child abuse and neglect prevention. Opening statements were made by Representatives Peter Hoekstra and Tim Roemer. Testimony was heard from: (1) Wade Horn, Assistant Secretary for Children and Families at the Department of Health and Human Services, describing proposals for increasing funding to current programs and for funding new programs to strengthen fatherhood and marriage and to support maternity group homes; (2) a professor of social work at the University of Pennsylvania, advocating additional training for caseworkers; (3) a research fellow from the Heritage Foundation, pointing out the need to maintain due process rights for accused parents; (4) a representative of the National Child Abuse Coalition, arguing… [PDF]
(1996). Instructional Technology and Higher Education: Rewards, Rights, and Responsibilities. This keynote address seeks to establish a definition for "instructional technology" that does not emphasize computer hardware and software but instead focuses on human skills, resource management, problem solving, and educational settings. Also discussed are ways in which technology like electronic mail and the world wide web has penetrated institutions of higher learning and has caused shifts in learning and instructional paradigms. Barriers to faculty use of instructional technology range from a lack of administrative commitment to poorly equipped classrooms and disproportionate access. So many barriers exist, in fact, that much of what faculty has accomplished with technology has happened in spite of, rather than because of, the campus environment. This paper concludes that faculty have the right to: (1) a reward system that places a high value on teaching and innovative teaching methods in addition to research activities; (2) an institutional climate that encourages… [PDF]
(1990). The Responsible Use of Animals in Biology Classrooms Including Alternatives to Dissection. Monograph IV. This monograph discusses the care and maintenance of animals, suggests some alternative teaching strategies, and affirms the value of teaching biology as the study of living organisms, rather than dead specimens. The lessons in this monograph are intended as guidelines that teachers should adapt for their own particular classroom needs. Chapter 1, \What Every Life Science Teacher Should Know About Using Vertebrate Animals in the Classroom and in Science Projects,\ discusses procurement and maintenance of animals, accidents involving animals, disposal of dead animals, and diseases that can be transmitted from animals to humans. Chapter 2, \The 3 R's: Reduction, Refinement, and Replacement,\ includes biology teaching objectives, alternatives that use the 3 R's, and lessons that use the 3 R's. Chapter 3, \Ethical Considerations,\ presents a field guide to the animal rights controversy and lessons that explore ethics. Chapter 4, \Resources,\ provides information on teaching materials,… [PDF]
(1992). Social Studies K-12. Teacher Handbook. This curriculum guide for North Carolina social studies teachers stresses the fact that social studies traditionally has accepted the dominant burden of preparing young people to inherit the right and the responsibility of effective citizenship. It is the single curriculum area whose subject matter is the entirety of human experience. The sequence for social studies described in this handbook defines in general terms the subject matter to be emphasized in social studies at each grade. The general description is intended to guide local curriculum coordinators as they select specific content for each level and course. Within these general guidelines, teachers and curriculum coordinators have flexibility to select topics and areas of study for their students. The recommended organizational pattern is both sequential and developmental. Introductions to the primary, elementary, middle level, and secondary social studies programs as well as the introductions for specific grade levels… [PDF]
(1989). Passing the Torch: A Model School-Community Project. During the 1988-89 school year, a Bicentennial Model Site Program was conducted by the American Bar Association's Special Committee on Youth Education for Citizenship. This program was designed to improve students' understanding of the U.S. Constitution and the Bill of Rights by forging partnerships between schools and communities at the local level, and to develop effective program models that could be replicated in schools nationwide. One of the school-community projects conducted under the Model Site Program was in Easthampton, Massachusetts. The specific objective of the Easthampton project was to make use of one of the community's most valuable human resources–senior citizens–in elementary, middle, and high school classrooms. This handbook highlights the Easthampton project and is designed to help others develop similar school-community projects. In preparation for the project, teachers attended an in-service course on law related education (LRE) teaching strategies and on… [PDF]
(1982). Parenting, Teaching, Counseling, Gifted and Talented. GIFTS Anniversary Symposium. This collection of papers for school personnel and families who deal with gifted and talented children addresses teaching and counseling strategies as well as the role of the family in educating these children. \Instructional Strategies for the Gifted and Talented,\ by Donna Rae Clasen, emphasizes questioning as an instructional strategy. \Using Children's Books for Creative and Cognitive Development,\ by Robin Deutsch, discusses bibliotherapy. \Vocational Expression of Human Talent,\ by Philip A. Perrone and Dennis H. Van Den Heuvel, analyzes the characteristics of talented persons and their career development processes. Other titles are: \Creativity: A Multifaceted Phenomena,\ by Linda S. Lingemann and David H. Stong; \Understanding and Educating the Right Hemisphere,\ by James L. Lee and Charles J. Pulvino; \Sensitizing Ourselves to the Unique Concerns of the Culturally Different Gifted Child,\ by Karol L. Jensen and Angela E. Hope; \Parents–The Prime Resource: Support Groups of…
(1991). The Constitution in Crisis: The Red Scare of 1919-1920. A Unit of Study for Grades 9-12. This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. Continuing narrative provides context for the dramatic moment. By studying a crucial turning-point in history, students become aware that choices had to be made by real human beings, that those decisions were the result of specific factors, and that they set in motion a series of historical consequences. The lessons are based on primary sources, taken from documents, artifacts, journals, diaries, newspapers, and literature from the period under study. By analyzing primary sources, students will learn how to analyze evidence, establish a valid interpretation, and construct a coherent narrative in which all the relevant factors play a part. This unit is designed to help students recognize that the guarantees of the Bill of Rights are fragile and must be secured by a commitment to principles. When exaggerated fears of political, racial, or ethnic groups…
(1989). The Gender Gap and Women's Issues in the 1988 Presidential Campaign. Two factors during the 1988 presidential campaign were largely responsible for the erosion of "women's issues" and the so-called "gender gap"–the perception that a candidate is unattractive to women voters. This perception is thought to be based upon the candidate's stand on issues such as abortion, day care and the Equal Rights Amendment. First, with regard to George Bush, success was gained through a series of interrelated identifications which offered disparate images, each with a potentially persuasive effect on women. One image of Bush was that of law-and-order "Equalizer," which appealed to women who were anxious about crime in the streets and drugs in the schools. Added to this was the kinder, gentler "Father-Knows-Best" image of Bush which reinforced Bush's claim to family values. Yet another effective version was that of Bush as "Bumbler," in which the self-deprecating Bush could laugh at himself and demonstrate his human…
(1978). Human Values and Educational Goals. Four issues concerning human values in America will affect the formation of future educational goals. These issues have impact on the development of a values system and on the analytical thought process. First is the need to choose between an emphasis on liberty and an emphasis on equality. Present confusion in American society is illustrated by the point that those persons who are against allowing individuals to decide on abortions are the same ones who insist on individual rights in regard to housing and the hiring of personnel. Second, decision making needs to include those affected by the results of the decision. Presently, decision making at a national level involves local issues, such as the presence of nuclear energy plants in certain states. Third, we must be aware that some of the decisions we make will affect our children. For example, the highway system of the 1950s immediately alleviated unemployment, subsidized trucking, and increased mobility. However, it fostered the…
(1979). Moral Education: A Handbook for Teachers. Insights and Practical Strategies for Helping Adolescents to Become More Caring, Thoughtful, and Responsible Persons. This handbook contains background readings, teaching strategies, and units of study for teaching moral education at the elementary, secondary, and adult levels. It offers practical strategies and insights for helping adolescents become more caring, thoughtful, and responsible persons. The intent is to help young people make more rational decisions and become more aware of value considerations when attempting to chart the courses of their own lives. There are three major parts to the handbook. Part 1 examines and discusses the pros and cons of both hard-line and soft-line approaches to moral education. The hard-line approach emphasizes teaching children the absolute, eternal principles of right and wrong. In contrast, the soft-line approach emphasizes teaching children to increase their self-awareness and to engage in more fulfilling human interactions. It also emphasizes the need of freedom for creative expression. The book argues that what's needed is a moderate approach to moral…