Search results

Intro -- TABLE OF CONTENTS -- PREFACE -- CHAPTER ONE: INTRODUCTION -- CHAPTER TWO: THE FIRST NATIONAL COMMUNITY IN ACTION YOUTH SUMMIT -- CHAPTER THREE DOMESTIC VIOLENCE CONSORTIUM BREAKFAST ON RELATIONSHIP VIOLENCE: WHAT'S LOVE GOT TO DO WITH IT? -- CHAPTER FOUR: A NON-TRADITIONAL SERVICE-LEARNING APPROACH -- CHAPTER FIVE: NEW DIRECTIONS IN SERVICE-LEARNING -- BIBLIOGRAPHY.

This study examines the effects of attending religious revival services on the educational and behavioral outcomes of urban students. Specifically, the influence of attending the most recognized revival of the past decade is analyzed. Urban student attendees from throughout the United States attend, are surveyed, and then are randomly selected to be included in the analysis. Two other groups of randomly selected urban students serve as control groups; one control group consisting of students intending to attend the revival services and the other group not. The results indicate that those students attending the revival services showa greater rate of improvement in school behavior, such as reduced alcohol and drug consumption, and report larger increases in the quality of family life and the quality of life as a whole than their counterparts in the general control group do but that they show no tendency to outpace their counterparts in improved grades.

Shipping list no.: 2012-0171-P ; Includes bibliographical references ; Mode of access: Internet.

A letter report issued by the General Accounting Office with an abstract that begins "Following the 1991 Gulf War, reservists and employers flooded the government with questions and complaints concerning the reemployment rights of reservists who had been away from their jobs during the war. The Uniformed Services Employment and Reemployment Rights Act of 1994 grants service members reemployment rights following military duty and addresses the rights and responsibilities of both reservists and their employers. Despite increases in operations since 1992, the average operational tempo of reserves department-wide increased only slightly between 1992 and 2001--from 43 to 46 days a year. Normal required training periods accounted for the bulk of this total. Several factors hamper Department of Defense (DOD) outreach efforts to both employers and reservists. DOD lacks complete information on who the reservists' employers are, and it has viewed the Privacy Act as a constraint that prevents it from requiring reservists to provide this information. DOD relies on volunteers in the field to carry out many of its outreach activities. However, these volunteers do not always report their contacts with reservists and employers, and, as a result, DOD does not know the full extent of problems that arise and has no assurance that its outreach activities are being implemented consistently. Although DOD has an active program in place to address problems that arise between reservists and their civilian employers, no such program is in place to deal systematically with issues that arise between students and their educational institutions. DOD has not fully analyzed existing data on reservists' operational tempo and recruiting and retention trends on an ongoing basis to determine how deployments might be affecting reservists and their employers. GAO surveys and discussions with reservists and employers further suggest that DOD's activities to enhance reserve-employer relations are not as effective as they could be."

This is the latest and most comprehensive of the series of studies promoted or patronized by Mr. Hoover, which began in 1921 with the report on "Waste in Industry." In September, 1929, the President called upon a group of leading social scientists to examine recent social trends with a view to preparing such a report "as might supply a basis for the formulation of large national policies looking to the next phase in the nation's development." This was an ambitious undertaking, more ambitious than any of those which had preceded it. But the President believed firmly in the method of fact-finding by commission, as was demonstrated by the contemporaneous creation of the Wickersham Commission. This belief appeared to be justified by the accomplishments of previous commissions, especially the commission whose report on "Recent Economic Changes" was then approaching completion. Be that as it may, it was logical that the series of studies should culminate with a broader view of the great society which constitutes the American community. For the purpose of making this survey, President Hoover secured the services of six expert investigators whose past performances had gained for them the confidence of American students of the social sciences. Among them there was a thoroughly competent representative of political science. There was also assurance of adequate financial support. Thus the enterprise began with a good prospect of achieving whatever it might be practicable to achieve in the existing state of the social sciences.

Testimony issued by the General Accounting Office with an abstract that begins "The Indian Self-Determination and Education Assistance Act of 1975 encourages tribes to participate in and manage programs that for years had been administered on their behalf by the Department of Health and Human Services (HHS) and the Department of the Interior. The act authorizes tribes to take over the administration of such programs through contractual arrangements with the agencies that previously ran them: HHS' Indian Health Service and Interior's Bureau of Indian Affairs. For the Indian Health Service, the programs include mental health, dental care, hospitals and clinics. For the Bureau of Indian Affairs, the programs that can be contracted by tribes include law enforcement, education, and social services. Under the first 15 years of the Self-Determination Act, tribal contractors generally assumed liability for accidents or torts (civil wrongdoings) caused by their employees. However, in 1990, the federal government permanently assumed this liability when Congress extended the Federal Tort Claims Act (FTCA) coverage to tribal contractors under the Self-Determination Act. Originally enacted in 1946, FTCA established a process by which individuals injured by federal employees could seek compensation from the federal government. As a result of extending this coverage to tribal contractors, individuals injured by tribal employees may, under certain circumstances, seek compensation from the federal government. This testimony discusses the (1) process for implementing FTCA coverage for tribal self-determination contracts and (2) FTCA claims history for tribal self-determination contracts at the Indian Health Service for fiscal years 1997 through 1999. GAO found that federal regulations implementing FTCA prescribe the process that federal agencies must follow in resolving claims arising from the negligent or wrongful acts of federal employees. With the extension of FTCA coverage to tribal contractors, tribal employees or volunteers under the self-determination contract are considered federal employees for the purpose of FTCA coverage. According to FTCA regulations, claims are subject first to an administrative review and determination by the federal agency whose actions gave rise to the claim. At the administrative level, HHS handles these claims for the Indian Health Service. If a claim is not resolved administratively, a lawsuit may be filed in federal court, where the Department of Justice would defend it. Administrative and legal settlements may be paid from agency funds, the U.S. Treasury, or the tribes' private liability insurance if duplicative coverage exists. Data on FTCA claims involving tribal contractors are not readily available because HHS is not required to track these claims separately from FTCA claims involving federal employees. However, in response to GAO's request for claims data, the department identified 114 claims, filed from fiscal years 1997 through 1999, that arose from programs contracted from the Indian Health Service. Total damages claimed were $487 million. Patient care activities and vehicle accidents of a few tribes gave rise to most of the claims. Although about half of the claims remain open, 58 (involving $230 million in claimed damages) have been brought to closure at a cost of less than $700,000. Of the claims brought to closure, 40 resulted in settlement payments and 18 were denied. This testimony updates a July, 2000 report (RCED-00-169)."

The CQ Press guide to urban politics and policy in the United States will bring the CQ Press reference guide approach to topics in urban politics and policy in the United States. If the old adage that ?oall politics is local is even partially true, then cities are important centers for political activity and for the delivery of public goods and services. U.S. cities are diverse in terms of their political and economic development, demographic makeup, governance structures, and public policies. Yet there are some durable patterns across American cities, too. Despite differences in governance and/or geographic size, most cities face similar challenges in the management of public finances, the administration of public safety, and education, and all U.S. cities have a similar legal status within the federal system. This reference guide will help students understand how American cities (from old to new) have developed over time (Part I), how the various city governance structures allocate power across city officials and agencies (Part II), how civic and social forces interact with the organs of city government and organize to win control over these organs and/or their policy outputs (Part III), and what patterns of public goods and services cities produce for their residents (Part IV). The thematic and narrative structure allows students to dip into a topic in urban politics for deeper historical and comparative context than would be possible in either an A-to-Z encyclopedia entry or in an urban studies course text. Features: Approximately 40 chapters organized in major thematic parts in one volume available in both print and electronic formats. Front matter includes an introduction by the dditors along with biographical backgrounds about the editors and the contributing authors. Back matter includes a compilation of relevant topical data or tabular presentation of major historical developments (population grown; size of city budgets; etc.) or historical figures (e.g., mayors), a bibliographic essay, and a detailed index. Sidebars are provided throughout, and chapters conclude with References & Further Readings and Cross References to related chapters (as links in the e-version). This Guide is a valuable reference on the topics in urban politics and policy in the United States. The thematic and narrative structure allows researchers to dip into a topic in urban politics for a deeper historical and comparative context than would be possible in either an A-to-Z encyclopedia entry or in an urban studies course text.

"The History of the United States Civil Service: From the Postwar Years to the Twenty-First Century provides a broad, comprehensive overview of the US civil service in the postwar period and examines the reforms and changes throughout that time. The author situates the history of the civil service into a wider context, considering political, social and cultural changes that occurred and have been influential in the history of American government. The book analyzes the development of administrative reorganizations, administrative reforms, personnel policy and political thought on public administration. It also underlines continuity and changes in the structures, organization and personnel management of the federal civil service, and the evolution of the role of presidential control over federal bureaucracy. Taking an essential, but often neglected organization as its focus, the text offers a rich, historical analysis of an important institution in American politics. This book will be of interest to teachers and students of American political history and the history of government, as well as more specifically, the Presidency, Public Administration, and Administrative Law"--

The coronavirus (COVID-19) pandemic is the deadliest public health emergency in the twenty-first century. To mitigate the rapid spread of the virus, institutions around the globe, including higher education, instituted infection control measures such as social distancing and restricted movements with virtual/remote work and learning environments. These changes, including the pandemic-related stressors, are associated with poor mental health among college students. However, student-mothers may encounter an aggravated psychological impact of the pandemic because of their competing and challenging intersecting roles. Multipronged strategies and targeted-mental health services that consider the needs of student-mothers, their children, and families are encouraged to mitigate the pandemic's impact. Doing so has important implications for public health, policy, and research.

Intro -- Contents -- Series Foreword -- Preface -- Acknowledgments -- 1 Overview -- 2 Chronology -- 3 Biographical Sketches -- 4 Facts and Data -- 5 Directory of Organizations, Associations, and Government and International Agencies -- 6 Selected Resources -- Glossary -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- Z.

"Democratization has become an important concept in the last ten years. With the end of the Cold War, the spread of globalization, and the extension of economic regulatory regimes, democratization has come to be seen as important to securing long-term political stability. Much has been written about democratization and gender in works on human rights, citizenship, women's movements and challenges to authoritarian regimes. This book, published in association with the United Nations, builds on this existing body of literature by looking at the relevance of national machineries for the advancement of women. Appropriate mechanisms through which the mainstreaming of gender can take place are considered, and the levels of governance involved - the relationship between gender mainstreaming and state structures, and the effect of this relationship on issues of decentralization, accountability, consultation and participation. It defines what the 'interests of women' are, and how and by what processes these interests are represented to the state policy making structures. Global strategies for the advancement of women, and how far these have penetrated at national level are considered. This is illuminated by a series of case studies - gender equality in Sweden and other Nordic countries, the Ugandan ministry of Gender, Culture and Social services, gender awareness in Central and Eastern Europe, and further examples from South Korea, the Lebanon, Beijing and Australia. This book will be of vital use to students of democratization, gender studies and politics, and is the first full-length appraisal of global strategies and national machineries for the advancement of women"--Publisher's description

The purpose of this study was to investigate and compare American and Thailand education for secondary school teachers, with an attempt to gain insight into the practices of the teacher education in the two countries, for the benefit of improvement of secondary teacher preparation in Thailand. A survey of literature pertaining to secondary teacher education was made. Supplementary information was obtained through a questionnaire from six secondary schools in Thailand. In addition, a number of bulletins from colleges in the United States were utilized to corroborate information gleaned from the literature. The findings were (1) professional education in the teacher preparation of Thailand was more emphasized than that in the United States, (2) a number of educational agencies in the United States contributed to the development of secondary teacher education while teacher education in Thailand developed solely through the work of the Ministry of Education, (3) teaching requirements in Thailand were not as rigid as in the United States, (4) the Thailand government appropriated a large portion of the national budget for educational development, but more and better trained personnel was needed, (5) in the United States at least a bachelors degree was required for secondary teaching, but a minority of secondary school teachers in Thailand had a degree. The generalizations were (1) the welfare of the nation depended upon the education of its people; and the progress of education, in terms of quality and quantity, is a consequence of good education programs; (2) the preparation of secondary school teachers was as essential as secondary education itself; (3) a good teacher education provided for teaching competence; (4) education, like other branches of social science, needed improvement which call for experimentation and research; and it was also true in teacher education; (5) teaching as a profession was promoted through the works of professional organizations; (6) the heart of a teacher preparation program was the curriculum which comprised general education, specialized education, and professional education, or, non-professional education and professional education; (7) pre-service education and in-service education were necessary for the prospective teacher and the teacher who was teaching; (8) teachers and prospective teachers needed assistance and supervision; and (9) a good teacher education program should be cooperatively planned by professional educators, teachers, students, and the public. The recommendations were (1) more cooperative effort should be given to teacher education programs; (2) requirements for teachers at secondary level should become more rigid, especially in the area of professional education; (3) prospective teachers should become much more familiar with educational research; (4) relationship of the public with the teacher education program should be encouraged; (5) teaching as a profession should be raised to a higher standard through the strengthening of professional organizations and the strengthening of teacher preparation programs; (6) supervision of instruction should be expanded to provide assistance to all teachers in all areas of secondary teaching; and (7) the improvement of teacher education should be recognized as a crucial factor in making the teaching profession more attractive to capable young men and young women.