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Social policies for children and youth have experienced frequent philosophical shifts and taken considerably different directions in the past century (Jenson & Fraser, 2006). Many social policies have been created in reaction to certain events or situations. A reactive approach to policy-making has led to inconsistent and fragmented policies and programs that often fall short of addressing the complex individual and social problems that confront many children, youth, and families (Jenson & Fraser, 2006). In 2002, President George W. Bush signed into law the No Child Left Behind Act (NLCB). This landmark legislation serves as a powerful example of a reactive approach to policy development and has altered significantly the role of the federal government in public education.

"Miss Rebecca Story's Book": A Portal to a Boundless World This paper examines the geographic, literary, and personal connections displayed in a commonplace book of a young girl in the early years of the American republic. A close textual analysis of the commonplace book of Rebecca Story of Marblehead, Massachusetts, in combination with a study of her surrounding environment, offers a methodological approach that simultaneously individualizes and contextualizes a nearly obscured life. This study attempts to reconstruct the world in which she lived, studied, read, and wrote, a world that was inherently informed by her contemporaries' experiences but that also was uniquely her own. The intellectual imagination that created Rebecca Story's world depended on her capacity to envision events, ideas, institutions, and places that superseded the concrete borders of Massachusetts and the abstract borders of gender roles at the turn of the century. an analysis of the literature she read, the people she met, and the places she lived shows Rebecca Story's connections to an expansive network of wider geographic, political, and intellectual worlds in the late eighteenth-century. Creating a record of these linkages that span the Atlantic world and beyond demonstrates how the expansive nature of the early American world could touch even the most provincial lives. "Marrying a Minnister": Esther Burr's Letter-Journal and Identity as a Colonial Minister's Wife This paper is an exploration into the private and public roles of the wives of colonial American clergymen. Although the subject of the colonial minister once received an abundance of scholarly attention, new questions still emerge from surrounding community and familial networks. Using the experience of Esther Edwards Burr as a case study, with her writings in a unique letter-journal format as an evidentiary base, this study identifies the wives of colonial clergymen as occupying a distinct public role within their community as conduits between the private lives of parishioners and the public expressions of their religious life. Defining the specificities of the role of the colonial minister's wife nuances previous explanations of gender roles and public identities, and shows that further exploration into the roles of these women is necessary for fuller comprehension of the gendered communities of early America.

Seeks to determine the impact managerial controls have on the effectiveness of virtual teams. Using an experimental design compares self‐directed virtual teams to counterparts where behavior controls are used as a method of managerial control. The data were collected using 51 student teams of three or four members each from three different countries. The results indicate that the most satisfied team members were in virtual teams with effective coordination and communication. Members of self‐directed virtual teams report higher individual satisfaction with the team and project, while different control structures had no significant impact on virtual team performance. Future research should investigate how these findings generalize to organizational workers, rather than just looking at students. This paper is just a first step investigating one type of managerial control: behavior controls. The small amount of research that has been published on virtual teams has primarily concentrated on self‐directed teams. This paper compares results of team effectiveness by looking at both self‐directed virtual teams and virtual teams with behavioral controls enforced.

PurposeThe paper has two primary purposes: the first is to determine antecedents to commitment to a work team; the second to compare how antecedents to commitment differ between collocated and virtual teams.Design/methodology/approachSurvey data were collected using 52 three‐member teams – 28 collocated teams and 24 virtual teams using graduate students from three countries.FindingsResults indicate that team work processes and member effort have a significant, positive relationship with trust in collocated teams, but results for virtual teams show that member efforts is not a significant predictor of trust. Comparing collocated teams and virtual teams, collocated teams had stronger relationships (compared to virtual teams) between member effort and trust, and between trust and normative commitment. Virtual teams had stronger relationships (compared to collocated teams) between work processes and trust, and between trust and affective commitment.Research limitations/implicationsAdditional studies of longer‐term teams are needed to see if results remain consistent. One form of commitment (continuance), in particular, can be studied in long‐term teams.Practical implicationsManagers of work teams need to firmly establish a foundation of trust to ensure commitment of team members. Managers of virtual teams should particularly organize and communicate work processes to be followed by virtual team members.Originality/valueLittle research has been conducted examining antecedents to commitment to the work team, as well as commitment to a work team when work is conducted using technology (e.g. virtual teams). This paper fills a void in these two areas.

Twelve-month follow-up outcomes from a group-randomized trial (GRT) of a classroom curriculum aimed at preventing bullying and victimization among elementary students in the Denver, Colorado, public school system are presented. Twenty-eight elementary schools were randomly assigned to receive selected modules of Youth Matters (YM), a skills-training curriculum that targets bullying and victimization, or to a no-treatment control group. Linear growth models were fitted to five waves of data collected over 3 years to test the effect of the intervention on the rate of change in self-reported bullying and victimization. Participation in YM was associated with a 7% decline in bully victimization 1 year after the intervention ended. Practice and methodological challenges encountered in the investigation are discussed in the larger context of intervention research in school settings. Strategies to increase school-based intervention research by social work investigators are outlined.

Thirteen independent induced bovine trophectroderm (iBT) cell lines were established by reprogramming bovine fetal liver-derived fibroblasts after viral-vector transduction with either six or eight factors, including POU5F1 (OCT4), KLF4, SOX2, MYC, NANOG, LIN28, SV40 large T antigen, and hTERT. Light-and electron-microscopy analysis showed that the iBT cells had epithelial cell morphology typical of bovine trophectoderm cells. Reverse-transcription-PCR assays indicated that all of the cell lines expressed interferon-tau (IFNT) at passages 1 or 2. At later passages (>= passage 8), however, immunoblot and antiviral activity assays revealed that more than half of the iBT cell lines had stopped expressing IFNT. Messenger RNAs specific to trophectoderm differentiation and function were found in the iBT cell lines, and 2-dimensional gel analysis for cellular proteins showed an expression pattern similar to that of trophectoderm cell lines derived from bovine blastocysts. Integration of some of the human reprogramming factors, including POU5F1, KLF4, SOX2, MYC, NANOG, and LIN28, were detected by PCR, but their transcription was mostly absent in the iBT cell lines. Gene expression assessment of endogenous bovine reprogramming factor orthologs revealed endogenous bLIN28 and bMYC transcripts in all; bSOX2 and bNANOG in none; and bKLF4 and bPOU5F1 in less than half of the iBT cell lines. These results demonstrate that bovine trophectoderm can be induced via reprogramming factor expression from bovine liver-derived fibroblasts, although other fibroblast populations-e.g., derived from fetal thigh tissue-may produce similar results, albeit at lower frequencies. ; Public domain authored by a U.S. government employee