Health education for Somali Bantu refugees via home visits   总被引：1，自引：1，他引：0  

Eisenhauer ER  Mosher EC  Lamson KS  Wolf HA  Schwartz DG 《Health information and libraries journal》2012,29(2):152-161

Background: Somali Bantu refugees, with unique health information needs, created challenges for health and social service providers. Objectives: A service innovation was developed (i) to raise awareness, especially among local health and social service providers, about the Bantu refugees’ presence in the community, their culture, and their information needs and (ii) to deliver needed health information, emphasizing child health, to the Bantu mothers in their homes. Methods: The project consisted of: (i) a community conference targeting local health and social service providers, describing the refugees’ presence in the community, their culture, and information needs. (ii) Focus groups conducted with members of the Bantu population elicited additional information needs. (iii) Curriculum was developed based on identified needs, and (iv) the curriculum was delivered to the refugees in their homes. A clinical informationist and MP3 technology enhanced the project. Findings: Conference attendees’ evaluation responses indicated improved understanding of Bantu culture. Focus groups’ identification of health information needs provided a framework for the health education curriculum. A project website made educational materials available to other healthcare providers. Conclusions: The project raised awareness of the Bantus’ presence, culture, and information needs. Identification of other unmet needs demonstrated that additional support for refugees is required.  相似文献   

The dark side of social support: Understanding the role of social support,drinking behaviors and alcohol outlets for child physical abuse     

Bridget Freisthler  Megan R. Holmes  Jennifer Price Wolf 《Child abuse & neglect》2014

The purpose of this study is to examine how parental drinking behavior, drinking locations, alcohol outlet density, and types of social support (tangible, emotional, and social companionship) may place children at greater risk for physical abuse. Data on use of physical abuse, drinking behaviors, types of social support, social networks, and demographic information were collected via telephone interviews with 3,023 parent respondents in 50 cities in California. Data on alcohol outlet density were obtained by the California Department of Alcoholic Beverage Control. Multilevel Poisson models were used to analyze data for the drinking levels in the entire sample and dose-response drinking models for drinkers. Social companionship support was related to more frequent use of physical abuse. Having a higher percentage of social companionship support network living within the neighborhood was related to more frequent physical abuse in the full sample. This relationship was moderated by on-premise alcohol outlet density. With regards to drinking behaviors, drinking behaviors from ex-drinkers to frequent heavy drinkers used physically abusive parenting practices more often than lifetime abstainers. The dose-response models show that each additional drinking event at a bar or home/party was related to more frequent use of physical abuse. Practitioners working with parents who abuse their children should be aware that not all social support is beneficial. Findings build evidence that child maltreatment is influenced by the interaction between individual and ecological factors.  相似文献   

A rules‐based study of television's role in the construction of social reality     

Michelle A. Wolf  Timothy P. Meyer  Christopher White 《广播与电子媒介杂志》2013,57(4):813-829

A qualitative analysis of one couple's conversational uses of mediated content is presented. Observations spanned a two‐year period. Data were categorized according to usage type and then examined from Lull's (1981) rules persective.  相似文献   

Parent and Student Voices on the First Year of the DC Opportunity Scholarship Program     

Thomas Stewart  Patrick J. Wolf  Stephen Q. Cornman 《Peabody Journal of Education》2013,88(2-3):311-386

In January 2004 President Bush authorized the DC School Choice Incentive Act, an initiative funded at $14 million that created a scholarship program providing 1,700 low-income Washington, DC, children the opportunity to attend participating K–12 nonpublic schools in the district. In addition to offering opportunities to participating children, the DC Opportunity Scholarship Program opens a door for examining the implications when more families are given the opportunity to select private schools for their children. This article reviews the results of a qualitative assessment aimed at understanding how families experienced their first year in the program. Referencing direct quotes from families that took part in focus groups, we address the following areas of participants' experience: reaction to the choice opportunity, motivation for participation, what was valued in schools, how information was received, selection of final school, reaction to new school environment, parent responses to new challenges, student–school responses to new challenges, financial policies, and overall satisfaction. Each section contains family responses juxtaposed with popular literature on school choice. This report is the first in a series that will monitor the experiences of families during the first 5 years of this program.  相似文献   

Academic Improvement Through Regular Assessment     

Patrick J. Wolf 《Peabody Journal of Education》2013,88(4):690-702

Media reports are rife with claims that students in the United States are overtested and that they and their education are suffering as result. Here I argue the opposite—that students would benefit in numerous ways from more frequent assessment, especially of diagnostic testing. The regular assessment of students serves critical educational and life-learning functions. It focuses the efforts of educators and students on mastering important material. Testing provides educators with crucial intelligence about the needs and abilities of students and the performance of academic programs. Regular assessment provides students and parents with useful feedback regarding how well the student is building important skills and knowledge. It allows both parents and educators to identify motivational and learning problems with individual students at an early stage, when interventions have the greatest prospects for success. It is especially important in the areas of early reading acquisition and special education, supposedly “sensitive” areas where educators often eschew regular assessment. Finally, standardized testing provides students with an important skill—test-taking experience and facility—that will serve them well throughout their lives. A wealth of evidence confirms that testing alone boosts student achievement.  相似文献   

On the meaning of free software     

M. J. Wolf  K. W. Miller  F. S. Grodzinsky 《Ethics and Information Technology》2009,11(4):279-286

To many who develop and use free software, the GNU General Public License represents an embodiment of the meaning of free software. In this paper we examine the definition and meaning of free software in the context of three events surrounding the GNU General Public License. We use a case involving the GPU software project to establish the importance of Freedom 0 in the meaning of free software. We analyze version 3 of the GNU General Public License and conclude that although a credible case can be made that the added restrictions are consistent with the definition of free software, the case requires subtle arguments. Strong arguments against the added restrictions are less subtle, and may therefore be more convincing to many users and developers. We also analyze the Affero General Public License and conclude that it is inconsistent with the definition of free software.  相似文献   

The ethics of designing artificial agents     

Frances S. Grodzinsky  Keith W. Miller  Marty J. Wolf 《Ethics and Information Technology》2008,10(2-3):115-121

In their important paper “Autonomous Agents”, Floridi and Sanders use “levels of abstraction” to argue that computers are or may soon be moral agents. In this paper we use the same levels of abstraction to illuminate differences between human moral agents and computers. In their paper, Floridi and Sanders contributed definitions of autonomy, moral accountability and responsibility, but they have not explored deeply some essential questions that need to be answered by computer scientists who design artificial agents. One such question is, “Can an artificial agent that changes its own programming become so autonomous that the original designer is no longer responsible for the behavior of the artificial agent?” To explore this question, we distinguish between LoA1 (the user view) and LoA2 (the designer view) by exploring the concepts of unmodifiable, modifiable and fully modifiable tables that control artificial agents. We demonstrate that an agent with an unmodifiable table, when viewed at LoA2, distinguishes an artificial agent from a human one. This distinction supports our first counter-claim to Floridi and Sanders, namely, that such an agent is not a moral agent, and the designer bears full responsibility for its behavior. We also demonstrate that even if there is an artificial agent with a fully modifiable table capable of learning* and intentionality* that meets the conditions set by Floridi and Sanders for ascribing moral agency to an artificial agent, the designer retains strong moral responsibility.  相似文献   

A Tribute to Lorrie Shepard     

Caroline Gipps  Alison Wolf 《Assessment in Education: Principles, Policy & Practice》2000,7(1):9-12

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The Quiet Revolution     

Richard Wolf 《课程研究杂志》2013,45(2):113-118

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Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance     

Mikyung Kim Wolf  Molly Faulkner‐Bond 《Educational Measurement》2016,35(2):6-18

States use standards‐based English language proficiency (ELP) assessments to inform relatively high‐stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students’ level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states’ ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed.  相似文献