15 results
Characteristics of healthcare personnel with SARS-CoV-2 infection: 10 emerging infections program sites in the United States, April 2020–December 2021
- Nora Chea, Taniece Eure, Rebecca Alkis Ramirez, Maria Zlotorzynska, Gregory T. Blazek, Joelle Nadle, Jane Lee, Christopher A. Czaja, Helen Johnston, Devra Barter, Melissa Kellogg, Catherine Emanuel, James Meek, Monica Brackney, Stacy Carswell, Stepy Thomas, Scott K. Fridkin, Lucy E. Wilson, Rebecca Perlmutter, Kaytlynn Marceaux-Galli, Ashley Fell, Sara Lovett, Sarah Lim, Ruth Lynfield, Sarah Shrum Davis, Erin C. Phipps, Marla Sievers, Ghinwa Dumyati, Christopher Myers, Christine Hurley, Erin Licherdell, Rebecca Pierce, Valerie L. S. Ocampo, Eric W. Hall, Christopher Wilson, Cullen Adre, Erika Kirtz, Tiffanie M. Markus, Kathryn Billings, Ian D Plumb, Glen R. Abedi, Jade James-Gist, Shelley S. Magill, Cheri T. Grigg
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- Journal:
- Infection Control & Hospital Epidemiology , First View
- Published online by Cambridge University Press:
- 21 May 2024, pp. 1-9
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Background:
Understanding characteristics of healthcare personnel (HCP) with SARS-CoV-2 infection supports the development and prioritization of interventions to protect this important workforce. We report detailed characteristics of HCP who tested positive for SARS-CoV-2 from April 20, 2020 through December 31, 2021.
Methods:CDC collaborated with Emerging Infections Program sites in 10 states to interview HCP with SARS-CoV-2 infection (case-HCP) about their demographics, underlying medical conditions, healthcare roles, exposures, personal protective equipment (PPE) use, and COVID-19 vaccination status. We grouped case-HCP by healthcare role. To describe residential social vulnerability, we merged geocoded HCP residential addresses with CDC/ATSDR Social Vulnerability Index (SVI) values at the census tract level. We defined highest and lowest SVI quartiles as high and low social vulnerability, respectively.
Results:Our analysis included 7,531 case-HCP. Most case-HCP with roles as certified nursing assistant (CNA) (444, 61.3%), medical assistant (252, 65.3%), or home healthcare worker (HHW) (225, 59.5%) reported their race and ethnicity as either non-Hispanic Black or Hispanic. More than one third of HHWs (166, 45.2%), CNAs (283, 41.7%), and medical assistants (138, 37.9%) reported a residential address in the high social vulnerability category. The proportion of case-HCP who reported using recommended PPE at all times when caring for patients with COVID-19 was lowest among HHWs compared with other roles.
Conclusions:To mitigate SARS-CoV-2 infection risk in healthcare settings, infection prevention, and control interventions should be specific to HCP roles and educational backgrounds. Additional interventions are needed to address high social vulnerability among HHWs, CNAs, and medical assistants.
Characteristics of healthcare personnel who reported concerns related to PPE use during care of COVID-19 patients
- Nora Chea, Stephanie Tavitian, Cedric Brown, Taniece Eure, Rebecca Alkis, Gregory Blazek, Austin Penna, Joelle Nadle, Linda Frank, Christopher Czaja, Helen Johnston, Devra Barter, Kathleen Angell, Kristen Marshall, James Meek, Monica Brackney, Stacy Carswell, Stepy Thomas, Scott Fridkin, Lucy Wilson, Ashley Fell, Sara Lovett, Sarah Lim, Ruth Lynfield, Ruth SarahShrum, Erin C. Phipps, Marla Sievers, Ghinwa Dumyati, Cate Concannon, Kathryn McCullough, Woods, Sandhya Seshadri, Christopher Myers, Rebecca Pierce, Valerie Ocampo, Judith Guzman-Cottrill, Gabriela Escutia, Monika Samper, Sandra Pena, Cullen Adre, Tiffanie Markus, Kathryn Billings, Matthew Groenewold, Ronda Sinkowitz-Cochran, Shelley Magill, Cheri Grigg, Betsy Miller
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- Journal:
- Antimicrobial Stewardship & Healthcare Epidemiology / Volume 2 / Issue S1 / July 2022
- Published online by Cambridge University Press:
- 16 May 2022, pp. s8-s9
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Background: Healthcare facilities have experienced many challenges during the COVID-19 pandemic, including limited personal protective equipment (PPE) supplies. Healthcare personnel (HCP) rely on PPE, vaccines, and other infection control measures to prevent SARS-CoV-2 infections. We describe PPE concerns reported by HCP who had close contact with COVID-19 patients in the workplace and tested positive for SARS-CoV-2. Method: The CDC collaborated with Emerging Infections Program (EIP) sites in 10 states to conduct surveillance for SARS-CoV-2 infections in HCP. EIP staff interviewed HCP with positive SARS-CoV-2 viral tests (ie, cases) to collect data on demographics, healthcare roles, exposures, PPE use, and concerns about their PPE use during COVID-19 patient care in the 14 days before the HCP’s SARS-CoV-2 positive test. PPE concerns were qualitatively coded as being related to supply (eg, low quality, shortages); use (eg, extended use, reuse, lack of fit test); or facility policy (eg, lack of guidance). We calculated and compared the percentages of cases reporting each concern type during the initial phase of the pandemic (April–May 2020), during the first US peak of daily COVID-19 cases (June–August 2020), and during the second US peak (September 2020–January 2021). We compared percentages using mid-P or Fisher exact tests (α = 0.05). Results: Among 1,998 HCP cases occurring during April 2020–January 2021 who had close contact with COVID-19 patients, 613 (30.7%) reported ≥1 PPE concern (Table 1). The percentage of cases reporting supply or use concerns was higher during the first peak period than the second peak period (supply concerns: 12.5% vs 7.5%; use concerns: 25.5% vs 18.2%; p Conclusions: Although lower percentages of HCP cases overall reported PPE concerns after the first US peak, our results highlight the importance of developing capacity to produce and distribute PPE during times of increased demand. The difference we observed among selected groups of cases may indicate that PPE access and use were more challenging for some, such as nonphysicians and nursing home HCP. These findings underscore the need to ensure that PPE is accessible and used correctly by HCP for whom use is recommended.
Funding: None
Disclosures: None
Legal Consciousness and Cultural Capital
- Kathryne M. Young, Katie R. Billings
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- Journal:
- Law & Society Review / Volume 54 / Issue 1 / March 2020
- Published online by Cambridge University Press:
- 01 January 2024, pp. 33-65
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- March 2020
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In this article, we use a Bourdieusian framework to theorize the relationship between cultural capital and legal consciousness, and in turn to consider how variation in legal consciousness contributes to the creation and maintenance of legal hegemony. We investigate how cultural capital shapes the ways people navigate situations that force them to mediate between state-conferred rights, on one hand, and requests from state authority, on the other. Specifically, we analyze open-ended responses to a series of vignettes about constitutional rights in the criminal procedure context. We find that high cultural capital gives rise to a greater sense of self-efficacy in police–citizen interactions. This finding parallels the literature on the influence of cultural capital in the education context and may point to a more general pattern of self-advocacy within the juridical field. People with high cultural capital also evince a more salient sense of entitlement, understanding their own needs and desires as paramount. The social processes we identify may make people with limited cultural capital more vulnerable to investigative authority, and thus more susceptible to arrest and prosecution. Even if knowledge of a right and the opportunity to assert that right are equally distributed, meaningful access to that right remains inequitable.
Contributors
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- By Rose Teteki Abbey, K. C. Abraham, David Tuesday Adamo, LeRoy H. Aden, Efrain Agosto, Victor Aguilan, Gillian T. W. Ahlgren, Charanjit Kaur AjitSingh, Dorothy B E A Akoto, Giuseppe Alberigo, Daniel E. Albrecht, Ruth Albrecht, Daniel O. Aleshire, Urs Altermatt, Anand Amaladass, Michael Amaladoss, James N. Amanze, Lesley G. Anderson, Thomas C. Anderson, Victor Anderson, Hope S. Antone, María Pilar Aquino, Paula Arai, Victorio Araya Guillén, S. Wesley Ariarajah, Ellen T. Armour, Brett Gregory Armstrong, Atsuhiro Asano, Naim Stifan Ateek, Mahmoud Ayoub, John Alembillah Azumah, Mercedes L. García Bachmann, Irena Backus, J. Wayne Baker, Mieke Bal, Lewis V. Baldwin, William Barbieri, António Barbosa da Silva, David Basinger, Bolaji Olukemi Bateye, Oswald Bayer, Daniel H. Bays, Rosalie Beck, Nancy Elizabeth Bedford, Guy-Thomas Bedouelle, Chorbishop Seely Beggiani, Wolfgang Behringer, Christopher M. Bellitto, Byard Bennett, Harold V. Bennett, Teresa Berger, Miguel A. Bernad, Henley Bernard, Alan E. Bernstein, Jon L. Berquist, Johannes Beutler, Ana María Bidegain, Matthew P. Binkewicz, Jennifer Bird, Joseph Blenkinsopp, Dmytro Bondarenko, Paulo Bonfatti, Riet en Pim Bons-Storm, Jessica A. Boon, Marcus J. Borg, Mark Bosco, Peter C. Bouteneff, François Bovon, William D. Bowman, Paul S. Boyer, David Brakke, Richard E. Brantley, Marcus Braybrooke, Ian Breward, Ênio José da Costa Brito, Jewel Spears Brooker, Johannes Brosseder, Nicholas Canfield Read Brown, Robert F. Brown, Pamela K. Brubaker, Walter Brueggemann, Bishop Colin O. Buchanan, Stanley M. Burgess, Amy Nelson Burnett, J. Patout Burns, David B. Burrell, David Buttrick, James P. Byrd, Lavinia Byrne, Gerado Caetano, Marcos Caldas, Alkiviadis Calivas, William J. Callahan, Salvatore Calomino, Euan K. Cameron, William S. Campbell, Marcelo Ayres Camurça, Daniel F. Caner, Paul E. Capetz, Carlos F. Cardoza-Orlandi, Patrick W. Carey, Barbara Carvill, Hal Cauthron, Subhadra Mitra Channa, Mark D. Chapman, James H. Charlesworth, Kenneth R. Chase, Chen Zemin, Luciano Chianeque, Philip Chia Phin Yin, Francisca H. Chimhanda, Daniel Chiquete, John T. Chirban, Soobin Choi, Robert Choquette, Mita Choudhury, Gerald Christianson, John Chryssavgis, Sejong Chun, Esther Chung-Kim, Charles M. A. Clark, Elizabeth A. Clark, Sathianathan Clarke, Fred Cloud, John B. Cobb, W. Owen Cole, John A Coleman, John J. Collins, Sylvia Collins-Mayo, Paul K. Conkin, Beth A. Conklin, Sean Connolly, Demetrios J. Constantelos, Michael A. Conway, Paula M. Cooey, Austin Cooper, Michael L. Cooper-White, Pamela Cooper-White, L. William Countryman, Sérgio Coutinho, Pamela Couture, Shannon Craigo-Snell, James L. Crenshaw, David Crowner, Humberto Horacio Cucchetti, Lawrence S. Cunningham, Elizabeth Mason Currier, Emmanuel Cutrone, Mary L. Daniel, David D. Daniels, Robert Darden, Rolf Darge, Isaiah Dau, Jeffry C. Davis, Jane Dawson, Valentin Dedji, John W. de Gruchy, Paul DeHart, Wendy J. Deichmann Edwards, Miguel A. De La Torre, George E. Demacopoulos, Thomas de Mayo, Leah DeVun, Beatriz de Vasconcellos Dias, Dennis C. Dickerson, John M. Dillon, Luis Miguel Donatello, Igor Dorfmann-Lazarev, Susanna Drake, Jonathan A. Draper, N. Dreher Martin, Otto Dreydoppel, Angelyn Dries, A. J. Droge, Francis X. D'Sa, Marilyn Dunn, Nicole Wilkinson Duran, Rifaat Ebied, Mark J. Edwards, William H. Edwards, Leonard H. Ehrlich, Nancy L. Eiesland, Martin Elbel, J. Harold Ellens, Stephen Ellingson, Marvin M. Ellison, Robert Ellsberg, Jean Bethke Elshtain, Eldon Jay Epp, Peter C. Erb, Tassilo Erhardt, Maria Erling, Noel Leo Erskine, Gillian R. Evans, Virginia Fabella, Michael A. Fahey, Edward Farley, Margaret A. Farley, Wendy Farley, Robert Fastiggi, Seena Fazel, Duncan S. Ferguson, Helwar Figueroa, Paul Corby Finney, Kyriaki Karidoyanes FitzGerald, Thomas E. FitzGerald, John R. Fitzmier, Marie Therese Flanagan, Sabina Flanagan, Claude Flipo, Ronald B. Flowers, Carole Fontaine, David Ford, Mary Ford, Stephanie A. Ford, Jim Forest, William Franke, Robert M. Franklin, Ruth Franzén, Edward H. Friedman, Samuel Frouisou, Lorelei F. Fuchs, Jojo M. Fung, Inger Furseth, Richard R. Gaillardetz, Brandon Gallaher, China Galland, Mark Galli, Ismael García, Tharscisse Gatwa, Jean-Marie Gaudeul, Luis María Gavilanes del Castillo, Pavel L. Gavrilyuk, Volney P. Gay, Metropolitan Athanasios Geevargis, Kondothra M. George, Mary Gerhart, Simon Gikandi, Maurice Gilbert, Michael J. Gillgannon, Verónica Giménez Beliveau, Terryl Givens, Beth Glazier-McDonald, Philip Gleason, Menghun Goh, Brian Golding, Bishop Hilario M. Gomez, Michelle A. Gonzalez, Donald K. Gorrell, Roy Gottfried, Tamara Grdzelidze, Joel B. Green, Niels Henrik Gregersen, Cristina Grenholm, Herbert Griffiths, Eric W. Gritsch, Erich S. Gruen, Christoffer H. Grundmann, Paul H. Gundani, Jon P. Gunnemann, Petre Guran, Vidar L. Haanes, Jeremiah M. Hackett, Getatchew Haile, Douglas John Hall, Nicholas Hammond, Daphne Hampson, Jehu J. Hanciles, Barry Hankins, Jennifer Haraguchi, Stanley S. Harakas, Anthony John Harding, Conrad L. Harkins, J. William Harmless, Marjory Harper, Amir Harrak, Joel F. Harrington, Mark W. Harris, Susan Ashbrook Harvey, Van A. Harvey, R. Chris Hassel, Jione Havea, Daniel Hawk, Diana L. Hayes, Leslie Hayes, Priscilla Hayner, S. Mark Heim, Simo Heininen, Richard P. Heitzenrater, Eila Helander, David Hempton, Scott H. Hendrix, Jan-Olav Henriksen, Gina Hens-Piazza, Carter Heyward, Nicholas J. Higham, David Hilliard, Norman A. Hjelm, Peter C. Hodgson, Arthur Holder, M. Jan Holton, Dwight N. Hopkins, Ronnie Po-chia Hsia, Po-Ho Huang, James Hudnut-Beumler, Jennifer S. Hughes, Leonard M. Hummel, Mary E. Hunt, Laennec Hurbon, Mark Hutchinson, Susan E. Hylen, Mary Beth Ingham, H. Larry Ingle, Dale T. Irvin, Jon Isaak, Paul John Isaak, Ada María Isasi-Díaz, Hans Raun Iversen, Margaret C. Jacob, Arthur James, Maria Jansdotter-Samuelsson, David Jasper, Werner G. Jeanrond, Renée Jeffery, David Lyle Jeffrey, Theodore W. Jennings, David H. Jensen, Robin Margaret Jensen, David Jobling, Dale A. Johnson, Elizabeth A. Johnson, Maxwell E. Johnson, Sarah Johnson, Mark D. Johnston, F. Stanley Jones, James William Jones, John R. Jones, Alissa Jones Nelson, Inge Jonsson, Jan Joosten, Elizabeth Judd, Mulambya Peggy Kabonde, Robert Kaggwa, Sylvester Kahakwa, Isaac Kalimi, Ogbu U. Kalu, Eunice Kamaara, Wayne C. Kannaday, Musimbi Kanyoro, Veli-Matti Kärkkäinen, Frank Kaufmann, Léon Nguapitshi Kayongo, Richard Kearney, Alice A. Keefe, Ralph Keen, Catherine Keller, Anthony J. Kelly, Karen Kennelly, Kathi Lynn Kern, Fergus Kerr, Edward Kessler, George Kilcourse, Heup Young Kim, Kim Sung-Hae, Kim Yong-Bock, Kim Yung Suk, Richard King, Thomas M. King, Robert M. Kingdon, Ross Kinsler, Hans G. Kippenberg, Cheryl A. Kirk-Duggan, Clifton Kirkpatrick, Leonid Kishkovsky, Nadieszda Kizenko, Jeffrey Klaiber, Hans-Josef Klauck, Sidney Knight, Samuel Kobia, Robert Kolb, Karla Ann Koll, Heikki Kotila, Donald Kraybill, Philip D. W. Krey, Yves Krumenacker, Jeffrey Kah-Jin Kuan, Simanga R. Kumalo, Peter Kuzmic, Simon Shui-Man Kwan, Kwok Pui-lan, André LaCocque, Stephen E. Lahey, John Tsz Pang Lai, Emiel Lamberts, Armando Lampe, Craig Lampe, Beverly J. Lanzetta, Eve LaPlante, Lizette Larson-Miller, Ariel Bybee Laughton, Leonard Lawlor, Bentley Layton, Robin A. Leaver, Karen Lebacqz, Archie Chi Chung Lee, Marilyn J. Legge, Hervé LeGrand, D. L. LeMahieu, Raymond Lemieux, Bill J. Leonard, Ellen M. Leonard, Outi Leppä, Jean Lesaulnier, Nantawan Boonprasat Lewis, Henrietta Leyser, Alexei Lidov, Bernard Lightman, Paul Chang-Ha Lim, Carter Lindberg, Mark R. Lindsay, James R. Linville, James C. Livingston, Ann Loades, David Loades, Jean-Claude Loba-Mkole, Lo Lung Kwong, Wati Longchar, Eleazar López, David W. Lotz, Andrew Louth, Robin W. Lovin, William Luis, Frank D. Macchia, Diarmaid N. J. MacCulloch, Kirk R. MacGregor, Marjory A. MacLean, Donald MacLeod, Tomas S. Maddela, Inge Mager, Laurenti Magesa, David G. Maillu, Fortunato Mallimaci, Philip Mamalakis, Kä Mana, Ukachukwu Chris Manus, Herbert Robinson Marbury, Reuel Norman Marigza, Jacqueline Mariña, Antti Marjanen, Luiz C. L. Marques, Madipoane Masenya (ngwan'a Mphahlele), Caleb J. D. Maskell, Steve Mason, Thomas Massaro, Fernando Matamoros Ponce, András Máté-Tóth, Odair Pedroso Mateus, Dinis Matsolo, Fumitaka Matsuoka, John D'Arcy May, Yelena Mazour-Matusevich, Theodore Mbazumutima, John S. McClure, Christian McConnell, Lee Martin McDonald, Gary B. McGee, Thomas McGowan, Alister E. McGrath, Richard J. McGregor, John A. McGuckin, Maud Burnett McInerney, Elsie Anne McKee, Mary B. McKinley, James F. McMillan, Ernan McMullin, Kathleen E. McVey, M. Douglas Meeks, Monica Jyotsna Melanchthon, Ilie Melniciuc-Puica, Everett Mendoza, Raymond A. Mentzer, William W. Menzies, Ina Merdjanova, Franziska Metzger, Constant J. Mews, Marvin Meyer, Carol Meyers, Vasile Mihoc, Gunner Bjerg Mikkelsen, Maria Inêz de Castro Millen, Clyde Lee Miller, Bonnie J. Miller-McLemore, Alexander Mirkovic, Paul Misner, Nozomu Miyahira, R. W. L. Moberly, Gerald Moede, Aloo Osotsi Mojola, Sunanda Mongia, Rebeca Montemayor, James Moore, Roger E. Moore, Craig E. Morrison O.Carm, Jeffry H. Morrison, Keith Morrison, Wilson J. Moses, Tefetso Henry Mothibe, Mokgethi Motlhabi, Fulata Moyo, Henry Mugabe, Jesse Ndwiga Kanyua Mugambi, Peggy Mulambya-Kabonde, Robert Bruce Mullin, Pamela Mullins Reaves, Saskia Murk Jansen, Heleen L. Murre-Van den Berg, Augustine Musopole, Isaac M. T. Mwase, Philomena Mwaura, Cecilia Nahnfeldt, Anne Nasimiyu Wasike, Carmiña Navia Velasco, Thulani Ndlazi, Alexander Negrov, James B. Nelson, David G. Newcombe, Carol Newsom, Helen J. Nicholson, George W. E. Nickelsburg, Tatyana Nikolskaya, Damayanthi M. A. Niles, Bertil Nilsson, Nyambura Njoroge, Fidelis Nkomazana, Mary Beth Norton, Christian Nottmeier, Sonene Nyawo, Anthère Nzabatsinda, Edward T. Oakes, Gerald O'Collins, Daniel O'Connell, David W. Odell-Scott, Mercy Amba Oduyoye, Kathleen O'Grady, Oyeronke Olajubu, Thomas O'Loughlin, Dennis T. Olson, J. Steven O'Malley, Cephas N. Omenyo, Muriel Orevillo-Montenegro, César Augusto Ornellas Ramos, Agbonkhianmeghe E. Orobator, Kenan B. Osborne, Carolyn Osiek, Javier Otaola Montagne, Douglas F. Ottati, Anna May Say Pa, Irina Paert, Jerry G. Pankhurst, Aristotle Papanikolaou, Samuele F. Pardini, Stefano Parenti, Peter Paris, Sung Bae Park, Cristián G. Parker, Raquel Pastor, Joseph Pathrapankal, Daniel Patte, W. Brown Patterson, Clive Pearson, Keith F. Pecklers, Nancy Cardoso Pereira, David Horace Perkins, Pheme Perkins, Edward N. Peters, Rebecca Todd Peters, Bishop Yeznik Petrossian, Raymond Pfister, Peter C. Phan, Isabel Apawo Phiri, William S. F. Pickering, Derrick G. Pitard, William Elvis Plata, Zlatko Plese, John Plummer, James Newton Poling, Ronald Popivchak, Andrew Porter, Ute Possekel, James M. Powell, Enos Das Pradhan, Devadasan Premnath, Jaime Adrían Prieto Valladares, Anne Primavesi, Randall Prior, María Alicia Puente Lutteroth, Eduardo Guzmão Quadros, Albert Rabil, Laurent William Ramambason, Apolonio M. Ranche, Vololona Randriamanantena Andriamitandrina, Lawrence R. Rast, Paul L. Redditt, Adele Reinhartz, Rolf Rendtorff, Pål Repstad, James N. Rhodes, John K. Riches, Joerg Rieger, Sharon H. Ringe, Sandra Rios, Tyler Roberts, David M. Robinson, James M. Robinson, Joanne Maguire Robinson, Richard A. H. Robinson, Roy R. Robson, Jack B. Rogers, Maria Roginska, Sidney Rooy, Rev. Garnett Roper, Maria José Fontelas Rosado-Nunes, Andrew C. Ross, Stefan Rossbach, François Rossier, John D. Roth, John K. Roth, Phillip Rothwell, Richard E. Rubenstein, Rosemary Radford Ruether, Markku Ruotsila, John E. Rybolt, Risto Saarinen, John Saillant, Juan Sanchez, Wagner Lopes Sanchez, Hugo N. Santos, Gerhard Sauter, Gloria L. Schaab, Sandra M. Schneiders, Quentin J. Schultze, Fernando F. Segovia, Turid Karlsen Seim, Carsten Selch Jensen, Alan P. F. Sell, Frank C. Senn, Kent Davis Sensenig, Damían Setton, Bal Krishna Sharma, Carolyn J. Sharp, Thomas Sheehan, N. Gerald Shenk, Christian Sheppard, Charles Sherlock, Tabona Shoko, Walter B. Shurden, Marguerite Shuster, B. Mark Sietsema, Batara Sihombing, Neil Silberman, Clodomiro Siller, Samuel Silva-Gotay, Heikki Silvet, John K. Simmons, Hagith Sivan, James C. Skedros, Abraham Smith, Ashley A. Smith, Ted A. Smith, Daud Soesilo, Pia Søltoft, Choan-Seng (C. S.) Song, Kathryn Spink, Bryan Spinks, Eric O. Springsted, Nicolas Standaert, Brian Stanley, Glen H. Stassen, Karel Steenbrink, Stephen J. Stein, Andrea Sterk, Gregory E. Sterling, Columba Stewart, Jacques Stewart, Robert B. Stewart, Cynthia Stokes Brown, Ken Stone, Anne Stott, Elizabeth Stuart, Monya Stubbs, Marjorie Hewitt Suchocki, David Kwang-sun Suh, Scott W. Sunquist, Keith Suter, Douglas Sweeney, Charles H. Talbert, Shawqi N. Talia, Elsa Tamez, Joseph B. Tamney, Jonathan Y. Tan, Yak-Hwee Tan, Kathryn Tanner, Feiya Tao, Elizabeth S. Tapia, Aquiline Tarimo, Claire Taylor, Mark Lewis Taylor, Bishop Abba Samuel Wolde Tekestebirhan, Eugene TeSelle, M. Thomas Thangaraj, David R. Thomas, Andrew Thornley, Scott Thumma, Marcelo Timotheo da Costa, George E. “Tink” Tinker, Ola Tjørhom, Karen Jo Torjesen, Iain R. Torrance, Fernando Torres-Londoño, Archbishop Demetrios [Trakatellis], Marit Trelstad, Christine Trevett, Phyllis Trible, Johannes Tromp, Paul Turner, Robert G. Tuttle, Archbishop Desmond Tutu, Peter Tyler, Anders Tyrberg, Justin Ukpong, Javier Ulloa, Camillus Umoh, Kristi Upson-Saia, Martina Urban, Monica Uribe, Elochukwu Eugene Uzukwu, Richard Vaggione, Gabriel Vahanian, Paul Valliere, T. J. Van Bavel, Steven Vanderputten, Peter Van der Veer, Huub Van de Sandt, Louis Van Tongeren, Luke A. Veronis, Noel Villalba, Ramón Vinke, Tim Vivian, David Voas, Elena Volkova, Katharina von Kellenbach, Elina Vuola, Timothy Wadkins, Elaine M. Wainwright, Randi Jones Walker, Dewey D. Wallace, Jerry Walls, Michael J. Walsh, Philip Walters, Janet Walton, Jonathan L. Walton, Wang Xiaochao, Patricia A. Ward, David Harrington Watt, Herold D. Weiss, Laurence L. Welborn, Sharon D. Welch, Timothy Wengert, Traci C. West, Merold Westphal, David Wetherell, Barbara Wheeler, Carolinne White, Jean-Paul Wiest, Frans Wijsen, Terry L. Wilder, Felix Wilfred, Rebecca Wilkin, Daniel H. Williams, D. Newell Williams, Michael A. Williams, Vincent L. Wimbush, Gabriele Winkler, Anders Winroth, Lauri Emílio Wirth, James A. Wiseman, Ebba Witt-Brattström, Teofil Wojciechowski, John Wolffe, Kenman L. Wong, Wong Wai Ching, Linda Woodhead, Wendy M. Wright, Rose Wu, Keith E. Yandell, Gale A. Yee, Viktor Yelensky, Yeo Khiok-Khng, Gustav K. K. Yeung, Angela Yiu, Amos Yong, Yong Ting Jin, You Bin, Youhanna Nessim Youssef, Eliana Yunes, Robert Michael Zaller, Valarie H. Ziegler, Barbara Brown Zikmund, Joyce Ann Zimmerman, Aurora Zlotnik, Zhuo Xinping
- Edited by Daniel Patte, Vanderbilt University, Tennessee
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- The Cambridge Dictionary of Christianity
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- 05 August 2012
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- 20 September 2010, pp xi-xliv
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18 - Environmental, social and spatial determinants of urban arboreal character in Auckland, New Zealand
- Edited by Mark J. McDonnell, Royal Botanic Gardens, Melbourne and University of Melbourne, Amy K. Hahs, Royal Botanic Gardens, Melbourne and University of Melbourne, Jürgen H. Breuste, Universität Salzburg
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- Ecology of Cities and Towns
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- 04 March 2010
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- 25 June 2009, pp 287-307
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Summary
Introduction
To date, nearly all vegetation studies in New Zealand have been carried out in pristine to semi-natural systems. Thus, urban ecology in New Zealand is in its infancy as compared with the centuries of observation, documentation and mapping of vegetation, biotopes and natural history in urban areas of Europe (Gilbert,1989; Breuste et al., 1998; Sukopp, 2002; Breuste, Chapter 21; Florgård, Chapter 22; Wittig, Chapter 30) and 30-plus years of study in North America (Zipperer and Guntenspergen, Chapter 17). The relatively few studies of urban vegetation in the New World have typically focused on remnant natural systems enveloped by residential and commercial dwellings (Airola and Buchholz, 1984; Rudnicky and McDonnell, 1989; Kuschel, 1990; Molloy, 1995; McDonnell et al., 1997). Accordingly, there is a distinction to be made between the ecology of remnant primary ecosystems (those that retain at least some thread of biological and pedological continuity with the primeval system) and the ecology of synthetic or spontaneous recombinant systems on anthropogenic substrates (i.e. most vegetation in cities and towns). In New Zealand, we know quite a lot about natural forest, wetland and grassland vegetation, whether in National Parks or as remnants in cities (Wardle, 1991); but little about recombinant communities of cultural landscapes (that is, human-inhabited landscapes in the sense of Nassauer (1997)). They have been traditionally shunned in New Zealand because they almost totally comprise exotic, planted and/or weedy species.
1 - Introduction
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp 1-13
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Summary
This volume synthesizes research on the relationships among oral language, literacy, and academic achievement for English language learners (ELLs) in the United States, from pre-Kindergarten through Grade 12. It explores how these findings have been applied in school and classroom settings and recommends areas of focus for future studies in order to improve education for these students.
Why is it important to assess what we know about the education of ELLs? The most basic reason, of course, is that we seek to provide, for ALL students, a high quality education that takes into account their individual strengths and needs. The level of academic achievement for students with limited proficiency in English in the United States has lagged significantly behind that of native English speakers. One congressionally mandated study reported that ELLs receive lower grades, are judged by their teachers to have lower academic abilities, and score below their classmates on standardized tests of reading and mathematics (Moss and Puma, 1995). According to a compilation of reports from forty-one state education agencies, only 18.7 percent of students classified as limited English proficient (LEP) met the state norm for reading in English (Kindler, 2002). Furthermore, students from language minority backgrounds have higher dropout rates and are more frequently placed in lower ability groups and academic tracks than language majority students (Bennici and Strang, 1995; President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003; Ruiz-de-Velasco and Fix, 2000).
These educational facts intersect with the demographic facts to strengthen the rationale for this research synthesis.
List of Tables
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp vii-viii
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Frontmatter
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp i-iv
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Appendix A - Definitions of Abbreviations in Research Summary Tables
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Book:
- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp 235-238
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6 - Conclusions and Future Directions
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp 223-234
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Summary
In Chapters 2 through 5, we presented research findings and methodological issues specific to each domain of learning. In this chapter, we turn to common trends in the research findings reviewed in Chapters 2 through 5 and then go on to identify directions for future research.
COMMON TRENDS
Role of ELLs' First Language
The first notable trend is the influential role that ELLs' native language plays in their educational achievement. Maintenance and development of ELLs' L1 is influential in all domains we examined: oral language, literacy, and academic achievement. The influence of the L1 was evident in studies that examined planned instructional or programmatic interventions (Chapter 5) and those that examined unconscious, implicit processes that are implicated in literacy and oral language development (in Chapters 2 and 3; for example, when ELLs draw on their knowledge of cognates in the L1 when decoding words in the L2 or the transfer of reading comprehension strategies from the L1 to the L2). In citing evidence in support of maintaining and using ELLs' L1, we do not deny the critical importance of English for educational achievement. We noted in Chapters 2 and 4 that there is an important link between L2 exposure and proficiency and the development of literacy skills in English. However, the importance of ELLs' L1 raises an educational challenge.
Contents
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Book:
- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp v-vi
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Index
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp 239-245
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Educating English Language Learners
- A Synthesis of Research Evidence
- Fred Genesee, Kathryn Lindholm-Leary, Bill Saunders, Donna Christian
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- 13 July 2009
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- 16 January 2006
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The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Preface
- Fred Genesee, McGill University, Montréal, Kathryn Lindholm-Leary, San José State University, California, Bill Saunders, California State University, Long Beach, Donna Christian, Centre for Applied Linguistics, Washington D.C.
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- Educating English Language Learners
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- 13 July 2009
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- 16 January 2006, pp ix-x
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Summary
This book grew out of the work of the Center for Research on Education, Diversity & Excellence (CREDE). CREDE was a center funded by the U.S. government to conduct research, generate knowledge, and provide services to improve the education of students whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or poverty. From 1996 to 2001, CREDE comprised thirtyone research projects around the country that sought to extend knowledge about the education of the diverse students who make up the U.S. school population, from kindergarten through grade 12. These research projects were organized around six themes that are integral to the education of diverse students: language learning and academic achievement; professional development; family, peers, and community; instruction in context; integrated school reform; and assessment. Researchers working on each theme gathered data and tested curriculum models in wide-ranging settings and with diverse student populations – from classrooms with predominantly Zuni-speaking students in New Mexico to inner-city schools in Florida to California elementary schools with large populations of native Spanish-speaking students.
Following the completion of the first phase of research in 2001, CREDE researchers extended the knowledge base that can be used to improve the education of diverse students by carrying out systematic, thorough, and critical reviews of research related to the themes. Seven synthesis teams were created, each involving researchers, practitioners, and policy experts, to survey and critique the available research on a theme and make recommendations for future research agendas.
Temporal markers of prosodic boundaries in children's speech production
- Jana Dankovičová, Kathryn Pigott, Bill Wells, Sue Peppé
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- Journal of the International Phonetic Association / Volume 34 / Issue 1 / January 2004
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- 07 June 2004, pp. 17-36
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- January 2004
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It is often thought that the ability to use prosodic features accurately is mastered in early childhood. However, research to date has produced conflicting evidence, notably about the development of children's ability to mark prosodic boundaries. This paper investigates (i) whether, by the age of eight, children use temporal boundary features in their speech in a systematic way, and (ii) to what extent adult listeners are able to interpret their production accurately and unambiguously. The material consists of minimal pairs of utterances: one utterance includes a compound noun, in which there is no prosodic boundary after the first noun, e.g. ‘coffee-cake and tea’, while the other utterance includes simple nouns, separated by a prosodic boundary, e.g. ‘coffee, cake and tea’. Ten eight-year-old children took part, and their productions were rated by 23 adult listeners. Two phonetic exponents of prosodic boundaries were analysed: pause duration and phrase-final lengthening. The results suggest that, at the age of 8, there is considerable variability among children in their ability to mark phrase boundaries of the kind analysed in the experiment, with some children failing to differentiate between the members of the minimal pairs reliably. The differences between the children in their use of boundary features were reflected in the adults' perceptual judgements. Both temporal cues to prosodic boundaries significantly affected the perceptual ratings, with pause being a more salient determinant of ratings than phrase-final lengthening.