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Molecular epidemiology of Clostridioides difficile isolates in a non-outbreak setting at a comprehensive cancer center
- Neha Mehta, Jennifer M. Harrington, Meghan A. Wallace, Jillianna M. Wasiura, Carey-Ann D. Burnham, Katherine M. Mullin, Brahm H. Segal, Nikolaos G. Almyroudis
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- Journal:
- Antimicrobial Stewardship & Healthcare Epidemiology / Volume 3 / Issue 1 / 2023
- Published online by Cambridge University Press:
- 26 July 2023, e131
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Ribotyping was performed on Clostridioides difficile isolates from patients with malignancies. Thirty-one (27.9%) isolates from 111 episodes of colitis were recovered representing 14 ribotypes with 25 (80.6%) belonging to 6 ribotypes (014/020, 1/VPI/077/087, 05/015, 015/046, 05/053, 106/174). We identified three novel ribotypes with 1 carrying gene encoding for binary toxin.
Chapter 5 - Desire and Performative Masquerade in L.E.L’s and E.B.B.’s Classical Translations
- Edited by Louise Joy, University of Cambridge, Jessica Lim, University of Cambridge
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- Book:
- Women's Literary Education, 1690-1850
- Published by:
- Edinburgh University Press
- Published online:
- 20 October 2023
- Print publication:
- 28 February 2023, pp 116-138
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Summary
Generic Exceptionality
Letitia Elizabeth Landon (L.E.L.) and Elizabeth Barrett Browning (E.B.B.) achieved literary fame in the 1820s and 30s through their remarkable ability, despite educational obstacles, to imitate and translate ancient Greece. L.E.L. was renowned as the Brompton ‘Sappho’, performing in society soirées with her hair in ancient fashion like the lyric poet. Published in weekly magazines, monthly journals and annual giftbooks, which were striking for their classical ‘embellishments’ and verses on Hellenic and Philhellenic topics, her poems were regathered in anthologies and collections under antique and antiquarian titles: ‘Classical Sketches’, ‘Subjects for Pictures’, ‘Medallion Wafers’. E.B.B., meanwhile, was lauded as a teenage prodigy, the ‘author of the Battle of Marathon’ (1820), published when she was aged fourteen, and An Essay on Mind (1826), her first collection which included many Philhellenic poems. She was to go on to produce two different translations of Prometheus Bound, in 1833 and 1850, as well as Aurora Leigh (1857) with its many classical allusions.
The contemporary celebration of these two extraordinary classical ‘poetesses’ at a time when women were excluded from studying ancient Greek in educational institutions might seem paradoxical. As many literary historians have pointed out, there was a sharp gender polarity in formal classical education in the eighteenth and nineteenth centuries. Classics constituted a form of cultural capital offering access to positions of power in the establishment. Upper-and middle-class boys and men were schooled in Latin and Greek, while women and girls might have access to some Latin through home tutors or governesses but very rarely to ancient Greek. There was, of course, no university education for women in Britain until 1869. George Eliot satirised the prevailing attitude towards female classical learning in the first half of the nineteenth century in the voice of Mr Brooke, who warns Mr Casaubon that ‘such deep studies, classics, mathematics, that kind of thing, are too taxing for a woman – too taxing, you know […] there is a lightness about the feminine mind’. Femininity seemed specifically to entail not knowing Greek. Exclusion from classical languages and a knowledge of ancient literature went hand in hand with political and social marginalisation.
Creating and testing a GCP game in an asynchronous course environment: The game and future plans
- Carolynn T. Jones, Penelope Jester, Jennifer A. Croker, Jessica Fritter, Cathy Roche, Brian Wallace, Andrew O. Westfall, David T. Redden, James Willig
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- Journal:
- Journal of Clinical and Translational Science / Volume 4 / Issue 1 / February 2020
- Published online by Cambridge University Press:
- 29 October 2019, pp. 36-42
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Introduction:
The National Institute of Health has mandated good clinical practice (GCP) training for all clinical research investigators and professionals. We developed a GCP game using the Kaizen-Education platform. The GCP Kaizen game was designed to help clinical research professionals immerse themselves into applying International Conference on Harmonization GCP (R2) guidelines in the clinical research setting through case-based questions.
Methods:Students were invited to participate in the GCP Kaizen game as part of their 100% online academic Masters during the Spring 2019 semester. The structure of the game consisted of 75 original multiple choice and 25 repeated questions stemming from fictitious vignettes that were distributed across 10 weeks. Each question presented a teachable rationale after the answers were submitted. At the end of the game, a satisfaction survey was issued to collect player satisfaction data on the game platform, content, experience as well as perceptions of GCP learning and future GCP concept application.
Results:There were 71 total players who participated and answered at least one question. Of those, 53 (75%) answered all 100 questions. The game had a high Cronbach’s alpha, and item analyses provided information on question quality, thus assisting us in future quality edits before re-testing and wider dissemination.
Conclusions:The GCP Kaizen game provides an alternative method for mandated GCP training using principles of gamification. It proved to be a reliable and an effective educational method with high player satisfaction.
3572 The Flint Community’s Action Plan to Rebuild Trust and Encourage Resiliency During the Post Water Crisis Phase
- Karen D. Calhoun, Kent Key, E. Yvonne Lewis, Susan J Woolford, E. Hill DeLoney, Jennifer Carerra, Joe Hamm, Ella Greene-Moton, Patricia Piechowski, Kaneesha Wallace, Elder Sarah Bailey
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- Journal:
- Journal of Clinical and Translational Science / Volume 3 / Issue s1 / March 2019
- Published online by Cambridge University Press:
- 26 March 2019, p. 96
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OBJECTIVES/SPECIFIC AIMS: o To review the community’s recommendations on how to rebuild trust in the Flint community. o To review effective community engagement strategies utilized with the Flint Special Projects for project conceptualization, participant recruitment, data analysis, project oversight, and dissemination. METHODS/STUDY POPULATION: The study population includes nearly two hundred residents representing seniors, youth and diverse ethnicities recruited to participate in eleven focus group meetings. The population also represents the general public who attended informational meetings in Flint, Michigan to learn about the crisis and allow residents to voice their opinions and concerns during the onset of the crisis. The project is a mixed methods community based participatory research effort that utilized community decision making in all phases of the effort such as pre-conception, implementation, dissemination and advocacy to encourage the community’s recommendations are adopted at policy and institutional responsiveness levels. It includes three community engaged research efforts: (project 1) A qualitative analysis of community sentiment provided during 17 recorded legislative, media and community events, and (projects 2-3) two mixed methods efforts utilizing purposive sampling of stakeholders whose voice may not have been heard. RESULTS/ANTICIPATED RESULTS: The project presents a qualitative analysis of the community’s voice during the onset of the man-made disaster when the community first became aware of the emergency manager’s plans to switch the water source. It also reflects current perspectives of community voice since the projects are scheduled to end late February 2019. Findings from a trust measure administered to nearly two hundred residents will be presented, along with a qualitative analysis of focus group findings among segments of the population (seniors, youth, and diverse ethnicities) who may have been left out of narratives on the water crisis. Finally, the project will compare empowerment and resiliency approaches being utilized in Flint, Michigan to recover from the disaster with other approaches grounded in literature and theory. DISCUSSION/SIGNIFICANCE OF IMPACT: Communities of color often experience social determinants of health which negatively impact their health, well-being and human rights. Some Flint citizens are experiencing negative health consequences (i.e., rashes, brain and behavioral sequelle, fertility, etc.) as a result of the disaster, and are uncertain of health outcomes in the future. This is the first project to rigorously document and analyze levels of trust and mistrust in the city of Flint since the water disaster occurred. The qualitative research will guide future clinical research that will benefit this traumatized community experiencing high levels of mistrust (i.e., government, elected officials, etc.). The community engaged methodology involved residents and study participants in all phases of the project including project oversight, validating and analyzing data, and dissemination. This methodology will contribute to existing literature and theory on community based participatory research, community engaged research, team science and citizen science. The approaches empowered a call to action among residents, for example, seniors who attended two senior focus group sessions shared “they are hopeful and have a purpose,” resulting in the creation of a council (with officers) at their housing complex to advocate for the well-being of seniors during the recovery process. Recruitment methodologies were extremely successful due to resident level trust in community leaders and community partner organizations. Finally, the project’s examination of approaches encouraging empowerment and resiliency will provide lessons learned for other communities challenged with crisis.
2440 Teaching rigor, reproducibility, and transparency using gamification
- James Willig, Jennifer Croker, Brian Wallace, David Dempsey, Brian Wallace, David Redden
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- Journal:
- Journal of Clinical and Translational Science / Volume 2 / Issue S1 / June 2018
- Published online by Cambridge University Press:
- 21 November 2018, p. 61
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OBJECTIVES/SPECIFIC AIMS: The objectives for the Rigor, Reproducibility, and Transparency course within KAIZEN-Edu was to provide a platform that allows essential training, in a novel and customizable approach, for a large number of students across the multiple institutions within the UAB CCTS Partner Network. Successful implementation across this geographically diverse of partner institutions would serve as proof of concept to future dissemination across the CTSA consortium. METHODS/STUDY POPULATION: We used the “build a game” tools within Kaizen-Edu to design the “Rigor and Reproducibility Game.” The games consisted of four modules, with 20 questions designed to test participant knowledge, and edify learners on particular concepts through a multimedia approach (embedded video, text, and hyperlinks to articles) with content provided as questions released over 4 weeks. Researchers from across the UAB CCTS Partner Network developed comprehensive modules for (1) How Scientists Fool Themselves/Scientific Premise, (2) Authentication of Chemical and Biologic Resources and Sex and Other Biologic Variables, (3) Statistical Rigor, and (4) Comprehensive Review. A typical week began with review articles (1–2) sent to each participant. The participants are informed that 5 questions will be released midweek testing the key concepts from the papers. When ready, the participant logs into Kaizen-Edu and starts to answer questions/play the game. Immediately, the articles are opened for reference, followed by a brief 4–5 minute video which reinforces key concepts and then timed questions begin. A typical question is allowed 3 minutes (visible countdown clock). Accurate responses result in the addition of points, with double points awarded for correct answers within the questions time limit. No points are awarded for incorrect answers. After each question, a detailed explanation reviews and reinforces the key concepts. Each participants’ points contribute to both their individual score and team scores, which influences their position on the Rigor and Reproducibility game leaderboard. RESULTS/ANTICIPATED RESULTS: Within 2017, the Rigor Reproducibility, and Transparency course was conducted 5 times. A total of 126 researchers across 9 institutions were enrolled. A total of 87 enrollees completed the full course, with 80% passing (answering ≥75% of questions correctly) on their first attempt and an additional 20% passing on a second attempt. The distribution of completers across the CCTS Network was UAB=48, Auburn=13, Pennington=10, University of Alabama=5, Hudson Alpha=5, Tulane=4, University of South Alabama=1, LSU=2, and Southern Research=1. Researchers throughout at Partner Institutions represent 46% of the total population trained. DISCUSSION/SIGNIFICANCE OF IMPACT: This software based, gamification-enhanced course was broadly accepted with each session fully enrolled, and learners spread almost evenly between our institution and various Partner Network sites. Our pilot proved that gamification was an effective technique to engage users and produced a high pass rate, suggesting that the content both engaged learners and was effectively internalized. Educational interventions, imbued with principles of gamification provide educators powerful tools that use competition and/or collaboration to disseminate knowledge, engage learners with content, and save educator time as created game content can be reused in additional educational sessions. Analyses of the data trail provided by users engaging with such electronic learning tools will provide educators will insights on how to maximize learning, opening the door to an era of educational analytics.
2447 Community voices first: A multi-method approach to shaping institutional response to Flint’s water crisis
- Karen D. Calhoun, Kent Key, E. Yvonne Lewis, Jennifer Carerra, Joseph Hamm, Susan Woolford, E. Hill De Loney, Ella Greene-Moten, Arlene Sparks, Don Vereen, Patricia Piechowski-Whitney, Kaneesha Wallace, Ismael Byers, Athena McKay, DeWaun Robinson, Jess Holzer, Vanessa De Danzine, Adam Paberzs, Meghan Spiroff, Erica Marsh
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- Journal:
- Journal of Clinical and Translational Science / Volume 2 / Issue S1 / June 2018
- Published online by Cambridge University Press:
- 21 November 2018, pp. 66-67
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OBJECTIVES/SPECIFIC AIMS: Explore perceptions of Flint stakeholders on the water crisis regarding trust and the capacity of faith and community-based organizations providing public health services to address community needs. Analyze the community’s voice shared at (1) 17 key community communications (community/congressional meetings and events), and (2) during 9 focus group sessions, in which residents, faith-based leadership and other stakeholders discuss issues and concerns on the Flint Water Crisis, and recommend ways to address them. Develop a framework that defines core theories, concepts and strategies recommended by the community to help rebuild trust and the quality of life in Flint, Michigan, and support other communities experiencing environmental stress. METHODS/STUDY POPULATION: Study population: faith-based leaders, seniors, youth, Hispanic/Latino and African American stakeholders, and others experiencing inequities in the city of Flint. Convene 9 focus group sessions (recorded and transcribed) to learn community perceptions on trust and ways to address it. Validate accuracy of the transcriptions with community consultants to reconcile any inaccurate information. Through a community engaged research (CEnR) process, review and analyze qualitative data from the 9 focus group sessions, and quantitative data from 2 surveys documenting (1) demographic backgrounds of focus group participants, and (2) their perceptions on trust and mistrust. Prepare a codebook to qualitatively analyze the focus group data summarizing community input on trust, mistrust, changes in service delivery among community and faith-based organizations, and ways to re-build trust in the city of Flint. Transcribe the community’s voice shared during 17 key events, identified by a team of community-academic stakeholders (i.e., UM Flint water course, congressional and community events, etc.), in which residents and other stakeholders discuss issues and concerns on the Flint Water Crisis, and recommend ways to address it. Qualitatively analyze the transcriptions, using a CEnR process to prepare a codebook on key themes from the community’s voice shared at these events, and recommendations on ways to address it. Compare and contrast findings between the two codebooks developed from (1) the focus group data and (2) qualitative analysis of community voice during public meetings and events. Synthesize this information into a framework of core theories, concepts and rebuilding strategies for Flint, Michigan. RESULTS/ANTICIPATED RESULTS: It is important to note many undocumented immigrant populations in Flint fear deportation and other consequences, hampering their ability to obtain service and provide community voice. Through our purposive sampling approach, we will hear from community voices not often included in narratives (i.e., seniors, youth, Hispanic/Latino residents). The presentation will present findings documenting levels of trust and mistrust in the city of Flint; and a framework of recommendations, core theories and concepts on ways to reduce, rebuild and eliminate stress that will be helpful to other communities experiencing distress. DISCUSSION/SIGNIFICANCE OF IMPACT: To our knowledge, levels of trust and mistrust in Flint have not been documented thus far. We will compare and contrast common themes presented by the community at public meetings and events with themes presented in our focus group effort on trust. Faith and community-based providers were among the first responders to the Flint Water Crisis. The effort will also share perceptions on changes in public health service delivery, and observations on preparedness for these roles that occurred among community and faith-based providers. Finally, the effort will (1) support the design of a research agenda, (2) define a framework of core theories, concepts and recommendations developed by the community to help rebuild trust in Flint, Michigan; and (3) support other communities addressing environmental distress.
The Tragic Critic after 9/11
- Jennifer Wallace
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- Journal:
- PMLA / Publications of the Modern Language Association of America / Volume 131 / Issue 5 / October 2016
- Published online by Cambridge University Press:
- 23 October 2020, pp. 1495-1503
- Print publication:
- October 2016
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In the Autumn of 2002, I Gave a Lecture on Mourning the Dead to Final-Year Undergraduates at the University of Cambridge studying the compulsory course on tragedy. The lecture covered the care devoted to the dead body in Sophocles's Antigone and Hamlet's reflections, over Ophelia's grave, on the “fine revolution” of the material corpse (5.1.82-83). But it also extended its range to include the then very recent excavation, for eight and a half months, at Ground Zero in search of the remains of the dead victims of the attack on the World Trade Center, and the simultaneous daily publication in the New York Times of “Portraits of Grief.” These portraits, I maintained, fulfilled a similar function to tragic drama by refocusing attention on the individual life and by finding a narrative arc to each victim's story, like Aristotle's tragic plots, which must have “a beginning, a middle, and an end” (26). While the firefighters' digging equipment at Ground Zero searched in vain for the missing remains of about 1800 people and eventually hit bedrock, the newspaper reinvested each lost person with significance, finding a value and a pattern in the person's life.
Exploring Workplace Resilience Through a Personality Strength Lens
- Jennifer P. Green, David M. Wallace, Amber K. Hargrove
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- Journal:
- Industrial and Organizational Psychology / Volume 9 / Issue 2 / June 2016
- Published online by Cambridge University Press:
- 04 July 2016, pp. 447-452
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Resilience research has primarily focused on occupations that undergo a significant amount of stress, such as the military or trauma teams. In response, Britt, Shen, Sinclair, Grossman, and Klieger (2016) call for “future work on resilience to expand to include a wider cross section of workers and occupations” (p. 397). We suggest that viewing resilience through a personality strength lens will facilitate this expansion. Adopting a personality strength approach to resilience will more clearly (a) link the capacity for resilience to positive adaptation in the face of a broader range of stressors beyond objectively significant adversity and (b) open up new methods of investigating the demonstration of resilience.
Cation-Dependent Hierarchical Assembly of U60 Nanoclusters into Blackberries Imaged via Cryogenic Transmission Electron Microscopy
- Jennifer A. Soltis, Christine M. Wallace, R. Lee Penn, Peter C. Burns
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- Journal:
- Microscopy and Microanalysis / Volume 22 / Issue S3 / July 2016
- Published online by Cambridge University Press:
- 25 July 2016, pp. 1468-1469
- Print publication:
- July 2016
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- By R. J. Aitken, Gokhan Akkoyunlu, David F. Albertini, Christiani A. Amorim, R. A. Anderson, Baris Ata, Pedro N. Barri, Mohamed A. Bedaiwy, Rosita Bergström, Veronica Bianchi, Montserrat Boada, Paolo Boffetta, Andrea Borini, Karina Braga Ribeiro, Peter R. Brinsden, Ralph L. Brinster, Jason G. Bromer, A. L. Caplan, Chian Ri-Cheng, Ina N. Cholst, A. Ciobanu, Megan Clowse, Ana Cobo, Susannah C. Copland, John K. Critser, B. J. Curry, Giuseppe Del Priore, M. De Vos, Marie-Madeleine Dolmans, Javier Domingo, Jacques Donnez, David H. Edgar, Nanette R. Elster, Carol Fabian, Gregory M. Fahy, Tommaso Falcone, Debra Friedman, Jill P. Ginsberg, Debra A. Gook, Julie R. Gralow, Elizabeth Grill, Sebastien Gouy, Xu Han, Lisa M. Harlan-Williams, Outi Hovatta MD, Wayland Hsiao, Zhongwei Huang, E. Isachenko, V. Isachenko, Roy A. Jensen, I. I. Katkov, S. Samuel Kim, Jennifer Klemp, Larissa A. Korde, R. Kreienberg, Srinivasan Krishnamurthy, Juergen Liebermann, J. Ryan Martin, Elizabeth A. McGee, Marie McLaughlin, P. Mathevet, D. Meirow, Philippe Morice, Steven F. Mullen, Kutluk Oktay, Pasquale Patrizio, Antonio Pellicer, Pinki K. Prasad, Kenny A. Rodriguez-Wallberg, Erin Rohde, Allison B. Rosen, Zev Rosenwaks, María Sánchez, R. Sanchez, Glenn L. Schattman, Peter N. Schlegel, Einat Shalom-Paz, Lonnie D. Shea, Gunapala Shetty, Jill Simmons, Carrie A. Smith, J. Smitz, Miquel Solé, Jean Squifflet, Shane R. Stecklein, Jerome F. Strauss, David J. Tagler, Seang Lin Tan, Evelyn E. Telfer, Sreedhar Thirumala, Michael J. Tucker, Catherine Uzan, Anne Van Langendonckt, Anna Veiga, W. H. B. Wallace, Wenjia Wang, Brent Waters, Dagan Wells, Teresa K. Woodruff, Erik Woods, Christine Wyns
- Edited by Jacques Donnez, Université Catholique de Louvain, Belgium, S. Samuel Kim, University of Kansas
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- Book:
- Principles and Practice of Fertility Preservation
- Published online:
- 04 February 2011
- Print publication:
- 03 February 2011, pp x-xiv
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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. 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Also available from The Policy Press
- Bronwen Cohen, Peter Moss, Pat Petrie, Jennifer Wallace
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seven - Endnotes
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Summary
The starting point for this study was three countries each taking the same step, moving responsibility in national government for a group of services for children from one department, namely, welfare, to another, namely, education. Yet, despite this initial similarity, what has proved more striking is the differences between the countries, in the measures taken before and after this act of transfer and in the meaning of the act itself. We have found differences in the structuring of services and the workforce, in the principles of provision, and in underlying concepts and understandings. Transfer in one case was an important step in a long-term process of educational reform. In the other cases it was a subsidiary measure in a broader process of creating more ‘childcare’ services and better coordinated relations between disparate services.
The cross-national differences we have documented are important in their own right, irrespective of what they mean for children. For they show the continuing influence of the nation state even at a time of increasing global capital flows and economic competition. The nation state may have been ‘hollowed out’ in some respects, losing power over important areas, especially economic. But our cases show that it remains strong in determining social arrangements. Tradition, culture and values still coalesce to create different responses to similar developments, in our cases including the increased policy importance of maternal employment and children’s education. Herein lies the importance of the concept of welfare regime. This combination of typical ways of thinking, acting and allocating responsibility has provided one way of explaining differences between our countries as well as continuities within nations through periods of change.
What seems clear is that the Nordic welfare regime, as practised in Sweden, has worked rather well, at least in the pedagogic and educational areas we have studied, and at least in comparison with the liberal welfare regime exemplified by England and Scotland. Despite having to weather a harsh recession, Sweden has kept poverty and inequality far lower; a strong system of parental leave entitlements has been put in place; and accessible and affordable ‘childcare’ services have been built up to the point where they can now be offered as a universal right.
Acknowledgements
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Glossary of terms
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A New Deal for Children?
- Reforming Education and Care in England, Scotland and Sweden
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Important reforms are taking place in children's services in the UK, with a move towards greater integration. In England, Scotland and Sweden, early childhood education and care, childcare for older children, and schools are now the responsibility of education departments. This book is the first to examine this major shift in policy.
Index
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Frontmatter
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Appendix - Fieldwork
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Summary
For each country, fieldwork was conducted at national level and in three local authorities, selected on the basis of their varied characteristics.
For all three countries, documentation was collected at the national level and the local level.
The main informants are listed below. Where relevant, the researchers had guided visits to the services in which the main informants were based; they also took the opportunity to engage in conversations with other members of staff in these services.
England
National fieldwork 2001-02
Twenty-four interviews were conducted with 33 informants (nine interviews were with two or three informants). Eight interviews were with informants in government departments (DfES, DoH, DCMS, HM Treasury including a senior politician); two with informants in public bodies (Ofsted and QCA); two with trade unions (NUT and UNISON); six with voluntary organisations; and six with individual researchers and other experts.
Local case study 1, main informants
Five local authority administrators, including the lead officer on the EYDCP, and one development worker, one head of out-of-school care service, two nursery school head teachers, one head teacher of primary school, one schoolbased community worker, one head teacher of a middle school, one proprietor of a children’s centre (13 main informants).
Local case study 2, main informants
Five local government administrators and three development workers, one head of a local authority nursery school, one head of an out-of-school club, two head teachers of primary schools, with nursery classes and out-of-school services, one deputy head of a secondary school, one out-of-school leader (14 main informants).
Local case study 3, main informants
Eight local authority administrators and development officers, the council leader, the manager of an Early Excellence Centre, one nursery school head teacher, three primary head teachers and one acting head (15 informants).
Sweden
National fieldwork 2002
Fifteen interviews were conducted with 21 informants. Four interviews involved two or three informants. Four interviews were with civil servants or advisers based in government agencies, one with trade union officials, one with a local government association and nine with educationists (21 informants).
Local case study 1, main informants
Two administrators, two practitioners working across the local authority, three pre-school teachers, 12 compulsory teachers, one free-time pedagogue (lower school), one rektor in charge of a cluster of services (21 main informants).