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Cardiac magnetic resonance predictors for successful primary biventricular repair of unbalanced complete common atrioventricular canal
- Andrea L. Jones, Brian R. White, Reena M. Ghosh, Antara Mondal, Steve Ampah, Deborah Y. Ho, Kevin Whitehead, Matthew A. Harris, David M. Biko, Sara Partington, Stephanie Fuller, Meryl S. Cohen, Mark A. Fogel
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- Journal:
- Cardiology in the Young / Volume 34 / Issue 2 / February 2024
- Published online by Cambridge University Press:
- 18 July 2023, pp. 387-394
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Background:
Patients with unbalanced common atrioventricular canal can be difficult to manage. Surgical planning often depends on pre-operative echocardiographic measurements. We aimed to determine the added utility of cardiac MRI in predicting successful biventricular repair in common atrioventricular canal.
Methods:We conducted a retrospective cohort study of children with common atrioventricular canal who underwent MRI prior to repair. Associations between MRI and echocardiographic measures and surgical outcome were tested using logistic regression, and models were compared using area under the receiver operator characteristic curve.
Results:We included 28 patients (median age at MRI: 5.2 months). The optimal MRI model included the novel end-diastolic volume index (using the ratio of left ventricular end-diastolic volume to total end-diastolic volume) and the left ventricle–right ventricle angle in diastole (area under the curve 0.83, p = 0.041). End-diastolic volume index ≤ 0.18 and left ventricle–right ventricle angle in diastole ≤ 72° yield a sensitivity of 83% and specificity of 81% for successful biventricular repair. The optimal multimodality model included the end-diastolic volume index and the echocardiographic atrioventricular valve index with an area under the curve of 0.87 (p = 0.026).
Conclusions:Cardiac MRI can successfully predict successful biventricular repair in patients with unbalanced common atrioventricular canal utilising the end-diastolic volume index alone or in combination with the MRI left ventricle–right ventricle angle in diastole or the echocardiographic atrioventricular valve index. A prospective cardiac MRI study is warranted to better define the multimodality characteristic predictive of successful biventricular surgery.
Developmental care pathway for hospitalised infants with CHD: on behalf of the Cardiac Newborn Neuroprotective Network, a Special Interest Group of the Cardiac Neurodevelopmental Outcome Collaborative
- Amy J. Lisanti, Dorothy J. Vittner, Jennifer Peterson, Andrew H. Van Bergen, Thomas A. Miller, Erin E. Gordon, Karli A. Negrin, Hema Desai, Suzie Willette, Melissa B. Jones, Sherrill D. Caprarola, Anna J. Jones, Stephanie M. Helman, Jodi Smith, Corinne M. Anton, Laurel M. Bear, Lauren Malik, Sarah K. Russell, Dana J. Mieczkowski, Bridy O. Hamilton, Meghan McCoy, Yvette Feldman, Michelle Steltzer, Melanie L. Savoca, Diane L. Spatz, Samantha C. Butler
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- Journal:
- Cardiology in the Young / Volume 33 / Issue 12 / December 2023
- Published online by Cambridge University Press:
- 30 March 2023, pp. 2521-2538
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Infants and children born with CHD are at significant risk for neurodevelopmental delays and abnormalities. Individualised developmental care is widely recognised as best practice to support early neurodevelopment for medically fragile infants born premature or requiring surgical intervention after birth. However, wide variability in clinical practice is consistently demonstrated in units caring for infants with CHD. The Cardiac Newborn Neuroprotective Network, a Special Interest Group of the Cardiac Neurodevelopmental Outcome Collaborative, formed a working group of experts to create an evidence-based developmental care pathway to guide clinical practice in hospital settings caring for infants with CHD. The clinical pathway, “Developmental Care Pathway for Hospitalized Infants with Congenital Heart Disease,” includes recommendations for standardised developmental assessment, parent mental health screening, and the implementation of a daily developmental care bundle, which incorporates individualised assessments and interventions tailored to meet the needs of this unique infant population and their families. Hospitals caring for infants with CHD are encouraged to adopt this developmental care pathway and track metrics and outcomes using a quality improvement framework.
Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
- Jacqueline M. Knapke, Michelle Jenkerson, Peg Tsao, Stephanie Freel, Jessica Fritter, Shirley L. Helm, Penelope Jester, H Robert Kolb, Angela Mendell, Megan Petty, Carolynn T. Jones
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- Journal:
- Journal of Clinical and Translational Science / Volume 6 / Issue 1 / 2022
- Published online by Cambridge University Press:
- 03 June 2022, e81
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Background:
Defining key barriers to the development of a well-trained clinical research professional (CRP) workforce is an essential first step in identifying solutions for successful CRP onboarding, training, and competency development, which will enhance quality across the clinical and translational research enterprise. This study aimed to summarize barriers and best practices at academic medical centers related to effective CRP onboarding, training, professional development, identify challenges with the assessment of and mentoring for CRP competency growth, and describe opportunities to improve training and professionalization for the CRP career pathway.
Materials/Methods:Qualitative data from a series of Un-Meeting breakout sessions and open-text survey questions were analyzed to explore the complex issues involved when developing high-quality onboarding and continuing education opportunities for CRPs at academic medical centers.
Results:Results suggest there are several barriers to training the CRP workforce, including balancing foundational onboarding with role-based training, managing logistical challenges and institutional contexts, identifying/enlisting institutional champions, assessing competency, and providing high-quality mentorship. Several of these themes are interrelated. Two universal threads present throughout all themes are the need for effective communication and the need to improve professionalization of the CRP career pathway.
Conclusion:Few institutions have solved all the issues related to training a competent and adaptable CRP workforce, although some have addressed one or more. We applied a socio-technical lens to illustrate our findings and the need for NCATS-funded academic medical centers to work collaboratively within and across institutions to overcome training barriers and support a vital, well-qualified workforce and present several exemplars from the field to help attain this goal.
Terminal Pleistocene/Early Holocene Environmental Change at the Sunshine Locality, North-Central Nevada, U.S.A.
- Gary Huckleberry, Charlotte Beck, George T. Jones, Amy Holmes, Michael Cannon, Stephanie Livingston, Jack M. Broughton
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- Journal:
- Quaternary Research / Volume 55 / Issue 3 / May 2001
- Published online by Cambridge University Press:
- 20 January 2017, pp. 303-312
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Sedimentological, faunal, and archaeological investigations at the Sunshine Locality, Long Valley, Nevada reveal a history of human adaptation and environmental change at the last glacial–interglacial transition in North America's north-central Great Basin. The locality contains a suite of lacustrine, alluvial, and eolian deposits associated with fluvially reworked faunal remains and Paleoindian artifacts. Radiocarbon-dated stratigraphy indicates a history of receding pluvial lake levels followed by alluvial downcutting and subsequent valley filling with marsh-like conditions at the end of the Pleistocene. A period of alluvial deposition and shallow water tables (9,800 to 11,000 14C yr B.P.) correlates to the Younger Dryas. Subsequent drier conditions and reduced surface runoff mark the early Holocene; sand dunes replace wetlands by 8,000 14C yr B.P. The stratigraphy at Sunshine is similar to sites located 400 km south and supports regional climatic synchroneity in the central and southern Great Basin during the terminal Pleistocene/early Holocene. Given regional climate change and recurrent geomorphic settings comparable to Sunshine, we believe that there is a high potential for buried Paleoindian features in primary association with extinct fauna elsewhere in the region yet to be discovered due to limited stratigraphic exposure and consequent low visibility.
Applicability of Femtosecond Lasers in the Cross-section Sampling of Works of Art
- Stephanie Spence, Takaaki Harada, Athanasios Margiolakis, Skylar Deckoff-Jones, Aaron N. Shugar, James F. Hamm, Keshav M. Dani, Anya R. Dani
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- Journal:
- MRS Advances / Volume 2 / Issue 33-34 / 2017
- Published online by Cambridge University Press:
- 06 March 2017, pp. 1801-1804
- Print publication:
- 2017
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Issues in traditional cross-section sampling of paintings and other cultural artifacts with a scalpel, such as crumbling, delamination and paint compression, can deter conservators from sampling fragile paint layers. Often, such sampling carries the risk of causing further damage from a scalpel, which outweighs the benefits of scientific investigation. Here, we show that femtosecond lasers offer a viable alternative to obtaining cross-sections with minimal damage to the surrounding artwork. A Regenerative Ti:Sapphire amplifier system with a pulse duration of 70 femtoseconds, a few milliwatts of average power and a repetition rate of 1 kHz (1000 pulses/sec) was used for the study. Tests were performed on oil paintings ranging in age from the 19th century to late 20th century. Effective settings were determined to be 2 mW of power at a speed of 10mm/sec using an 800nm laser. Preliminary results suggest femtosecond lasers could be a viable alternative for obtaining paint cross-sections when traditional sampling methods cause unnecessary damage to fragile materials.
Cost Analysis of a School-Based Social and Emotional Learning and Literacy Intervention1
- Katherine Long, Joshua L. Brown, Stephanie M. Jones, J. Lawrence Aber, Brian T. Yates
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- Journal:
- Journal of Benefit-Cost Analysis / Volume 6 / Issue 3 / Fall 2015
- Published online by Cambridge University Press:
- 10 April 2015, pp. 545-571
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Purpose: There is limited research on the costs of social and emotional learning (SEL) interventions [Crowley, Jones, Greenberg, Feinberg & Spoth (2012). Resource Consumption of a Diffusion Model for Prevention Programs: The PROSPER Delivery System. Journal of Adolescent Health, 50 (3), 256–263]. This paper describes a comprehensive methodology for determining the costs of a successful universal, school-based SEL intervention that was implemented in nine public schools over 3 years.
Methods: Resource costs were identified using the Cost–Procedure–Process–Outcome Analysis Model [Yates (1996). Analyzing Costs, Procedures, Processes, and Outcomes in Human Services. Thousand Oaks, CA, US: Sage Publications, Inc.; Yates (1999). Measuring and Improving Cost, Cost-Effectiveness, and Cost-Benefit for Substance Abuse Treatment Programs. No. NIH 99-4518, 135] and the ingredients model [Levin (Ed.) (1983). Cost-Effectiveness A Primer (Vol. 4). Beverly Hills, CA: Sage; Levin & McEwan (2001). Cost-Effectiveness Analysis: Methods and Applications. (2nd ed.). Thousand Oaks, CA: Sage Publications]. This involved careful identification of resource use, finding the cost per unit for each resource by intervention activity, and ultimately calculating the total resource cost (resource use $\times$ cost per unit).
Results: Our analysis estimated the overall cost of this 3-year SEL and literacy intervention to be $1,831,296 for nine schools. This averages to $67,825 yearly per school and $130 yearly for each student. The analysis estimated the first year of the intervention to be the costliest ($683,106) and then decreasing in Year 2 ($581,764) and Year 3 ($566,426).
Conclusion: This research emphasizes the need to study the costs of SEL interventions. By providing a detailed and standardized methodology, this cost analysis can provide added support for implementing an effective social and emotional learning intervention in a school setting. Furthermore, it provides groundwork for more advanced cost analyses, such as a cost–effectiveness analysis or a benefit-cost analysis (BCA).
Developmental transitions in presentations of externalizing problems among boys and girls at risk for child maltreatment
- Miguel T. Villodas, Alan J. Litrownik, Richard Thompson, Deborah Jones, Scott C. Roesch, Jon M. Hussey, Stephanie Block, Diana J. English, Howard Dubowitz
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- Journal:
- Development and Psychopathology / Volume 27 / Issue 1 / February 2015
- Published online by Cambridge University Press:
- 21 July 2014, pp. 205-219
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The present study examined the impact of children's maltreatment experiences on the emergence of externalizing problem presentations among children during different developmental periods. The sample included 788 youth and their caregivers who participated in a multisite, prospective study of youth at-risk for maltreatment. Externalizing problems were assessed at ages 4, 8, and 12, and symptoms and diagnoses of attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder were assessed at age 14, during interviews with youth and caregivers. Information about maltreatment allegations was coded from official records. Latent transition analysis identified three groups of youth with similar presentations of externalizing problems (“well adjusted,” “hyperactive/oppositional,” and “aggressive/rule-breaking”) and transitions between groups from ages 4, 8, and 12. A “defiant/deceitful” group also emerged at age 12. Girls were generally more likely to present as well adjusted than boys. Children with recent physical abuse allegations had an increased risk for aggressive/rule-breaking presentations during the preschool and preadolescent years, while children with sexual abuse or neglect allegations had lower probabilities of having well-adjusted presentations during middle childhood. These findings indicate that persistently severe aggressive conduct problems, which are related to the most concerning outcomes, can be identified early, particularly among neglected and physically and sexually abused children.
Chapter 17 - Poverty
- from Part III - Environments
- Edited by Linda Mayes, Yale University, Connecticut, Michael Lewis
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- The Cambridge Handbook of Environment in Human Development
- Published online:
- 05 October 2012
- Print publication:
- 27 August 2012, pp 347-358
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Summary
This chapter advocates that developmental science is well positioned to engage in systematic investigation that creates taxonomy of family environments with the explicit goal of understanding how different types of family environments contribute to the lifelong development of individual children. Within a family, at least three levels of analysis are possible: analysis at the level of individuals, analysis at the level of social subunits, and analysis at the level of the group as a whole. Family behavior is expected to change over time and across situations, as a direct result of shifts in the family's goals, strategies and plans, resources, and individual experiences of its members relative to the six functional domains. Family success in a general way is determined by how well a family functions relative to achieving family goals. The family goals used in judging success may be identified either by family members or by external sources.
Notes on Contributors
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- By Thomas M. Achenbach, Marc H. Bornstein, W. Thomas Boyce, Robert H. Bradley, Kelly Bridges, Jeanne Brooks-Gunn, Brenda K. Bryant, Sandra L. Calvert, Scott Coltrane, E. Mark Cummings, Stacey B. Daughters, Cindy DeCoste, Marc de Rosnay, Jacquelynne S. Eccles, Hadas Eidelman, Ruth Feldman, Peter Fonagy, Walter S. Gilliam, Andrea L. Gold, Elena L. Grigorenko, Sara Harkness, Sybil L. Hart, Jessica S. Henry, Erika Hoff, Tom Hollenstein, Stephanie M. Jones, Julia Kim-Cohen, Pamela K. Klebanov, Brett Laursen, Mary J. Levitt, Alicia F. Lieberman, Shoon Lio, Jessica F. Magidson, Ann S. Masten, David L. Molfese, Peter J. Molfese, Lynne Murray, Jelena Obradović, Lauren M. Papp, Ross D. Parke, Yaacov Petscher, Aelesia Pisciella, Aliza W. Pressman, Sarah Rabbitt, Craig T. Ramey, Sharon Landesman Ramey, Jessica M. Richards, Robert W. Roeser, Thomas J. Schofield, Ronald Seifer, Anne Shaffer, Michelle Sleed, Laura Stout Sosinsky, Nancy E. Suchman, Charles M. Super, Louis Tuthill, Patricia Van Horn, Eric Vega, Sarah Ward, Monica Yudron
- Edited by Linda Mayes, Yale University, Connecticut, Michael Lewis
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- The Cambridge Handbook of Environment in Human Development
- Published online:
- 05 October 2012
- Print publication:
- 27 August 2012, pp ix-xvi
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Identification, Management, and Clinical Characteristics of Hospitalized Patients with Influenza-Like Illness during the 2009 H1N1 Influenza Pandemic, Cook County, Illinois
- Kristen E. Metzger, Stephanie R. Black, Roderick C. Jones, Shaun R. Nelson, Ari Robicsek, Gordon M. Trenholme, Mary Alice Lavin, Stephen G. Weber, Sylvia Garcia-Houchins, Emily Landon, Jorge P. Parada, Susan I. Gerber
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- Journal:
- Infection Control & Hospital Epidemiology / Volume 32 / Issue 10 / October 2011
- Published online by Cambridge University Press:
- 02 January 2015, pp. 998-1002
- Print publication:
- October 2011
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Objective.
To describe the identification, management, and clinical characteristics of hospitalized patients with influenza-like illness (ILI) during the peak period of activity of the 2009 pandemic strain of influenza A virus subtype H1N1 (2009 H1N1).
Design.Retrospective review of electronic medical records.
Patients and Setting.Hospitalized patients who presented to the emergency department during the period October 18 through November 14, 2009, at 4 hospitals in Cook County, Illinois, with the capacity to perform real-time reverse-transcriptase polymerase chain reaction testing for influenza.
Methods.Vital signs and notes recorded within 1 calendar day after emergency department arrival were reviewed for signs and symptoms consistent with ILI. Cases of ILI were classified as recognized by healthcare providers if an influenza test was performed or if influenza was mentioned as a possible diagnosis in the physician notes. Logistic regression was used to determine the patient attributes and symptoms that were associated with ILI recognition and with influenza infection.
Results.We identified 460 ILI case patients, of whom 412 (90%) had ILI recognized by healthcare providers, 389 (85%) were placed under airborne or droplet isolation precautions, and 243 (53%) were treated with antiviral medication. Of 401 ILI case patients tested for influenza, 91 (23%) had a positive result. Fourteen (3%) ILI case patients and none of the case patients who tested positive for influenza had sore throat in the absence of cough.
Conclusions.Healthcare providers identified a high proportion of hospitalized ILI case patients. Further improvements in disease detection can be made through the use of advanced electronic health records and efficient diagnostic tests. Future studies should evaluate the inclusion of sore throat in the ILI case definition.
Contributors
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- By Aakash Agarwala, Linda S. Aglio, Rae M. Allain, Paul D. Allen, Houman Amirfarzan, Yasodananda Kumar Areti, Amit Asopa, Edwin G. Avery, Patricia R. Bachiller, Angela M. Bader, Rana Badr, Sibinka Bajic, David J. Baker, Sheila R. Barnett, Rena Beckerly, Lorenzo Berra, Walter Bethune, Sascha S. Beutler, Tarun Bhalla, Edward A. Bittner, Jonathan D. Bloom, Alina V. Bodas, Lina M. Bolanos-Diaz, Ruma R. Bose, Jan Boublik, John P. Broadnax, Jason C. Brookman, Meredith R. Brooks, Roland Brusseau, Ethan O. Bryson, Linda A. Bulich, Kenji Butterfield, William R. Camann, Denise M. Chan, Theresa S. Chang, Jonathan E. Charnin, Mark Chrostowski, Fred Cobey, Adam B. Collins, Mercedes A. Concepcion, Christopher W. Connor, Bronwyn Cooper, Jeffrey B. Cooper, Martha Cordoba-Amorocho, Stephen B. Corn, Darin J. Correll, Gregory J. Crosby, Lisa J. Crossley, Deborah J. Culley, Tomas Cvrk, Michael N. D'Ambra, Michael Decker, Daniel F. Dedrick, Mark Dershwitz, Francis X. Dillon, Pradeep Dinakar, Alimorad G. Djalali, D. John Doyle, Lambertus Drop, Ian F. Dunn, Theodore E. Dushane, Sunil Eappen, Thomas Edrich, Jesse M. Ehrenfeld, Jason M. Erlich, Lucinda L. Everett, Elliott S. Farber, Khaldoun Faris, Eddy M. Feliz, Massimo Ferrigno, Richard S. Field, Michael G. Fitzsimons, Hugh L. Flanagan Jr., Vladimir Formanek, Amanda A. Fox, John A. Fox, Gyorgy Frendl, Tanja S. Frey, Samuel M. Galvagno Jr., Edward R. Garcia, Jonathan D. Gates, Cosmin Gauran, Brian J. Gelfand, Simon Gelman, Alexander C. Gerhart, Peter Gerner, Omid Ghalambor, Christopher J. Gilligan, Christian D. Gonzalez, Noah E. Gordon, William B. Gormley, Thomas J. Graetz, Wendy L. Gross, Amit Gupta, James P. Hardy, Seetharaman Hariharan, Miriam Harnett, Philip M. Hartigan, Joaquim M. Havens, Bishr Haydar, Stephen O. Heard, James L. Helstrom, David L. Hepner, McCallum R. Hoyt, Robert N. Jamison, Karinne Jervis, Stephanie B. Jones, Swaminathan Karthik, Richard M. Kaufman, Shubjeet Kaur, Lee A. Kearse Jr., John C. Keel, Scott D. Kelley, Albert H. Kim, Amy L. Kim, Grace Y. Kim, Robert J. Klickovich, Robert M. Knapp, Bhavani S. Kodali, Rahul Koka, Alina Lazar, Laura H. Leduc, Stanley Leeson, Lisa R. Leffert, Scott A. LeGrand, Patricio Leyton, J. Lance Lichtor, John Lin, Alvaro A. Macias, Karan Madan, Sohail K. Mahboobi, Devi Mahendran, Christine Mai, Sayeed Malek, S. Rao Mallampati, Thomas J. Mancuso, Ramon Martin, Matthew C. Martinez, J. A. Jeevendra Martyn, Kai Matthes, Tommaso Mauri, Mary Ellen McCann, Shannon S. McKenna, Dennis J. McNicholl, Abdel-Kader Mehio, Thor C. Milland, Tonya L. K. Miller, John D. Mitchell, K. Annette Mizuguchi, Naila Moghul, David R. Moss, Ross J. Musumeci, Naveen Nathan, Ju-Mei Ng, Liem C. Nguyen, Ervant Nishanian, Martina Nowak, Ala Nozari, Michael Nurok, Arti Ori, Rafael A. Ortega, Amy J. Ortman, David Oxman, Arvind Palanisamy, Carlo Pancaro, Lisbeth Lopez Pappas, Benjamin Parish, Samuel Park, Deborah S. Pederson, Beverly K. Philip, James H. Philip, Silvia Pivi, Stephen D. Pratt, Douglas E. Raines, Stephen L. Ratcliff, James P. Rathmell, J. Taylor Reed, Elizabeth M. Rickerson, Selwyn O. Rogers Jr., Thomas M. Romanelli, William H. Rosenblatt, Carl E. Rosow, Edgar L. Ross, J. Victor Ryckman, Mônica M. Sá Rêgo, Nicholas Sadovnikoff, Warren S. Sandberg, Annette Y. Schure, B. Scott Segal, Navil F. Sethna, Swapneel K. Shah, Shaheen F. Shaikh, Fred E. Shapiro, Torin D. Shear, Prem S. Shekar, Stanton K. Shernan, Naomi Shimizu, Douglas C. Shook, Kamal K. Sikka, Pankaj K. Sikka, David A. Silver, Jeffrey H. Silverstein, Emily A. Singer, Ken Solt, Spiro G. Spanakis, Wolfgang Steudel, Matthias Stopfkuchen-Evans, Michael P. Storey, Gary R. Strichartz, Balachundhar Subramaniam, Wariya Sukhupragarn, John Summers, Shine Sun, Eswar Sundar, Sugantha Sundar, Neelakantan Sunder, Faraz Syed, Usha B. Tedrow, Nelson L. Thaemert, George P. Topulos, Lawrence C. Tsen, Richard D. Urman, Charles A. Vacanti, Francis X. Vacanti, Joshua C. Vacanti, Assia Valovska, Ivan T. Valovski, Mary Ann Vann, Susan Vassallo, Anasuya Vasudevan, Kamen V. Vlassakov, Gian Paolo Volpato, Essi M. Vulli, J. Matthias Walz, Jingping Wang, James F. Watkins, Maxwell Weinmann, Sharon L. Wetherall, Mallory Williams, Sarah H. Wiser, Zhiling Xiong, Warren M. Zapol, Jie Zhou
- Edited by Charles Vacanti, Scott Segal, Pankaj Sikka, Richard Urman
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- Book:
- Essential Clinical Anesthesia
- Published online:
- 05 January 2012
- Print publication:
- 11 July 2011, pp xv-xxviii
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School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale
- Lawrence Aber, Joshua L. Brown, Stephanie M. Jones, Juliette Berg, Catalina Torrente
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- Journal:
- Development and Psychopathology / Volume 23 / Issue 2 / May 2011
- Published online by Cambridge University Press:
- 18 April 2011, pp. 411-421
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Children's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale.
Contributors
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- By Charles E. Argoff, Gerard A. Banez, Samantha Boris-Karpel, Barbara K. Bruce, Alexandra S. Bullough, Annmarie Cano, Victor T. Chang, Elizabeth A. Clark, Daniel J. Clauw, June L. Dahl, Tam K. Dao, Amber M. Davis, Courtney L. Dixon, Michael H. Ebert, Robin M. Gallagher, Gerald W. Grass, Carmen R. Green, Jay Gunkelman, Bradford D. Hare, Jennifer A. Haythornthwaite, Jaclyn Heller Issner, W. Michael Hooten, Mark P. Jensen, Mark E. Jones, Robert D. Kerns, Raphael J. Leo, Morris Maizels, Mary E. Murawski, Brooke Myers-Sorger, Akiko Okifuji, Renata Okonkwo, John D. Otis, Stacy C. Parenteau, Laura E. Pence, Donald B. Penzien, Donna B. Pincus, Ellyn Poltrock Stein, Wendy J. Quinton, Jeanetta C. Rains, M. Carrington Reid, Thomas J. Romano, Jeffrey D. Rome, Robert L. Ruff, Suzanne S. Ruff, Steven H. Sanders, Ingra Schellenberg, John J. Sellinger, Howard S. Smith, Brenda Stoelb, Jon Streltzer, Mark D. Sullivan, Kimberly S. Swanson, Gabriel Tan, Stephen Thielke, Beverly E. Thorn, Cynthia O. Townsend, Dennis C. Turk, Stephanie C. Wallio, Lawrence J. Weinberger, David A. Williams, Hilary Wilson
- Edited by Michael H. Ebert, Yale University, Connecticut, Robert D. Kerns, Yale University, Connecticut
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- Book:
- Behavioral and Psychopharmacologic Pain Management
- Published online:
- 10 January 2011
- Print publication:
- 25 November 2010, pp ix-xii
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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. 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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. 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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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Contributors
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- By Deborah Abeles, Adrian Alvarez, Euler Ázaro, Paulo Batista, Donald P. Bernstein, Jay B. Brodsky, Kathleen Carey, Venita Chandra, Jenny Choi, Maria L. Collazo-Clavell, Jeremy Collins, Eric J. DeMaria, Galina Dimirova, Sanjeev Dutta, João Ettinger, Ronald Harter, Matthew M. Hutter, Jerry Ingrande, Daniel B. Jones, Stephanie B. Jones, Helen Karakelides, Fawzi S. Khayat, Hendrikus J. M. Lemmens, Yigal Leykin, Amy Lightner, Masha Livhits, Melinda A. Maggard, Tracy Martinez, John M. Morton, Patrick J. Neligan, Ninh T. Nguyen, Alfons Pomp, Silvia E. Perez-Protto, Steve E. Raper, Roman Schumann, Scott A. Shikora, Ashish Sinha, Brian R. Smith, Juraj Sprung, Pedro P. Tanaka, Brandon Tari, David O. Warner, Toby N. Weingarten, Joseph G. Werner, Gavitt A. Woodard, Basil M. Yurcisin, David Zvara
- Edited by Adrian Alvarez, Jay B. Brodsky, Stanford University School of Medicine, California, Hendrikus J. M. Lemmens, Stanford University School of Medicine, California, John M. Morton, Stanford University School of Medicine, California
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- Morbid Obesity
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- 04 May 2010
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- 11 March 2010, pp -
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Contributors
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- By Phillip L. Ackerman, Neil Anderson, Jens B. Asendorpf, R. Michael Bagby, Michael Harris Bond, Gregory J. Boyle, Andrea L. Briggs, Giles St J. Burch, Turhan Canli, David Canter, Gianvittorio Caprara, Charles S. Carver, Douglas F. Cellar, Gordon Claridge, Susan Cloninger, Elisabeth D. Conradt, Philip J. Corr, Sharon Dawe, Ian J. Deary, Boele De Raad, Edward L. Deci, Colin G. DeYoung, M. Brent Donnellan, Juris G. Draguns, Marko Elovainio, Aurelio José Figueredo, David C. Funder, Paul Gladden, Rapson Gomez, Samuel D. Gosling, Jeremy R. Gray, Robert D. Hare, B. Austin Harley, Edward Helmes, Robert Hogan, Lauri A. Jensen-Campbell, Daniel Nelson Jones, Mika Kivimäki, Jennifer M. Knack, James T. Lamiell, Natalie J. Loxton, Geoff MacDonald, Gerald Matthews, Robert R. McCrae, Mario Mikulincer, Stephanie N. Mullins-Sweatt, Marcus R. Munafò, Vickie Nam, Craig S. Newmann, Rainer Reisenzein, Madeline Rex-Lear, Richard W. Robins, Michael D. Robinson, Mary K. Rothbart, Richard M. Ryan, Gerard Saucier, Michael F. Scheier, Constantine Sedikides, Phillip R. Shaver, Brad E. Sheese, Yuichi Shoda, Ronald E. Smith, Alice F. Stuhlmacher, Rhonda Swickert, Avril Thorne, David D. Vachon, Geneva Vásquez, Michele Vecchione, Seth A. Wagerman, Fiona Warren, Hannelore Weber, Thomas A. Widiger, Pedro Sofio Abril Wolf, Donna Youngs, Moshe Zeidner
- Edited by Philip J. Corr, University of East Anglia, Gerald Matthews, University of Cincinnati
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- The Cambridge Handbook of Personality Psychology
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Summary and Recommendations
- Edward Zigler, Yale University, Connecticut, Walter S. Gilliam, Yale University, Connecticut, Stephanie M. Jones, Yale University, Connecticut
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- A Vision for Universal Preschool Education
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Summary
Because we want this book to be immediately useful to busy people – policy makers and their staffs, education administrators, and others trying to make universal preschool happen – here we provide a summary of the previous pages. We do hope everyone will make time to read the whole book, which describes the empirical and theoretical underpinnings of our recommendations for a universal preschool education system.
Early childhood education is considered by many to be a cornerstone for American education reform. The Goals 2000: Educate America Act, which guided education reform in the United States during the 1990s, specified school readiness as the very first goal: “By the year 2000, all children in America will start school ready to learn.” The legislation articulated that the goal was to be achieved through universal access to “high-quality and developmentally appropriate preschool programs”, parent involvement, and attention to children's physical and mental health. Five-plus years after our deadline, although progress has been made, we remain woefully short of this vision.
Significant research over the past 40 years has demonstrated the positive effects of high-quality preschool programs. Benefits include:
Improved school readiness
Reduced grade retention
Reduced need for costly remedial and special education services
Improved educational test scores
Increased high school graduation rates and postsecondary education
Increased employment rates and family income
Reduced criminal activity and likelihood for incarceration
Reduced dependence on welfare
These findings derived mainly from studies of model early intervention programs that maintained very high quality and were funded well enough to pay for it.
List of Contributors
- Edward Zigler, Yale University, Connecticut, Walter S. Gilliam, Yale University, Connecticut, Stephanie M. Jones, Yale University, Connecticut
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- A Vision for Universal Preschool Education
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2 - School Readiness: Defining the Goal for Universal Preschool
- Edward Zigler, Yale University, Connecticut, Walter S. Gilliam, Yale University, Connecticut, Stephanie M. Jones, Yale University, Connecticut
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- A Vision for Universal Preschool Education
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- 05 June 2012
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- 10 July 2006, pp 19-36
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Summary
The purpose of universal prekindergarten (UPK) is to help all children get ready for the learning opportunities that will be presented when they begin formal schooling. How school readiness is defined has important implications for how UPK should be organized, the types and quality of services that should be provided, and the length and intensity of programming needed to have the best chance of achieving this goal. To paraphrase an old adage, it's impossible to know what direction to head if we don't know where we want to go. The definition of school readiness influences more than policy statements and mandates about curricula, class sizes, teacher training, and other details regarding how UPK is to be delivered. The definition spells out the desired results and therefore gives program designers a master plan for determining whether their efforts are successful.
The immediate goal for any system of universal preschool is of course to increase the school readiness of all students. By implication, the ultimate goal is to increase their chances of succeeding in school and later in life. In this chapter, we discuss why school readiness is so critical for later educational success. We also look at various approaches to dealing with “unready” students, approaches that are shaped by how one defines being ready for school. We examine current debates about what it means to be prepared for school and offer a comprehensive model of school readiness to be used by state policy makers for strategic planning for a universal UPK system.
Index
- Edward Zigler, Yale University, Connecticut, Walter S. Gilliam, Yale University, Connecticut, Stephanie M. Jones, Yale University, Connecticut
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- A Vision for Universal Preschool Education
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- 05 June 2012
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- 10 July 2006, pp 271-279
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