ethanporcaro/eric-fulltext-meta huggingface dataset:
Vulnerability Factors and Pathways Leading to Underage Entry into Sex Work in Two Mexican-US Border Cities
Author: Servin, Argentina E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexuality,Crime,At Risk Persons,Children,Adolescents,Young Adults,Family Environment,Sexual Abuse,Child Abuse,Pregnancy,Early Parenthood

The current wave of interest in human trafficking and the commercial sexual exploitation of children has exposed a lack of knowledge about the vulnerabilities leading to underage entry into sex work. This knowledge is necessary for the development of effective prevention programs to identify girls who are most at-risk, especially in Latin America, a region that is believed to be a large source of persons moved across international borders for the purposes of sexual and labor exploitation. The objective of this study was to explore and increase understanding of the vulnerability factors and pathways leading to underage entry into sex work experienced by women currently engaging in sex work in two cities on the northern border of Mexico. From August 2013 to October 2014, 20 female sex workers (FSWs) with a history of entry into sex work prior to age 18 were recruited for in-depth interviews from a larger time-location sample of female sex workers (FSWs) participating in a quantitative survey in Tijuana and Ciudad Juarez. The median age of entry into sex work was 14 (range 10-17); 12/21 participants reported being forced into sex work and, of these, 7 were transported to another city where they began engaging in sex work. Family dysfunction (e.g., domestic violence between parents, parent drug use, neglect, etc.), sexual and physical abuse, and teen pregnancy were among the key themes that emerged as vulnerabilities to underage entry into sex work. Women's narratives clearly illustrated that the vulnerabilities and pathways leading to underage entry are manifold, complex, and often intersect with each other. Our findings begin to lay the groundwork for understanding the potential vulnerabilities and pathways leading to underage entry into sex, and may have relevance to Latin America in general. This study also provides a foundation for further research to explore what may mitigate these vulnerabilities as well as creating evidence-based interventions to prevent commercial sexual exploitation of minors in the region.
Co-Enrollment for Child Health: How Receipt and Loss of Food and Housing Subsidies Relate to Housing Security and Statutes for Streamlined, Multi-Subsidy Application
Author: Sandel, Megan
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Health,Food,Hunger,Housing,Young Children,Welfare Services,Grants,Barriers,Low Income Groups,Urban Areas,Racial Differences,Ethnicity,Marital Status,Educational Attainment,Employment Level,Homeless People

In light of recent policy debates around funding food and housing subsidies, the combined influence of these programs on housing security (HS), defined as housing without crowding or frequent moves, remains unstudied. In a multi-city study of young children, federal nutrition and housing subsidies together increased the odds of HS, whereas loss of nutrition subsidies lowered the odds of HS even after controlling for housing subsidy receipt. Ensuring eligible families' access to both nutrition and housing subsidies may sustain HS. The results of this study inform and support current efforts by states to streamline online applications for social services and remove statutory legal barriers to accessing these subsidies simultaneously.
Education of Children with Disabilities: Voices from around the World
Author: Peairson, Shannon
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Access to Education,Foreign Countries,Cultural Differences,Gender Differences,Professional Personnel,Attitude Measures,Children,Barriers,Educational Quality,Equal Education,Special Schools,Inclusion

&quot;Education of Children with Disabilities: Voices from Around the World&quot; combines research on children with disabilities and women/girls with disabilities. These projects provided opportunities to interview disability professionals, policy-makers and persons with disabilities from around the world with the purpose of learning about needs, issues and services, in diverse countries. A unique international analysis, this research compares various cultural responses on the education of children with disabilities emphasizing the girl child. Discussion includes findings based on 177 interviews of disability professionals from over 57 countries including the stated reasons and consequences of lost educational opportunities. Techniques locating participants included internet searches, literature reviews, and personal referrals. Interviewees were selected based on their experiences with childhood disabilities and/or women and girls with disabilities. Many interviewees were persons with disabilities who shared their personal experiences. Through a qualitative analysis of the interviews some of the most prevalent themes that emerged were the importance of education and the disproportionate negative effect of disability on females. To measure the strength of these themes, an electronic survey was created using a Likert scale to measure the strength of agreement of each participant with the issues identified. Survey ratings added quantitative confirmation to the rich qualitative interviews. The education themes identified include school exclusion and barriers to education with a particular focus on the girl child, education quality and inclusive education.
Unintended Consequences: Reverberations of Special Immigrant Juvenile Status
Author: Heidbrink, Lauren
Date: 2014-00-00
Type: Journal Articles
Subjects: Children,Immigrants,Undocumented Immigrants,Legal Responsibility,Court Litigation,Child Welfare,Foster Care,Social History,Childrens Rights,Juvenile Justice,United States History

This paper details the socio-legal factors that shape the relationship between the child, the family, and the state, and the ways unaccompanied migrant children's lives have come to be defined and contested. The legal identity of migrant children is socially situated within a history that intertwines social movements of helping professionals, legal jurisdictions characterized by increasingly intolerant approaches to juveniles, and shifts in the treatment of unauthorized migrant youth under immigration law over time. In a globalized world, this triangular relationship between children, families, and the state becomes increasingly complex and dynamic. Social policies and legal norms often lag far behind the diverse and fluid domestic arrangements of transnational family ties. The article begins by tracing how the creation of the juvenile court and the emergence of the tutelary complex have radically shifted the notion of migrant children as legal subjects in the United States. Through the legal case of Polovchak v. Meese and the advent of the Special Immigrant Juvenile (SIJ) status, the author argues that the law and institutional practices ensnare youth between competing allegiances to the state and to the family. It is critical to understand the gravity of these forces on the ways youth navigate the complex and uneven terrain of everyday life.
The Journey to Oz: How Practice, Research, and Law Have Been Used to Combat Domestic Minor Sex Trafficking in Kansas
Author: Countryman-Roswurm, Karen I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Abuse,Sexual Abuse,Crime,Cooperation,Interdisciplinary Approach,Research,State Policy,State Legislation

Domestic Minor Sex Trafficking is a form of modern day slavery and is one of the most hidden means of child abuse in the United States. In response to encountering the reality of this abuse and exploitation of our children, multidisciplinary professionals in Kansas were impassioned to develop and implement collaborative practices, community-based research, and law and policy in order to combat trafficking. This paper presents a summary of such efforts that, expanding over a decade, have culminated in a new Kansas Anti-Trafficking Law. A brief summary of the definitions and demographics of trafficking are provided followed by a discussion of the collaborative multidisciplinary practice and research efforts that occurred in the largest city in Kansas. With an understanding that it was these works that empowered a statewide paradigm shift and thus, ultimately led to policy development, a comparative summary of key Anti-Trafficking legislation is then reviewed. In conclusion, this paper offers recommendations for others who wish to combat trafficking in their own communities.
From Celebration to Critical Investigation: Charting the Course of Scholarship in Applied Learning
Author: Schwartzman, Roy
Date: 2009-00-00
Type: Journal Articles
Subjects: Experiential Learning,Scholarship,Service Learning,Study Abroad,Undergraduate Students,Student Research,Internship Programs,Educational Research,Periodicals,Writing for Publication

Applied learning refers to learning experiences that take place outside traditional classroom settings. Examples include study away, service-learning, undergraduate research, and internship/practica/clinical experiences. As these pedagogies have increased in frequency over the past twenty years, the number of outlets devoted to the publication of scholarly work related to them has not kept pace. &quot;The Journal of Applied Learning in Higher Education&quot; (JALHE) attempts to fill that gap, providing an outlet for research and theory that critically examines applied learning's impact and purpose using multiple methodological and disciplinary approaches. The initial volume of JALHE showcases work in this vein from a wide variety of disciplinary backgrounds and highlights areas ripe for future research.
Measuring Commitment to Internationalizing the Campus: An Institutional Fingerprint
Author: Rodenberg, Terry C.
Date: 2010-00-00
Type: Journal Articles
Subjects: International Education,Evaluation Methods,College Faculty,Teacher Attitudes,Campuses,Educational Change,Educational Planning,Educational Policy,Institutional Mission,Educational Resources,College Administration,Educational Philosophy,Curriculum,Student Needs,Foreign Countries,Alumni,Marketing,Student Recruitment,Foreign Nationals,Scholarships,Ancillary School Services

The idea of internationalizing our educational institutions is now commonplace around the world, and is now considered part of an institution's role in educating its students. Typically this is seen as the infusion of an international perspective into teaching, research, and service and for many institutions has become a key component of administrative goals, policies, and mission. However, there remains a significant difference between simply talking about internationalization and actually taking concrete steps in implementing this across a campus. In an effort to address this gap, an instrument is introduced to assess concretely what an institution is actually doing to internationalize its campus. These questions were developed from personal observation, literature from the field of international education, and through a survey with international educators from across the country. This information can be used to assess what is being done well on a campus and what needs to be improved. It may provide added impetus for change by international educators and their administration.
A Comparison of Sociodemographic Correlates of Cigarette, Alcohol, and Energy Drink Consumption among High School Students in the United States, 2010-2015
Author: Cha, Eun Me
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Alcohol Abuse,Smoking,Grade 10,Grade 12,High School Students,Correlation,Sexuality,Age Differences,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Socioeconomic Status

Objective: Despite growing awareness about the harmful physiological effects of energy drinks, especially among young people, there is little regulation governing the marketing and sale of these products to adolescents. Thus, in contrast to substances such as cigarettes and alcohol, energy drinks are readily available to adolescents, and widely consumed. It is not known if the easy availability of energy drinks has the effect of increasing usage of these substances among adolescents, and reducing sociodemographic differences in the consumption of energy drinks. In this study, we use pooled data (2010-2015) from the nationally representative Monitoring the Future survey (n=43,283), to compare consumption of energy drinks with other substance use, and to compare the sociodemographic correlates of energy drink consumption among high school students (10th and 12th grade) with those of cigarette and alcohol consumption. Methods: Covariate-adjusted estimates for prevalence of consumption of energy drinks, cigarettes, and alcohol for each of different sociodemographic strata were obtained via logistic regression analysis. Additional analyses examined the extent to which socioeconomic disparities in prevalence of consumption of energy drinks are predicated by cigarette smoking and alcohol use. Results: While the patterning of differences in energy drink use by sex, grade, race and parental education (as a measure of socioeconomic status) were similar to those seen in cigarette smoking and ever-use of alcohol, the magnitude of differences across subgroups varied across these behaviors. Racial/ethnic, socioeconomic and age differences were smaller in the case of energy drink use compared to alcohol or cigarette use. Gender differences were larger than in the case of cigarette smoking. In all cases, energy drink use were higher among students who were current users of alcohol or cigarettes, but there was little evidence that sociodemographic variables were differentially associated with energy drink use within these strata. Conclusions: Ready availability of energy drinks has resulted in elevated use of these products relative to cigarette smoking and alcohol, and some narrowing of socioeconomic differentials in use. Regardless of socioeconomic status, use of energy drinks is higher among current users of cigarettes and / or alcohol.
Examining the Development of the Victorian Certificate of Applied Learning and Its Implications for Schools and Teacher Education in Australia
Author: Blake, Damian
Date: 2009-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Workplace Learning,Service Learning,Student Projects,Active Learning,Case Studies,Foreign Countries,Teacher Education,Partnerships in Education,Universities,Educational Policy,Economic Change,Dropouts,At Risk Students,Secondary School Students,School Holding Power,Vocational Education,Certification,Nontraditional Education,Credentials,Adult Learning

The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions, Registered Training Organizations (RTOs), and Adult and Community Education (ACE) providers has broadened significantly the range of senior schooling pathway options for young people. This paper will examine reasons for developing an applied learning senior secondary certificate and its rapid growth in Victoria since 2002. The authors draw on a number of case studies to profile the unique nature of applied learning in the VCAL, including its dimensions of service learning, work-based learning, and project-based learning. These case studies are also used to discuss a number of implications that have emerged from the use of applied learning in the VCAL, including approaches to teaching and assessment that will support applied learning and the development of new partnerships between VCAL providers and community partners. Finally, the paper considers significant implications the VCAL has created for teacher education in Victoria by discussing the new Graduate Diploma of Education (Applied Learning) developed by Deakin University.
Associations between Neighborhoods and Summer Meals Sites: Measuring Access to Federal Summer Meals Programs
Author: Wilkerson, Rachel L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Summer Programs,Food,Nutrition,Neighborhoods,Urban Areas,Suburbs,Rural Areas,Geographic Location,Transportation,Hunger,Child Health,Social Services,At Risk Persons,Low Income Groups,Public Housing,Minority Groups,Employment Level

While the challenge of access to healthy food features prominently in the literature, access to federal nutrition programs, specifically USDA's Summer Meals Program, is relatively undocumented. Participation in the program depends on a number of complex variables, including site availability, neighborhood dynamics, and community investment. The purpose of this study is to determine neighborhood indicators that correlate with the coverage and density of summer meals sites in Texas. Attributes of the community and the number of meal sites were collected at the census tract level, and paired t-tests revealed the statistical significance of differences between tracts with and without meal sites. We also implemented a regression model to predict the number of sites within a tract as a function of neighborhood variables. Urban areas have the greatest access to summer meals sites, while access is limited in suburban and rural areas. In general, method of transportation proved significant. We find that the site coverage and density in areas of different urbanicity depends on the availability of transportation.
Demographic Tipping Point: Cultural Brokering with English Language Learners as Service-Learning for Teacher Candidates and Educators
Author: McCarty, Wendy
Date: 2009-00-00
Type: Journal Articles
Subjects: Demography,Cultural Awareness,English Language Learners,Service Learning,Multicultural Education,Family Literacy,Family Programs,Teacher Education Programs,Best Practices,Literacy Education

Changes in the demographic composition of the United States relative to the increase in English language learners (ELLs) in newcomer and refugee populations generate the need for cultural brokers, particularly in the ranks of educators and teacher candidates. Applied learning, especially as used in service-learning opportunities in teacher candidate preparation programs, can produce educators with greater cultural understanding and skills in best practices for literacy instruction. Examples of service-learning for this purpose are highlighted, as well as emerging strategies in professional development for educators who work with ELLs and their families.
Assessment of Student Learning through Journalism and Mass Communication Internships
Author: Williams, Lillian
Date: 2010-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Journalism Education,Mass Media,Internship Programs,Undergraduate Students,Student Attitudes,Educational Assessment,Educational Improvement,Information Utilization,Feedback (Response),Experiential Learning

Under accreditation standards, journalism and mass communication programs are required to regularly assess student learning and utilize results to improve curriculum and instruction. This case study examined how an accredited journalism program utilized internships in outcomes assessment. The study revealed that the program used internships as an indirect assessment measure among its multiple assessment tools. Significantly, the study found that assessment data from internships proved to be instrumental in taking steps to improve student learning. A key challenge, however, was the complexity of measuring discipline-specific values versus competencies through the program's worksite evaluation forms.
Will They Recognize My Lecture in the Field? The Juvenile Corrections Critical Assessment Tour Applied Learning Experience
Author: Lindsteadt, Greg
Date: 2009-00-00
Type: Journal Articles
Subjects: Juvenile Justice,Correctional Institutions,Institutionalized Persons,Workplace Learning,Student Attitudes,Preferences,Mentors,Peer Relationship,Teacher Student Relationship,College Faculty,College Students,Experiential Learning,Educational Facilities

In the summer of 2008 a multi-disciplinary group of university students were provided an opportunity to tour on-site and observe facility staff in the course of their daily activities. Unlike the usual internship experience, the Juvenile Corrections Critical Assessment Tour allowed students access to nine juvenile facilities in four different states. Students were able to identify and evaluate personal preferences in system, facility, and mentor practices in a condensed four week period. Student-to-student and student-to-practitioner debriefings about specific observations in the facilities greatly enhanced the experience, creating a unique and effective workplace learning opportunity. By tightening the coupling between faculty in higher education and practitioners in the field, students were able to observe and explore lecture materials with the benefit of firsthand experience.
Student Motivation and Assessment of Applied Skills in an Equine Studies Program
Author: Tumlin, K. I.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Motivation,Horses,College Freshmen,Scoring Rubrics,Majors (Students),Skills,Skill Development

Student motivation is a universal teaching challenge. A holistic approach to assessment was developed for cognitive and psychomotor tasks in equine studies. First-year students (n=55) were either randomly provided (PR) or not provided (NP) a rubric 3 weeks prior to skills testing. The PR students earned lower total scores (p &lt; 0.05) than NP students (12.8 and 17.1 ± 5.3, respectively). In individual categories, PR and NP students had similar (p &gt; 0.05) pass superior scores. Third-year students (n = 7) self-rated task performance using an affective rubric and reflection exercises. Although the original goal was to promote standardization of hands-on skills, these data indicate that students are more goal-oriented than process-oriented; furthermore, use of affective rubrics for self-assessment promoted a learner-centered approach to motivation.
Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning
Author: Ash, Sarah L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Experiential Learning,Critical Thinking,Reflection,Instructional Design,Student Educational Objectives,Student Evaluation,Formative Evaluation,Summative Evaluation,Teaching Methods,Models,Taxonomy

Applied learning pedagogies--including service-learning, internships/practica, study abroad, and undergraduate research--have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment.