New York State Testing Program Mathematics Grade 8

The application of a steady field test program along with proper fieldman supervision markedly reduced the antibiotic incidence in milk at one large New York State fluid milk and cream dairy firm. Using the simple Cornell field antibiotic test kit much of the time, approximately 10,000 milks were tested over a four-month period on about 4,000 farms. The incidence in milk from producer can farms dropped from 6.5 per cent to 0.45 per cent during this period. On producer bulk tank farms the rate of incidence dropped from 5.1 per cent to between 0 and 0.5 per cent. As a result of this significant drop, no over-the-road tanker of milk destined for metropolitan areas contained antibiotics within the sensitivity limits of the tests employed. Control of the antibiotic contamination of milk apparently is only as effective as the testing program. Because cows are constantly being treated with antibiotics the incidence of these drugs in milk will be a reflection of the constancy of testing.

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Un fortunately, the State's acid rain testing program was stopped in 1990. But unpublished data collected by the author in recent years, and reports from New York State strongly suggest that the acidity of rain has not significantly improved. ORIGINS AND EFFECTS OF ACID RAIN

Hazardous and Industrial Waste Proceedings, 30th Mid-Atlantic Conference ◽

10.1201/9781498709453-140 ◽

2014 ◽

pp. 861-861

Keyword(s):

New York ◽

Acid Rain ◽

New York State ◽

Testing Program ◽

York State

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HIV Infection among New York State Female Inmates: Preliminary Results of a Voluntary Counseling and Testing Program

The Prison Journal ◽

10.1177/0032855594074002004 ◽

1994 ◽

Vol 74 (2) ◽

pp. 198-219 ◽

Cited By ~ 15

Author(s):

MALCOLM L. LACHANCE-McCULLOUGH ◽

JAMES M. TESORIERO ◽

MARTIN D. SORIN ◽

ANDREW STERN

Keyword(s):

New York ◽

Hiv Infection ◽

New York State ◽

The United States ◽

The State ◽

Female Inmates ◽

Testing Program ◽

Female Prisoners ◽

York State ◽

State Prison

New York State's prison population has the highest seroprevalence of human immunodeficiency virus (HIV) among incarcerated populations in the United States. Five percent of the State prison inmate population is female. To date there have been few studies of incarcerated females in New York State (NYS). Seroprevalence rates have ranged from 18.9% to as high as 29%. In 1991, counselors from the New York State Department of Health (NYSDOH) AIDS Institute's Criminal Justice Initiative, in collaboration with the State's Department of Correctional Services (NYSDOCS), began to offer educational services and anonymous pretest counseling, HIV antibody testing, and posttest counseling to NYS female prisoners. With preliminary program testing data (N = 216) descriptive and multivariate techniques are used to evaluate the demographic and risk-related behaviors associated with HIV infection among female inmates in this voluntary HIV testing program. Results are discussed in light of previous research findings regarding the correlates of HIV seropositivity among New York State prison inmates and compared to previous blinded epidemiological studies of female inmates in the State. Future research, addressing the limitations of this preliminary study, is proposed.

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Teachers and Tests Changes in the New York State Testing Program

Education Policy Analysis Archives ◽

10.14507/epaa.v8n14.2000 ◽

2000 ◽

Vol 8 ◽

pp. 14 ◽

Cited By ~ 4

Author(s):

S. G. Grant

Keyword(s):

New York ◽

Classroom Practices ◽

Focus Group Interview ◽

New York State ◽

State Level ◽

Pedagogical Practices ◽

State Testing ◽

Educational Standards ◽

York State ◽

Student Academic Performance

How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom practices: state-level testing. Analysis of the data highlights three issues: the nature and substance of the tests, the professional development opportunities available to teachers, and the rationales for and consequences of the state exams.

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