The Planning Meeting for Bringing College Classes to the Local Prison Takes a Weird Turn

2019 ◽  
pp. 63-67
Author(s):  
Kathleen Founds
1996 ◽  
Vol 35 (4I) ◽  
pp. 385-398 ◽  
Author(s):  
John C. Caldwell

The significance of the Asian fertility transition can hardly be overestimated. The relatively sanguine view of population growth expressed at the 1994 International Conference for Population and Development (ICPD) in Cairo was possible only because of the demographic events in Asia over the last 30 years. In 1965 Asian women were still bearing about six children. Even at current rates, today’s young women will give birth to half as many. This measure, namely the average number of live births over a reproductive lifetime, is called the total fertility rate. It has to be above 2— considerably above if mortality is still high—to achieve long-term population replacement. By 1995 East Asia, taken as a whole, exhibited a total fertility rate of 1.9. Elsewhere, Singapore was below long-term replacement, Thailand had just achieved it, and Sri Lanka was only a little above. The role of Asia in the global fertility transition is shown by estimates I made a few years ago for a World Bank Planning Meeting covering the first quarter of a century of the Asian transition [Caldwell (1993), p. 300]. Between 1965 and 1988 the world’s annual birth rate fell by 22 percent. In 1988 there would have been 40 million more births if there had been no decline from 1965 fertility levels. Of that total decline in the world’s births, almost 80 percent had been contributed by Asia, compared with only 10 percent by Latin America, nothing by Africa, and, unexpectedly, 10 percent by the high-income countries of the West. Indeed, 60 percent of the decline was produced by two countries, China and India, even though they constitute only 38 percent of the world’s population. They accounted, between them, for over threequarters of Asia’s fall in births.


2021 ◽  
pp. 1-5
Author(s):  
Travis M. Johnston ◽  
Kevin H. Wozniak

ABSTRACT After years of gridlock on the issue, a bipartisan group of members of Congress struck a deal in 2020 to restore eligibility for inmates to access Pell Grants. Evidence indicates that college education programs in prison reduce recidivism and, consequently, state corrections expenditures, but legislators in prior decades feared that voters would resent government subsidy of college classes for criminals. To assess the contemporary politics of the issue, we analyze data from a framing experiment embedded in the 2016 Cooperative Congressional Election Study. We find that Americans, on average, neither support nor oppose the proposal to restore inmates’ Pell Grant eligibility; however, exposure to arguments about the proposal’s benefits to inmates in particular and American society more broadly both increased subjects’ support. We further explore how this framing effect varies across political partisanship and racial resentment. We find that both frames elicited a positive response from subjects, especially among Democrats and subjects with low or moderate racial resentment.


PEDIATRICS ◽  
1948 ◽  
Vol 1 (3) ◽  
pp. 434-434

While this book is designed primarily for students in college classes, it should be of service to many other types of readers. Essential changes have been made in the text, several chapters have been rewritten, and two new chapters dealing with the nutritive characteristics of the chief group of foods and the causes and extent of variations in the nutritive values of food have been added. These values have been revised in accordance with the recent dietary recommendations and studies of food values by the Federal Government and the National Research Council.


2018 ◽  
Vol 149 (3) ◽  
pp. 442-446 ◽  
Author(s):  
Stephanie Lheureux ◽  
Carolyn McCourt ◽  
B.J. Rimel ◽  
Linda Duska ◽  
Gini Fleming ◽  
...  

2002 ◽  
Vol 27 (4) ◽  
pp. 340-357 ◽  
Author(s):  
Edward P. Snyder

For students with combined cognitive limitations and behavioral disorders (BD), postschool outcomes are poor; their lives are marked by a lack of independence and empowerment. A major goal of special education is to develop successful models to promote individual independence and empowerment for students. The individualized education program (IEP) planning meeting provides opportunities for students to develop critical skills for self-management, self-advocacy, goal setting, and choice making. This research extended the work of Snyder and Shapiro (1997) and examined the effectiveness of teaching adolescent students with mental retardation and BD to lead their own IEP meetings. Five students learned to (a) introduce others at their IEP meetings, (b) review their past IEP goals, (c) discuss their future IEP goals, and (d) close their meetings. The students rated the instruction as acceptable. Implications and limitations of the investigation are discussed.


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