scholarly journals Characteristics of Joint Use Agreements in School Districts in the United States: Findings From the School Health Policies and Practices Study, 2012

2015 ◽  
Vol 12 ◽  
Author(s):  
Sherry Everett Jones ◽  
Arthur M. Wendel
2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Gabrielle F. Miller ◽  
Lara DePadilla ◽  
Sherry Everett Jones ◽  
Michael Lionbarger ◽  
Sally Thigpen

2017 ◽  
Vol 32 (6) ◽  
pp. 356-360 ◽  
Author(s):  
Kathleen H. Johnson ◽  
Erin D. Maughan ◽  
Martha Dewey Bergren ◽  
Linda C. Wolfe ◽  
Jessica Gerdes

Step Up & Be Counted! (Step Up!) is an innovative project to collect nationally standardized data from the daily documentation of school nurses throughout the United States. Step Up! provides the standardization needed to promote an “apples to apples” analysis of school health resources, interventions, and outcomes across the United States. While some states have collected data for decades and have an effective infrastructure in place, other states are new to data collection and are creating processes to support data collection. Designated State Data Champions have volunteered to collect aggregated de-identified data from school districts throughout their state. The following is a discussion of some of the data collection innovations shared by Designated State Data Champions at the 2017 NASN Annual Conference.


2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  

Abstract Populist radical right (PRR) parties have been steadily expanding, not only in the number of supporters they gain and the seats they win in governments, but more importantly they have been increasingly elected into governmental coalitions as well as presidential offices. With the prominence of these authoritarian, nationalistic and populist parties, it is often difficult to discern what kind of policies they actually stand for. Particularly with regards to the welfare state and public health, it is not always clear what these parties stand for. At times they call for a reduction of health-related welfare provision, despite the fact that this goes against the will of the “ordinary people”, their core supporters; they often promote radical reductions of welfare benefits among socially excluded groups - usually immigrants, whom are most in need of such services; and finally they often mobilize against evidence-based policies. The purpose of this workshop is to present the PRRs actual involvement in health care and health policies across various countries. As PRR parties increase and develop within but also outside of the European continent it is necessary to keep track of their impact, particularly with regards to health and social policies. Although research surrounding PRR parties has significantly expanded over the last years, their impact on the welfare state and more specifically health policies still remains sparse. This workshop will present findings from the first comprehensive book connecting populist radical right parties with actual health and social policy effects in Europe (Eastern and Western) as well as in the United States. This workshop presents five country cases (Austria, Poland, the Netherlands, the United States) from the book Populist Radical Right and Health: National Policies and Global Trends. All five presentations will address PRR parties or leaders and their influence on health, asking the questions “How influential are PRR parties or leaders when it comes to health policy?” “Do the PRR actually have an impact on policy outcomes?” and “What is the actual impact of the health policies implemented by PRR parties or leaders?” After these five presentations, the participants of the workshop will be engaged in an interactive discussion. Key messages As the number of PRR parties increase worldwide and their involvement in national governments become inevitable, new light must be shed on the impact these political parties have on public health. Politics needs to become better integrated into public health research. The rise of PRR parties in Europe might have serious consequences for public health and needs to be further explored.


2020 ◽  
Vol 83 (9) ◽  
pp. 1607-1618
Author(s):  
E. RICKAMER HOOVER ◽  
NICOLE HEDEEN ◽  
AMY FREELAND ◽  
ANITA KAMBHAMPATI ◽  
DANIEL DEWEY-MATTIA ◽  
...  

ABSTRACT Norovirus is the leading cause of foodborne illness outbreaks in the United States, and restaurants are the most common setting of foodborne norovirus outbreaks. Therefore, prevention and control of restaurant-related foodborne norovirus outbreaks is critical to lowering the burden of foodborne illness in the United States. Data for 124 norovirus outbreaks and outbreak restaurants were obtained from Centers for Disease Control and Prevention surveillance systems and analyzed to identify relationships between restaurant characteristics and outbreak size and duration. Findings showed that restaurant characteristics, policies, and practices were linked with both outbreak size and outbreak duration. Compared with their counterparts, restaurants that had smaller outbreaks had the following characteristics: managers received food safety certification, managers and workers received food safety training, food workers wore gloves, and restaurants had cleaning policies. In addition, restaurants that provided food safety training to managers, served food items requiring less complex food preparation, and had fewer managers had shorter outbreaks compared with their counterparts. These findings suggest that restaurant characteristics play a role in norovirus outbreak prevention and intervention; therefore, implementing food safety training, policies, and practices likely reduces norovirus transmission, leading to smaller or shorter outbreaks. HIGHLIGHTS


PEDIATRICS ◽  
1978 ◽  
Vol 62 (1) ◽  
pp. 117-117
Author(s):  
Donald E. Cook ◽  
Conrad L. Andringa ◽  
Karl W. Hess ◽  
Leonard L. Kishner ◽  
Samuel R. Leavitt ◽  
...  

The American Academy of Pediatrics believes that it is necessary to reaffirm its support for the concept of school health education, from kindergarten through grade 12, for all schoolchildren in the United States. A basic concept of pediatrics is prevention, and health education is a basic element in the delivery of comprehensive health care. The public is continually bombarded by the media about the high cost of medical care and the overutilization and incorrect use of medical facilities. The media also writes about the problems of increasing promiscuity and illegitimacy; the money wasted on quackery; practices that are detrimental to the health of people in the United States; and the lag in the dissemination of new health information and facts to the public. The Committee on School Health believes that community health education programs, of which school health education programs from kindergarten through grade 12 are an integral part, are one of the most viable methods to help alleviate these and similar problems. Therefore, the Committee on School Health makes the following recommendations and urges action for them at state and local levels. 1. Health education is a basic education subject, and it should be taught as such. Health education is compatible with other traditional subjects and can enhance the contribution that other basic subjects make to general life experience, understanding, and skills. 2. Planned, integrated programs of comprehensive health education should be required for students from kindergarten through grade 12. Instruction should be given by teachers qualified to teach health education.


2021 ◽  
Vol 123 (13) ◽  
pp. 1-30
Author(s):  
Lan Kolano ◽  
Leslie Gutierrez ◽  
Anna Sanczyk

Background Contemporary dominant discourses surrounding (un)documented migration in the United States are commonly divided into two polarized frames: those immigrants who are hard workers seeking a better life, and others who are border-crossing criminals. For teachers in the Southeast, developing an understanding of immigrants becomes critically important as new demographic trends and anti-immigration rhetoric have resulted in the implementation of restrictive laws, policies, and practices. In this article, we move beyond pedagogical strategies that address students’ linguistic needs and explore what teachers know and say about immigration, along with what they know about undocumented and DACAmented students. Purpose The purpose of this study was to explore the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration and undocumented and DACAmented immigrants. Research Design The researchers used qualitative methods to collect a series of narratives in the form of I-essays from 71 preservice teachers over four semesters. The narratives were then used as a tool of communication in exploring two research questions: (1) What were teachers’ perceptions of undocumented immigrants, given the racialized context in the Southeast? (2) How did counternarratives presented in multiple formats challenge the dominant essentialized view of undocumented immigrants? Narrative data from participants were analyzed using an inductive analysis approach. Findings The findings support how the use of critical conversations around immigration and exposure to the lives of youth and families through the use of film and narratives can support the development of teachers as undocumented allies. Conclusions We argue that preservice (ESL) teachers need to be knowledgeable about immigration laws, statuses, policies, and practices in order to be prepared to serve their students’ needs and to aid them in mapping out alternative routes/resources. For our participants, their views were challenged to reflect a deeper understanding of immigration, particularly around what it means to be an undocumented immigrant in an area of the United States that has experienced new immigrant growth. This study has significant implications for teacher preparation programs and further research.


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