'Talking about my generation': a state-of-the-art review of health information for men in the andropause

The focus of this article is the availability and use of information in the UK about the male menopause or as it's beginning to be known by the general public and health professionals, the andropause. The experiences of men suffering from the andropause today are reflective of menopausal women some 20 or 30 years ago. Ignorance and fear of the andropause condition abounds in the general public and amongst health professionals. There is a paucity of information in the literature about the symptoms and condition of the andropause. The review considers the provision and use of information available for men in the andropause in the public domain, examining both NHS and condition specific sources. The use of electronic sources is specifically reviewed, including an online forum. The use of electronic sources is indicative of other health information users. The reviewer concludes by suggesting that increased knowledge sharing is required by health professionals and the general public about the symptoms and condition of the andropause. It is recommended that men in the andropause identify a 'champion' to assist their cause. This will help in gaining greater recognition and understanding of the condition and attract the most appropriate treatment.     

Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research‐Based Developmentally Informed Parent Program

Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research‐based Developmentally Informed (REDI) Parent program (REDI‐P) provided home visits before and after the kindergarten transition, giving parents evidence‐based learning games, interactive stories, and guided pretend play to use with their children. To evaluate impact, two hundred 4‐year‐old children in Head Start REDI classrooms were randomly assigned to REDI‐P or a comparison condition (mail‐home math games). Beyond the effects of the classroom program, REDI‐P promoted significant improvements in child literacy skills, academic performance, self‐directed learning, and social competence, demonstrating the utility of the approach in promoting gains in cognitive and social‐emotional skills evident after the transition into kindergarten.     

Learning from the Past,Looking to the Future: issues and agendas in education

This year, EJE has marked its 50^th anniversary with a special set of four linked issues, the organisation of which was inspired in part by the four pillars of learning first set out in the 1996 Delors Report, Learning: the treasure within. In this article, the authors highlight key themes that have emerged. Several of the contributing authors suggest that deepening tensions have driven education systems further away from the holistic, humanist vision of the Delors Report. At the same time, there are innovative policies and practices that address a broader range of aims of learning and have flourished despite challenges. Moving forward, the authors examine the challenges of citizenship, creativity and innovation in education. The article concludes with suggestions on important themes for the education agenda in the near future to which EJE may contribute further insights.     

Map Edges: Focal Points for Facilitating Text Recall

In two experiments undergraduate students were shown maps with features located either along an edge or within the interior of the map. Next, participants were asked to read a related text. Thereafter, they were asked to recall as much of the text information as possible and to reconstruct the map. In both experiments, the results consistently showed that students recall significantly more information when features are located along the edges of the maps. These findings will help give teachers and designers of classroom displays a better understanding of how to create maps that will facilitate the recall of related information. Copyright 2001 Academic Press.     

Social-Emotional Development,School Readiness,Teacher–Child Interactions,and Classroom Environment

This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008 Pianta , R. C. , La Paro , K. M. , &; Hamre , B. K. ( 2008 ). Classroom Assessment Scoring System (CLASS) manual, Pre-K . Baltimore , MD : Brookes . [Google Scholar]) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.     

Strategic Global Advantage: The Career Academy/Technical College State Initiative

Georgia's legislators have approved a plan whereby public school districts in the state could convert to charter schools to tailor programs for local educational communities. The state has authorized funds for five secondary-level charter career academies that are to be positioned regionally and partnered with a postsecondary community or technical college on-site. This is a model of seamlessness that is predicated upon physical placement near one of the strategic industry clusters in the state. Yet, assignment of these academies is matched not only to geographical targets as designated in the governor's global industry and innovation initiative. Career academies also serve the function of early colleges in that they become a transitioning model between two very distinct educational institutions. This includes close articulation with technical college instructors, curriculums, and workforce and economic development programs—an arrangement that is much more likely to amplify and improve the pool of trained workers for cluster-based firms. Drawing technical colleges and career academies together for an agenda of educational reform signifies that a state is tooling-up both to accommodate new business growth and firm relocations, and also to equip young people with the skills and know-how needed in 21st century workplaces.