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Descriptors:
Surgery; Foreign Countries; Comparative Analysis; Counseling; Health Services; Medical Services; Tourism; Costs; Dentistry; Counselor Role; Counselor Training; Psychotherapy; Work Experience

Abstract:
With one of the world's most comprehensive universal healthcare systems, medical tourism in Costa Rica has increased significantly over the past few decades. American tourists save up to 80% of comparative costs for procedures, from heart surgery to root canal treatment. Although many Costa Rican healthcare professionals receive training in North America or Europe, there can be differences when compared to the same professionals in foreign countries. This paper examines the educational and role differences between counselors in the United States and Costa Rica. Implications for tourists in need of psychotherapeutic services while abroad or counseling professionals seeking foreign work experiences are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Case Studies; Teleworking; Insurance; Program Effectiveness; Conservation (Environment); Productivity; Program Development; Prediction; Program Design; Planning; Labor Turnover; Job Satisfaction; Motivation; Costs

Abstract:
With the growing suburban population, many employees in metro areas are facing long commutes to and from the workplace. According to the 2011 Texas Transportation Institute's Urban Mobility Report, the average commuter experiences 34 hours of delay per year and spends an extra $713 on fuel (see http://tti.tamu.edu/documents/mobility-report-2011.pdf). This not only causes stress for the employee but also has a serious impact on the organization and the environment. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Civil Engineering; Transportation; Role; National Security; Economic Progress; United States History; Migration Patterns; Construction (Process); Strategic Planning; Physical Environment; Influence of Technology; Context Effect; Costs; STEM Education; Class Activities

Abstract:
Few people truly recognize the influence of modern transportation on society. In the United States, that includes the influence of highways that allow the citizenry to travel freely, the strength of the economy, and the country's national security. In all cases, the geography of the United States influenced the evolution of transportation and transportation technology. The U.S. is the third largest country in the world and includes a vast area of land (Central Intelligence Agency, 2012a). In 2008, the U.S. had the most kilometers of roads in the world--6,506,204 km--almost twice as many as China with the second most (Central Intelligence Agency, 2012b). The U.S. continues to construct highways because they are vital to the country's national security and economic growth. What are the costs of building, upgrading, and maintaining America's highways? What are the costs of not building and maintaining highways? How does the U.S. highway system compare to the highway systems of other countries? Why has the U.S. highway system evolved the way that it has? These questions are discussed in this article. A classroom activity about highway construction is also offered. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Student Financial Aid; Accountability; Federal Aid; Costs; Educational Policy; Debt (Financial); Accreditation (Institutions); Futures (of Society); Performance Based Assessment; Presidents

Abstract:
For 40 years, federal money has sustained higher education while enabling its worst tendencies. That is about to change. The end may have come on February 12, 2013, when President Barack Obama delivered his State of the Union address. "Skyrocketing costs," the president said, "price way too many young people out of a higher education, or saddle them with unsustainable debt." In a policy document released after the speech, the president proposed the most sweeping change in federal aid since the great debates of the early 1970s. In addition to value-driven accountability measures for colleges, he called for "establishing a new, alternative system of accreditation that would provide pathways for higher-education models and colleges to receive federal student aid based on performance and results." Against a backdrop of a growing number of reports on reforming financial aid, in a handful of words, the president had proposed nothing less than a postinstitutional future of higher education--one in which "colleges," as defined by other colleges, as defined by higher education itself, would no longer have a monopoly over the receipt of public funds. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Access to Education; Higher Education; Student Financial Aid; African Americans; Federal Aid; Low Income; Race; Social Class; Costs

Abstract:
This article reviews the history of financial aid policy from the Higher Education Act of 1965 to its reauthorisation in 1992 and the subsequent ramifications upon African-American students. It considers issues of race and class with regard to college access. This work concludes with a look at contemporary aid, as well as offers race- and class-conscious financial aid by increasing college affordability to low-income students, as potential solutions to broadening educational access to Black Americans. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Productivity; English Departments; Costs; Humanities; Federal Government; Cost Indexes; Citation Analysis; Funding Formulas; Research Needs; Research Opportunities; Research Administration; Financial Support; Agenda Setting; Experimenter Characteristics; Robustness (Statistics); Investment; Value Judgment; Statistical Bias; Intellectual Disciplines

Abstract:
Over the last decade, and in the context of the fiscal crisis in the nation in general and in higher education in particular, a debate has raged over the value of humanities research. Various commentators have argued that unlike nonhumanities disciplines, fields such as English studies and other humanistic disciplines bring very little into their universities. The federal government simply does not fund the National Endowment for the Humanities--the major federal funding agency for humanities research--at a level comparable to that of the National Science Foundation or the National Institutes for Health. This funding inequity in and of itself is an illustration of the society's value system vis-a'-vis the humanities. In this article, the author focuses on a report published at the end of 2011: "Literary Research: Costs and Impact," authored by Emory University English professor Mark Bauerlein for the Center for College Affordability and Productivity. The report presents the results of an empirical analysis of faculty productivity: Bauerlein examines the costs of research in four English departments and then juxtaposes those costs to the numbers of citations of works published by faculty in those departments. The author aims to show first how this is a critically flawed study because it is representative of many attacks on the humanities and especially English studies, and because it thus illustrates a set of common assumptions about educators' work as humanists. Then he discusses how educators might better respond to these types of misunderstandings of and attacks on their work. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Participation; Recruitment; African Americans; Immigration; Counties; Patient Education; Focus Groups; Diseases; Hispanic Americans; Barriers; Classification; Costs; Coding; Safety; Trust (Psychology); Reading Materials; Literacy; Spanish Speaking; Advocacy; Cultural Background; Intervention; Scientific Research

Abstract:
African Americans and Latinos are underrepresented in clinical trials. The purpose of this study was to elicit solutions to participation barriers from African Americans and Latinos. Fifty-seven adults (32 African Americans, 25 Latinos) ages 50 years and older participated. The Institute of Medicine's "Unequal Treatment" conceptual framework was used. Six racially/ethnically homogenous focus groups were conducted at five sites in three counties. Themes within groups and cross-cutting themes were identified. The NVIVO program was used for data classification. The data were reviewed for final coding and consensus. Shared solutions included addressing costs, recruiting in community contexts, conducting community and individualized patient education, and sharing patient safety information. Participants were unanimously in favor of clinical trials navigation recruitment interventions. Solutions specific to African Americans included diversifying research teams, recognizing past research abuses, and increasing community trust. Solutions specific to Latinos included providing low-literacy materials, providing Spanish-speaking clinicians and advocates, and clarifying that immigration status would neither be documented nor prevent participation. Solutions from African Americans and Latinos reflect their cultural backgrounds and historical experiences. The results suggest the importance of developing a tailored, barriers-focused navigation intervention to improve participation among diverse racial and ethnic populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Military Personnel; Dependents; Paying for College; Federal Government; Veterans; Federal Legislation; Spouses; Fringe Benefits; Educational Finance; Public Policy; Costs; Program Descriptions

Abstract:
As a new GI Bill moved through Congress in 2008, a handful of influential politicians grew concerned. Would such a generous education program trigger an exodus of service members during two wars? At the Pentagon's urging, the lawmakers proposed a fix: Give troops the option to transfer their benefits to a child or spouse. That policy quickly proved to be one of the most popular provisions associated with the Post-9/11 GI Bill. In 2009, when the law took effect, the Department of Defense announced that in exchange for four more years of service, education benefits could be passed on. In the following year, dependents of service members and veterans--most of them children--represented a fifth of the half-million users of the GI Bill. Service members, veterans' groups, and politicians laud the policy as a well-deserved benefit for military families, many of which have endured the strain of multiple deployments during a period of protracted conflict. That comes at a cost: The Department of Veterans Affairs has spent just shy of $26-billion on the Post-9/11 GI Bill; over the program's life span, it is projected to cost $90-billion. Given such investment, some educators have questioned whether the children of high-ranking officers in particular should benefit from the related Yellow Ribbon Program, which gives some GI Bill recipients even more aid--pledged by participating colleges and matched by the federal government. Of the 900,000 people who have pursued college or technical training on the Post-9/11 GI Bill so far, the VA has not shared what proportion, over all, are dependents. And it does not track whether transferred benefits are more common among officers or the enlisted ranks. But dependents are apparently getting a boost--from not only the GI Bill and Yellow Ribbon Program, but also a patchwork of related policies at the state and campus levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Goal Orientation; Feedback (Response); Income; School Psychologists; Insurance; School Districts; Counties; Intervention; Documentation; Costs

Abstract:
We examined a performance improvement package with components of feedback, goal setting, and prompting to generate additional revenue by improving the consistency of Medicaid billing submitted by 74 school psychologists serving 102 schools. A multiple baseline design across three service areas of a county school system demonstrated the effectiveness of the intervention to increase the number of school psychologists who completed their required documentation for Medicaid billing in a timely manner. This resulted in a substantial gain in income for the school district, which increased more than three times over baseline levels, with a small investment of additional time by all personnel involved. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Financial Aid; Income; College Freshmen; Paying for College; Public Colleges; Selective Admission; Private Colleges; Costs

Abstract:
We examine college affordability under the existing pricing and financial aid system that awards both non need-based and need-based aid. Using data of freshmen attending a large number of selective private and public colleges in the USA, we find that the prices students actually pay for college have increased over time. Need-based grant aid has not kept pace with the substantial increases in non need-based aid. Most importantly, although low-income students received more subsidies than higher-income students, the existing financial aid system does not provide enough affordability to needy students. Nonetheless, the deficiency cannot be attributed to the increases in non need-based aid. (Contains 5 tables, 4 figures and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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