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First Generation College Students; Economically Disadvantaged; Working Class; Socioeconomic Background; College Faculty; Educational Environment; College Choice; Vacations; Travel; Theater Arts; Required Courses; Mentors; Higher Education

Abstract:
In 2007, "About Campus" published the author's article "Humble and Hopeful: Welcoming First-Generation Poor and Working-Class Students to College." It has been used as a handout in various student orientations, included as a chapter in Teresa Heinz Housel and Vickie Harvey's "The Invisibility Factor: Administrators and Faculty Reach Out to First-Generation College Students," and cited in several other publications and academic works. The author framed that article as "six lessons I wish I had known before going to college." His intention was to help students, faculty, and staff from all backgrounds appreciate the unique challenges people of humble origins face when encountering the financially, socially, and academically challenging world of higher learning. Following up on his 2007 "About Campus" article, the author shares six more lessons he wishes he had known as a working-class, first-generation college student and argues that higher education should pay more attention to first-generation and class status among students, faculty, and staff. (Contains 15 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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Sexuality; Freedom; Intimacy; Autobiographies; Poetry; Popular Culture; Activism; Social Justice; Feminism; Homosexuality; Educational Environment; Minority Groups; Females; Music; Dance; Sexual Abuse; Politics; Critical Theory; Program Descriptions; Gender Bias; African American Education; African American History; African American Leadership; African Americans; Self Concept; Research; Writing (Composition); Parent Child Relationship; Mothers; Vacations; Youth; Schools; Theater Arts; Cultural Activities

Abstract:
"Wish To Live: The Hip-hop Feminism Pedagogy Reader" moves beyond the traditional understanding of the four elements of hip-hop culture--rapping, breakdancing, graffiti art, and deejaying--to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book's commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic. Contents include: (1) An Unapologetic Lyric: A Warrior's Battle for Space in Education (Dominique C. Hill); (2) Who Wants 2 b Hard? A Lesbian of Color Critiques the Phrase "No Homo" in Hip-Hop (Tanya Kozlowski); (3) (Progressive) Hip-Hop Cartography (Darlene Vinicky); (4) Lighting the Fire: Hip-Hop Feminism in a Midwestern Classroom (Zenzele Isoke); (5) For Oya: I Love Myself Dancing... and Then Again When I Am Boxed in and Overwhelmed (Ruth Nicole Brown); (6) The Black Girl Body as a Site of Sexual Terrorism (Adilia James); (7) The Politics of Representation for Black Women and the Impossibility of Queering the New Jersey 4/7 (Christina Carney); (8) Camp Carrot Seed: Reflections on a Critical Pedagogic Project (Sheri Davis-Faulkner); (9) Dr. Theresa Bayarea: Dancing to Make Freedom (Chamara Jewel Kwakye); (10) Freedom Schools and Ella Baker (Shaunita Levison); (11) Performance: "My legacy of imagination is not lost." The Almighty and Most Powerful (Porsha Olayiwola); (12) I Am A Woman (Loy A. Webb); (13) Body Cypher Love: A Remix: A Hip-Hop Feminist Project (Tanya Kozlowski, Irene Christine Zavarsky, and Christina Armstrong); (14) Black Girl Night Talk (Blair Ebony Smith); (15) Acting Out: A Performative Exploration of Identity, Healing, and Wholeness (Durell Callier); (16) Get It Girl Moments: A Reflection on Dance and Research (Grenita Hall); (17) The Bad Bitch Society: Discovering Love through Writing and the New Hip-Hop (Sesali Bowen); (18) Show Yo' Self (Precious McClendon); (19) A Conversation with Black Artemis (Christina Armstrong); (20) A Mother and Daughter Talk Hip-Hop (Lena Foote); (21) Summer Vacation in B'ham, Alabama, or Southern Fried Feminism (J. Sean Callahan); (22) I Love Music! (DaYanna Crider); (23) In the Words of Others We Find Ourselves (Kristen Smith); (24) Youth (Young Adult) Organizing (Sheri Lewis); (25) Can We Be for Black Girls and against Their Sexuality? (Jessica Robinson); (26) Check-In (Porshe Garner); (27) On Being in the Service of Someone Else's Shine (Taylor-Imani Linear); (28) To the Visionary(Desiree McMillion); and (29) Portrait of a Black Girl: Seeing Is NOT Believing (Claudine Taaffe). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Vacations; Depression (Psychology); Counseling Effectiveness; Resistance (Psychology); Outcomes of Treatment; Drug Therapy; Summer Programs; Behavior Problems; Counseling Techniques

Abstract:
Objective: There is little work on the effect of school on response to treatment of depression, with available research suggesting that children and adolescents with school difficulties are less likely to respond to fluoxetine compared with those with no school difficulties. Method: Depressed adolescents in the Treatment of Resistant Depression in Adolescents study, who had not responded to a previous adequate selective serotonin reuptake inhibitor (SSRI) trial, were randomly assigned to one of the following: another SSRI, venlafaxine, another SSRI + cognitive behavior therapy (CBT), or venlafaxine + CBT. Participants were classified into four groups depending on whether their enrollment in the study and end of treatment was during school or summer vacation. Results: Controlling for baseline differences, adolescents ending their 12-week treatment during summer vacation had odds 1.7 times (95% confidence interval = 1.02-2.8, p = 0.04) greater to have an adequate response as those ending their treatment while being in school. In addition, adequate depression response was associated with fewer school problems at week 12 (scores less than 5 versus scores greater than or equal to 5: odds ratio = 3.3, 95% confidence interval = 1.9-5.8, p less than 0.001). There was a significant interaction between school difficulties and timing of treatment, with the lowest rates of response being among adolescents having school difficulties and ending their treatment during the active school year. Conclusion: School problems are relevant to treatment response in depressed adolescents and should be incorporated into the treatment plan. These findings also suggest that the time of the year might need to be taken into consideration for analysis of clinical trials in school-aged youth. Clinical trial registration information-Treatment of SSRI-Resistant Depression in Adolescents (TORDIA); http://www.clinicaltrials.gov; NCT00018902. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vacations; Elementary School Teachers; Professional Development; Educational Experiments; Residential Programs; Teacher Education; Educational History; Political Influences; Economic Factors

Abstract:
Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain, and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans' Brothers Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period. (Contains 78 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vacations; Disabilities; Stress Management; Recreational Activities; Children; Planning; Participation

Abstract:
Vacations allow the mind and body to recharge from stress and fatigue; and it's nice to escape everyday busyness. Children need vacation time too: school can be hard work! Vacation is a great time to enjoy good food, fun, and bonding, whether it takes one to the beach, an amusement park, camping, or cruising rivers, lakes, and oceans. This article provides tips that will help enhance one's vacation and make one's planning a little easier, especially when traveling with children who have special needs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Secondary School Students; Vacations; Holidays; Reading Habits; Reading Materials; Recreational Reading; Family Influence; Labeling (of Persons); Middle School Students

Abstract:
Botswana's reading culture has captured the attention of reading experts in the country for more than two decades. The survey reported in this article involved 121 junior students (aged 12 to 15 years) from two private and two government-aided secondary schools. The results indicate that a majority of the students read during school holidays; that they engaged in both academic and leisure reading; that they read at home rather than at the library; and that their parents modeled reading behavior and bought them reading materials. Students' responses further indicate that they understood the importance of reading and read not only for leisure or academic purposes, but also to please their parents and thus promote family harmony. (Contains 3 tables and 3 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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Foreign Countries; Musicians; Vacations; Marketing; Ecology; Employment Opportunities; Career Exploration; Careers; Occupational Information; Employment Potential; Training; Hospitality Occupations; Recreational Activities; Tourism; Travel; Job Search Methods; Job Application; Employment Qualifications; Information Sources

Abstract:
Vacation jobs often mix work and play. For some, the job is their ticket to career happiness. The article's first section describes four jobs specific to entertainment and leisure: (1) cruise ship musician; (2) destination marketing manager; (3) resort activities director; and (4) river rafting guide. The second section helps a person decide if a vacation career is a good fit for him/her. The third section explains how to find and get these jobs. (Contains 8 online resources.) 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:
Holidays; Qualitative Research; Mothers; Family Structure; African American Family; Intellectual Development; Case Studies; Literacy; Family Environment; Vacations; Informal Education; Parents as Teachers; Interviews; Observation; Grandparents; Values; Family Attitudes; Parent Attitudes; Reading Attitudes; African American Students

Abstract:
The use of literacy during non-school hours of three African-American families was examined. This study used a qualitative research design to probe the meanings and value of literacy in the homes of three African-American families during nonschool hours, including before school, after school, weekends, holidays, and summer breaks. The structure of each family was different: a married couple with two daughters, ages 10 and 16, a single working mother and her six-year-old son living with her parents and other siblings, a mother, separated from her husband with an eight-year-old son, living with extended family members. Most of the research of the interviews and conversations were with mothers and grandmothers. Face-to-face interviews, field notes and observations were conducted in the participants' homes and other settings. The findings revealed that each African-American family advocated and valued literacy in the home in ways that influenced the child's intellectual development. Overall, the varied uses of literacy were evident in the homes with parents who had higher educational levels; however, the diversity of non-school literacy-related activities was limited by the family structure, transportation needs, and financial considerations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] 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:
Holidays; Quasiexperimental Design; Self Efficacy; Alcohol Abuse; Adolescents; Late Adolescents; Foreign Countries; Interviews; Telecommunications; Health Education; Vacations; Summer Programs; Drinking; Peer Influence; Recreational Activities

Abstract:
Aim of this study was to evaluate a standard ten-minute peer education protocol to reduce binge drinking among Dutch adolescents at campsites during summer holidays. Using a quasi-experimental design, we evaluated the effects of the peer education protocol as applied by trained peer educators. We collected data by telephone interviews fourteen days after the holiday. Peer education significantly increased knowledge on the risks of alcohol abuse and promoted personal reflection on alcohol intake. After peer education, adolescents had a more realistic view of their alcohol intake, more frequently perceived alcohol intake of their friends as binge drinking, and reported a higher intention to drink less alcohol in the future. Contrary to expectations, adolescents reported less self-efficacy to reduce alcohol use after peer education. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Environmental Education; Vacations; Science Teachers; Personal Narratives; Conservation (Environment); Energy Conservation; Teaching Methods; Science Instruction; Water Pollution; Elementary School Science

Abstract:
In this article, a science teacher from the Midwest reflects on her summer vacation to the Gulf of Mexico. She felt that this vacation would help improve her teaching about the environmental problems in the gulf and elsewhere. After all, anyone can show photos of oil-laden birds and dead sea turtles and read news clips of a distant place, but to tell her students she had seen those things firsthand would mean more. Deeply affected by this experience, she plans to include more teaching about alternative energy sources, including risk assessments, in the coming school year. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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