Thesis (M.S.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on May 18, 2006). Includes bibliographical references.

Thesis (Psy. D.)--Wheaton College Graduate School, 2003. / Abstract. Includes bibliographical references (leaves 80-85).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 80-85).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 80-85).

No description available.

No description available.

American prisons are swollen and distended. Over 2 million Americans sit in jail or prison today. About 2/3 of the incarcerated are parents. They parent approximately 2 million children in America today who are separated from mom or dad because of incarceration. Their children suffer from poverty, inconsistency in caregivers, separation from siblings, reduced opportunity to health and education and increased risk for substance abuse, alcoholism and incarceration themselves. Children of the incarcerated are seven times more likely than their peers to become incarcerated as adults.Many of these children are unable to visit their parents. Over half the mothers in prison today live over 100 miles from home. Children who visit their parents are unable to touch them. 42% of the incarcerated today had a parent who was incarcerated, nearly half grew up families that received welfare benefits, and 42% had a substance-abusing parent. Familial poverty, alcoholism and crime set up a subsequent cycle of generational recidivism. This thesis proposes that the normalization of the prison or jail environment while visiting with parents contributes to the generational cycle of recidivism. Coupled with a lack of opportunity before parental incarceration and ineffective parental rehabilitation, these children return to the facilities as adults. Can families be restored and rehabilitated through education and health opportunities in an environment devoid of an institutional feel? Could an urban university partner with the Department of Corrections to administer such a program? What environment and program model is a viable alternative to reunite these families both during incarceration and as a re-entry that is meaningful and enduring? Can we arrest the cradle to cage cycle? This thesis outlines such a project and facility located in context of Richmond, Virginia. Theoretically, programming will be offered by Virginia Commonwealth University. Statistics and facts will be set within the Richmond environment.

Das Information Resource Center (IRC) des amerikanischen Generalkonsulats in Leipzig spielt seit vielen Jahren eine aktive Rolle im bibliothekarischen Netzwerk der Bundesländer Sachsen, Sachsen-Anhalt und Thüringen. Zurzeit besteht ein aktives Arbeitsverhältnis mit rund 40 Bibliotheken, zu denen wissenschaftliche und öffentliche Bibliotheken sowie Schulbibliotheken gehören, aber auch die Deutsche Nationalbibliothek in Leipzig. Seit 2006 wurden im Rahmen des America@YourLibrary (A@YL) Programms der USBotschaft in Berlin 5 Bibliotheken, nämlich die Stadtbibliothek Leipzig, die Stadtbibliothek Chemnitz, die Bibliothek der Europa-Schule in Görlitz, die Stadtbibliothek in Magdeburg, und die Stadtund Landesbibliothek in Erfurt A@YL, Partnerbibliotheken des US-Generalkonsulats...

There has been an increasing number of students with learning disabilities attending colleges and universities over the past two decades. As a result of federal legislation, institutions of higher education are required through an office of student support services to provide accommodations and modifications for students with disabilities in order to receive federal monies. This semi-structured interview-based qualitative study seeks to understand how four higher education students with disabilities make the choice to “come out” as possessing a learning disability in order to seek academic assistance from the office of student support services. The foundation for this inquiry emerges out of the differences between the medical and social models of disabilities. The framework for the medical model places the individual with a disability as needing to be cured in order to have a normal life, while the social model of disabilities focuses on how society is constructed around able-bodied individuals without substantive consideration for individual differences – specifically disabilities. The data collected were analyzed using a cross-interview analysis of participants’ responses to interview questions. Because little research has been conducted in this content area, the research focused on themes relating to the stigma of disability labels, the choice to come out as possessing a disability, the role of the academic resource center to obtain accommodations and modifications, and the meaning of success for higher education students with disabilities. The stigma associated with possessing a disability while attending an institution of higher education can place additional anxiety on individuals who decide to come out as possessing a disability. The significance of this research to the fields of higher education and disability studies is to gain a better understanding of how the stigma that is associated with students with disabilities affects the manner in which they choose to access student support services and identify themselves as possessing a learning disability. By making the choice to be identified as possessing a disability, students can access academic accommodations and modifications to support academic success, yet the same choice has the potential to have a negative social consequence of being socially labeled as an othered individual. The outcomes for this research study can inform policies and practices relating to the self-identification that students with disabilities must adhere to in order to obtain accommodations and modifications.

No description available.