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This paper will address the role of early-modern (1550-1800) English servants in the training and education of the children residing in the households in which these servants worked. Some resident servants were employed primarily, if not solely, to educate the children of their masters and mistresses. These tutors, governesses and chaplains are more visible to the historian than their ubiquitous fellow servants and apprentices, who also played an important, if more obscure, role in the education and training of children. The duties of both servants and apprentices, who to their contemporaries were another form of servant, were seldom recorded. Instruction that such servants provided was certainly only one of their many functions. Evidence for their teaching role appears incidentally in diaries, letters and other personal accounts, few of which servants themselves wrote. The paper will discuss the two groups of resident servants: the relatively small group of professional teachers and the much larger group of servants who were occasional teachers and whose educative function was reported sporadically in both pre-literate and literate English society. (Contains 59 footnotes.)

Reports the results of a study examining the preliminary screening, assessor staff service recommendations, and service utilization outcomes of 143 youths processed at the Hillsborough County, Florida Juvenile Assessment Center. Results indicate that assessors were making recommendations that were meaningfully associated with the youths' potential problems. Training implications are discussed. (RJM)

In recent years, various social services in the UK have piloted using social pedagogy – a broadly education-based approach to bringing about social change originating in mainland Europe – as a way of improving practice, particularly in residential childcare. Pilot evaluations of initiatives to introduce social pedagogy to children's services have produced generally positive results, although the evidence remains modest and the studies are affected by a range of methodological limitations. In this article, we critically review existing evaluations, supplemented by insights from our experience as independent evaluators for a social pedagogy pilot for services supporting people with learning disabilities, to present an account of the challenges and opportunities of evaluating social pedagogy in the UK. We argue that some of the main challenges relate to defining social pedagogy, measuring the baseline prior to implementing social pedagogy training, understanding individual and organisational change, measuring outcomes and applying an appropriate approach for the evaluation. We conclude with recommendations for those intending to evaluate social pedagogy, and similar initiatives, in the future. [ABSTRACT FROM AUTHOR]

The indigenous peoples of Africa have a rich heritage of traditional medicine based upon the native plants. Trial and error techniques have been used over hundreds of generations, thus discovering [...]

This article reports on a project to introduce a strengths-based and solution-focused model of practice within a small voluntary family support organisation that works with families affected by drug and alcohol abuse. It outlines a rationale for the project and discusses how the authors drew on learning in relation to change, leadership and project management. [ABSTRACT FROM AUTHOR]

Examines the relationship between the problems of youths identified prior to treatment and the outcomes of services recommended by the Juvenile Assessment Center in Tampa, Florida. Use of the Problem Oriented Screening Instrument for Teenagers in identifying problems; Need for training of the assessor staff members; Rates of failure.

Epithelial cells are effective targets for lymphocyte stimulation in vitro. The magnitude of response to incompatible epithelial cells was equal to or slightly greater than that following incubation with lymphoid cells. Lymph node lymphocytes appear slightly more reactive to epithelia than comparable preparations of spleen cells. This model was used to study whether differentiation antigens of skin (Sk) which are not expressed on lymphoid cells can provoke an in vitro allograft reaction. [ABSTRACT FROM AUTHOR]