A is for Advocacy

State Budget Cuts Will Affect Members, Services

You have accessThe ASHA LeaderASHA Convention Coverage1 Jan 2005Schools Forum at Convention Draws 400 Marat Moore Marat Moore Google Scholar More articles by this author https://doi.org/10.1044/leader.ACC2.10012005.2 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Members from across the nation shared challenges and brainstormed strategies on more than 40 topics in roundtable discussions at the 2004 Schools Forum. ASHA’s top leaders also addressed the group, announcing the breaking news of reauthorization for the Individuals with Disabilities Education Act (IDEA). Kathleen Whitmire, ASHA’s director of school services, served as moderator of the forum, held Nov. 18 at the ASHA Convention in Philadelphia. Leadership Reports “Schools are a priority for ASHA,” said President Larry Higdon as he welcomed the crowd. Of the 100,000 ASHA-certified SLPs, 56% are employed in the schools. Higdon outlined the Association’s ongoing program work through the 2004 Focused Initiative on school issues, including advocacy and training related to IDEA and No Child Left Behind (NCLB), ongoing literacy activities, promotion of a workload approach to caseloads, and the 2005 Schools Conference set for July 8–10 in Indianapolis. Celia Hooper, vice president for professional practices in speech-language pathology, listed the outcomes related to schools programs and services, which include: an increased number of states and districts that utilize workload models access to information on IDEA an increased number of states and districts that offer salary supplements for the CCCs support from the State Education Action Team to five targeted states consultations on workload to 25 districts and four states support to 38 districts in 14 states that gained salary supplements In the area of reimbursement, ASHA’s working group on Medicaid supervision developed a technical report and position statement on ASHA-certified SLPs providing supervision to lesser qualified personnel for Medicaid-reimbursed services in the schools. In 2005, ASHA’s focused initiatives include: personnel issues, doctoral shortage, reimbursement, and evidence-based practice. Catherine (Kate) Gottfred, vice president for governmental and social services, updated participants on IDEA reauthorization, the new schools finance committee, training materials and activities related to the No Child Left Behind Act, and the 2005 public policy agenda. President-elect Dolores E. Battle noted the “exciting time we’re in” related to the confluence of IDEA, NCLB, literacy, and workload. She spoke of the importance of accurate assessment of culturally and linguistically diverse (CLD) students, and noted the development of new intervention models, evidence-based practice, and the ongoing personnel challenges in the schools. For CLD students, “there are issues beyond bilingualism. We all have a culture,” she said, stressing that children “need a chance to show what they can learn.” Ellen Estomin, a member of the Ad Hoc Committee on Caseload Size, gave participants more background on the workload analysis approach, noting that training has been offered in more than 40 states using ASHA’s practice documents. ASHA has contacts in 25 districts and four states related to implementation of the workload approach. Former president Nancy Creaghead updated the group on literacy resources and initiatives, including practice documents, the online “ Literacy Gateway,” advocacy with the U.S. Department of Education, and other program activities in the National Office and liaison work with external organizations. Roundtable Discussions Break-out roundtable discussions drew enthusiastic responses and prompted intense discussions of dozens of topics. Those topics included: apraxia, AAC, autism, auditory processing disorder, cleft palate, cochlear implants, collaboration, assessment of culturally and linguistically diverse students, fluency, evidence-based practice, literacy, IDEA, Medicaid, NCLB, recruitment of SLPs, rural challenges, salary supplements, severe disabilities, Internet treatment materials, voice disorders, urban challenges, and workload. The discussion on eligibility and dismissal issues drew such a crowd that tables had to be combined. When the discussion turned to funding, facilitator Tom Ehren pointed out that “the most important part of money is not our paycheck, but where the money comes from.” One participant noted, “In lots of schools, there are inconsistencies among SLPs about which students qualify and which don’t. A spectrum is OK, but too many discrepancies are a problem. It sends a mixed message.” Another issue raised in the group related to parents who did not want their children dismissed. Ehren said, “We talk about dismissal from the very beginning, and we celebrate dismissal.” In the roundtable on CLD students, clinicians spoke about the challenges of dealing with multiple languages and parents who juggle jobs and are often transient. One participant said, “Don’t forget about the older kids, the adolescents who are facing more academically complex challenges.” Another participant said that their staff gives parents of young children books in their native language. Other approaches in the group include after-school programs and homework clubs, and finding interpreters in the community to assist clinicians in the schools. President-elect Battle, who acted as facilitator, noted the importance of communication with middle school students. “How do you get that level of conversation with parents to help their kids in middle school?” she asked. “Often they will drop out or end up in the criminal justice system.” The group also addressed the issue of scoring tests, and the need to take the time to do comprehensive assessments. Author Notes managing editor of The ASHA Leader, can be reached at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 10Issue 1January 2005 Get Permissions Add to your Mendeley library History Published in print: Jan 1, 2005 Metrics Downloaded 56 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2005 American Speech-Language-Hearing AssociationLoading ...

This study examined the policy-making procedure of local boards of education in West Virginia in 1983-84 to determine to what extent the board or superintendent dominated in governance and the influence structure as the board made decisions in various areas of policy making. The study also focused on the board members' perception of control and constraints on local board policy making at the present time in West Virginia. The research in the study consisted of individual interviews with the five board of education members and the county school superintendent serving in one selected school system in each of the eight Regional Education Service Agency geographic areas on the state. Differences in frequency response were analyzed by use of Chi Square. Descriptive information given the researcher during the structured interviews in the study was summarized by policy issue. The study investigated board member identified perceived voting influence on a hypothetical policy issue. There was a significant difference in voting perception for geographic area, occupation, educational level, experience on the board and tenure of the superintendent. A variance in policy identifiers, drafters, board member communication and contacts for the different policy areas investigated in the study was found but there was little or no variance in policy-making procedure as evidenced in superintendent recommendation and voting patterns for the different policy areas investigated. It was determined that board members in West Virginia had a strong perception of loss of board control of policy making at the time of the study. Conclusions of the study were: Superintendents dominated local boards of education in policy making. Board members acted as legitimizers and ratifiers in policy making rather than initiating legislative action. Board members were the more frequent identifiers of policy needs in personnel policy making. Policy-making procedure was found to be basically the same for the three policy areas in the study--students, personnel and curriculum. Steps in policy-making procedure were need identification, proposal development, placement on the agenda, executive recommendation, review by the board and discussion, voting at a second meeting and implementation. West Virginia board members perceived that they were community influenced in voting but reported limited contact or communication from a wide variety of the public on a variety of issues.

The Other Brown v. Board of Education Kenneth R. Bailey In 1928, long before the 1954 Brown v. Board of Education of Topeka, Kansas decision ended official segregation in education in the United States, Anderson H. Brown and a group of black residents sued the Charleston (West Virginia) Independent School District to allow blacks to use the former state capitol annex which had been purchased for use as the Charleston library. The suit, captioned as Brown v. Board of Education of the Charleston Independent School District, resulted from a decision to segregate the library which had previously been used by both races. The change in policy was directly related to the influence and money of one prominent white supporter, Albert E. Humphreys, and marked a switch in attitude toward the separation of the races in West Virginia's capital city. The Charleston Public Library, now the main branch of the Kanawha County Public Library System, had been created in 1909 by the Woman's Kanawha Literary Club. This group, which had established a tradition of promoting literacy, recognized that, though Charleston occasionally had lending libraries promoted and run by book stores, there was no ongoing establishment in the city to allow ready, and free, access to books. The members of the literary club organized meetings to promote a library and recruited George S. Laidley, the superintendent of the Charleston Independent School District, to lead the effort to raise funds for a public library. After a year-long fund drive, the group opened a library in two rooms of the newly constructed YMCA in downtown Charleston. In addition, a trained librarian, Mabel Delle Jones, was employed to staff the library. Though she remained in her position only four years, Jones established a professional operation that was continued and improved upon by successive librarians to the present.1 In its early years, the library grew as books were donated and the number of patrons increased. Members of both races used the library, apparently with no controversy, and both races supported the library. The biggest problems, in the library's infancy, were the inability to find a permanent home for the main collection and a lack of secure funding. The library [End Page 53] depended on donations for its existence, even though it attempted to attach itself to the school district and to utilize its levying ability. State law did not provide for school districts to support public libraries until a 1911 law authorized them to levy taxes for that purpose. Upon passage of the law, the Charleston Independent School District levied a property tax on behalf of a library and funding for basic library services was assured. Even though it was dependent on the school district for most of its funding, the library was run by an independent board which included George S. Laidley, the superintendent of the school system, in its membership.2 Soon after receiving funding from the school district, library board members began to discuss building a permanent home for the library collection. There was talk but no action and instead, after two years in the YMCA, the library was asked to move to make way for new "Y" programs. The library moved to the Kanawha Presbyterian Church manse for a few months and then to the YWCA for about a year. Forced out once again, the library found quarters in a building on the corner of Kanawha Street (now Boulevard) and MacFarland Street where it would remain for seven years. In 1921, the library was asked to move from that facility to make way for a business that wanted the building, and the library moved to the former Red Cross building which was located on the river bank near what is now Haddad Park. During the seven years on MacFarland Street, the Charleston Independent School District and the taxpayers provided a level of funding sufficient to establish branches of the library on Charleston's West Side (Lincoln Branch, 1917) and on Shrewsbury Street (1919) in an area that was shared by both blacks and whites, but was predominately black. Both branches were used by white and black residents of Charleston, as was the main library. The library board...

Editor’s Note Ken Fones-Wolf Volume 6, number 2 will mark a transition in the new series of West Virginia History. Ronald L. Lewis and Susan E. Lewis will be retiring from their duties for the journal. They have been instrumental in reviving and making this enterprise a success and keeping alive a publishing venue for historical scholarship on West Virginia. Ron brought the journal to West Virginia University and served as editor for volume 1 before turning it over to me. He has maintained a close relationship with the journal as associate editor for the past five years, and has been a font of wise counsel on so many matters. Susan’s work has been no less important. Authors who have contributed to the journal have witnessed firsthand her remarkable copyediting skills and her unsurpassed knowledge of the Chicago Manual of Style. They will both be greatly missed, but hopefully we can uphold the high standards they instilled in the new series of the journal. The next issue will add Kevin Barksdale as associate editor. Kevin’s ability as a historian of the Appalachian region is already widely appreciated. He is the author of The Lost State of Franklin (University of Kentucky Press, 2009) which originated, appropriately enough, as a dissertation directed by Ron Lewis. Taking over for Susan will be Rachel King, who comes highly recommended from her work with West Virginia University Press, which publishes the journal. I am looking forward to working with both Kevin and Rachel, and will be sure to let them know that they have big shoes to fill. One more note, this issue includes the text of a talk delivered by West Virginia native and notable Appalachian historian, Ronald D Eller. His talk, which summarizes many of the lessons he has learned from a career in Appalachian scholarship was the keynote address of the third meeting of the Society of Appalachian Historians, held in Morgantown in late May 2012. We felt that it had much to say to the readers of West Virginia History, and Ron was kind enough to allow us to include it in this issue. We also have a very interesting piece on western Virginians who emigrated to Liberia in the mid-nineteenth century, portions of a previously unpublished diary kept by a private in the West Virginia Cavalry during the Civil War (part 2 will come later), Harold Forbes’s annual update of publications dealing with West Virginia, and our usual number of book reviews. Enjoy. [End Page v] Copyright © 2012 West Virginia University Press

To explore how endophthalmitis presented from 2009 to 2019 in a West Virginia population particularly affected by the national opioid crisis. The analysis explores the relationship between the type of endophthalmitis and mortality, accounting for factors including age, gender, type of organism, and intravenous drug use (IVDU). The electronic health record of West Virginia University (WVU) Medicine was queried for all patients managed for endophthalmitis from October 2009 to October 2019. For each of the included subjects, age, gender, history of IVDU, culture results, concomitant endocarditis, type of endophthalmitis, and the date of diagnosis were extracted. Mortality data were obtained from WVU's electronic medical record, the Social Security Death Index, and public obituaries. Mortality results were represented by a Kaplan-Meier Survival curve following each patient for one year from the date of diagnosis. Results were analyzed using unadjusted and adjusted Cox Proportional Hazard models. One-year mortality was 14 out of 113 endogenous cases (12.4%) compared to 6 out of 173 exogenous cases (3.5%). Endogenous endophthalmitis cases had significantly higher mortality than exogenous ones within one year of diagnosis (p = 0.0034). The unadjusted Cox proportional hazards model revealed that the type of endophthalmitis (endogenous vs. exogenous) was the only variable with a significant impact on 1-year mortality with a hazard ratio of 3.78 (p = 0.01). However, the hazard ratio for endogenous infections rose to 10.91 (CI 3.544-33.595) when the other variables of age, gender, organism, and IVDU were controlled (p < 0.01). The Cox proportional hazard ratios for age group, gender, organism type, and history of IVDU were not significantly different when adjusted for all other variables. Endogenous cases, which were significantly overrepresented in West Virginia, were associated with a significantly higher 1-year mortality rate than the exogenous ones. Age, gender, organism type, and history of IVDU have less, if any, modifying effect on mortality.

Reviewed by: The Industrialist and the Mountaineer: The Eastham-Thompson Feud and the Struggle for West Virginia's Timber Frontier by Ronald L. Lewis, and: No Hope for Heaven, No Fear of Hell: The Stafford-Townsend Feud of Colorado County, Texas, 1871–1911 by James C. Kearney, Bill Stein, and James Smallwood Christopher Thrasher The Industrialist and the Mountaineer: The Eastham-Thompson Feud and the Struggle for West Virginia's Timber Frontier. By Ronald L. Lewis. West Virginia and Appalachia. ( Morgantown: West Virginia University Press, 2017. Pp. x, 301. Paper, $26.99, ISBN 978–1-943665–51-8; cloth, $79.99, 978–1-943665–50-1.) No Hope for Heaven, No Fear of Hell: The Stafford-Townsend Feud of Colorado County, Texas, 1871–1911. By James C. Kearney, Bill Stein, and James Smallwood. Texas Local Series. ( Denton: University of North Texas Press, 2016. Pp. xvi, 287. $29.95, ISBN 978–1-57441–650-3.) The Industrialist and the Mountaineer: The Eastham-Thompson Feud and the Struggle for West Virginia's Timber Frontier and No Hope for Heaven, No Fear of Hell: The Stafford-Townsend Feud of Colorado County, Texas, 1871–1911 focus on the history of feuding during the Reconstruction era. In both works, the authors share thrilling stories of violence and economic conflict in an effort to reveal fundamental shifts in southern society in the years after the Civil War. While these are important similarities, the works grew from distinct methodologies and look at two areas at opposite ends of the region. Ronald L. Lewis is an expert on the history of working-class Appalachian people and is a professor emeritus of history at West Virginia University. He has spent many years teaching courses on the history of Appalachia and has written numerous books on this subject, including Transforming the Appalachian Countryside: Railroads, Deforestation, and Social Change in West Virginia, 1880–1920 (Chapel Hill, 1998) and Black Coal Miners in America: Race, Class, and Community Conflict, 1780–1980 (Lexington, Ky., 1987). Lewis's newwork, The Industrialist and the Mountaineer, focuses on the conflict between timber tycoon Frank Elmer Thompson and small landowner Robert [End Page 195] Woodford Eastham. The dispute, which began as a fairly conventional conflict over money and land in West Virginia's timber country, spiraled out of control. Eastham murdered Thompson and was eventually tried for the crime. Lewis moves beyond the story of two men, arguing that the dispute provides insights into a greater cultural conflict that Richard Brown calls the "'Western Civil War of Incorporation,'" in which new market elites displaced traditional agrarian aristocrats (p. 7). To support his argument, Lewis paints Eastham—a member of an old Virginia family, an ardent Democrat, and a former member of Mosby's Rangers, one of the most notorious units in the Confederate army—as a traditionalist. In contrast, Lewis presents Thompson, a descendant of a wealthy New England family and a Republican who was too young to have served during the Civil War, as a member of the new elite. Lewis's goals are ambitious, and he is ultimately successful. James C. Kearney, Bill Stein, and James Smallwood formed an inadvertent partnership to write No Hope for Heaven, No Fear of Hell. The project began with archivist Bill Stein'sresearchduringthe1990s.WhenSteinpassedawayin2008, his brother Chris Stein approached University of Texas professor and family friend James Kearney in hopes that he would complete the work. Kearney agreed and received assistance from James Smallwood, professor of history at Oklahoma State University. Smallwood envisioned a much broader study of violence in Texas, while Kearney hoped to focus more tightly on the Stafford and Townsend families at the heart of the feud. In 2013, Smallwood passed away, and Kearney completed the work with the more narrow focus that he and Bill Stein preferred. The book focuses on a series of conflicts in Colorado County, Texas, that took place between 1871 and 1911. Like Lewis, Kearney moves beyond the limited context of feuding to address broader shifts in southern society during Reconstruction. While many people were eventually drawn into the dispute, the conflict, at its core, was between the old money Stafford family and the prominent, new money Townsend family, who reached...

*Departments of Ophthalmology, West Virginia University, Morgantown, West Virginia 1Departments of Microbiology and Immunology, West Virginia University, Morgantown, West Virginia

Herpetological studies in West Virginia began with Dr. A. M. Reese, a vertebrate zoologist at West Virginia University from 1907 to 1946. One of his students, Dr. N.B. Green, became the first curator of the state collection located at Marshall University. Other early herpetologists who contributed to our knowledge of herpetology in the state include Mr. M. Graham Netting, Mr. Neil D. Richmond, Professor Maurice Books, and Dr. Albert H. Wright. During the nearly 90 years of herpetological studies in West Virginia, numerous undergraduate and graduate students have contributed greatly to the state’s collection and our knowledge of amphibians and reptiles in the state. Presently, there are 49 species of amphibians and 41 species of reptiles known to occur in West Virginia. The atlas will contain information from approximately 70,000 records including those of the authors, Dr. N.B. Green, and others who search for and study amphibians and reptiles in the state. It will also include records from the state amphibian and reptile collection housed at Marshall University (nearly 15,000 specimens) and West Virginia specimens present in all major museums. In this presentation, we will discuss species with the least amount of data and areas of the state with the least number of records.

Mark Ambler, BSN, MBA, RN, CCRN, CNML

This study examines the clinical characteristics, outcomes and types of management in SARS-CoV-2 infected patients, in the hospitals affiliated with West Virginia University. We included patients from West Virginia with SARS-CoV-2 infection between 15 April to 30 December 2020. Descriptive analysis was performed to summarize the characteristics of patients. Regression analyses were performed to assess the association between baseline characteristics and outcomes. Of 1742 patients, the mean age was 47.5 years (±22.7) and 54% of patients were female. Only 459 patients (26.3%) reported at least one baseline symptom, of which shortness of breath was most common. More than half had at least one comorbidity, with hypertension being the most common. There were 131 severe cases (7.5%), and 84 patients (4.8%) died despite treatment. The mean overall length of hospital stay was 2.6 days (±6.9). Age, male sex, and comorbidities were independent predictors of outcomes. In this study of patients with SARS-CoV-2 infection from West Virginia, older patients with underlying co-morbidities had poor outcomes, and the in-hospital mortality was similar to the national average.

You have accessThe ASHA LeaderPolicy Analysis1 Sep 2007Reauthorization of No Child Left Behind Inches Ahead Neil Snyder Neil Snyder Google Scholar More articles by this author https://doi.org/10.1044/leader.PA2.12132007.38 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Reauthorization of the No Child Left Behind (NCLB) Act is uncertain as Congress returns from its summer break, but legislators have made a preliminary move. On Aug. 28, Reps. George Miller (D-Calif.), chairman of the House Education and Labor Committee, and Howard “Buck” McKeon (R-Calif.), chairman and ranking member of the Committee on Education and Labor, released a staff discussion draft of Title 1 of the Elementary and Secondary Education Act. The draft was developed through input received at nearly two dozen congressional hearings and from discussions with many groups, including ASHA, about re-authorization legislation. The information, along with ASHA’s comments, can be viewed on the “Take Action” Web site. Comments were due by Sept. 5. The draft focused on Title 1, the core of NCLB, which includes assessment requirements, aggregated data, and other hot-button issues. NCLB, first passed in 2002, includes 12 titles. Some reports speculate that Miller will introduce a major re-authorization bill and move it through his committee as early as this month. ASHA is promoting several NCLB reforms, including greater access to professional development opportunities for members, public disclosure of professional qualifications of teachers and school-based SLPs and audiologists, the use of multiple measurements for assessing children with disabilities, and improvements to Early Reading First and Reading First programs. Although public sentiment supports re-opening and repairing the law, politics behind it may prevent a quick resolution. Nearly a dozen members of the House and Senate are running for re-election, and thus are focused on their campaigns. It may be impossible to pass a bill through two legislative chambers for signature by the president before the current administration ends in 2008. Education Programs Update ASHA is supporting H.R. 3419, the Reducing Barriers to Learning Act of 2007, introduced by Rep. Dave Loebsack (D-Iowa). Loebsack’s bill would establish an Office of Specialized Instructional Support Services in the U.S. Department of Education (DOE) and provide grants to state educational agencies to reduce barriers to learning. No position or office within the DOE is responsible for coordinating federal government efforts involving school-based professionals such as SLPs, audiologists, occupational therapists, physical therapists, psychologists, counselors, and social workers. In his bill, Loebsack cites “70% of children receiving services from speech-language pathologists make progress in emergent literacy skills, and 75% make progress in word recognition, an important component of literacy skills; over two-thirds of classroom teachers report that students receiving these services show improved reading skills in the classroom.” IDEA, last re-authorized in 2004, is not scheduled for another review until 2010. The Higher Education Act, already passed by the Senate, is in progress in the House. Visit the “Take Action” Web site to contact members of Congress or visit the ASHA NCLB Web site for more information. NCLB Web sites U.S. Department of Education Commission on NCLB House Education& Labor Committee, Democrats House Education & Labor Committee, Republicans Library of Congress, Thomas Legislative Information Author Notes Neil Snyder, director of federal advocacy, can be reached at at [email protected] or 800-498-2071, ext. 4257. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 12Issue 13September 2007 Get Permissions Add to your Mendeley library History Published in print: Sep 1, 2007 Metrics Downloaded 58 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2007 American Speech-Language-Hearing AssociationLoading ...

In 2013 West Virginia University acquired an Environmental Wind Tunnel from Cornell University. Due to the state of the tunnel, elements of the tunnel were redesigned and rebuilt at the West Virginia University Hangar in Morgantown, West Virginia. The motivation of this research was to evaluate and qualify the flow field within the test section of this redesigned and reconstructed wind tunnel. The tunnel has many uses for the university, including outside research opportunities as well as educational purposes for students in the Aerospace Engineering Department. The methods employed for this effort included developing a grid of pitot tubes to cover the test section cross sectional area. An electric pressure-scanning module that contained 64 pressure scanning ports was utilized, thus allowing the grid to contain 64 pitot tubes arranged into an 8x8 formation. Using this grid and pressure-scanning module system, the flow field of the test section was mapped across the velocity range of the tunnel. The available power in the test section was also calculated along with the tunnel efficiency. Results revealed variation in motor speed across the test section had little impact on the shape of the velocity profile in the test section. A linear relationship between test section average speed and motor speed was found to be almost one knot, or roughly 1.16 MPH per Hz. This relationship allows for a quick estimation of necessary motor speed given a desired average speed in the test section. The wind power in the test section was found to be approximately half that of the total power output of the motors. The relationship between motor speed and power required was cubic. From this, a model was created so that desired test section speed could be input and required motor speed in Hz was output.

Morgantown High School and West Virginia University, School of Medicine Morgantown, West Virginia University High School and West Virginia University, School of Medicine Morgantown, West Virginia

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