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Public colleges and universities play an important role in the formation of human capital through the attraction, training, and often local-regional retention of students. Much of the existing research on the subject examines one stage in this process, one type of institution, and/or one type of regional environment. While such studies can generate important insights, taking too narrow a perspective on one or more of these elements can lead to distortions about the impact of institutions of higher learning on the regions they serve. This paper adds to the literature by (1) widening the temporal frame of analysis to include the student's journey from hometown to campus and then to additional locations 10 years after graduation, and (2) by deepening the cross-sectional view of a region's layered institutions to include the many different types of public higher education and the variety of human capital they support. Data from 64 institutions spread across 10 labor market regions under the State University of New York show how institution type corresponds to (1) the geography of populations served, (2) the nature of skills and training supplied, and (3) local/regional retention a decade later. The empirical study also identifies the extent to which factors such as regional variation, degree level, and students' program of study associate with human capital development (e.g., wages, retention) and therefore contributes to a more nuanced understanding of the broader relationship between institutions of higher learning and local/regional human capital formation.

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BACKGROUND: We gathered baseline data about student need of healthy, free school food, and if current school meal programming serves students in need of healthy free school food, in anticipation of the completion of a district-wide kitchen infrastructure and educational farm project in a high-poverty urban school district. METHODS: We used mixed methods to assess student hunger, whether the school meal program met student needs, and to determine associations between presence of a cooking kitchen and perceptions of healthy food. Participants included 72 staff, 143 parents, and 6437 K-5 students in the qualitative component, and 9078 parents and 1693 staff in the quantitative component. RESULTS: Staff participants stated packaging and reheating food influenced student consumption. During observations, students at seven of nine high poverty sites with packaged reheated food did not eat school meals, but this was not true at four out of four high-poverty sites with unpackaged fresh food. Parents (OR = 1.17, 95% CI 1.00-1.39) and staff (OR = 1.58, 95% CI 1.15-2.17) from schools with a cooking kitchen were more likely to perceive school lunch as healthy in adjusted models. CONCLUSIONS: Food preparation and presentation appears to influence student consumption of school food and adult perception of school meal quality.

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BACKGROUND: Much of the discourse surrounding children's advocacy in the United States relies on a rights-based approach. We argue that this approach has limitations that impede progress in advancing children's well-being. PURPOSE: The purpose of this article is to explain alternatives to a rights-based approach in advocating for children, such as developmental, economic, capabilities, and mutualism frameworks. METHODS: Our analysis is based on the independent work of two separate university-based groups studying children's rights; the authors were each members of one of the groups and subsequently integrated their findings for this article. DISCUSSION: US policies for children, especially in the domains of health and education, depict an unevenness that results in many children failing to receive certain critical services and benefits. Relying on a rights-based approach to correct these disparities and inequities is contentious and has yet to sufficiently change state and federal policies or improve children's health outcomes. Other approaches are needed to advance children's well-being. CONCLUSION: Nurses individually and collectively need to be mindful of the pitfalls of a rights-based approach and use other frameworks in advocating for children and youth.

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BACKGROUND: The advancing accountability of nurses and nurse educators requires students to develop knowledge, skills, and judgment on a continuum of focus from individual patients to the broader context of care. METHOD: A dynamic capstone policy course was developed by applying the American Association of Colleges of Nursing's Essentials of Baccalaureate Education for Professional Nursing Practice and capitalizing on related benefits of service-learning pedagogy. It shifts the approach from an intangible didactic lecture on policy and institutional structures to hands-on experiences in actual policy environment and patient health intersections. Acting as nurse consultants, students help clients address a system-based problem. Reflective assignments reinforce student learning as they take cumulative inventory of baccalaureate accomplishments. RESULTS: Competencies in professionalism, teamwork and collaboration, communication, problem solving, and quality assurance are assessed. Students have engaged at sophisticated levels of practice and advocacy. CONCLUSION: Situating capstone service-learning in a nursing policy course appears to sensitize students to perspectives of all ecological levels and desensitizes their discomfort in the policy arena. Implications for research include identifying and implementing measures of success in program outcomes. [J Nurs Educ. 2016;55(10):583-586.].

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Objetivos: Analizar la concordancia del método MGIT con el método Patrón o Método de las Proporciones. Determinar el tiempo en la obtención de los resultados para cada uno de ellos . Analizar el costo-beneficio de la metodología empleada

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Objetivos: Analizar la concordancia del método MGIT con el método Patrón o Método de las Proporciones. Determinar el tiempo en la obtención de los resultados para cada uno de ellos . Analizar el costo-beneficio de la metodología empleada

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