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Visitation service announced for teen killed in prom night crash

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Friends, family mourn loss of Kaylie Jackson
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Funeral services have been announced for Monroe High School student Kaylie Jackson, 17, who died following a prom night crash (Facebook)

The funeral arrangements for a Monroe High School student have been announced, the district superintendent says.

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Monroe Schools Superintendent Dr. Phil Cagwin says the visitation for Kaylie Jackson will be held Sunday from 2 p.m. to 6 p.m. at Liberty Heights Church at 7904 Hamilton Princeton Road in Liberty Township.

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Jackson died following a crash on prom night.

Police say Jackson, 17, was in the backseat of a Tesla that crashed in the 8200 block of Millikin Road Friday.

MORE:4 Monroe High students hospitalized after prom night crash

Three other teens were in the vehicle during the crash but have since been released from the West Chester Hospital, Monroe Schools say.

The police report shows that Kaylie was not wearing a seat belt at the time and was ejected from the car after the impact.

Butler County Traffic Unit detectives were back on the scene Monday looking for any evidence on what may have caused the crash.

MORE:Grief counselors at Monroe High School after students hurt in prom night crash

Grief counselors were on hand Monday as students returned to class, school officials say.

“The kids are dealing with this tragedy in their own individual ways but, at this time, they are leaning on each other," said Monroe Local Schools Superintendent Phil Cagwin."We are certainly hopeful that the student in the hospital also recovers.”


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Exposing interviewer effects implies that outcomes of sample units assigned to the same interviewer are more similar than would be expected if variation were random. Earth Breaker Ankle Strap SandalWomens Bark Soft Burnished Leather Amazing Price Sale Online Best Seller Cheap Price The Cheapest For Sale Free Shipping Big Discount Discount V0nB83
Three main types of interviewer effects can be distinguished: interviewer effects on the unit nonresponse process, on item nonresponse and on the actual measurement ( Figure 1 ).

Figure 1: Types of interviewer effects in surveys

When considering the unit nonresponse process we find that interviewers are differentially successful at recruiting sample units leading to differential unit response rates. A growing literature has examined the role of the interviewer in the nonresponse process and attention has been paid to interviewer attributes, such as experience (Durban Stuart, 1951; Couper Groves, 1992; Singer, Frankel, Glassman, 1983; Snijkers, Hox, de Leeuw, 1999; Olson Peytchev, 2007; Lipps Pollien, 2011), interviewer skills (Morton-Williams, 1993; Campanelli, Sturgis, Prudon, 1997), interviewer-respondent interaction (Groves Couper, 1998), as well as survey design characteristics, such as interviewer burden (Japec, 2008) and interviewer payment (de Heer, 1999; Durrant, Groves, Staetsky, Steele, 2010).

To explain differential response rates across interviewers survey methodologists have examined interviewer attitudes and motivation (Campanelli et al., 1997; Groves Couper, 1998; Hox Leeuw, 2002; Durrant et al., 2010; Blom, de Leeuw, Hox, 2011). This strand of research was inspired by the work of Lehtonen (1996), who developed a short interviewer attitudes scale and showed that attitudes correlate with attained response rate. Another line of studies focuses on interviewer behaviour and interviewer-respondent interaction (Couper Groves, 1992; Campanelli et al., 1997; Groves Couper, 1998; Snijkers et al., 1999). This started with the pioneering work of Morton-Williams (1993), who analysed tape recordings of survey introductions and identified successful interviewer strategies, such as, using professional and social skills, and adapting these to the doorstep situation.

In addition, interviewers have an influence on item nonresponse, i.e. on the respondents’ willingness to answer each question in the survey and on their consent to providing additional information. The consent to the collection of additional information can be diverse; typical examples are consent to record linkage (Lessof, 2009; Calderwood Lessof, 2009; Sakshaug,Couper, Ofstedal, Weir, 2012; Sala, Burton, Knies, 2012; Korbmacher Schröder, forthcoming ) and consent to the collection of biomarkers in health surveys (Sakshaug, Couper, Ofstedal, 2009).

Traditionally, the literature on interviewer effects on item response rates describes a clustering effect of item nonresponse within interviewers and tries to model these interviewer effects by demographic characteristics of the interviewer (Singer et al. 1983). Another strand of research looks into collecting additional information about the interviewers, for example on their expectations, by means of interviewer questionnaires (Singer and Kohnke-Aguirre 1979; Singer et al. 1983).

Frequently Asked Questions

Q: What type of support will I receive as a One Family Scholar?

One Family Scholars receive both financial support and coaching. Our financial support includes a last-dollar tuition scholarship, funds for books and supplies, and a small incentive-based stipend. All awards are individualized based on need and program of study and not all Scholars receive all parts of the scholarship.

One Family Scholars also receive coaching and counselling focused in four areas: academic success, personal finance, career development, and civic engagement. Our coaching is a critical aspect of the program and all Scholars receive this support.

Q: What is expected of me as a One Family Scholar?

We provide generous support to our Scholars but we also have high expectations. We expect all participants will be an engaged member of the One Family community. This includes participating in coaching, attending One Family sponsored events, prompt communication with staff, and notifying One Family Scholar staff of any changes that might affect your academic or career plans.

We also require that almost all Scholars decline their student loans so that they are able to receive a One Family Scholarship. If you rely exclusively on student loans to support yourself in school, our scholarship will not be a good fit for you.

Although not required, we strongly encourage One Family Scholars to work or do an internship while in our program. We also encourage Scholars to strive to maintain at least a 3.0 GPA.

Q: What colleges do One Family Scholars attend?

Participants must be enrolled in an accredited undergraduate institution within Massachusetts. Priority consideration is given to applicants who attend public two- and four-year institutions. We do NOT accept applicants who attend for-profit colleges. For a complete list please see One Family's list of approved accredited Massachusetts colleges/universities .

Q: Do you require participants to pursue specific degree plans or can I choose any course of study?

We do not limit participants to specific degree programs; however, we expect you to explain how your course of study will lead you to a family sustaining career. We select candidates who can clearly demonstrate that their degree program, school choice, and intended career are well-planned and make sound financial sense. Applicants who intend to enroll in a specialty program (such as nursing) should see question 16.

Q: Do I need to be enrolled as a full-time student in order to qualify for the program?

The One Family Scholars program supports full and part-time students. There is no minimum amount of credits per semester, however Scholars are required to complete as many credits each semester as are necessary to graduate within the tenure limits of the One Family Scholars Program (see the following question).

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