The Skills of Female Immigrants to Australia, Canada, and the United States

Census data for 1990/91 indicate that Australian and Canadian female immigrants appear to have higher levels of English fluency, education, and income (relative to natives) than do U.S. female immigrants. This skill deficit for U.S. female immigrants arises in large part because the United States receives a much larger share of immigrants from Latin America than do the other two countries. However, even among women originating outside Latin America, the proportion of foreign-born women in the United States who are fluent in English is much lower than among foreign-born women in Australia. Furthermore, immigrant/native education gaps are reduced but not eliminated by the exclusion of Latin American women from the analysis. In contrast, other evidence for men suggests that the gap in observed skills among male immigrants to the United States is completely eliminated when Latin American immigrants are excluded from the estimation sample (Borjas, 1993; Antecol, et al., 2001). The importance of national origin and the general consistency in the results for men (who are routinely subjected to the selection criteria of various immigration programs) and women (who are not) suggests that many factors other than immigration policy per se are at work in producing skill variation among these three immigration streams.

The LiiNK Project®: Comparisons of Recess, Physical Activity, and Positive Emotional States in Grades K-2 Children

The purpose of this study was to explore the physical activity patterns and emotional states differences among elementary school students at two private schools with differently structured school days. Students at one school received the LiiNK Project® pilot intervention, which included an additional two 15-minute recess breaks (unstructured outdoor play) throughout the school day and a 15-minute character development lesson three to four times weekly. Students at the comparison school received only one 30-minute recess daily and no additional character development curriculum. Grades K-2 children from two schools (N=262) wore pedometers for one school week and were observed for emotional expressions during recess. A univariate ANOVA revealed that intervention school students took significantly more steps on average than comparison school students, F(1, 260)=0.784, p<0.0001. Significant interactions were found for average number of steps between school and grade, F(2, 250)=4.298, p<0.05, school and gender, F(1, 250)=4.660, p<0.05, and grade and gender, F(2, 250)=6.919, p<0.001. Another univariate ANOVA revealed that during recess, intervention school students displayed significantly higher percentages of positive emotions than comparison school children, F(1, 52)=15.332, p<0.0001 and significantly lower percentages of not-positive emotions than comparison school students, F(1, 52)=13.900, p<0.0001. Overall, K-2 students who received multiple recesses and a character curriculum called Positive Action were significantly more active during the school day and displayed higher percentages of positive emotions on the playground than comparison school students

Immigration Policy and the Skills of Immigrants to Australia, Canada, and the United States

Census data for 1990/91 indicate that Australian and Canadian immigrants have higher levels of English fluency, education, and income (relative to natives) than do U.S. immigrants. This skill deficit for U.S. immigrants arises primarily because the United States receives a much larger share of immigrants from Latin America than do the other two countries. After excluding Latin American immigrants, the observable skills of immigrants are similar in the three countries. These patterns suggest that the comparatively low overall skill level of U.S. immigrants may have more to do with geographic and historical ties to Mexico than with the fact that skill-based admissions are less important in the United States than in Australia and Canada

The Skills of Female Immigrants to Australia, Canada, and the United States

Census data for 1990/91 indicate that Australian and Canadian female immigrants appear to have higher levels of English fluency, education, and income (relative to natives) than do U.S. female immigrants. This skill deficit for U.S. female immigrants arises in large part because the United States receives a much larger share of immigrants from Latin America than do the other two countries. However, even among women originating outside Latin America, the proportion of foreign-born women in the United States who are fluent in English is much lower than among foreign-born women in Australia. Furthermore, immigrant/native education gaps are reduced but not eliminated by the exclusion of Latin American women from the analysis. In contrast, other evidence for men suggests that the gap in observed skills among male immigrants to the United States is completely eliminated when Latin American immigrants are excluded from the estimation sample (Borjas, 1993; Antecol, et al., 2001). The importance of national origin and the general consistency in the results for men (who are routinely subjected to the selection criteria of various immigration programs) and women (who are not) suggests that many factors other than immigration policy per se are at work in producing skill variation among these three immigration streams

Selective Use of Pericardial Window and Drainage as Sole Treatment for Hemopericardium from Penetrating Chest Trauma

Background Penetrating cardiac injuries (PCIs) are highly lethal, and a sternotomy is considered mandatory for suspected PCI. Recent literature suggests pericardial window (PCW) may be sufficient for superficial cardiac injuries to drain hemopericardium and assess for continued bleeding and instability. This study objective is to review patients with PCI managed with sternotomy and PCW and compare outcomes. Methods All patients with penetrating chest trauma from 2000 to 2016 requiring PCW or sternotomy were reviewed. Data were collected for patients who had PCW for hemopericardium managed with only pericardial drain, or underwent sternotomy for cardiac injuries grade 1–3 according to the American Association for the Surgery of Trauma (AAST) Cardiac Organ Injury Scale (OIS). The PCW+drain group was compared with the Sternotomy group using Fisher’s exact and Wilcoxon rank-sum test with P\u3c0.05 considered statistically significant. Results Sternotomy was performed in 57 patients for suspected PCI, including 7 with AAST OIS grade 1–3 injuries (Sternotomy group). Four patients had pericardial injuries, three had partial thickness cardiac injuries, two of which were suture-repaired. Average blood drained was 285mL (100–500 mL). PCW was performed in 37 patients, and 21 had hemopericardium; 16 patients proceeded to sternotomy and 5 were treated with pericardial drainage (PCW+drain group). All PCW+drain patients had suction evacuation of hemopericardium, pericardial lavage, and verified bleeding cessation, followed by pericardial drain placement and admission to intensive care unit (ICU). Average blood drained was 240mL (40–600 mL), and pericardial drains were removed on postoperative day 3.6 (2–5). There was no significant difference in demographics, injury mechanism, Revised Trauma Score exploratory laparotomies, hospital or ICU length of stay, or ventilator days. No in-hospital mortality occurred in either group. Conclusions Hemodynamically stable patients with penetrating chest trauma and hemopericardium may be safely managed with PCW, lavage and drainage with documented cessation of bleeding, and postoperative ICU monitoring. Level of evidence Therapeutic study, level IV

Immigration Policy and the Skills of Immigrants to Australia, Canada, and the United States

Census data for 1990/91 indicate that Australian and Canadian immigrants have higher levels of English fluency, education, and income (relative to natives) than do U.S. immigrants. This skill deficit for U.S. immigrants arises primarily because the United States receives a much larger share of immigrants from Latin America than do the other two countries. After excluding Latin American immigrants, the observable skills of immigrants are similar in the three countries. These patterns suggest that the comparatively low overall skill level of U.S. immigrants may have more to do with geographic and historical ties to Mexico than with the fact that skill-based admissions are less important in the United States than in Australia and Canada

Magnetostriction of ternary Fe–Ga–X alloys (X=Ni,Mo,Sn,Al)

Investigations were made into the effect of small additions of Ni, Mo, Sn, as well as larger additions of Al on the magnetostriction of single crystal Fe100−xGax alloys (x≅13). The Fe–Ga and Fe–Al systems are seemingly unique among the Fe-based alloys in having very large magnetostrictions in spite of Ga and Al being nonmagnetic. In this paper, we show how additions of Ni, Mo, Sn, and Al affect λ100 and λ111 of the binary Fe–Ga alloys. We substituted small amounts of Ni into a binary Fe–Ga alloy in an attempt to reduce the magnitude of the negative λ111, as Ni does in Fe, in order to improve the magnetostriction of polycrystals. The measured λ111’s were reduced to a very small value, ∼3 ppm, butλ100 fell dramatically to +67 ppm for Fe86Ga11Ni3. Mo was substituted for Ga to determine the effect of a partially filled 4d shell on the magnetostriction. Here ∣λ111∣ is affected the most, increasing to a value greater than all known α-Fe-based alloys (λ111=−22 ppm for Fe85Ga10.2Mo4.8). We find that the addition of Sn, with its very large atomic radius, makes only small changes in both λ100 and λ111. For Fe86.1Ga12.4Sn1.5 at room temperature, λ100=+161 ppm and for Fe86.7Ga12.0Sn1.3, λ111=−15 ppm. The decrease ofλ100 in Fe87(GayAl1−y)13 was approximately linear, going from 67 ppm at y=0 to 154 ppm at y=1