Immigration Background and the Intergenerational Correlation in Education

This paper analyzes the degree of intergenerational education mobility among immigrant and native-born youth in Australia. We find that young Australians from non-English-speaking background (NESB) immigrant families have an educational advantage over their English-speaking background (ESB) immigrant and Australian-born peers. Moreover, while highly-educated Australian-born mothers and fathers transfer separate and roughly equal educational advantages to their children, outcomes for ESB (NESB) youth are most closely linked to the educational attainment of their fathers (mothers). On balance, intergenerational mobility in families with two highly-educated parents appears to be much the same for Australian-born and ESB families and is somewhat greater for NESB families. Finally, the greater importance that NESB mothers attribute to education appears to mitigate the educational penalty associated with socio-economic disadvantage.education, immigration, intergenerational

Study of groundwater dynamics in the Kern Alluvial Fan, California

A study was conducted to evaluate the effects of dynamic movement of groundwater on the management of operation near Aquifer Storage and Recovery (ASR) operations using geochemical tracers and numerical modeling at the Kern Water Bank (KWB) San Joaquin Valley, Kern County, California. Groundwater samples were collected from a shallow and a deep monitoring well and analyzed for Chlorofluorocarbons (CFC-11 and CFC-12), and stable isotopes of the water. The CFC data shows that young water is found in the northern and central regions of the KWB at shallow depths. An intermediate aged groundwater component is found in the deeper wells of the northern and central regions and the oldest water is found in the southern and western areas. The CDWR numerical flow model was used in the study and was optimized for an earlier time period, under different recharge and pumping rates

Endogenous growth and property rights over renewable resources

We study how different regimes of access rights to renewable natural resources - namely, open access versus full property rights – affect sustainability, growth and welfare in the context of modern endogenous growth theory. Resource exhaustion may occur under both regimes but is more likely to arise under open access. Moreover, under full property rights, positive resource rents increase expenditures on manufacturing goods and temporarily accelerate productivity growth, but also yield a higher resource price at least in the short-to-medium run. We characterize analytically and quantitatively the model’s dynamics to assess the welfare implications of differences in property rights enforcement

Why Video Game Genres Fail: A Classificatory Analysis

This paper explores the current affordances and limitations of video game genre from a library and information science perspective with an emphasis on classification theory. We identify and discuss various purposes of genre relating to video games, including identity, collocation and retrieval, commercial marketing, and educational instruction. Through the use of examples, we discuss the ways in which these purposes are supported by genre classification and conceptualization, and the implications for video games. Suggestions for improved conceptualizations such as family resemblances, prototype theory, faceted classification, and appeal factors for video game genres are considered, with discussions of strengths and weaknesses. This analysis helps inform potential future practical applications for describing video games at cultural heritage institutions such as libraries, museums, and archives, as well as furthering the understanding of video game genre and genre classification for game studies at large

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: A systematic review

The author manuscript version has been made available following a 12 month embargo from the date of publication (1 Feb 2016) in accordance with publisher copyright policy. ‘The definitive version is available at http:// www.joannabriggslibrary.org/index.php/index’BACKGROUND Chronic diseases are increasing worldwide and have become a significant burden to those affected by those diseases. Disease-specific education programs have demonstrated improved outcomes, although people do forget information quickly or memorize it incorrectly. The teach-back method was introduced in an attempt to reinforce education to patients. To date, the evidence regarding the effectiveness of health education employing the teach-back method in improved care has not yet been reviewed systematically. OBJECTIVES This systematic review examined the evidence on using the teach-back method in health education programs for improving adherence and self-management of people with chronic disease. INCLUSION CRITERIA Types of participants: Adults aged 18 years and over with one or more than one chronic disease. Types of intervention: All types of interventions which included the teach-back method in an education program for people with chronic diseases. The comparator was chronic disease education programs that did not involve the teach-back method. Types of studies: Randomized and non-randomized controlled trials, cohort studies, before-after studies and case-control studies. Types of outcomes: The outcomes of interest were adherence, self-management, disease-specific knowledge, readmission, knowledge retention, self-efficacy and quality of life. SEARCH STRATEGY Searches were conducted in CINAHL, MEDLINE, EMBASE, Cochrane CENTRAL, Web of Science, ProQuest Nursing and Allied Health Source, and Google Scholar databases. Search terms were combined by AND or OR in search strings. Reference lists of included articles were also searched for further potential references. METHODOLOGICAL QUALITY Two reviewers conducted quality appraisal of papers using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument. DATA EXTRACTION Data were extracted using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument data extraction instruments. DATA SYNTHESIS There was significant heterogeneity in selected studies, hence a meta-analysis was not possible and the results were presented in narrative form. RESULTS Of the 21 articles retrieved in full, 12 on the use of the teach-back method met the inclusion criteria and were selected for analysis. Four studies confirmed improved disease-specific knowledge in intervention participants. One study showed a statistically significant improvement in adherence to medication and diet among type 2 diabetics patients in the intervention group compared to the control group (p < 0.001). Two studies found statistically significant improvements in self-efficacy (p = 0.0026 and p < 0.001) in the intervention groups. One study examined quality of life in heart failure patients but the results did not improve from the intervention (p = 0.59). Five studies found a reduction in readmission rates and hospitalization but these were not always statistically significant. Two studies showed improvement in daily weighing among heart failure participants, and in adherence to diet, exercise and foot care among those with type 2 diabetes. CONCLUSION Overall, the teach-back method showed positive effects in a wide range of health care outcomes although these were not always statistically significant. Studies in this systematic review revealed improved outcomes in disease-specific knowledge, adherence, self-efficacy and the inhaler technique. There was a positive but inconsistent trend also seen in improved self-care and reduction of hospital readmission rates. There was limited evidence on improvement in quality of life or disease related knowledge retention

Antonio Gramsci’s impact on critical pedagogy

This paper provides an account of Antonio Gramsci’s impact on the area of critical pedagogy. It indicates the Gramscian influence on the thinking of major exponents of the field. It foregrounds Gramsci's ideas and then indicates how they have been taken up by a selection of critical pedagogy exponents who were chosen on the strength of their identification and engagement with Gramsci's ideas, some of them even having written entire essays on Gramsci. The essay concludes with a discussion concerning an aspect of Gramsci's concerns, the question of powerful knowledge, which, in the present author's view, provides a formidable challenge to critical pedagogues.peer-reviewe

Systematic literature review of Rift Valley fever virus seroprevalence in livestock, wildlife and humans in Africa from 1968 to 2016

Background: Rift Valley fever virus (RVFV) is a zoonotic arbovirus that causes severe disease in livestock and humans. The virus has caused recurrent outbreaks in Africa and the Arabian Peninsula since its discovery in 1931. This review sought to evaluate RVFV seroprevalence across the African continent in livestock, wildlife and humans in order to understand the spatio-temporal distribution of RVFV seroprevalence and to identify knowledge gaps and areas requiring further research. Risk factors associated with seropositivity were identified and study designs evaluated to understand the validity of their results. Methodology: The Preferred Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to produce a protocol to systematically search for RVFV seroprevalence studies in PubMed and Web of Science databases. The Strengthening the Reporting of Observational studies in Epidemiology (STROBE) statement guided the evaluation of study design and analyses. Principal findings: A total of 174 RVFV seroprevalence studies in 126 articles fulfilled the inclusion criteria. RVFV seroprevalence was recorded in 31 African countries from 1968 to 2016 and varied by time, species and country. RVFV seroprevalence articles including either livestock and humans or livestock and wildlife seroprevalence records were limited in number (8/126). No articles considered wildlife, livestock and human seroprevalence concurrently, nor wildlife and humans alone. Many studies did not account for study design bias or the sensitivity and specificity of diagnostic tests. Conclusions: Future research should focus on conducting seroprevalence studies at the wildlife, livestock and human interface to better understand the nature of cross-species transmission of RVFV. Reporting should be more transparent and biases accounted for in future seroprevalence research to understand the true burden of disease on the African continent

Mathematical programming modelling tools for resource-poor countries and organisations

In recent years, powerful mathematical modelling languages have enabled Operational Research practitioners to rapidly develop prototype tools capable of modelling complex managerial decisions such as staff shift scheduling, or production and supply chain planning. However, such tools have often required expensive commercial optimisation solvers that are sometimes beyond the financial reach of small companies and organisations, particularly in the low-income and emerging economies. Fortunately, the worldwide scope of the internet has put powerful free optimisation tools within the reach of anyone with a modest PC and even a slow internet connection. This article will present examples showing just how beneficial such an approach can be for resource-poor organisations