Do You Need a Job to Find a Job?

This paper investigates whether job offers arrive more frequently for those in employment than for those in unemployment. To this end, we take advantage of a unique Australian data set which contains information on both accepted and rejected job offers. Our estimation strategy takes account of the selectivity associated with the initial employment state and we allow for individual heterogeneity in the probability of obtaining jobs. Our results reveal that, across the wage range, individuals are about equally likely to obtain a job offer in employment as in unemployment. This implies that encouraging unemployed (rather than employed) search through the provision of unemployment benefits does not improve the speed of a job match.job-offer arrival rates, reservation wages, wage-offer distribution, directed

Do You Need a Job to Find a Job?

This paper investigates whether job offers arrive more frequently for those in employment than for those in unemployment. To this end, we take advantage of a unique Australian data set which contains information on both accepted and rejected job offers. Our estimation strategy takes account of the selectivity associated with the initial employment state and we allow for individual heterogeneity in the probability of obtaining jobs. Our results reveal that, across the wage range, individuals are about equally likely to obtain a job offer in employment as in unemployment. This implies that encouraging unemployed (rather than employed) search through the provision of unemployment benefits does not improve the speed of a job match.job-offer arrival rates, reservation wages, wage-offer distribution, directed search

A Study of The Attitudes of 1000 High School Seniors Toward Teaching and The Teaching Profession

This study is concerned with The Attitude of 1000 High School Seniors Toward Teachers and the Teaching Profession. Limitations The scope of the study is limited to: (1) High school seniors now enrolled in high schools, (2) High schools within a reasonable radius of Fort Hays Kansas State College, (3) High schools within cities of the second and third class only. The information and data is of a subjective nature inasmuch as it is based upon the students own statements . The problem of analyzing human attitudes and motives is very complex, for often the individual is not fully aware of the influences back of his decision. The real reason f or what he does may consciously or unconsciously be suppressed. The reliability of this type of data should not be accepted as absolute

Good-bye Dolly Gray

https://digitalcommons.library.umaine.edu/mmb-vp/1539/thumbnail.jp

Construction individuelle, acculturation mathématique et communauté scolaire

Nous distinguons d'abord l'approche traditionnelle en enseignement des mathématiques, typique des classes dont le fonctionnement s'appuie sur l'utilisation de manuels, et l'approche « investigative » mise en oeuvre dans des classes dont le fonctionnement est compatible avec la perspective constructiviste. Nous mettons ensuite l'accent sur cette approche « investigative » et analysons les tensions théoriques et pragmatiques qu'elle suscite en relation avec une conception de l'apprentissage des mathématiques conçu à la fois comme processus actif de construction individuelle et un processus d'acculturation. Une attention particulière est accordée aux façons dont le constructivisme et les théories socioculturelles abordent cet aspect. Nous traitons enfin du développement de certaines activités pédagogiques mises en oeuvre dans des classes de mathématiques à fonctionnement « investigatif ».We first distinguish between the school mathematics tradition typically established in textbook-based classrooms and the inquiry mathematics tradition established in classrooms where instruction is compatible with constructivism. We then focus on the inquiry mathematics tradition and consider the theoretical and pragmatic tensions inherent in the view that mathematical learning is both a process of active individual construction and a process of acculturation. Particular attention is given to the ways in which both constructivist and sociocultural theorists address this issue. Finally, we discuss the development of instructional activities for inquiry mathematics classrooms.Primero distinguimos el enfoque tradicional de las matematicas tipicas de las clases, cuyo funcionamiento se apoya en la utilization de manuales, del enfoque "investigativo" utilizado en las clases, cuyo funcionamiento es compatible con la perspectiva construccionista. Luego acentuamos este enfoque "investigativo" y analizamos las tensiones teóricas y pragmaticas que surgen al mirar la conception del aprendizaje de las matematicas que la apoya, tratandose a la vez de un proceso activo de construction individual y de un proceso de aculturacion. Se acuerda una atencion especial a las formas en que el construccionismo y las teorias socioculturales abordan este aspecto. Finalmente tratamos el desarrollo de ciertas actividades pedagogicas utilizadas en clases de matematicas de funcionamiento "investigativo".Zunächst unterscheiden wir die traditionelle Méthode der Mathematik, die fiir die Klassen typisch ist, die sich auf die Verwendung von Fachbiichern stiitzen, und die "investigative" Méthode, die von den Klassen angewandt wird, deren Vorgehen mit der konstruktivistischen Ausrichtung zu vereinbaren ist. Dann gehen wir auf dièse "investigative" Méthode ein und analysieren die theoretischen und tatsâchlichen Spannungen, die sie beziiglich des zugrundeliegenden Begriffs des Erlernens der Mathematik hervorruft, nàmlich dass es sich zugleich um einen aktiven Vorgang individuellen Konstruierens und um einen kulturell beeinflussten Prozess handle. Besondere Beachtung wird der Art und Weise geschenkt, mit der Konstruktivismus und die soziokulturellen Théo rien an diesen Aspekt herangehen. Schliesslich behandeln wir die Entwicklung gewisser pädagogischer Aktivitâten, die in den Klassen mit "investigativem" Vorgehen angewandt werden

Good-Bye Dolly Gray : March & Two Step

https://digitalcommons.library.umaine.edu/mmb-ps/1798/thumbnail.jp

Gait analysis in a <i>Mecp2</i> knockout mouse model of Rett syndrome reveals early-onset and progressive motor deficits

Rett syndrome (RTT) is a genetic disorder characterized by a range of features including cognitive impairment, gait abnormalities and a reduction in purposeful hand skills. Mice harbouring knockout mutations in the &lt;i&gt;Mecp2&lt;/i&gt; gene display many RTT-like characteristics and are central to efforts to find novel therapies for the disorder. As hand stereotypies and gait abnormalities constitute major diagnostic criteria in RTT, it is clear that motor and gait-related phenotypes will be of importance in assessing preclinical therapeutic outcomes. We therefore aimed to assess gait properties over the prodromal phase in a functional knockout mouse model of RTT. In male &lt;i&gt;Mecp2&lt;/i&gt; knockout mice, we observed alterations in stride, coordination and balance parameters at 4 weeks of age, before the onset of other overt phenotypic changes as revealed by observational scoring. These data suggest that gait measures may be used as a robust and early marker of &lt;i&gt;Mecp2&lt;/i&gt;-dysfunction in future preclinical therapeutic studies

Putting socio-cultural theories to work in supporting mathematics teachers' professional development

We discuss the contributions of socio-cultural theories to research and design of interventions directed at the professional development of mathematics teachers. We explain how these theories have been put to work in the field. We also bring to attention specific issues arising in the field for which development and adaptation of socio-cultural theory might be a useful resource