A Demonstration Study of the Quiet Time Transcendental Meditation Program

This manuscript presents a demonstration study of Quiet Time (QT), a classroom-based Transcendental Meditation intervention. The aim of the study is to assess the feasibility of implementing and evaluating QT in two pilot settings in the United Kingdom and Ireland. This study contributes to the field by targeting middle childhood, testing efficiency in two settings operating under different educational systems, and including a large array of measures. First, teacher and pupil engagement with QT was assessed. Second, the feasibility of using a quasi-experimental design and a wide range of instruments to measure changes in pupil outcomes before and after the intervention was assessed. This allows us to obtain information about which instruments might be feasible to administer and most sensitive to change. The first setting included 89 students from a primary school in the United Kingdom: those in sixth grade received the QT intervention, while those in fifth grade practiced meditation using the Headspace application. The second setting included 100 fifth- and sixth-grade students from two schools in Ireland: one received the QT intervention, the other served as a control. Recruitment and retention rates were high in both settings, and the intervention was feasible and accepted by students, parents and teachers. Implementation fidelity was lower in the United Kingdom setting where delivery started later in the school year and the practice was affected by preparation for the Standard Assessment Tests. These results show that QT may be feasibly delivered in school settings, and suggest the use of a compact battery of tests to measure impact. We find suggestive evidence that the intervention affected executive function as children who practiced QT showed improved working memory in both settings. In the Irish setting, pupils in the QT group had improved ability to control responses. These results have implications for future studies by a) demonstrating that implementation fidelity is highly context dependent and b) providing suggestive evidence of the malleability of children’s skills in middle childhood. The results of this demonstration study will be used to inform a larger RCT of the QT intervention

Feasibility, Acceptability, and Initial Effects of the Quiet Time transcendental meditation program: Evidence from two school pilots

This paper assesses for the first time the feasibility, acceptability and preliminary impacts of Quiet Time (QT), a classroom-based Transcendental Meditation intervention that has been shown to be effective in other settings, in the UK and Ireland. The first study, implemented in a London primary school, included 89 children: those in sixth grade received the QT intervention, while those in fifth grade practiced meditation using the Headspace application. The second study, implemented in Donegal, included 100 fifth- and sixth-grade children from two schools: one received the QT intervention, the other served as a control. Feasibility outcomes included recruitment, programme delivery, and data collection at two timepoints. Acceptability outcomes included satisfaction reports. Outcomes at baseline and follow-up included measures of social skills and preferences, executive function, mental health and socio-emotional well-being, and academic achievement. Recruitment and retention rates were high in both pilots, and the results indicate that the intervention, when implemented with fidelity, is feasible and accepted by children, parents and teachers. Implementation fidelity was lower in the London pilot where delivery started later in the school year and the practice was affected by preparation for the Standard Assessment Tests. We find suggestive evidence that the intervention affected certain dimensions of children’s skills. The children who practiced QT showed improved working memory in both pilots. In the Irish pilot, pupils in the QT group had improved executive functioning; and girls showed improved emotional skills. These results suggest that QT may be feasibly delivered in school settings, it is well accepted, and may yield attention and emotional benefits, especially for girls, when implemented on a regular basis by trained teachers

Institutional protection of minority employees and entrepreneurship: Evidence from the LGBT Employment Non-Discrimination Acts

A diverse workforce has long been associated with multiple firm benefits, but this is sometimes difficult to achieve due to employer discrimination. Although multiple institutional arrangements have been put in place to ban discriminatory behavior, the effects of such regulations remain relatively unexplored, often neglecting start-ups. We propose that institutional changes aiming to outlaw employment discrimination will trigger two main effects: they will (a) depress start-up founding rates through enhancement of wage-work appeal, and (b) increase the average start-up quality due to a higher threshold for leaving wage-work. We test our predictions by exploiting the staggered enactment of Employment Non-Discrimination Acts in the U.S. Consistent with our theory, we find that this institutional protection reduced the quantity of entrepreneurship but increased its quality

Spontaneously generated X-shaped light bullets

We observe the formation of an intense optical wavepacket fully localized in all dimensions, i.e. both longitudinally (in time) and in the transverse plane, with an extension of a few tens of fsec and microns, respectively. Our measurements show that the self-trapped wave is a X-shaped light bullet spontaneously generated from a standard laser wavepacket via the nonlinear material response (i.e., second-harmonic generation), which extend the soliton concept to a new realm, where the main hump coexists with conical tails which reflect the symmetry of linear dispersion relationship.Comment: 5 pages, 4 figures, submitted for publicatio

Typification and taxonomic remarks on five species names in Cytisus (Fabaceae)

This paper deals with the typification and taxonomy of five Mediterranean Cytisus species. Cytisus affinis, C. candidus, and C. spinescens nom. illeg., non Sieber ex Spreng. were described from Sicily by Karel Borivoj Presl, Cytisus spinescens was described from Apulia (southern Italy) by Curt Polycarp Joachim Sprengel, and C. villosus was described from southern France by Pierre Andre Pourret (1788). Lectotypes are here designated for Presl and Sprengel's names. A neotype is designated for C. villosus. The taxonomic revision of these five names confirmed that C. villosus Pourr. (= Cytisus affinis C. Presl) is the name to be used for the species occurring in the large part of the Mediterranean countries. Cytisus spinescens Sieber ex Spreng. (≡ C. candidus C. Presl = C. spinescens C. Presl, nom. illeg.) is the correct name for the amphi-adriatic species occurring in peninsular Italy, and along the NE coast of the Adriatic Sea. This species does not occur in Sicily and reference to this latter region in the protologues of both C. spinescens C. Presl and C. candidus C. Presl is a misinterpretation due, possibly, to exchange of labels