Starting School And Leaving Welfare: The Impact of Public Education on Lone Parents' Welfare Receipt

Childcare costs are often viewed as one of the biggest barriers to work, particularly among lone parents on low incomes. Children in England are eligible to attend free part-time nursery classes (equivalent to pre-kindergarten) from the academic term after they turn 3, and are typically eligible to start free full-time public education on 1 September after they turn four. These rules mean that children born one day apart may start nursery classes up to four months apart, and may start school up to one year apart. We exploit these discontinuities to investigate the impact of a youngest child being eligible for part-time nursery education and full-time primary education on welfare receipt and employment patterns amongst lone parents receiving welfare. In contrast to previous studies, we are able to estimate the precise timing (relative to the date on which part-time or full-time education begins) of any impact on labour supply, by using rich administrative data. Amongst those receiving welfare when their youngest child is aged approximately three and a half, we find a small but significant effect of free full-time public education on both employment and welfare receipt (of around 2 percentage points, or 10-15 per cent), which peaks eight to nine months after the child becomes eligible (aged approximately 4 years and 9 months). We find weaker evidence of an even smaller effect of eligibility for part-time nursery education. This suggests that the expansion of public education programmes to younger disadvantaged children may only encourage a small number of low income lone parents to return to work (although, of course, this is not the primary aim of such programmes).labour supply, school entry, regression discontinuity, lone parents, welfare receipt

Starting school and leaving welfare: the impact of public education on lone parents' welfare receipt

Please note: This paper was updated on 26 October 2010. Childcare costs are often viewed as one of the biggest barriers to work, particularly among lone parents on low incomes. Children in England are eligible to attend free part-time nursery classes (equivalent to pre-kindergarten) from the academic term after they turn 3, and are typically eligible to start free fulltime public education on 1 September after they turn four. These rules mean that children born one day apart may start nursery classes up to four months apart, and may start school up to one year apart. We exploit these discontinuities to investigate the impact of a youngest child being eligible for part-time nursery education and full-time primary education on welfare receipt and employment patterns amongst lone parents receiving welfare. In contrast to previous studies, we are able to estimate the precise timing (relative to the date on which part-time or full-time education begins) of any impact on labour supply, by using rich administrative data. Amongst those receiving welfare when their youngest child is aged approximately three and a half, we find a small but significant effect of free full-time public education on both employment and welfare receipt (of around 2 percentage points, or 10-15 per cent), which peaks eight to nine months after the child becomes eligible (aged approximately 4 years and 9 months). We find weaker evidence of an even smaller effect of eligibility for part-time nursery education. This suggests that the expansion of public education programmes to younger disadvantaged children may only encourage a small number of low income lone parents to return to work (although, of course, this is not the primary aim of such programmes).Labour supply, school entry, regression discontinuity, lone parents, welfare receipt

Etiology of phantom limb syndrome: Insights from a 3D default space consciousness model

In this article, we examine phantom limb syndrome to gain insights into how the brain functions as the mind and how consciousness arises. We further explore our previously proposed consciousness model in which consciousness and body schema arise when information from throughout the body is processed by corticothalamic feedback loops and integrated by the thalamus. The parietal lobe spatially maps visual and non-visual information and the thalamus integrates and recreates this processed sensory information within a three-dimensional space termed the ‘‘3D default space.’’ We propose that phantom limb syndrome and phantom limb pain arise when the afferent signaling from the amputated limb is lost but the neural circuits remain intact. In addition, integration of conflicting sensory information within the default 3D space and the loss of inhibitory afferent feedback to efferent motor activity from the amputated limb may underlie phantom limb pain

The Continuing Battle Over Net Neutrality

In this article, Mike Crawford discusses how net neutrality continues to be a heated debate about who has the right and ability to create laws that will impact the way information on the Internet is viewed.https://scholarship.law.slu.edu/lawjournalonline/1024/thumbnail.jp

The impact of a time-limited, targeted in-work benefit in the medium-term: an evaluation of In Work Credit

Conventional in-work benefits or tax credits are now well established as a policy instrument for increasing labour supply and tackling poverty. A different sort of in-work credit is one where the payments are time-limited, conditional on previous receipt of welfare, and, perhaps, not means-tested. Such a design is cheaper, and perhaps better targeted, but potentially less effective. Using administrative data, this paper evaluates one such policy for lone parents in the UK which was piloted in around one third of the country. It finds that the policy did increase flows off welfare and into work, and that these positive effects did not diminish after recipients reached the 12 month time-limit for receiving the supplement. Most of the impact arose by speeding up welfare off-flows: the job retention of programme recipients was good, but this cannot be attributed to the programme itself.In-work benefits, labour supply, time-limits, welfare, lone parents.

Wild Commercial Fishery of Arkansas

Arkansas\u27 wild commercial fishery industry was surveyed to evaluate commercial fish products produced within the state. The total wild commercial catch for the period of 1 July 1980 to 30 June 1981 was approximately 8,680,124 kg with a value of $6,245,967. These values represent an increase of approximately 3% from the previous year. The bulk of the commercial harvest was made up of buffalo fishes (Ictiobus spp.), catfishes (Ictalurus spp), gars (Lepisosteus spp.) and carp (Cyprinus carpio). The number of commercial fishermen remained relatively unchanged from 1979-1980, with 3,843 licensed fishermen operating on the state\u27s waterways. The number of licensed hoop nets and long lines (trot or throw lines) increased slightly, while the number of licensed long nets (gill and trammel nets) in use increased 29%

Academic Allyship in Nursing: Deconstructing a successful community-academic collaboration

Public health and social care systems in Canada are frequently racist and discriminatory towards Indigenous people and exacerbates health inequities that Indigenous people experience. In New Brunswick, there are a range of culturally informed health and social services being offered within First Nations communities and by Indigenous organization that operate outside of reserves. Some of these services and organizations rely on support from non-Indigenous allies to meet the needs of their community members. However, it can be challenging for non-Indigenous people to engage in allyship due to unconscious bias, false assumptions, and lack of cross-cultural understanding. Effective allyship can also be challenging due a lack of understanding of the time, resources, and commitments that are required. Academic allyship from within post-secondary institutions can be particularly challenging because of a history of past harm done to Indigenous communities and entrenched colonial structures and policies. The purpose of this article is to provide an example of academic allyship with an urban Indigenous organization and consider some of the success factors that have supported this ongoing collaboration. The authors reflect on more than four years of successful collaboration and use a recent project to illustrate what worked and why. The success factors were, building a relationship and trust; becoming better informed; offering support freely; stepping off the beaten path (to tenure); staying critically self-aware; and enjoying the work (immensely). The success factors are not intended as a roadmap because every collaboration is unique. However, they may help potential allies enter potential collaboration being better informed. Academic allyship can be highly impactful and highly rewarding, but it also should not be undertaken without reflection on one’s reasons for doing so and capacity to commit. Résumé Les systèmes de santé et de services sociaux publics au Canada font souvent preuve de racisme et de discrimination envers les peuples autochtones, aggravant du même coup les inégalités en matière de santé que subissent ces peuples. Au Nouveau-Brunswick, une gamme de services de soins de santé et de services sociaux adaptés à la culture sont offerts au sein des communautés des Premières Nations et par des organisations autochtones à l’extérieur des réserves. Certains de ces services et organismes comptent sur le soutien d’alliés non autochtones afin de répondre aux besoins des membres de leur communauté. Cependant, il peut s’avérer difficile pour les non autochtones de s’allier en raison de préjugés inconscients, d’hypothèses infondées et d’un manque de compréhension interculturelle. La méconnaissance du temps, des ressources et des engagements nécessaires peut également constituer un obstacle à l’établissement d’une alliance optimale. Les torts causés aux communautés autochtones par le passé et les structures et les politiques coloniales enracinées rendent particulièrement difficile la création d’une alliance universitaire au sein des établissements d’enseignement postsecondaire. Le but de cet article est de fournir un exemple d’alliance universitaire avec une organisation autochtone urbaine et d’examiner certains des facteurs de réussite qui ont favorisé cette collaboration. Les auteurs se basent sur une collaboration florissante de plus de quatre ans et illustrent ce qui a fonctionné et les raisons expliquant cette réussite grâce à un projet récent. Les facteurs de réussite se basaient sur l’habileté à bâtir une relation et un climat de confiance; de s’informer davantage; d’offrir gratuitement du soutien; de sortir des sentiers battus (vers la titularisation); de faire preuve de jugement critique envers soi-même et d’apprécier le travail (immensément). Les facteurs de réussite ne se veulent pas un guide rigide, car chaque collaboration est unique. Cependant, ils peuvent aider des alliés potentiels à entrer dans une éventuelle collaboration en étant mieux informés. L’alliance académique peut être très percutante et enrichissante, mais elle ne doit pas non plus être entreprise sans réfléchir aux raisons et à sa capacité à s’engager

Hypervelocity impact study: The effect of impact angle on crater morphology

The Space Power Institute (SPI) of Auburn University has conducted preliminary tests on the effects of impact angle on crater morphology for hypervelocity impacts. Copper target plates were set at angles of 30 deg and 60 deg from the particle flight path. For the 30 deg impact, the craters looked almost identical to earlier normal incidence impacts. The only difference found was in the apparent distribution of particle residue within the crater, and further research is needed to verify this. The 60 deg impacts showed marked differences in crater symmetry, crater lip shape, and particle residue distribution. Further research on angle effects is planned, because the particle velocities for these shots were relatively slow (7 km/s or less)

Short-term PsychoEducation for Carers To Reduce Over Medication of people with intellectual disabilities (SPECTROM): study protocol

Introduction Psychotropic medications that are primarily licenced for the treatment of psychiatric disorders are used widely (32%–85%) among people with intellectual disabilities (ID) often for the management of problem (challenging) behaviour in the absence of a psychiatric disorder. Care staff play a pivotal role in the prescribing process. Currently, no staff training programme exists to address the issue of overprescribing of psychotropic medication in people with ID, thus highlighting an urgent need for developing a psychoeducational programme (PEP) specifically designed to address this issue. We propose to develop a PEP for care staff using the methodology described in the UK Medical Research Council guide for complex interventions. Methods and analysis The development of the PEP will involve (1) gathering information on available relevant training programmes, (2) running four focus groups with care staff and other professionals to establish the content and format of the PEP, and (3) organising a co-design event involving all relevant stakeholders to discuss the format of the PEP. A core project team will develop the PEP under guidance from the PEP Development Group which will consist of 10–12 relevant stakeholder representatives. Feedback from selected stakeholders on a draft PEP will allow us to refine the PEP before implementation. The PEP will have web-based modules supplemented by face to face training sessions. When the final draft is ready, we will field test the PEP on six to eight care staff from community care homes for people with ID. After completing the field test, we will run a focus group involving participants in the PEP to get feedback on the PEP. Ethics and dissemination Ethics approval for this study was waived by the UK Health Regulatory Authority as the study does not collect any patient related information and only include care staff outside the UK NHS. This will be the first ever such universally freely available PEP supported by training manual and slides