UNDERSTANDING THE EFFECTS OF EARLY MOTHERHOOD IN BRITAIN : THE EFFECTS ON MOTHERS

This paper examines the socio-economic consequences of teenage motherhood for a cohort of British women born in 1970. We employ a number of methods to control for observed and unobserved differences between women who gave birth as a teenager and those who do not. We present results from conventional linear regression models, a propensity score matching estimator, and an instrumental variable estimator that uses miscarriage data to control for unobserved characteristics influencing selection into teenage motherhood. We consider the effects on equivalised family income at age 30, and its constituent parts. We find significant negative effects of teenage motherhood using methods that control only for observed characteristics using linear regression or matching methods. However once unobserved heterogeneity is also taken into account, the evidence for large negative effects becomes much less clear-cut. We look at older and younger teenage mothers separately and find that the negative effects are not necessarily stronger for teenagers falling pregnant before age 18 compared with those falling pregnant between 18 and 20, which could further suggest that some of the negative effects of teenage motherhood are temporary.teenage pregnancy ; miscarriage ; instrumental variables

Higher education funding reforms in England : the distributional effects and the shifting balance of costs

This paper undertakes a quantitative analysis of substantial reforms to the system of higher education (HE) finance first announced in 2004 and then revised again in July 2007. The reforms introduced deferred fees for HE, payable by graduates through the tax system in the form of income-contingent repayments on loans subsidised by the government. Lifetime earnings that have been simulated by the authors using innovative methods, are used to analyse the likely distributional consequences of the reforms for graduates. It is shown that graduates with low lifetime earnings will pay less for their HE than graduates higher up the lifetime earnings distribution compared to the system operating before the reforms. Taxpayers will bear substantial costs due to the interest rate and debt write-off subsidies. The extent to which the reforms are likely to shift the balance of funding for HE between the public and private sector is also analysed, as well as the likely distributional consequences of a number of variations to the system such as removing the interest subsidy from the loans

Higher education funding reforms in England: the distributional effects and the shifting balance of costs

This paper undertakes a quantitative analysis of substantial reforms to the system of higher education (HE) finance in England, first announced in 2004 and revised in 2007. The reforms introduced deferred fees for HE, payable by graduates through the tax system via income-contingent repayments on loans subsidised by the government. The paper uses lifetime earnings simulated by the authors to consider the likely distributional consequences of the reforms for graduates. It also considers the costs of the reforms for taxpayers, and how the reforms are likely to shift the balance of funding for HE between the public and private sectors.

OLS data system/global survey of lightning

A global lightning climatology is being assembled from the nighttime imagery of the DMSP Optical Linescan Sensor (OLS). Lightning saturates the visible channel of the OLS at nighttime and can be identified as a horizontal streak on the order of 50-100 km in horizontal extent. Lightning streaks apparent in the film strips located at the National Snow and Ice Data Center (NSIDC) prior to 1991 are being digitized. An initial survey was completed for the F7 satellite observation period January 1986 - October 1987 and for the Q satellite for the period June-July 1973. Comparisons between the OLS lightning climatology with the Arkin GPI data set during the 1986-87 El Nino event shows similar regional variations in convective activity. The digital archive of global DMSP data began at the end of February. Software is being developed at both MSFC and NSIDC to extract, navigate, and view the OLS fine and smooth imagery

Understanding the effects of early motherhood in Britain: the effects on mothers

This paper examines the socio-economic consequences of teenage motherhood for a cohort of British women born in 1970. We employ a number of methods to control for observed and unobserved differences between women who gave birth as a teenager and those who do not. We present results from conventional linear regression models, a propensity score matching estimator, and an instrumental variable estimator that uses miscarriage data to control for unobserved characteristics influencing selection into teenage motherhood. We consider the effects on equivalised family income at age 30, and its constituent parts. We find significant negative effects of teenage motherhood using methods that control only for observed characteristics using linear regression or matching methods. However once unobserved heterogeneity is also taken into account, the evidence for large negative effects becomes much less clear-cut. We look at older and younger teenage mothers separately and find that the negative effects are not necessarily stronger for teenagers falling pregnant before age 18 compared with those falling pregnant between 18 and 20, which could further suggest that some of the negative effects of teenage motherhood are temporary

Can evidence-based medicine and clinical quality improvement learn from each other?

The considerable gap between what we know from research and what is done in clinical practice is well known. Proposed responses include the Evidence-Based Medicine (EBM) and Clinical Quality Improvement. EBM has focused more on ‘doing the right things’—based on external research evidence—whereas Quality Improvement (QI) has focused more on ‘doing things right’—based on local processes. However, these are complementary and in combination direct us how to ‘do the right things right’. This article examines the differences and similarities in the two approaches and proposes that by integrating the bedside application, the methodological development and the training of these complementary disciplines both would gain

Treatment of a traumatic atrophic depressed scar with hyaluronic acid fillers: a case report

Background: Hyaluronic acid filler has been documented in the treatment of atrophic depressed acne scars relatively frequently in the literature but rarely in chronic depressed traumatic atrophic facial scars. Methods: This case report discusses the use of hyaluronic acid fillers in the correction of a post-traumatic facial atrophic scar on the right cheek. Results: The right cheek scar was substantially corrected with one session of two different hyaluronic acids injected in a deep and superficial plane. Conclusion: Relatively accurate, simple and effective correction of this atrophic traumatic scar may suggest that fillers are a suitable alternative to surgery for such scars

Reading, Writing, Resonating: striking chords across the contexts of students’ everyday and college lives

This paper draws on data from an ESRC funded research project on literacies in the context of further education in the UK. Taking a social view of reading and writing moves us away from seeing literacy (singular) as a universal set of transferable skills towards seeing literacies (plural) as emergent practices found in social settings. Taking a situated, socio-cultural approach also leads us to notice how contexts and practice co-emerge. The research project we document sought to inquire into the interface between literacies in students’ everyday lives and their formal college coursework. Findings indicate that if contexts and their associated literacies are co-emergent and co-determined by each other, then literacy skills do not simply ‘transfer’ between contexts but are better seen as resonant across contexts through the manner in which discrete aspects of literacy practices relate. We conclude by delineating some strategies for enacting a critical, situated-yet-polycontextual literacy pedagogy that pays respect to students’ everyday literacies as a valuable resource base in formal coursework