Why Does the Importance of Education for Health Differ across the United States?

The positive association between educational attainment and adult health (“the gradient”) is stronger in some areas of the United States than in others. Explanations for the geographic pattern have not been rigorously investigated. Grounded in a contextual and life-course perspective, the aim of this study is to assess childhood circumstances (e.g., childhood health, compulsory schooling laws) and adult circumstances (e.g., wealth, lifestyles, economic policies) as potential explanations. Using data on U.S.-born adults aged 50 to 59 years at baseline (n = 13,095) and followed for up to 16 years across the 1998 to 2014 waves of the Health and Retirement Study, the authors examined how and why educational gradients in morbidity, functioning, and mortality vary across nine U.S. regions. The findings indicate that the gradient is stronger in some areas than others partly because of geographic differences in childhood socioeconomic conditions and health, but mostly because of geographic differences in adult circumstances such as wealth, lifestyles, and economic and tobacco policies

Better Implementation of Calculators in the Classroom Through Parental Involvement

This study examined the changes in parental attitudes towards calculator use in the classroom during their involvement in calculator activities with students. The study also investigated the effectiveness of involving parents in mathematics activities as a support mechanism for calculator implementation in the school as a whole. A class of year 6 students and their parents were chosen for the study. Parents were first given a questionnaire to evaluate their attitudes towards the use of calculators in schools. Interested parents were consequently invited to participate in one fifty-minute lesson per week for eight weeks. During these lessons, calculators were used for a variety of purposes. The changes in parent attitudes were analysed based on the initial questionnaire, initial interview, journal entries during the eight weeks, and the final interview at the conclusion of the study. The researcher\u27s journal was used to identify the researcher\u27s attitude towards calculator use and the effectiveness of parent involvement in the activities. It was concluded that the attitudes of the parents changed over the course of the study. They discovered the potential of calculators as tools and teaching aids and were able to identify more benefits following the study compared with their comments before the study. The benefits that they perceived during the study had a direct effect on their reservations about the use of calculators in the primary classroom. These were significantly reduced by the conclusion of the study and primarily related to the way in which calculators could be used rather than if they should be used. The study revealed that involving the parents in the calculator activities gave them a clearer idea of how they could be used, and that their misconceptions and reservations were minimised as they discovered the potential of calculators for their child\u27s learning

Characterization of single-crystal synthetic diamond for multi-watt continuous-wave Raman lasers

A continuous-wave diamond Raman laser is demonstrated with an output power of 5.1 W at 1217 nm. This Raman laser is intracavity pumped by a side-pumped Nd:YLF rod laser: a 43-fold brightness enhancement between the Nd:YLF and diamond Raman lasers is observed, with the M2 beam propagation factor of the diamond Raman laser measured to be <; 1.2. Although higher output powers are demonstrated in a similar configuration using KGd(WO4)2 (KGW) as the Raman laser material (6.1 W), the brightness enhancement is much lower (2.5 fold) due to the poorer beam quality of the KGW Raman laser (M2 <; 6). The Raman gain coefficient of single-crystal synthetic diamond at a pump wavelength of 1064-nm is also measured: a maximum value of 21±2 cm/GW is returned compared to 5.7±0.5 cm/GW for KGW at the same wavelength

Standards in Literacy and Numeracy: Contributing Factors

The establishment of international testing regimes such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) has provided one way for individual countries to monitor the effectiveness of their educational systems. Not only do such programs allow for overall student achievement to be compared across member, and partner, countries of the Organisation for Economic Co-operation and Development (OECD), and to those countries choosing to participate in PIRLS and TIMSS, but comparisons can also be made in relation to the percentage of students achieving at or below the minimum standards for literacy and numeracy. Studying the educational organisation of those countries and economies in which high-ranking results in international testing have been produced, and in which a lower percentage of students achieving minimum standards in literacy and numeracy is evident, provides valuable information for use in countries where there is a desire for improved student performance, especially for lower achieving students. In combination with the research literature, the main findings from an investigation of the roles played by teachers, students and systems suggest that it is teachers who make the difference, and that it is the responsibility of governments and teacher training institutions to select and prepare teachers accordingly

Why Does the Importance of Education for Health Differ across the United States?

The positive association between educational attainment and adult health (“the gradient”) is stronger in some areas of the United States than in others. Explanations for the geographic pattern have not been rigorously investigated. Grounded in a contextual and life-course perspective, the aim of this study is to assess childhood circumstances (e.g., childhood health, compulsory schooling laws) and adult circumstances (e.g., wealth, lifestyles, economic policies) as potential explanations. Using data on U.S.-born adults aged 50 to 59 years at baseline (n = 13,095) and followed for up to 16 years across the 1998 to 2014 waves of the Health and Retirement Study, the authors examined how and why educational gradients in morbidity, functioning, and mortality vary across nine U.S. regions. The findings indicate that the gradient is stronger in some areas than others partly because of geographic differences in childhood socioeconomic conditions and health, but mostly because of geographic differences in adult circumstances such as wealth, lifestyles, and economic and tobacco policies

Continuous-wave Raman laser pumped within a semiconductor disk laser cavity

A KGd(WO4)(2) Raman laser was pumped within the cavity of a cw diode-pumped InGaAs semiconductor disk laser (SDL). The Raman laser threshold was reached for 5: 6W of absorbed diode pump power, and output power up to 0.8W at 1143nm, with optical conversion efficiency of 7.5% with respect to the absorbed diode pump power, was demonstrated. Tuning the SDL resulted in tuning of the Raman laser output between 1133 and 1157nm

Age-related gait standards for healthy children and young people: the GOS-ICH paediatric gait centiles

Objective To develop paediatric gait standards in healthy children and young people. Methods This observational study builds on earlier work to address the lack of population standards for gait measurements in children. Analysing gait in children affected by neurological or musculoskeletal conditions is an important component of paediatric assessment but is often confounded by developmental changes. The standards presented here do not require clinician expertise to interpret and offer an alternative to developmental tables of normalised gait data. Healthy children aged 1-19 years were recruited from community settings in London and Hertfordshire, U.K. The GAITRite ® walkway was used to record measurements for each child for velocity, cadence, step length, base of support, and stance, single and double support (as percentage of gait cycle). We fitted generalized linear additive models for location, scale and shape (gamlss). Results We constructed percentile charts for seven gait variables measured on 624 (321 males) contemporary healthy children using gamlss package in R. A clinical application of gait standards was explored. Conclusion Age-related, gender-specific standards for seven gait variables were developed and are presented here. They have a familiar format and can be used clinically to aid diagnoses, and to monitor change over time for both medical therapy and natural history of the condition. The clinical example demonstrates the potential of the GOS-ICH Paediatric Gait Centiles (GOS-ICH PGC) to enable meaningful interpretation of change in an individual’s performance, and describes characteristic features of gait from a specific population throughout childhood.Peer reviewedFinal Accepted Versio

Preparing Australian Special Educators: Courses and Content

: The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The implications of these findings are discussed in the context of the limitations necessarily imposed by the inclusion of only publicly available online information

U.S. State Policy Contexts and Physical Health among Midlife Adults

This study examines how state policy contexts may have contributed to unfavorable adult health in recent decades. It merges individual-level data from the 1993–2016 Behavioral Risk Factor Surveillance System (n=2,166,835) with 15 state-level policy domains measured annually on a conservative to liberal continuum. We examined associations between policy domains and health among adults ages 45–64 years and assess how much of the associations is accounted by adults’ socioeconomic, behavioral/lifestyle, and family factors. A more liberal version of the civil rights domain was associated with better health. It was disproportionately important for less-educated adults and women, and its association with adult health was partly accounted by educational attainment, employment, and income. Environment, gun safety, and marijuana policy domains were, to a lesser degree, predictors of health in some model specifications. In sum, health improvements require a greater focus on macro-level factors that shape the conditions in which people live

Indicators of School Crime and Safety: 2012

Our nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community.Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators is important in ensuring the safety of our nation's students. This is the aim of Indicators of School Crime and Safety. This report is the fifteenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. Sources include results from the School-Associated Violent Deaths Study, sponsored by the U.S. Department of Education, the Department of Justice, and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffing Survey and School Survey on Crime and Safety, both sponsored by NCES. The most recent data collection for each indicator varied by survey, from 2007 to 2011. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the .05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A. This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, and student perceptions of personal safety at school. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available