Identification Of Environmental Variables For Use In Monitoring For The Evaluation Of The Rural Environment Protection Scheme

Teagasc wishes to acknowledge the support of the Environmental RTDI Programme 2000–2006 in financing this research project.End of project reportThe aim of this study was to identify and select quantitative environmental attributes for a monitoring programme that may be integrated into an environmental evaluation of Ireland’s agri-environmental scheme. This was achieved primarily by reviewing a range of agri-environmental indicators and suggesting indicators that would be appropriate for monitoring the REPS. The study conducted a desk review to collate information on current best practice in monitoring for environmental quality. A Project Group (comprising representatives from the Environmental Protection Agency [EPA], Department of Agriculture and Food [DAF], Teagasc, and the project supervisors) advised on the ongoing development of the project. There was a consultation process with national experts, and with a selection of stakeholder organisations with an interest in monitoring the environmental impact of the REPS.Environmental Protection Agenc

Axial-flow pump design digital computer program

FORTRAN program for computerized design of axial flow pump by blade element analysi

Developing student’s accounting competencies using Astin’s I-E-O model: an identification of key educational inputs based on Indonesian student perspectives

This paper discusses a model for developing Students’ Accounting Competencies (SAC) using Astin’s Input-Environment-Outcome (I-E-O) model. SAC based on AICPA core competency is considered important due to business and environment changes. Student Motivation, Student Previous Achievement, Student Demographic Characteristics, Learning Facilities, and Comfort of Class Size are educational inputs. Student Engagement and SAC are proxies for Environment and Outcome respectively. Empirically, the aforementioned educational inputs except Student Demographic Characteristics are important inputs for improving SAC. Student Engagement effectively mediates the influence of inputs on SAC. The I-E-O model is appropriate for analysing relationships among a single input, Student Engagement, and SAC. This model becomes less powerful for analysing simultaneous relationships among multiple inputs, Student Engagement, and SAC. Future research on using other assessments for gauging SAC, identifying other significant inputs, identifying the impact of real class size on Student Engagement and SAC, and developing Student Engagement for accounting courses are required

Ebola and War in the Democratic Republic of Congo: Avoiding Failure and Thinking Ahead

The Ebola epidemic in the Democratic Republic of Congo (DRC) is exceptionally dangerous, occurring within active armed conflict and geopolitical volatility, including a million displaced persons. With 421 cases, 240 deaths, and the numbers increasing, this Ebola outbreak is the second deadliest in history. Recent spread to Butembo, home to 1.2 million people, raised concerns. The DRC, World Health Organization (WHO), and partners are leading a vigorous international response, yet despite deploying an experimental vaccine, cases doubled in October 2018 and many cases had unknown origin. Uncontrolled Ebola outbreaks can expand quickly, as occurred in West Africa in 2014. Averting that outcome in the DRC requires rapid action including a strengthened public health response, security, and community outreach. If violence escalates, it could compromise a fragile response. Yet resources are insufficient. The United States and other countries are not permitting personnel deployment to the epicenter, including from the Centers for Disease Control and Prevention (CDC) and US Agency for International Development (USAID). In this Viewpoint, we review recommendations of experts convened by Georgetown University and listed at the end of this article. The United States and international community should launch high-level political mobilization, with diplomatic, human, and economic resources. It is critical to recognize that future health crises will occur in fragile, insecure settings. To prepare, the international community needs long-term planning and enhanced capacities to improve the safety and effectiveness of epidemic response operations

Emotional and behavioral reaction to intrusive thoughts.

A self-report measure of the emotional and behavioral reactions to intrusive thoughts was developed. The article presents data that confirm the stability, reliability, and validity of the new seven-item measure. Emotional and behavioral reactions to intrusions emerged as separate factors on the Emotional and Behavioral Reactions to Intrusions Questionnaire (EBRIQ), a finding confirmed by an independent stress study. Test-retest reliability over 30 to 70 days was good. Expected relationships with other constructs were significant. Stronger negative responses to intrusions were associated with lower mindfulness scores and higher ratings of experiential avoidance, thought suppression, and intensity and frequency of craving. The EBRIQ will help explore differences in reactions to intrusive thoughts in clinical and nonclinical populations, and across different emotional and behavioral states. It will also be useful in assessing the effects of therapeutic approaches such as mindfulness

Constitutionalizing Health: Rights, Democracy And The Political Economy Of Health Policy

In recent decades there has been an increasing trend toward “constitutionalizing” health—identifying health as a right in national constitutions. Today more than half of written constitutions in the world contain such a right. Whether that is good, bad, or immaterial for the production of population health, however, is much debated. Does constitutionalization improve wellbeing or might it simply distract from or distort good health policy? This dissertation uses a nested analysis that pairs a large-N statistical analysis of 40 years of global health data with in-depth interviews with over 165 policymakers, activists, elected officials, lawyers, and judges in South Africa, India, Malawi, and Thailand. Empirical evidence shows that constitutionalizing health is a significant development in the institutions of health governance and can contribute to improved wellbeing. Over forty years of global health data, we can observe a small but significant health dividend for countries that have adopted the right to health, when controlling for the major alternative explanations of cross-national variation in mortality. Tracing health policy issues in South Africa and India reveals a right that operates as a “policy anchor”—tying health to the fundamental national political bargain and providing an innovation in the institutions of governance that helps policy entrepreneurs gain a foothold from which to drive policy to expand health capabilities. Shadow cases in Thailand and Malawi show that this shift can matter even without judicial intervention but depends on sufficient support structure to enable the full institutionalization of health as a right. These findings contribute to literature on law and rights, sharpen models of the public policy process, and respond to the need to better understanding the broader set of institutions in the political economy of development that drive improvements in population health. In a broader context, this study suggests that constitution-writing is health policymaking. Greater attention to constitutions and the process of institutionalizing rights is warranted for those engaged in global health, with implications for the U.S. and other countries of the global North as well

A Dichotomy Examined: Beginning Teach for America Educators Navigate Culturally Relevant Teaching and a Scripted Literacy Program in their Urban Classrooms

In contrast to the diversity of students, the implementation of federal policies has created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers’ identity, autonomy, and desire to teach. Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy is emphasized as a vital part of teacher preparation. However, research shows that even when teachers leave programs with preparation for culturally relevant teaching, initial jobs and local contexts shape and constrain teachers’ ideologies, agency, goals, and practice connected to teaching diverse students. In response to research, this study was designed to investigate how novice Teach For America teachers with an espoused culturally relevant pedagogy ideology implement a scripted literacy program in urban classrooms. A multiple case study design guided data collection and analysis. Data collection included interviews, observations, observation debriefs, visual representations, documents, and teaching artifacts. The data were analyzed using a constant comparative approach and Grounded Theory techniques. These teachers were constrained and influenced by several institutional and contextual factors, yet were able to negotiate their educational beliefs with the requirements of their mandated scripted literacy program to enact tenets of culturally relevant teaching. The findings suggest teacher preparation programs need to have a conceptual framework embedded in coursework and field experiences that empowers beginning teachers to negotiate the sociopolitical constraints of their school context to meet the needs of students

Lost in Translation

The majority of teachers in America would expect to and be prepared to teach the svastika symbol in relations to Nazi Germany, Hitler, the Holocaust, and as a symbol of White supremacy groups and hatred towards anyone who is not Blonde Haired and Blue Eyed. What would happen then, if a student doodled the svastika for fun or as an art project not related to the history or social studies curriculum

XMM-Newton observation of the interacting galaxies NGC1512 and NGC1510

The galaxy NGC1512 is interacting with the smaller galaxy NGC1510 and shows a peculiar morphology, characterised by two extended arms immersed in an HI disc whose size is about four times larger than the optical diameter of NGC1512. For the first time we performed a deep X-ray observation of the galaxies NGC1512 and NGC1510 with XMM-Newton to gain information on the population of X-ray sources and diffuse emission in a system of interacting galaxies. We identified and classified the sources detected in the XMM-Newton field of view by means of spectral analysis, hardness-ratios calculated with a Bayesian method, X-ray variability, and cross-correlations with catalogues in optical, infrared, and radio wavelengths. We also made use of archival Swift (X-ray) and Australia Telescope Compact Array (radio) data to better constrain the nature of the sources detected with XMM-Newton. We detected 106 sources in the energy range of 0.2-12 keV, out of which 15 are located within the D_25 regions of NGC1512 and NGC1510 and at least six sources coincide with the extended arms. We identified and classified six background objects and six foreground stars. We discussed the nature of a source within the D_25 ellipse of NGC1512, whose properties indicate a quasi-stellar object or an intermediate ultra-luminous X-ray source. Taking into account the contribution of low-mass X-ray binaries and active galactic nuclei, the number of high-mass X-ray binaries detected within the D_25 region of NGC1512 is consistent with the star formation rate obtained in previous works based on radio, infrared optical, and UV wavelengths. We detected diffuse X-ray emission from the interior region of NGC1512 with a plasma temperature of kT=0.68(0.31-0.87) keV and a 0.3-10 keV X-ray luminosity of 1.3E38 erg/s, after correcting for unresolved discrete sources.Comment: Accepted for publication in Astronomy and Astrophysics. 20 pages. Appendix B will be published electronically onl