Modeling Provider Knowledge, Skills, and Abilities (KSA)

No abstract availabl

Chinese Antitrust Exceptionalism: How the Rise of China Challenges Global Regulation by Angela Huyue Zhang

HOW IS CHINA DISTINCT? What are the implications of Chinese exceptionalism? Chinese Antitrust Exceptionalism: How the Rise of China Challenges Global Regulation (“Chinese Antitrust Exceptionalism”) explores these questions in the context of antitrust law and policy making. The book, authored by Angela Huyue Zhang, positions the relatively young Chinese antitrust regime in contrast to its more mature global counterparts, namely, the European Union (EU) and the United States (US). In this analysis, Chinese Antitrust Exceptionalism considers how China crafts and enforces antitrust policy, as well as how its counterparts enforce their policies against China. While it focuses on this one particular domain, the book serves to highlight the tension between an increasingly powerful Chinese state and the Western liberal democratic order

Cities, The Sharing Economy and What's Next

This report seeks to provide an analysis of what is currently happening in American cities so that city leaders may better understand, encourage and regulate the growing sharing economy. Interviews were conducted with city officials on the impact of the sharing economy and related topics, and the report centers around five key themes: innovation, economic development, equity, safety and implementation.The sharing economy is also commonly referred to as collaborative consumption, the collaborative economy, or the peer-to-peer economy. This term refers to business models that enable providers and consumers to share resources and services, from housing to vehicles and more. These business models typically take the form of an online and/or application-based platform for business transactions

Let's Talk About Sex...Education: Exploring Youth Perspectives, Implicit Messages, and Unexamined Implications of Sex Education in Schools.

School-based sexuality education is a critical source of sexual communication for youth in the United States. Although some research exists on the types of sexual communication and “sex education” that young people receive, there exist numerous gaps in the literature. Specifically, research examining school-based sex education tends to evaluate programs based on behavioral outcomes (such as onset of vaginal intercourse, pregnancy, and sexually transmitted diseases.) Although this information is valuable, it is incomplete. Little is known about other possible effects of sex education, especially in terms of sexual negotiation and messages regarding gender and power. Additionally, young people’s own voices and experiences are rarely included. My dissertation addresses some of these gaps in a mixed methods approach, through three studies: 1) A quantitative study examining links between sex education content and sexual attitudes and experiences; 2) A quantitative study examining links between sexual socialization discourses received from sex education programs and sexual attitudes and experiences; and 3) A qualitative study of focus groups with first-year undergraduate college students inquiring about their experiences and perspectives regarding their secondary sex education. In Study 1, participants received more messages about biology and mainstream contraception than other topics, and messages about contraception and lifestyle choices were linked with more sexual agency. In Study 2, participants received more messages about sex being egalitarian, and sex as an expression of love, than other discourses. Sexual double standard messages were linked with more experiences of sexual coercion across groups. Findings from Study 3 revealed three central trends: participants seemed to receive either messages about biology and contraception or messages about abstinence and relationships, but not both; messages were gendered; and a victim-perpetrator dichotomy emerged. Sexual health is a complex issue. School-based sex education may have a variety of effects on sexual attitudes and experiences. It is important to pay more attention to the explicit and implicit messages communicated about power and gender by sex education programs. It is also critical that more research and intervention be conducted in these areas.Ph.D.Social Work and PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/75809/1/danalev_1.pd

Environment-based approaches to improve participation of young people with physical disabilities during COVID-19

Aim: To examine the effects of the Pathways and Resources for Engagement and Participation (PREP) intervention during the COVID-19 pandemic on (1) activity performance and satisfaction, and (2) motor, cognitive, and affective body functions. Method: An interrupted time-series design with multiple baselines across 21 young people (13 females, eight males) aged 16 to 25 years (median = 21 years 5 months) with physical disabilities was employed. The young people engaged in an 8-week self-chosen leisure activity (e.g. football, piano, photography) at their home or community. The Canadian Occupational Performance Measure (COPM) assessed activity performance and satisfaction weekly. Mental health problems, including affective and cognitive outcomes, were assessed weekly using the Behavior Assessment System for Children, Third Edition. Motor functions (e.g. trunk control, reaching, strength) were assessed biweekly. Linear mixed-effects models were used. Results: The intervention had large effects on activity performance (0.78) and satisfaction (0.88) with clinically significant change in COPM scores (2.6 [95% confidence interval {CI}: 2.0–3.2] and 3.2 points [95% CI: 2.4–3.9] respectively). Young people without mental health problems at baseline benefited more from the intervention (p = 0.028). Improvements in at least one domain of body function occurred in 10 young people especially for motor outcomes. Interpretation: Results demonstrate the effectiveness of PREP during adverse times and suggest benefits going beyond participation, involving outcomes at the body-function level. What this paper adds: Environmental-based interventions can improve participation even during adverse times such as the COVID-19 pandemic. Significant improvement with large effect sizes occurred in both activity performance and satisfaction. Intervention was effective for all; those without mental health problems benefited more. Improvements in body-function outcomes were partially observed, especially in motor-related outcomes. Body functions may improve through participation even if not targeted by the intervention