Corrigendum: Demonstration of nanoimprinted hyperlens array for high-throughput sub-diffraction imaging

11Ysciescopu

Neighborhood conditions matter for the employment of young people who have been involved in the justice system

Young people who have been involved with the criminal justice system are much more likely to be unemployed than those who have not. In new research, Lewis H. Lee, Minseop Kim, Catherine Carlson, Taylor Ellis, Karen Johnson, and Angela Pretz examined the role of neighborhoods in the employment of justice-involved young adults. They find that young adults who perceive worsening neighborhood conditions tend to work less for formal jobs, whereas a justice-involved young adult who has the same perception is more likely to work more for informal or under-the-table jobs

Nano-structures Embedded Perovskite Solar Cells

Organic-inorganic hybrid perovskite solar cells (PSCs) are now attracting tremendous attention for new-generation photovoltaic device because of their excellent power conversion efficiency (PCE) and simple fabrication process. Various researches have been carried out to increase the efficiency of PSCs. Herein, we report on the three methods for enhanced performances of PSCs based on nanoimprint lithography technology

Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

It is well documented that the majority of adults, children and families in need of evidence-based behavioral health interventionsi do not receive them [1, 2] and that few robust empirically supported methods for implementing evidence-based practices (EBPs) exist. The Society for Implementation Research Collaboration (SIRC) represents a burgeoning effort to advance the innovation and rigor of implementation research and is uniquely focused on bringing together researchers and stakeholders committed to evaluating the implementation of complex evidence-based behavioral health interventions. Through its diverse activities and membership, SIRC aims to foster the promise of implementation research to better serve the behavioral health needs of the population by identifying rigorous, relevant, and efficient strategies that successfully transfer scientific evidence to clinical knowledge for use in real world settings [3]. SIRC began as a National Institute of Mental Health (NIMH)-funded conference series in 2010 (previously titled the “Seattle Implementation Research Conference”; $150,000 USD for 3 conferences in 2011, 2013, and 2015) with the recognition that there were multiple researchers and stakeholdersi working in parallel on innovative implementation science projects in behavioral health, but that formal channels for communicating and collaborating with one another were relatively unavailable. There was a significant need for a forum within which implementation researchers and stakeholders could learn from one another, refine approaches to science and practice, and develop an implementation research agenda using common measures, methods, and research principles to improve both the frequency and quality with which behavioral health treatment implementation is evaluated. SIRC’s membership growth is a testament to this identified need with more than 1000 members from 2011 to the present.ii SIRC’s primary objectives are to: (1) foster communication and collaboration across diverse groups, including implementation researchers, intermediariesi, as well as community stakeholders (SIRC uses the term “EBP champions” for these groups) – and to do so across multiple career levels (e.g., students, early career faculty, established investigators); and (2) enhance and disseminate rigorous measures and methodologies for implementing EBPs and evaluating EBP implementation efforts. These objectives are well aligned with Glasgow and colleagues’ [4] five core tenets deemed critical for advancing implementation science: collaboration, efficiency and speed, rigor and relevance, improved capacity, and cumulative knowledge. SIRC advances these objectives and tenets through in-person conferences, which bring together multidisciplinary implementation researchers and those implementing evidence-based behavioral health interventions in the community to share their work and create professional connections and collaborations

Parental nonstandard work schedules and children\u27s academic achievement

This study investigated the association between parental nonstandard work schedules that fall outside the span of 6 a.m. and 6 p.m. and children\u27s academic outcomes, using data from the National Longitudinal Survey of Youth 1979 and its Child Supplement on 5,089 children who were followed from birth to age 13 or 14. With a concern about the potential adverse impact of parental nonstandard work schedules on children, previous research tended to paint a negative image of the toll related to parental nonstandard work schedule. However, this study, based on fixed-effect regression models, found that the impact of parental nonstandard work schedules on children\u27s academic achievement may differ by parents who undertake nonstandard schedules, children\u27s developmental stages, types of nonstandard work schedules, and family structure. For early childhood children (age 3 or 4) in two-parent families, maternal nonstandard work schedules, particularly varying hours, were associated with better academic outcomes, while paternal nonstandard work schedules, particularly rotating shift and varying hours, were associated with lower academic outcomes. However, the positive impact of maternal nonstandard work schedule disappeared for early childhood children in single-parent families. For middle childhood children (age 5-10), maternal nonstandard work schedules were found to have no impact on children\u27s academic achievement both in two-parent and single-parent families, whereas paternal nonstandard work schedules, particularly evening shift, had a negative effect in two-parent families. For early adolescents (age 11-14), both maternal and paternal nonstandard work schedules had no impact. These findings suggest that the impact of parental nonstandard work schedules on children\u27s academic outcomes are not uniformly negative or positive, implying that parental nonstandard work schedules have a dual potential to become a family-unfriendly schedule and to be used as a family-friendly work option. More sophisticated policy and academic attention should be devoted to addressing key issues with respect to nonstandard work schedules and child development

Parental nonstandard work schedules and children\u27s academic achievement

This study investigated the association between parental nonstandard work schedules that fall outside the span of 6 a.m. and 6 p.m. and children\u27s academic outcomes, using data from the National Longitudinal Survey of Youth 1979 and its Child Supplement on 5,089 children who were followed from birth to age 13 or 14. With a concern about the potential adverse impact of parental nonstandard work schedules on children, previous research tended to paint a negative image of the toll related to parental nonstandard work schedule. However, this study, based on fixed-effect regression models, found that the impact of parental nonstandard work schedules on children\u27s academic achievement may differ by parents who undertake nonstandard schedules, children\u27s developmental stages, types of nonstandard work schedules, and family structure. For early childhood children (age 3 or 4) in two-parent families, maternal nonstandard work schedules, particularly varying hours, were associated with better academic outcomes, while paternal nonstandard work schedules, particularly rotating shift and varying hours, were associated with lower academic outcomes. However, the positive impact of maternal nonstandard work schedule disappeared for early childhood children in single-parent families. For middle childhood children (age 5-10), maternal nonstandard work schedules were found to have no impact on children\u27s academic achievement both in two-parent and single-parent families, whereas paternal nonstandard work schedules, particularly evening shift, had a negative effect in two-parent families. For early adolescents (age 11-14), both maternal and paternal nonstandard work schedules had no impact. These findings suggest that the impact of parental nonstandard work schedules on children\u27s academic outcomes are not uniformly negative or positive, implying that parental nonstandard work schedules have a dual potential to become a family-unfriendly schedule and to be used as a family-friendly work option. More sophisticated policy and academic attention should be devoted to addressing key issues with respect to nonstandard work schedules and child development

Syntheses and Applications of Indol-2-ylidene-Ligated Ruthenium-Based Olefin Metathesis Catalysts

11Nsciescopu

제조 워크셀 자율 제어를 위한 에이전트 정보 모델 설계

2