Living standards during previous recessions

The current recession is the first that the UK has experienced since the early 1990s. Much has changed since then, and society's collective memory of who fared worst during previous recessions seems likely to have faded. Many workers in their 20s or early 30s have not experienced a recession during their working lives - including both authors of this report, one of whom had just started secondary school at the end of the last recession and the other of whom had just started junior school. This Briefing Note thus aims to document the course of average living standards, and those of particular subgroups in society, during the previous three UK recessions. It will also show what happened to measures of poverty and inequality during these periods

Poverty and Inequality in the UK: 2008

In this Commentary, we assess the changes to average incomes, inequality and poverty that have occurred under the first 10 years of the Labour government, with a particular focus on the changes that have occurred in the latest year of data. This analysis is based upon the latest figures from the DWP's Households Below Average Income (HBAI) series, published on 10 June 2008 (Department for Work and Pensions, 2008c). The HBAI series takes household income as its measure of living standards and is derived from the Family Resources Survey, a survey of around 28,000 households in the United Kingdom that asks detailed questions about income from a range of sources

Poverty and inequality in the UK: 2007

This Briefing Note provides an update on trends in living standards, income inequality and poverty. It uses the same approach to measuring income and poverty as the government employs in its Households Below Average Income (HBAI) publication. The analysis is based on the latest HBAI figures (published on 27 March 2007), providing information about incomes up to the year 2005-06. The measure of income used is net household weekly income, which has been adjusted to take account of family size ('equivalised'). The income amounts provided below are expressed as the equivalent for a couple with no children, and all changes given are in real terms (i.e. after adjusting for inflation). For the first time in recent years, data are available for the whole of the United Kingdom, not just Great Britain, but data for Northern Ireland are only available from 2002-03. Some comparisons over time are provided for Great Britain only, but others will compare statistics for GB before 2002-03 with those for the UK afterwards. PLEASE NOTE: On 23 April 2007, the Department for Work and Pensions announced that an error had occurred when producing the latest Households Below Average Income publication. This Briefing Note was based on the same dataset and therefore suffers from similar errors. In response to revisions announced by the DWP in May 2007, we have now updated our findings in a revised press release and have produced a revised summary

Poverty and inequality in the UK: 2009

In this Commentary, we assess the changes to average incomes, inequality and poverty that have occurred since Labour came to power in 1997, with a particular focus on the changes that have occurred in the latest year of data. This analysis is based upon the latest figures from the DWP's Households Below Average Income (HBAI) series, published on 7 May 2009 (Department for Work and Pensions, 2009). The HBAI series takes household income as its measure of living standards, and is derived from the Family Resources Survey, a survey of around 25,000 households in the United Kingdom that asks detailed questions about income from a range of sources

The Computational Wiretap Channel

We present the computational wiretap channel: Alice has some data x and wants to share some computation h(x) with Bob. To do this, she sends f(x), where f is some sufficient statistic for h. An eavesdropper, Eve, is interested in computing another function g(x). We show that, under some conditions on f and g, this channel can be approximated, from Eve's point of view, by the classic Wyner wiretap channel.Comment: Presented at the 56th Annual Allerton Conference on Communication, Control, and Computin

A study of some factors impeding the effectiveness of student-patient relationships in a psychiatric hospital.

Thesis (M.S.)--Boston Universit

Alien Registration- Smith, Muriel L. (Limestone, Aroostook County)

https://digitalmaine.com/alien_docs/34092/thumbnail.jp

Creating Educational Experiences through the Objects Children Bring to School

The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions

Alien Registration- Macmillan, Muriel L. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/22228/thumbnail.jp