AN EXAMINATION OF EARLY RETIREMENT IN IRELAND BEFORE AND AFTER THE GREAT RECESSION. ESRI SURVEY AND STATISTICAL REPORT SERIES NUMBER 61 November 2017

In order to develop a better understanding of older workers’ decisions to leave the labour force early, and how this may vary over the economic cycle, this report examines early retirement patterns in Ireland. We find that people with medium and higher levels of education are more likely to retire early. This may result from more highly educated people having accumulated higher wealth and so being in a more favourable position to retire. But whatever the reason, the result is interesting in the context of extending working lives. It is generally accepted that more highly educated people will be better placed to work longer given the nature of their occupations. The analysis here suggests that policy measures will have to be more intense if those more likely to retire early (the more highly educated) are to be maintained in the workforce

AN INITIAL EVALUATION OF THE EFFECTIVENESS OF INTREO ACTIVATION REFORMS. ESRI RESEARCH SERIES NUMBER 81 MARCH 2019

This report presents results from an initial evaluation that the Economic and Social Research Institute (ESRI) has undertaken of the effectiveness of the most recent set of activation reforms that have been made to Ireland’s public employment services (PES). The modifications, which are known as the Intreo activation process reforms, were first introduced in 2012 for all newly unemployed Jobseeker’s Allowance (JA) and Jobseeker’s Benefit (JB) recipients only. The reforms have focused on making changes to how benefit and employment services are delivered to jobseekers as opposed to what types of employment services are delivered (i.e., job search assistance, training, education courses, etc.)

The Longitudinal Association Between Objectively-Measured School-Day Physical Activity and Academic Achievement in US Elementary School Students

Background: It is recommended that school-aged children accrue 30 minutes of daily moderate-to-vigorous physical activity (MVPA) in school. Current literature is inconclusive about the long-term associations between school-based physical activity and academic achievement. In this study, we use a large sample and longitudinal design to rigorously evaluate whether school-day MVPA is associated with academic achievement. Methods: In a diverse suburban public school district, 4936 Grade 4 students were recruited in 40 elementary schools. Students wore accelerometers to measure school-day MVPA for 15 days across three semesters. Academic performance data was collected across Grade 3 fall to Grade 5 spring, including teacher-assigned grades and standardized test scores. Multilevel modeling was conducted controlling for student demographics and school characteristics. Results: Cross-sectional analyses found small negative associations in Grade 4. Grade 4 full-year mean daily school-day MVPA had β = −-0.066, β = −-0.063, β = −-0.066, and β = −-0.058 associations (p \u3c  0.001) with Grade 4 math, reading, spelling, and writing grades respectively, and Grade 4 full-year mean daily school-day MVPA had β = −-0.206 and β = −-0.283 (p \u3c  0.001) associations with Grade 4 math and English Language Arts (ELA) standardized test scores respectively out of approximately 500 points. Longitudinal analyses found no significant associations between Grade 4 full-year mean daily school-day MVPA and Grade 5 Fall course grades. Results also indicated small negative associations for students attaining 30+ minutes of daily school-day MVPA compared to those attaining less than 15 minutes, but only in Grade 4 Fall cross-sectional analyses where teacher-assigned reading, spelling, and writing grades were − 1.666, − 1.638, and − 1.993 points lower respectively (p \u3c  0.001). Conlcusion: The cross-sectional findings, while statistically significant in a negative direction, have a negligible association when translated practically. For example, even if students attained twice the recommended amount of school-day MVPA – which would constitute an approximately 300% increase from current levels – results suggest that grades would only decrease by 2 points on a 100-point scale. Furthermore, longitudinal analyses suggest school-day MVPA does not have a predictive association with course grades or standardized test scores. Findings suggest school-based MVPA implemented in accordance with recommendations does not meaningfully detract from academic progress. Trial registration: ClinicalTrials.gov, NCT03765047. Registered 05 December 2018 - Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT0376504

Impact of hospital characteristics on implementation of a Pediatric Early Warning System in resource-limited cancer hospitals

BackgroundPediatric Early Warning Systems (PEWS) aid in identification of deterioration in hospitalized children with cancer but are underutilized in resource-limited settings. Proyecto EVAT is a multicenter quality improvement (QI) collaborative in Latin America to implement PEWS. This study investigates the relationship between hospital characteristics and time required for PEWS implementation.MethodsThis convergent mixed-methods study included 23 Proyecto EVAT childhood cancer centers; 5 hospitals representing quick and slow implementers were selected for qualitative analysis. Semi-structured interviews were conducted with 71 stakeholders involved in PEWS implementation. Interviews were recorded, transcribed and translated to English, then coded using a priori and novel codes. Thematic content analysis explored the impact of hospital characteristics and QI experience on time required for PEWS implementation and was supplemented by quantitative analysis exploring the relationship between hospital characteristics and implementation time.ResultsIn both quantitative and qualitative analysis, material and human resources to support PEWS significantly impacted time to implementation. Lack of resources produced various obstacles that extended time necessary for centers to achieve successful implementation. Hospital characteristics, such as funding structure and type, influenced PEWS implementation time by determining their resource-availability. Prior hospital or implementation leader experience with QI, however, helped facilitate implementation by assisting implementers predict and overcome resource-related challenges.ConclusionsHospital characteristics impact time required to implement PEWS in resource-limited childhood cancer centers; however, prior QI experience helps anticipate and adapt to resource challenges and more quickly implement PEWS. QI training should be a component of strategies to scale-up use of evidence-based interventions like PEWS in resource-limited settings

The longitudinal association between objectively-measured school-day physical activity and academic achievement in US elementary school students

Abstract Background It is recommended that school-aged children accrue 30 minutes of daily moderate-to-vigorous physical activity (MVPA) in school. Current literature is inconclusive about the long-term associations between school-based physical activity and academic achievement. In this study, we use a large sample and longitudinal design to rigorously evaluate whether school-day MVPA is associated with academic achievement. Methods In a diverse suburban public school district, 4936 Grade 4 students were recruited in 40 elementary schools. Students wore accelerometers to measure school-day MVPA for 15 days across three semesters. Academic performance data was collected across Grade 3 fall to Grade 5 spring, including teacher-assigned grades and standardized test scores. Multilevel modeling was conducted controlling for student demographics and school characteristics. Results Cross-sectional analyses found small negative associations in Grade 4. Grade 4 full-year mean daily school-day MVPA had β = −-0.066, β = −-0.063, β = −-0.066, and β = −-0.058 associations (p <  0.001) with Grade 4 math, reading, spelling, and writing grades respectively, and Grade 4 full-year mean daily school-day MVPA had β = −-0.206 and β = −-0.283 (p <  0.001) associations with Grade 4 math and English Language Arts (ELA) standardized test scores respectively out of approximately 500 points. Longitudinal analyses found no significant associations between Grade 4 full-year mean daily school-day MVPA and Grade 5 Fall course grades. Results also indicated small negative associations for students attaining 30+ minutes of daily school-day MVPA compared to those attaining less than 15 minutes, but only in Grade 4 Fall cross-sectional analyses where teacher-assigned reading, spelling, and writing grades were − 1.666, − 1.638, and − 1.993 points lower respectively (p <  0.001). Conclusion The cross-sectional findings, while statistically significant in a negative direction, have a negligible association when translated practically. For example, even if students attained twice the recommended amount of school-day MVPA – which would constitute an approximately 300% increase from current levels – results suggest that grades would only decrease by 2 points on a 100-point scale. Furthermore, longitudinal analyses suggest school-day MVPA does not have a predictive association with course grades or standardized test scores. Findings suggest school-based MVPA implemented in accordance with recommendations does not meaningfully detract from academic progress. Trial registration ClinicalTrials.gov , NCT03765047. Registered 05 December 2018 - Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT0376504

Factors Associated with HIV Viral Suppression Among Transgender Women in Lima, Peru

Purpose: Globally, transgender women (TGW) experience a high burden of adverse health outcomes, including a high prevalence of HIV and sexually transmitted infections (STIs) as well as psychiatric disorders and substance use disorders. To address gaps in HIV research in Peru focused specifically on TGW, this study presents characteristics of a sample of HIV-positive TGW and identifies factors associated with viral suppression. Methods: Between June 2015 and August 2016, 50 HIV-positive TGW were recruited in Lima, Peru. Multivariable logistic regression was used to identify factors associated with viral suppression (<200 copies/mL) among the TGW. Results: Among TGW, 85% achieved viral suppression. Approximately half (54%) reported anal sex with more than five partners in the past 6 months, 38% reported sex work, 68% had not disclosed their HIV status to one or more of their partners, and 38% reported condomless sex with their last partner. The prevalence of alcohol use disorders was high (54%), and 38% reported use of drugs in the past year. Moderate-to-severe drug use significantly reduced odds of achieving viral suppression (adjusted odds ratio 0.69; 95% confidence interval: 0.48-0.98). Conclusion: Our findings highlight the need for integrated treatment for substance disorders in HIV care to increase the viral suppression rate among TGW in Lima, Peru

Correlates of viral suppression among HIV-infected men who have sex with men and transgender women in Lima, Peru

In Peru, HIV is concentrated among men who have sex with men (MSM) and transgender women (TGW). Between June 2015 and August 2016, 591 HIV-positive MSM and TGW were recruited at five clinical care sites in Lima, Peru. We found that 82.4% of the participants had achieved viral suppression (VS; VL < 200) and 73.6% had achieved maximal viral suppression (MVS; VL < 50). Multivariable modeling indicated that patients reporting transportation as a barrier to HIV care were less likely to achieve VS (aOR = 0.47; 95% CI = 0.30–0.75) and MVS (aOR = 0.56; 95% CI = 0.37–0.84). Alcohol use disorders were negatively associated with MVS (aOR = 0.62; 95% CI = 0.30–0.75) and age was positively associated with achieving MVS (aOR = 1.29; 95% CI = 1.04– 1.59). These findings underscore the need for more accessible HIV care with integrated behavioral health services in Lima, Peru

Frameworks compiled from declarations: a language-independent approach

International audienceProgramming frameworks are an accepted fixture in the object-oriented world, motivated by the need for code reuse, developer guidance, and restriction. A new trend is emerging where frameworks require domain experts to provide declarations using a domain-specific language (DSL), influencing the structure and behaviour of the resulting application. These mechanisms address concerns such as user privacy. Although many popular open platforms such as Android are based on declaration-driven frameworks, current implementations provide ad hoc and narrow solutions to concerns raised by their openness to non-certified developers. Most widely used frameworks fail to address serious privacy leaks, and provide the user with little insight into application behaviour. To address these shortcomings, we show that declaration-driven frameworks can limit privacy leaks, as well as guide developers, independently from the underlying programming paradigm. To do so, we identify concepts that underlie declaration-driven frameworks, and apply them systematically to both an object-oriented language, Java, and a dynamic functional language, Racket. The resulting programming framework generators are used to develop a prototype mobile application, illustrating how we mitigate a common class of privacy leaks. Finally, we explore the possible design choices and propose development principles for developing domain-specific language compilers to produce frameworks, applicable across a spectrum of programming paradigms