Supervisory Status and Job Satisfaction: A Global Comparative Analysis

Although previous studies have indicated that supervisory status positively impacts job satisfaction, studies comparing supervisors with non-supervisors in different work contexts are limited. The current global comparative study examines the balance between work and home life, motivational rewards, and worker interactions to determine their impact on job satisfaction based on supervisory status. The study analyzes job satisfaction factors across 37 nations using International Social Survey Program data. The current research was based on a job satisfaction model based on evidence from theory and research. A range of descriptive analytics and regression analyses based on the model were conducted. Findings confirm a statistically significant difference in reported levels of job satisfaction for supervisors versus non-supervisors. Additionally, job autonomy, a job useful to society, and scheduling flexibility were not statistically significant for supervisors but non-supervisors. The overall model fit was slightly better for supervisors than non-supervisors. Given that supervisors have greater job satisfaction than non-supervisors, the former may overestimate job satisfaction among their workers. This could be an issue if supervisors assume that their employees are as satisfied as they are. Awareness of differences in job satisfaction based on supervisory status, then, is critical for help managers support their workers. In terms of the question of whether supervisors and non-supervisory differ in their satisfaction levels and the determinants of their satisfaction, this study supports that conclusion. This suggests that the benefits of taking on a supervisory role outweigh the additional demands. And while we did find variables that affect non-supervisors that don’t affect supervisors, most variables were important to both. This suggests that things that contribute to job satisfaction will impact employees regardless of whether they are in a supervisory position

Job Satisfaction and Gender

Previous studies of job satisfaction and gender have had mixed results, with some finding that women enjoy greater satisfaction than men, and others no difference once other factors were accounted for. This study used data from the 2015 International Social Survey Programme to investigate if gender, country and work-based factors make a difference on employees’ level of job satisfaction. Extrinsic rewards, intrinsic rewards, work relations and work-life balance rewards were examined. Overall there were no differences between women’s and men’s job satisfaction. In only one country was women’s job satisfaction was significantly higher. Extrinsic outcomes were significantly lower for women

Measuring reading comprehension and mathematics instruction in urban middle schools: A pilot study of the Instructional Quality Assessment (CSE Technical Report 681)

The quality of reading comprehension and mathematics instruction was explored in five urban middle schools using the Instructional Quality Assessment (IQA) toolkit (N = 34 teachers). The IQA is comprised of protocols for rating observed instruction and the quality of teachers' assignments with student work. The purpose of this research was to investigate the reliability and potential validity of the ratings of these data sources. Commensurate with other research on the quality of middle schools, our results indicated that the quality of instruction varied a great deal within schools and was of a "basic" quality overall. Results indicated a moderate to high level of reliability. Four assignments with student work yielded a stable estimate of quality in both content areas, and when teachers complied with the requirements of the research as few as two observations yielded a stable estimate of teaching quality in both content areas as well. The quality of teachers' observations and assignments were significantly associated in mathematics, but not in reading comprehension. Because of the small sample size it was not possible to apply multi-level models. The relation between the IQA and student achievement on the SAT-10 was explored using linear regression techniques. Results indicated that after controlling for students' prior achievement, socio-economic status (SES), ethnicity, language, and IEP status, the IQA assignment measure in reading comprehension predicted student achievement on the Total Reading, Reading Comprehension, and Vocabulary subscores of the SAT-10. The observation measure in reading comprehension predicted student outcomes on the Reading Comprehension subscore of the SAT-10 only. In mathematics, the quality of teachers' assignments predicted students' achievement on the Procedures subscore of the SAT-10. The quality of observed instruction in mathematics predicted students' achievement on the Procedures and Total Math subscores. Without accounting for clustering within classrooms and schools as multilevel models do, our linear regression analyses may lead to results that appear stronger than they actually are. Nevertheless our analyses indicate the direction of trend in these relationships and raise important questions regarding which data sources may be best (classroom assignments or observations) for measuring specific aspects of instruction and student outcomes. Additional research with larger samples of teachers is needed to make definitive conclusions about the validity of the IQA ratings and under what conditions one might choose to either observe in classrooms or collect assignments with student work. The following are appended: (1) IQA Rubrics; and (2) High and Low Quality Examples of Observed Lessons and Assignments. (Contains 21 tables and 9 footnotes.

Using the Instructional Quality Assessment toolkit to investigate the quality of reading comprehension assignments and student work (CSE Report 669)

This study presents preliminary findings from research developing an instructional quality assessment (IQA) toolkit that could be used to monitor the influence of reform initiatives on students' learning environments and to guide professional development efforts within a school or district. This report focuses specifically on the portion of the IQA used to evaluate the quality of teachers' reading comprehension assignments and student work. Results are limited due to a very small sample of participating teachers (N = 13, 52 assignments), and indicate a poor to moderate level of inter-rater agreement and a good degree of consistency for the dimensions measuring academic rigor, but not the clarity of teachers' expectations. The rigor of the assignments collected from teachers also was associated with the rigor of observed instruction. Collecting four assignments (two challenging and two recent) from teachers did not yield a stable estimate of quality. Additional analyses looking separately at the two different assignment types indicate, however, that focusing on one assignment type would yield a stable estimate of quality. This suggests that the way in which assignments are collected from teachers should be revised. Implications for professional development are also discussed. The 2003 Draft Observation and Assignment Rubrics for Reading Comprehension is appended. (Contains 6 tables, 4 figures, and 4 footnotes.

SCFSlimb Ubiquitin Ligase Suppresses Condensin II–Mediated Nuclear Reorganization by Degrading Cap-H2

Condensin complexes play vital roles in chromosome condensation during mitosis and meiosis. Condensin II uniquely localizes to chromatin throughout the cell cycle and, in addition to its mitotic duties, modulates chromosome organization and gene expression during interphase. Mitotic condensin activity is regulated by phosphorylation, but mechanisms that regulate condensin II during interphase are unclear. Here, we report that condensin II is inactivated when its subunit Cap-H2 is targeted for degradation by the SCF(Slimb) ubiquitin ligase complex and that disruption of this process dramatically changed interphase chromatin organization. Inhibition of SCF(Slimb) function reorganized interphase chromosomes into dense, compact domains and disrupted homologue pairing in both cultured Drosophila cells and in vivo, but these effects were rescued by condensin II inactivation. Furthermore, Cap-H2 stabilization distorted nuclear envelopes and dispersed Cid/CENP-A on interphase chromosomes. Therefore, SCF(Slimb)-mediated down-regulation of condensin II is required to maintain proper organization and morphology of the interphase nucleus

Treatment of Monozygotic Twins With Obsessive Compulsive Disorder Using Cognitive Therapy and Exposure With Ritual Prevention

BACKGROUND: Assessment and treatment of cohabiting monozygotic (MZ) twins with obsessive compulsive disorder (OCD) is a possible challenge for clinical psychologists. AIMS: This study aims to present a detailed history of two sets of cohabiting MZ twins with OCD, and describe the adaption of cognitive behavior therapy in their treatments. METHOD: Two sets of cohabiting MZ twins completed a structured intake and the Yale Brown Obsessive Compulsive Scale as well as measures of depression, anxiety, a measure of obsessive beliefs, and thought action fusion. One set received cognitive behavior therapy and exposure with ritual prevention (ERP) simultaneously and the other received ERP separately. Pre-, post-treatment and follow-up assessments occurred for both sets of twins. RESULTS: All four individuals showed notable decreases in OCD, and results were maintained for three of the four participants at follow-up points. CONCLUSIONS: This study highlights the developmental course of OCD that can occur in cohabiting twins, and the clinical adaption that may be necessary

Adults with Cerebral Palsy have Higher Prevalence of Fracture Compared with Adults Without Cerebral Palsy Independent of Osteoporosis and Cardiometabolic Diseases

Individuals with cerebral palsy (CP) have an increased risk of fracture throughout their lifespan based on an underdeveloped musculoskeletal system, excess body fat, diminished mechanical loading, and early development of noncommunicable diseases. However, the epidemiology of fracture among adults with CP is unknown. The purpose of this cross‐sectional study was to determine the prevalence of fracture among a large sample of privately insured adults with CP, as compared with adults without CP. Data were from the Optum Clinformatics Data Mart (Eden Prairie, MN, USA), a deidentified nationwide claims database of beneficiaries from a single private payer. Diagnostic codes were used to identify 18‐ to 64‐year‐old beneficiaries with and without CP and any fracture that consisted of osteoporotic pathological fracture as well as any type of fracture of the head/neck, thoracic, lumbar/pelvic, upper extremity, and lower extremity regions. The prevalence of any fracture was compared between adults with (n = 5,555) and without (n = 5.5 million) CP. Multivariable logistic regression was performed with all‐cause fracture as the outcome and CP group as the primary exposure. Adults with CP had a higher prevalence of all‐cause fracture (6.3% and 2.7%, respectively) and fracture of the head/neck, thoracic, lumbar/pelvic, upper extremity, and lower extremity regions compared with adults without CP (all p < 0.01). After adjusting for sociodemographic and socioeconomic variables, adults with CP had higher odds of all‐cause fracture compared with adults without CP (OR 2.5; 95% CI, 2.2 to 2.7). After further adjusting for cardiometabolic diseases, adults with CP had higher odds of all‐cause fracture compared with adults without CP (OR 2.2; 95% CI, 2.0 to 2.5). After further adjusting for osteoporosis, adults with CP still had higher odds of all‐cause fracture compared with adults without CP (OR 2.0; 95% CI, 1.8 to 2.2). These findings suggest that young and middle‐aged adults with CP have an elevated prevalence of all‐cause fracture compared with adults without CP, which was present even after accounting for cardiometabolic diseases and osteoporosis. © 2019 American Society for Bone and Mineral Research.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/150537/1/jbmr3694_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/150537/2/jbmr3694.pd

Test–Retest Reliability and Correlates of Vertebral Bone Marrow Lipid Composition by Lipidomics Among Children With Varying Degrees of Bone Fragility

The reliability of lipidomics, an approach to identify the presence and interactions of lipids, to analyze the bone marrow lipid composition among pediatric populations with bone fragility is unknown. The objective of this study was to assess the test–retest reliability, standard error of measurement (SEM), and the minimal detectable change (MDC) of vertebral bone marrow lipid composition determined by targeted lipidomics among children with varying degrees of bone fragility undergoing routine orthopedic surgery. Children aged 10 to 19 years, with a confirmed diagnosis of adolescent idiopathic scoliosis (n = 13) or neuromuscular scoliosis and cerebral palsy (n = 3), undergoing posterior spinal fusion surgery at our institution were included in this study. Transpedicular vertebral body bone marrow samples were taken from thoracic vertebrae (T11, 12) or lumbar vertebrae (L1 to L4). Lipid composition was assessed via targeted lipidomics and all samples were analyzed in the same batch. Lipid composition measures were examined as the saturated, monounsaturated, and polyunsaturated index and as individual fatty acids. Relative and absolute test–retest reliability was assessed using the intraclass correlation coefficient (ICC), SEM, and MDC. Associations between demographics and index measures were explored. The ICC, SEM, and MDC were 0.81 (95% CI, 0.55–0.93), 1.6%, and 4.3%, respectively, for the saturated index, 0.66 (95% CI, 0.25–0.87), 3.5%, and 9.7%, respectively, for the monounsaturated index, and 0.60 (95% CI, 0.17–0.84), 3.6%, and 9.9%, respectively, for the polyunsaturated index. For the individual fatty acids, the ICC showed a considerable range from 0.04 (22:2n‐6) to 0.97 (18:3n‐3). Age was positively correlated with the saturated index (r2 = 0.36; p = 0.014) and negatively correlated with the polyunsaturated index (r2 = 0.26; p = 0.043); there was no difference in index measures by sex (p > 0.58). The test–retest reliability was moderate‐to‐good for index measures and poor to excellent for individual fatty acids; this information can be used to power research studies and identify measures for clinical or research monitoring. © 2020 The Authors. JBMR Plus published by Wiley Periodicals LLC on behalf of American Society for Bone and Mineral Research.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/163414/2/jbm410400_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/163414/1/jbm410400.pd

Examining Rhetorics of Play in Curricula in Five Provinces: Is Play at Risk in Canadian Kindergartens?

In this article, school division and Ministry of Education–based early childhood consultants and university researchers respond to the question of whether play is at risk in kindergartens in five Canadian provinces by analyzing current and previous kindergarten curricula using Sutton-Smith’s framework of rhetorics of play. We find that play is integral to kindergarten curricula in Saskatchewan and Ontario, but only implicitly mentioned in the Alberta, British Columbia, and Manitoba curricula where support documents provide more support for play. The rhetoric of play as progress is the dominant discourse of current kindergarten curricula