5,185 research outputs found
Joint Labor-Management Training Programs for Healthcare Worker Advancement and Retention
[Excerpt] Filling vacancies and retaining workers in shortage areas such as nursing and other allied health occupations remains a challenge in todayβs healthcare industry. At the same time, low-wage workers in the healthcare industry often lack the educational credentials necessary to move into higher-paying occupations. This study seeks to understand the role of multi-employer joint labor-management healthcare worker training in meeting the needs of employers for career ladder advancement in their incumbent workforce. The study focuses on hospital employers and their experience with strategies for the advancement of low-wage and entry level workers into healthcare career pathways
One-loop Corrections to the S Parameter in the Four-site Model
We compute the leading chiral-logarithmic corrections to the S parameter in
the four-site Higgsless model. In addition to the usual electroweak gauge
bosons of the Standard Model, this model contains two sets of heavy charged and
neutral gauge bosons. In the continuum limit, the latter gauge bosons can be
identified with the first excited Kaluza-Klein states of the W^\pm and Z bosons
of a warped extra-dimensional model with an SU(2)_L \times SU(2)_R \times
U(1)_X bulk gauge symmetry. We consider delocalized fermions and show that the
delocalization parameter must be considerably tuned from its tree-level ideal
value in order to reconcile experimental constraints with the one-loop results.
Hence, the delocalization of fermions does not solve the problem of large
contributions to the S parameter in this class of theories and significant
contributions to S can potentially occur at one-loop.Comment: 28 pages, 7 figure
A community programme to reduce salt intake and blood pressure in Ghana
Background
In Africa hypertension is common and stroke is increasing. Detection, treatment and control of high blood pressure (BP) is limited. BP can be lowered by reducing salt intake. In Africa salt is added to the food by the consumer, as processed food is rare. A population-wide approach with programmes based on health education and promotion is thus possible.
Methods
We carried out a community-based cluster randomised trial of health promotion in 1,013 participants from 12 villages (628 women, 481 rural dwellers); mean age 55 years to reduce salt intake and BP. Average BP was 125/74 mmHg and urinary sodium (UNa) 101 mmol/day. A health promotion intervention was provided over 6 months to all villages. Assessments were made at 3 and 6 months. Primary end-points were urinary sodium excretion and BP levels.
Results
There was a significant positive relationship between salt intake and both systolic (2.17 mmHg [95% CI 0.44 to 3.91] per 50 mmol of UNa per day, p < 0.001) and diastolic BP (1.10 mmHg [0.08 to 1.94], p < 0.001) at baseline. At six months the intervention group showed a reduction in systolic (2.54 mmHg [-1.45 to 6.54]) and diastolic (3.95 mmHg [0.78 to 7.11], p = 0.015) BP when compared to control. There was no significant change in UNa. Smaller villages showed greater reductions in UNa than larger villages (p = 0.042). Irrespective of randomisation, there was a consistent and significant relationship between change in UNa and change in systolic BP, when adjusted for confounders. A difference in 24-hour UNa of 50 mmol was associated with a lower systolic BP of 2.12 mmHg (1.03 to 3.21) at 3 months and 1.34 mmHg (0.08 to 2.60) at 6 months (both p < 0.001).
Conclusion
In West Africa the lower the salt intake, the lower the BP. It would appear that a reduction in the average salt intake in the whole community may lead to a small but significant reduction in population systolic BP
Centered Partition Process: Informative Priors for Clustering
There is a very rich literature proposing Bayesian approaches for clustering
starting with a prior probability distribution on partitions. Most approaches
assume exchangeability, leading to simple representations in terms of
Exchangeable Partition Probability Functions (EPPF). Gibbs-type priors
encompass a broad class of such cases, including Dirichlet and Pitman-Yor
processes. Even though there have been some proposals to relax the
exchangeability assumption, allowing covariate-dependence and partial
exchangeability, limited consideration has been given on how to include
concrete prior knowledge on the partition. For example, we are motivated by an
epidemiological application, in which we wish to cluster birth defects into
groups and we have prior knowledge of an initial clustering provided by
experts. As a general approach for including such prior knowledge, we propose a
Centered Partition (CP) process that modifies the EPPF to favor partitions
close to an initial one. Some properties of the CP prior are described, a
general algorithm for posterior computation is developed, and we illustrate the
methodology through simulation examples and an application to the motivating
epidemiology study of birth defects
Factors Influencing Individual Performance in an Indonesian Government Office
Reformation in Indonesian government offices leads to many substantial changes, and demands improved job performances while arguably loading employees with more work. This research aims to understand factors that potentially influence job performance in Indonesian government offices that carries on such reformation. Using adapted scales from previous studies, this research investigates the role of workload, responsibility for others (level of responsibility to care for other people) and need for achievement on employee’s performance. A survey to all full-time workers in an Indonesian government office is conducted. Contrary to expectation, workload does not influence employee’s performance. Instead, regression analysis demonstrates that, employee’s need for achievement and responsibility for others are significant factors affecting individual performance. These results are important because they highlight the significance of need for achievement for the success of reformation in this office, and by extension for reformation in Indonesia. The results are also interesting because this is the first study that points out to the role of responsibility for others in influencing individual performance in Indonesia which is characterized by collectivistic culture. This paper discusses the contributions of these results for theory and practice.  
Higgs Triplets, Decoupling, and Precision Measurements
Electroweak precision data has been extensively used to constrain models
containing physics beyond that of the Standard Model. When the model contains
Higgs scalars in representations other than SU(2) singlets or doublets, and
hence rho not equal to one at tree level, a correct renormalization scheme
requires more inputs than the three needed for the Standard Model. We discuss
the connection between the renormalization of models with Higgs triplets and
the decoupling properties of the models as the mass scale for the scalar
triplet field becomes much larger than the electroweak scale. The requirements
of perturbativity of the couplings and agreement with electroweak data place
strong restrictions on models with Higgs triplets. Our results have important
implications for Little Higgs type models and other models with rho not equal
to one at tree level.Comment: 23 page
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Όλ³νλ μ΄μ§μ μν μΈμ΄ μ¬μ© κ·Ήλνμ κ·Έ λͺ©μ μ λλλ° λν΄ ν¨μλ₯Ό μ 곡νκ³ , μΆκ°μ μΈ νμ μ°κ΅¬λ₯Ό μ μνμλ€.The study thematically explored the teachers dialogic scaffolding practices and strategies in classroom argumentation implementation. As dialogic inquiry involves interrelated responses, students expressions of argumentative agency in response to their teachers dialogic scaffolding were also thematically explored. This study was conducted to investigate the potentials of classroom argumentation to become a minds-on inquiry teaching method in the Philippine biology education due to the limitations of schools for hands-on or laboratory-based instructions. The study employed the qualitative multiple-case study research design which involved four science teachers and their students in the Philippines. Robust amount of data which were analyzed through constant comparison method to establish themes representative of the teachers dialogic scaffolding and students expressions of argumentative agency where taken from audio- and video transcripts of a total of 20 lesson transcripts; five lessons observed from each teacher. These were supplemented with other data obtained through survey, formal and informal interview, and non-participant observations to establish the teachers profile regarding their knowledge and beliefs on the nature of teaching and learning and on the nature and advantages of classroom argumentation.
Thematic analyses for both the teachers dialogic scaffolding practices and students expressions of argumentative agency in both the contingency and fading phases followed the grounded theory methodology through constant comparison method. This was applied to the total of 20 classroom transcripts (five from each) of the four classes to develop the themes and subthemes which represented the interrelated categories of teachers and students dialogic exchange which sustained their argumentative discussions from the contingency phases to the fading phases. In the coding process, themes were developed using the combined inductive and template approaches which merged the a priori and data-driven codes. The codebooks that were generated were particularly focused on types of dialogues and the roles played by these dialogues to establish the interplay of teachers and students dialogic interactions. Dialogic scaffolding in this study was used as discursive support provided by the teachers to elicit students expressions of argumentative agency. Students expressions of argumentative agency on the other hand, were focused on their willingness to participate in the dialogic inquiry with solicited responses in the contingency phases and unsolicited responses in the fading phases. As the study was focused on the dialogic exchange, the roles of the teachers dialogic scaffolding prompts and students responses were noted in both the contingency and fading phases of their discussions. Teachers dialogic scaffolding prompts were classified as conceptual, analytical, and reflective and were expressed in different roles such as linking statements to prior knowledge, recapitulating, appropriating, recasting, cued eliciting, and increasing perspectives in the contingency phase while supporting, being a tool for communication, and extending students capacities in the fading phase. Students dialogic roles to express their argumentative agency on the other hand, can either be constructive which supported or provided reasons to claims or critic which clarified, challenged, or evaluated existing claims.
Results showed that the teachers had different dialogic scaffolding practices for classroom argumentation implementation. These differences were affected by their varying levels of knowledge and beliefs on the nature of teaching and learning and on the nature and advantages of classroom argumentation. These beliefs eventually affected their framing of instructional approaches to implement classroom argumentation (SSI-based or content-based) which further influenced their dialogic scaffolding practices and strategies. Four themes, which were associated to their framing of instructional approaches, emerged as the teachers dialogic scaffolding practices in the contingency phase namely: 1) appropriation strategies, 2) enactment of the culture of negotiation, 3) conceptual-reflective questioning, and 4) flexible affirmations of students ideas for collective consensus. In the fading phase, two themes represented the teachers dialogic scaffolding and similarly, these were aligned to their instructional approaches to classroom argumentation implementation. In order to implement their personal dialogic scaffolding practices, each teacher employed two different but related dialogic scaffolding strategies to support the students expressions of argumentative agency in the contingency phases. In the SSI-based classes, using the appropriation strategies, Teacher Loida dialogically scaffolded the students by: 1) using prior scientific knowledge to build abstract concepts from simple ones, and 2) providing scenarios that may be experienced by the students. In the enactment of the culture of negotiation, Teacher Carlo used the strategies: 1) offering neutral points of view as prerequisites for integrative negotiation, and 2) converging disparate ideas leading to collective consensus. In the content-based classes, Teacher Don implemented his conceptual-reflective questioning by: 1) questioning using factual-canonical concepts, and 2) extending discussion through reflective inquiry. Finally, using the flexible affirmations of students for collective consensus, Teacher Mara implemented this by: 1) providing reinforcement for a mutually contingent dialogic exercise, and 2) revoicing to increase students backing and enhance their discursive identity.
Results of the analysis point out the possibility of implementing classroom argumentation as a minds-on inquiry process in the Philippine biology education. This is in response to the advocacy for inquiry-based teaching despite the limits posed by the scarcity of resources for hands-on or laboratory-based inquiry teaching practices. With the varying dialogic scaffolding practices of the teachers employed in this study based on their varying levels of knowledge and beliefs on the nature of teaching and learning and on the nature and advantages of classroom argumentation, the study recommends professional development (PD) programs that would facilitate the development of the constructivist beliefs of pre-service and in-service education. This would eventually lead them to framing and implementing inquiry-based teaching such as classroom argumentation through their dialogic scaffolding. Implications for pre-service and in-service teachers PDs which aim to maximize the use of language in promoting classroom argumentation with the success of the mother tongue-based-multi-language Education (MTB-MLE) program in the Philippines were discussed. Further recommendations for future related studies were discussed.Table of Contents Contents Page
Dedication ii
Acknowledgement iii
Abstract vi
Table of Contents x
List of Tables xiii
List of Figures xiv
Chapter 1. Introduction 1
1.1. Statement of the Problem 8
1.2. Objectives of the Study 12
1.3. Significance of the Study 13
1.4. Limitations of the Study 15
1.5. Overview of the Dissertation 16
Chapter 2. Theoretical Framework and Conceptual Definition of Terms 19
Chapter 3. Review of Related Literature 26
3.1. Dialogic scaffolding argumentation as an inquiry-based approach in science education 27
3.2. Defining a dialogic learning environment . 31
3.3. Scaffolding in science education 35
3.4. Argumentative agency in the current research 37
3.5. Developing students epistemic agency for classroom argumentation 40
3.6. Advantages of classroom argumentation 42
3.7. Developing teachers PCK for argumentation teaching 43
3.8. The secondary school science education in the K to 12 curriculum of the Philippines 45
3.9. Improving the constructivist teaching approaches of science teachers in the Philippines 47
Chapter 4. Methodology 50
4.1. Research design 50
4.2. Sampling and settings of the study 52
4.3. Participants of the Study 54
4.4. Classroom dynamics 57
4.5. Data collection 59
4.5.1. Procedure 59
4.5.2. Instruments 61
4.6. Data analysis and interpretation 65
4.6.1. Analysis and interpretation on the teachers dialogic scaffolding practices and implementation strategies for students expressions of argumentative
agency in both the contingency and fading phases 66
4.6.2. Descriptive analysis and interpretation on the teachers knowledge and belief systems on nature of teaching and learning and on the nature and advantages of classroom argumentation 68
4.6.3. Analysis and interpretation on what and how the students expressed argumentative agency as a response to their teachers dialogic scaffolding practices in both the contingency and fading phases 70
4.7. Establishing the research quality 74
4.8. Ethical considerations 75
Chapter 5. Results and Discussion 77
5.1. Teachers dialogic scaffolding practices 80
5.1.1. Dialogic scaffolding practices and implementation strategies in the contingency phase 80
For the SSI-based implementing teachers 80
Theme 1: Appropriation strategies 81
Theme 2: Enactment of the culture of negotiation 90
For the content-based implementing teachers 97
Theme 3: Conceptual-reflective questioning strategies 98
Theme 4: Flexible affirmations of students ideas for collective consensus 107
5.1.2. Teachers dialogic scaffolding practices and implementation strategies in the fading phases 114
Theme 1: Recognition of students scientific knowledge capitals for the SSI-based implementing teachers 116
Theme 2: Sensitivity to students willingness to participate in the dialogic exchange in the content-based classes 130
5.2. Teachers knowledge and beliefs on the nature of teaching and learning and on the nature and advantages of classroom argumentation 144
SSI-based implementing teachers 144
Content-based implementing teachers 154
5.3. Students expressions of argumentative agency in response to their teachers dialogic scaffolding practices and strategies 165
5.3.1. Theme 1: Neutral and immediate application of scientific knowledge in the dialogic response in the contingency phase 168
5.3.2. Theme 2: Use of science concepts, willingness to take part, and recognition of the advantages of turn-taking in the fading phase 190
Chapter 6. Summary and Conclusion 217
Chapter 7. Implications and Recommendations 229
References 234
κ΅λ¬Έμ΄λ‘ 254
Appendices 258
I. Communications 258
II. SNU IRB Approval Sheets 259
III. Sample Research Instruments 267
A. TBTLQ 267
B. TKBAS 268
C. TBTLI 269
D. TDSAOC 270
E. TSCAIG 271Docto
Social Costs of Herbicide Resistance: The Case of Resistance to Glyphosate
Unlike in the pesticide and antibiotic resistance literature, potential social costs and externalities associated with herbicide resistance have not generally been considered by economists. The economics of managing herbicide resistance in weeds has focused on cost-effective responses by growers to the development of resistance at the individual farm and field level. Economic analyses of optimal herbicide use have focused on optimising farmer returns in the long run. Weeds have been considered less mobile, compared to insects and diseases, suggesting that externalities resulting from resistance spread will be minimal and any consequent social costs low. Glyphosate is the world's most widely used broad-spectrum non-selective herbicide. Declining glyphosate prices, the adoption of no-till and minimum-till systems and the adoption of glyphosate-tolerant crops, have combined to cause a rapid increase in the use of glyphosate, and resistance is now appearing. In this paper we argue that the increasing possibility of widespread glyphosate resistance, exacerbated in some situations by spread through resistance mobility, presents a case where social costs associated with glyphosate resistance need to be considered when assessing optimal use of this herbicide resource at the farm level. Possible social costs associated with the loss of glyphosate efficacy include potential failure of herbicide-resistant crop systems, reduced use of conservation tillage techniques, and potentially more reliance on herbicides with greater environmental and health risks.glyphosate resistance, herbicide resistance, social costs, externalities, resistance mobility, Crop Production/Industries,
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