Structural Influences on Participation Rates: A Canada-U.S. Comparison

In contrast to the decline in labour force participation in Canada in the 1990s, the aggregate participation rate in the United States actually rose slightly (up 0.5 percentage points between 1989 and 1997). This US experience provides a useful benchmark for the analysis of the Canadian developments. In the second article of the symposium, Irene Ip, Sheryl King and Geneviève Verdier, while recognizing that cyclical influences have contributed significantly to the decline in labour force participation in the 1990s in Canada relative to the United States, focus on supply-side factors at play in the behviour of the participation rate in the two countries. A key structural variable influencing youth labour force participation is enrolment rates. As the participation rate of students is below that of non-students, increased enrolment tends to reduce aggregate participation. Enrolment rates for teenagers increased 7 percentage points in Canada between 1989 and 1997, and 5 points in the United States; rates for youth adults increased 11 points in Canada and 7 points in the United States. As the U.S. economy enjoyed low unemployment in both 1989 and 1997, the rise in enrolment rates was related to structural factors, such as the growing recognition of the importance of education for success on the job market. Structural factors were undoubtedly at play in Canada . However, the authors suggest that the increase in enrolment rates beyond that experienced in the United States (29 per cent of the increase in enrolment rates for teens and 36 per cent for young adults) may be interpreted as a cyclical response to weak employment opportunities in Canada. The authors find composition changes in the age structure of the population account for about one percentage point of the decline in the aggregate participation rate in Canada between 1989 and 1997, as the relative importance of low-participation rate groups has increased. Based on an analysis of the factors affecting labour force participation of the major age-sex groups, the authors forecast a rise in the aggregate participation rate in Canada from 65.1 per cent in 1998 to 66.6 per cent in 2006. For the United States, the Bureau of Labor Statistics is forecasting a smaller increase, but from a higher level, to 67.6 per cent in 2006 from 67.1 per cent in 1998. The authors expect increases in labour force participation for all age-sex groups in Canada. Between 1998 and 2006, the participation rate is forecast to rise 4.6 percentage points for older men (55 and over), 3.8 points for older women, 3.7 points for prime age women, 8.9 points for teenagers, 3.5 points for young adults, and even 1.0 points for prime-aged men. The 1.5 point increase in the aggregate participation rate is much smaller than almost all the increases in the age-sex group specific rates because of the changing age structure, in particular the increasing proportion of the population in older age groups.Canada, United States, Labour Force Participation, Labor Force Participation, Participation Rate, Labour Force Participation Rate, Labor Force Participation Rate, Age Structure, Age, Sex, Gender, Aging, Ageing

Student satisfaction with online academic skills session during the pandemic

During the Covid-19 pandemic, the University of Northampton changed its usual mode of delivery from face-to-face to online. This may have involved less adjustment than in other institutions as, pre-pandemic, the university already made use of active blended learning using its virtual learning environment. To capture the student voice concerning satisfaction with this change of mode, professional service teams surveyed students attending embedded academic skills and information literacy workshops. The number of students completing the survey was 385 and overall, students were satisfied with online learning. Nearly two-thirds of respondents listed specific advantages and challenges of online learning. The most frequently mentioned advantage was convenience: being at home; the greater ease of combining study with work or home life; and reduced traveling saving both time and money. Other advantages were the improved quality and functionality of the online sessions, and positive motivational/affective factors. The most common challenge was issues with technology. Other challenges were negative motivational/affective factors, with students reporting lack of concentration and that the sessions were impersonal. A significant challenge was a perceived lack of communication between both students and lecturers, and students and their peers. Age was found to be a salient factor with students over the age of 30 markedly more positive about online learning than their younger peers. Concerns for practitioners in moving to online learning would be around ensuring students have access to the appropriate technology and finding ways to improve communication online. However, with appropriate planning, future provision may benefit from the advantages that online learning affords

Student satisfaction with online academic skills sessions during the pandemic

During the Covid-19 pandemic, the University of Northampton changed its usual mode of delivery from face-to-face to online. This may have involved less adjustment than in other institutions as, pre-pandemic, the university already made use of active blended learning using its virtual learning environment. To capture the student voice concerning satisfaction with this change of mode, professional service teams surveyed students attending embedded academic skills and information literacy workshops. The number of students completing the survey was 385 and overall, students were satisfied with online learning. Nearly two-thirds of respondents listed specific advantages and challenges of online learning. The most frequently mentioned advantage was convenience: being at home; the greater ease of combining study with work or home life; and reduced traveling saving both time and money. Other advantages were the improved quality and functionality of the online sessions, and positive motivational/affective factors. The most common challenge was issues with technology. Other challenges were negative motivational/affective factors, with students reporting lack of concentration and that the sessions were impersonal. A significant challenge was a perceived lack of communication between both students and lecturers, and students and their peers. Age was found to be a salient factor with students over the age of 30 markedly more positive about online learning than their younger peers. Concerns for practitioners in moving to online learning would be around ensuring students have access to the appropriate technology and finding ways to improve communication online. However, with appropriate planning, future provision may benefit from the advantages that online learning affords

The Timing of the Literature Review in Grounded Theory Research: An Open Mind Versus an Empty Head

Copyright: © 2013 Wolters Kluwer Health | Lippincott Williams & WilkinsThe timing of the literature review in grounded theory has been debated for decades, with previous recommendations to delay the review now under question. Mounting evidence suggests that a preliminary review can enhance theoretical sensitivity and rigor and may lead to innovative insights. However, researchers must acknowledge the influence of prior knowledge during data analysis and theory development to avoid bias. This article critically examines the ongoing debate and recommends that we should not seek to avoid preconceptions but ensure that they are well grounded in evidence and always subject to further investigation, revision, and refutation. If used reflexively, a preliminary literature review may well enhance grounded theory research

A Survey of Georgia Adult Protective Services Staff: Implications for Older Adult Injury Prevention and Policy

Introduction: The aging population is a rapidly growing demographic. Isolation and limited autonomy render many of the elderly vulnerable to abuse, neglect and exploitation. As the population grows, so does the need for Adult Protective Services (APS). This study was conducted to examine current knowledge of older adult protection laws in Georgia among APS staff and to identify training opportunities to better prepare the APS workforce in case detection and intervention. Methods: The Georgia State University Institute of Public Health faculty developed a primary survey in partnership with the Georgia Division of Aging Services’ leadership to identify key training priority issues for APS caseworkers and investigators. A 47-item electronic questionnaire was delivered to all APS employees via work-issued email accounts. We conducted descriptive analyses, t-tests and chi-square analyses to determine APS employees’ baseline knowledge of Georgia’s elder abuse policies, laws and practices, as well as examine associations of age, ethnicity, and educational attainment with knowledge. We used a p-value of 0.05 and 95% confidence intervals to determine statistical significance of analyses performed. Results: Ninety-two out of 175 APS staff responded to the survey (53% response rate). The majority of respondents were Caucasian (56%) women (92%). For over half the survey items, paired sample t-tests revealed significant differences between what APS staff reported as known and what APS staff members indicated they needed to know more about in terms of elder abuse and current policies. Chi-square tests revealed that non-Caucasians significantly preferred video conferencing as a training format (44% compared to 18%), [χ2(1) = 7.102, p \u3c .008], whereas Caucasians preferred asynchronous online learning formats (55% compared to 28%) [χ2(1) =5.951, p \u3c .015]. Conclusion: Results from this study provide the Georgia Division of Aging with insight into specific policy areas that are not well understood by APS staff. Soliciting input from intended trainees allows public health educators to tailor and improve training sessions. Trainee input may result in optimization of policy implementation, which may result in greater injury prevention and protection of older adults vulnerable to abuse, neglect and exploitation

A Survey of Georgia Adult Protective Service Staff: Implications for Older Adult Injury Prevention and Policy

Background: The aging population is a rapidly growing demographic. Isolation and limited autonomy render many of the elderly vulnerable to abuse, neglect and exploitation. As the population grows, so does the need for Adult Protective Services (APS). This study was conducted to examine current knowledge of older adult protection laws in Georgia among APS staff and to identify training opportunities to better prepare the APS workforce in case detection and intervention. Methods: The Georgia State University Institute of Public Health faculty developed a primary survey in partnership with the Georgia Division of Aging Services\u27 leadership to identify key training priority issues for APS caseworkers and investigators. A 47-item electronic questionnaire was delivered to all APS employees via work-issued email accounts. We conducted descriptive analyses, t-tests and chi-square analyses to determine APS employees’ baseline knowledge of Georgia’s elder abuse policies, laws and practices, as well as examine associations of age, ethnicity, and educational attainment with knowledge. We used a p-value of 0.05 and 95% confidence intervals to determine statistical significance of analyses performed. Result: Ninety-two out of 175 APS staff responded to the survey (53% response rate). The majority of respondents were Caucasian (56%) women (92%). For over half the survey items, paired sample t-tests revealed significant differences between what APS staff reported as known and what APS staff members indicated they needed to know more about in terms of elder abuse and current policies. Chi-square tests revealed that non-Caucasians significantly preferred video conferencing as a training format (44% compared to 18%), [χ2(1) = 7.102, p \u3c .008], whereas Caucasians preferred asynchronous online learning formats (55% compared to 28%) [χ2(1) =5.951, p \u3c .015]. Conclusion: Results from this study provide the Georgia Division of Aging with insight into specific policy areas that are not well understood by APS staff. Soliciting input from intended trainees allows public health educators to tailor and improve training sessions. Trainee input may result in optimization of policy implementation, which may result in greater injury prevention and protection of older adults vulnerable to abuse, neglect and exploitation

Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence

This second annual report in a series on virtual education is organized in three major sections. Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from the 2013 recommendations. Section II reviews the research relevant to virtual schools. It finds that despite considerable enthusiasm for virtual education in some quarters, there is little credible research to support virtual schools&rsquo; practices or to justify ongoing calls for ever-greater expansion. Section III provides a descriptive overview of full-time virtual schools and their expansion based on data gathered from state, corporate, and organizational sources. Details on enrollment include the student characteristics of race/ethnicity, sex, free and reduced- price lunch eligibility, special education designation, ELL status, and grade level. Other information includes student-teacher ratios. In addition, details on student achievement include Adequate Yearly Progress (AYP) ratings, state ratings, and graduation rates.</p

Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence

This national study, which comprehensively reviews 311 virtual schools operating in the United States, finds serious and systemic problems with the nation’s full-time cyber schools. Despite virtual schools’ track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand virtual schools and online offerings to students, at high cost to taxpayers. The advocates of full-time virtual schools are several years ahead of policymakers and researchers, and new opportunities are being developed and promoted largely by for-profit entities accountable to stockholders rather than to any public constituency. The report’s authors conclude that continued rapid expansion of full-time cyber schools is unwise. More research is needed; and to enable such research, state oversight agencies need to require more, and better refined, data. Financial controls and funding unique to cyber schools need to be established

Virtual Schools in the U.S. 2017

In the five years since the first NEPC Annual Report on Virtual Education was released in 2013, virtual education continues to be a focal point for policymakers. Proponents argue that virtual education can expand student choices and improve the efficiency of public education. In particular, full-time virtual schools (also sometimes referred to as virtual charter schools, virtual academies, online schools or cyber schools) have attracted a great deal of attention. Many believe that online curriculum can be tailored to individual students more effectively than curriculum in traditional classrooms, giving it the potential to promote greater student achievement than can be realized in traditional brick-and-mortar schools. Further, the promise of lower costs&mdash;primarily for instructional personnel and facilities&mdash;makes virtual schools financially appealing to both policymakers and for-profit providers. The 2017 NEPC Annual Report contributes to the existing evidence related to virtual education, and so to debates surrounding it. It provides objective analysis of the characteristics and performance of full-time, publicly funded K-12 virtual schools; available research on virtual school practices and policy; and an overview of recent state efforts to craft new policy.</p

Epidemiology and risk factors for Staphylococcus aureus colonization in children in the post-PCV7 era

<p>Abstract</p> <p>Background</p> <p>The incidence of community-associated methicillin-resistant <it>Staphylococcus aureus </it>(MRSA) has risen dramatically in the U.S., particularly among children. Although <it>Streptococcus pneumoniae </it>colonization has been inversely associated with <it>S. aureus </it>colonization in unvaccinated children, this and other risk factors for <it>S. aureus </it>carriage have not been assessed following widespread use of the heptavalent pneumococcal conjugate vaccine (PCV7). Our objectives were to (1) determine the prevalence of <it>S. aureus </it>and MRSA colonization in young children in the context of widespread use of PCV7; and (2) examine risk factors for <it>S. aureus </it>colonization in the post-PCV7 era, including the absence of vaccine-type <it>S. pneumoniae </it>colonization.</p> <p>Methods</p> <p>Swabs of the anterior nares (<it>S. aureus</it>) were obtained from children enrolled in an ongoing study of nasopharyngeal pneumococcal colonization of healthy children in 8 Massachusetts communities. Children 3 months to <7 years of age seen for well child or sick visits in primary care offices from 11/03–4/04 and 10/06–4/07 were enrolled. <it>S. aureus </it>was identified and antibiotic susceptibility testing was performed. Epidemiologic risk factors for <it>S. aureus </it>colonization were collected from parent surveys and chart reviews, along with data on pneumococcal colonization. Multivariate mixed model analyses were performed to identify factors associated with <it>S. aureus </it>colonization.</p> <p>Results</p> <p>Among 1,968 children, the mean age (SD) was 2.7 (1.8) years, 32% received an antibiotic in the past 2 months, 2% were colonized with PCV7 strains and 24% were colonized with non-PCV7 strains. The prevalence of <it>S. aureus </it>colonization remained stable between 2003–04 and 2006–07 (14.6% vs. 14.1%), while MRSA colonization remained low (0.2% vs. 0.9%, p = 0.09). Although absence of pneumococcal colonization was not significantly associated with <it>S. aureus </it>colonization, age (6–11 mo vs. ≥5 yrs, OR 0.39 [95% CI 0.24–0.64]; 1–1.99 yrs vs. ≥5 yrs, OR 0.35 [0.23–0.54]; 2–2.99 yrs vs. ≥5 yrs, OR 0.45 [0.28–0.73]; 3–3.99 yrs vs. ≥5 yrs, OR 0.53 [0.33–0.86]) and recent antibiotic use were significant predictors in multivariate models.</p> <p>Conclusion</p> <p>In Massachusetts, <it>S. aureus </it>and MRSA colonization remained stable from 2003–04 to 2006–07 among children <7 years despite widespread use of pneumococcal conjugate vaccine. <it>S. aureus </it>nasal colonization varies by age and is inversely correlated with recent antibiotic use.</p