Is Universal Financial Education Putting the Cart Before the Horse?

This study evaluates the effectiveness of extant financial education in the United States (i.e., employer-provided education, financial education in high school, and financial education in college) via linear regression and logistic regression analyses conducted on data from the 2012 National Financial Capability Study (NFCS). It concludes that although formal financial education is associated with improved financial literacy above and beyond general educational attainment, employer-provided education and financial education in US high schools are frequently associated directly or indirectly with increased odds of an adverse personal financial event (i.e., foreclosure, bankruptcy, or being underwater). Financial education in college is either not significant or is indirectly associated with reduced odds of some these adverse events. Given these findings, it seems that generating and evaluating rigorous empirical evidence about effective methods and curriculums for teaching financial education should be an immediate policy priority rather than requiring universal financial education in haste. However, requiring universal financial education may be a worthy long-term goal, after these more immediate policy needs are achieved. These findings and recommendations contribute to the literature by helping to resolve relatively intense debate among researchers about the effectiveness of financial education via the first study that examines the efficacy of financial literacy in a nationally representative, US database

A Hierarchical Examination of the Immigrant Achievement Gap: The Additional Explanatory Power of Nationality and Educational Selectivity Over Traditional Explorations of Race and Socioeconomic Status

This study compared immigrant and nonimmigrant educational achievement (i.e., the immigrant gap) in math and reading by reexamining the explanatory power of race and socio-economic status (SES)—two variables, perhaps, most commonly considered in educational research and policy formation. Four research questions were explored through growth curve modeling, factor analysis, and regression analysis based on a sample of participants in the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998 (ECLS-K) from kindergarten to eighth grade (N = 6,861). Findings indicated that immigrant students who had been in the United States since at least their preschool years had lower math and reading achievement than nonimmigrants when they began kindergarten. In both achievement areas, 1.75-generation students caught up to their nonimmigrant counterparts, but second-generation students did not. Additionally, nationality played a greater role in determining immigrant performance than did race. Furthermore, educational selectivity had explanatory power with regard to math outcomes in (a) accounting for gaps between immigrant and nonimmigrant achievement, (b) accounting for racial gaps in achievement among both 1.75- and second-generation immigrants, (c) accounting directly for achievement among 1.75-immigrants, and (d) moderating the explanatory power of SES among both 1.75- and second-generation immigrants. Finally, mother\u27s educational selectivity was positively associated with both parental involvement and center-based early childhood education, but not with parental warmth, relative care, nonrelative care, or participation in Head Start—independent of whether children were 1.75- or second-generation immigrants

Suggestions for Solving Cheating Scandals at Public Accounting Firms

5 pagesThe purpose of this paper is to provide suggestions that may help to resolve problems that public accounting firms have experienced with employees cheating on the AICPA’s ethics exam and on training exams, including Continuing Professional Education (CPE) exams. To form these suggestions, we analyzed the recent cheating scandal at Ernst & Young (EY) that was widely publicized in June 2022. Our suggestions include: (1) impose more effective penalties and deterrents; (2) redesign the ethics exam; (3) implement mandatory time for CPE and provide confidential outplacement services, and (4) rethink CPE requirements for the profession as a whole

Disaster Preparedness and Response: A Survey of U.S. Dental Hygienists

Purpose: The purpose of this study was to assess dental hygienists’ interests, current involvement, formal education, views, comfort levels, and intentions for involvement with disaster preparedness and response. Methods: Dental hygienists (n=400) were asked to respond to a 21-item online survey. Data was analyzed using descriptive statistics, chi-square goodness-of-fit tests, and a paired-samples t-test. Common themes were identified and categorized from open-ended questions. Results: A response rate of 84% (n=334) was obtained. Most respondents (97%) reported no involvement with disaster preparedness and response; however, a majority (86%) reported interest. Of those who indicated an interest in disaster preparedness and response, 92% had intentions for becoming involved. A majority of dental hygienists (93%) had not received formal education in disaster preparedness and response; yet, 95% shared the view that dental hygienists could have a vital role in this specialty area. Although results indicated a mean difference of 9% increased comfort with activities not requiring physical contact with human remains, dental hygienists were relatively comfortable with activities requiring contact: taking photographs (76%, n=254), taking radiographs (83%, n=273), resecting the mandible (55%, n=184), cleaning skeletonized remains (67%, n=221). Conclusion: Dental hygienists view themselves as professionals who could have a vital role in disaster preparedness and response. Efforts should be made to increase dental hygiene formal education in disaster preparedness and response with needed curriculum models and competencies for best outcomes when dental hygienists are serving their communities

Physical and technical demands and preparatory strategies in female field collision sports: a scoping review

Women’s participation in field collision sports is growing world- wide. Scoping reviews provide an overview of scientific litera- ture in a developing area to support practitioners, policy, and research priorities. Our aim is to explore published research and synthesise information on the physical and technical de- mands and preparation strategies of female field collision sports. We searched four databases and identified relevant published studies. Data were extracted to form (1) a numerical analysis and (2) thematic summary. Of 2318 records identified, 43 studies met the inclusion criteria. Physical demands were the most highly investigated (n = 24), followed by technical demands (n = 18), tactical considerations (n = 8) and preparatory strategies (n = 1). The key themes embody a holistic model contributing to both performance and injury prevention outcomes in the context of female field collision sports. Find- ings suggest a gender data gap across all themes and a low evidence base to inform those preparing female athletes for match demands. Given the physical and technical differences in match-demands the review findings do not support the generalisation of male-derived training data to female athletes. To support key stakeholders working within female field collision sports there is a need to increase the visibility of female athletes in the literature.<br/

Are we tackle ready? Cross-sectional video analysis of match tackle characteristics in elite women's Rugby Union

The tackle contest is the most common and most injurious match contact event in rugby and is an indicator of performance. Tackle Ready is World Rugby's tackle technique education program. Limited research has characterized the tackle contest in women's rugby. The purpose of this study is to: (1) identify the match situational characteristics, ball-carrier and tackler technical actions demonstrated in elite women's Rugby Union and (2) to determine the extent to which Tackle Ready recommended tackle techniques were exhibited. Technical characteristics for 1500 tackle events in the 2022–2023 Women's Six Nations Championship were visually assessed according to a predefined coding framework and the Tackle Ready program. Tackles lacked full completion (0.2%) of the 22 coded Tackle Ready techniques with 47% of the recommended techniques demonstrated in each tackle on average (range 15%–98%). A high proportion of tackles involved two defenders (48%), approaching ball-carriers from the side (38%) or oblique angles (39%), in an upright position (30%), and with initial contact made with the arm (51%). Incorrect pre-contact head positioning and head placement upon contact accounted for 50% and 15% of tackles, respectively, and there was a mean of 14 (95% CI 11–18) head and neck contacts to a tackler and 18 (95% CI 14–22) head and neck contacts to a ball-carrier per game. Targeted interventions to encourage adoption of recommended techniques are needed to reduce tackle-related injury risk in women's rugby. This study provides valuable context for future discussion across law enforcement, coach education and gender-specific tackle coaching in the women's game.Irish Research Council. Open access funding provided by IReL.https://onlinelibrary.wiley.com/journal/15367290hj2024Sports MedicineSDG-03:Good heatlh and well-bein

Moral economies of consumption

The aim of this article is twofold: first, to bring together debates about enduring normative concerns surrounding the morality of consumption with more recent concerns about the ways specific moralities are constituted in and through markets. The second aim is to develop the concept of ‘moral economy’ and call for an approach to its study, attentive to how moralities of consumption develop through interactions between instituted systems of provision, forms of state regulation, customs within communities and the everyday reflections of consumers about the things that matter to them. As consumers are increasingly asked to factor environmental and fair labour concerns into their purchase and post-purchase habits, there is a real need to understand how moralities of consumption are both formatted through institutional frameworks and shaped everyday by actors from within. After developing a framework for the study of moral economies, this article explores in depth the experiences of one couple in relation to the cessation of a cardboard recycling collection in Shropshire (England) to show why a multilevel perspective is needed to appreciate the place of morality within the market