Behavioral Economics and Developmental Science: A New Framework to Support Early Childhood Interventions

Public policies have actively responded to an emergent social and neuroscientific evidence base documenting the benefits of targeting services to children during the earliest period of their development. But problems of low utilization, inconsistent participation, and low retention continue to present themselves as challenges. Although most interventions recognize and address structural and psycho-social barriers to parent’s engagement, few take seriously the decision making roles of parents. Using insights from the behavioral sciences, we revisit assumptions about the presumed behavior of parents in a developmental context. We then describe ways in which this framework informs features of interventions that can be designed to augment the intended impacts of early development, education and care initiatives by improving parent engagement

Detecting and predicting spatial and interannual patterns of temperate forest springtime phenology in the eastern U.S.

We performed a diagnostic analysis of AVHRR-NDVI and gridded, temperature data for the deciduous forests of the eastern U.S., calibrating temperature accumulation model with satellite data for 1982–1993. The model predicts interannual variability in onset date based upon year-to-year changes in springtime temperature. RMS error over the period ranges from 6.9 days in the northern portion of the domain to 10.7 days in the south. The analysis revealed a relationship between temperature accumulation and satellite derived onset date (rank correlation = 0.31–0.62). The required temperature accumulation threshold can be expressed as a function of mean temperature (R2 of 0.90) to facilitate predictive analysis of phenological onset, or when remote sensing data are unavailable

Cooperation of Nature and Physiologically Inspired Mechanism in Visualisation

A novel approach of integrating two swarm intelligence algorithms is considered, one simulating the behaviour of birds flocking (Particle Swarm Optimisation) and the other one (Stochastic Diffusion Search) mimics the recruitment behaviour of one species of ants – Leptothorax acervorum. This hybrid algorithm is assisted by a biological mechanism inspired by the behaviour of blood flow and cells in blood vessels, where the concept of high and low blood pressure is utilised. The performance of the nature-inspired algorithms and the biologically inspired mechanisms in the hybrid algorithm is reflected through a cooperative attempt to make a drawing on the canvas. The scientific value of the marriage between the two swarm intelligence algorithms is currently being investigated thoroughly on many benchmarks and the results reported suggest a promising prospect (al-Rifaie, Bishop & Blackwell, 2011). We also discuss whether or not the ‘art works’ generated by nature and biologically inspired algorithms can possibly be considered as ‘computationally creative’

Creative or Not? Birds and Ants Draw with Muscle

In this work, a novel approach of merging two swarm intelligence algorithms is considered – one mimicking the behaviour of ants foraging (Stochastic Diffusion Search [5]) and the other algorithm simulating the behaviour of birds flocking (Particle Swarm Optimisation [17]). This hybrid algorithm is assisted by a mechanism inspired from the behaviour of skeletal muscles activated by motor neurons. The operation of the swarm intelligence algorithms is first introduced via metaphor before the new hybrid algorithm is defined. Next, the novel behaviour of the hybrid algorithm is reflected through a cooperative attempt to make a drawing, followed by a discussion about creativity in general and the ’computational creativity’ of the swarm

Children facing economic hardships in the United States

This paper helps document significant improvements in the child low-income rate as well as the significant decrease in the proportion of children who relied on public assistance in the United States during the 1990s. Many disadvantaged groups of children were less likely to live in poor or low-income families in the late 1990s than such children a decade earlier. The improvement in the child low-income rates of these disadvantaged groups was accompanied by a substantial increase in parental employment. However, parental employment appears to do less to protect children from economic hardship than it did a decade earlier. This paper shows that working families’ children in many disadvantaged social groups, especially groups in medium risk ranks--children in families with parents between ages 25 to 29, with parents who only had a high-school diploma, and in father-only families--suffered the largest increase in economic hardship. Our results indicate that the increased odds of falling below low-income lines among children in working families facing multiple disadvantaged characteristics and the increased proportion of these children in various subgroups of working families in the 1990s can help explain the increased economic hardship among subgroups in the medium risk ranks listed above. Finally, the paper also notes that the official measure of poverty tends to underestimate low-income rates.bootstrap, child poverty, employment, income, low income, poverty measure, welfare reform

Children and Youth in Low‐ and Middle‐Income Countries: Toward An Integrated Developmental and Intervention Science

In this article, we discuss the need for and value of an integrated developmental intervention science in low‐ and middle‐income countries (LAMICs), and the extent to which this integration of basic developmental science has influenced research on child and youth development interventions in these countries. We also consider how a global developmental science can be advanced by capitalizing on the opportunities provided by cross‐cultural, interdisciplinary, experimental, and mixed methods approaches. We argue that designing and evaluating human developmental interventions in LAMICs present an opportunity for both research and policy. Testing contextualized developmental approaches through rigorously evaluated interventions yields the promise of finding more powerful and scalable solutions that can reach more children and youth worldwide. Moreover, a theoretically rich and methodologically rigorous understanding of how interventions effect change in diverse countries and contexts can contribute to the development of a truly global developmental science.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/110759/1/cdep12108.pd

Organisational interventions for improving wellbeing and reducing work-related stress in teachers [Review].

Background: The teaching profession is an occupation with a high prevalence of work-related stress. This may lead to sustained physical and mental health problems in teachers. It can also negatively affect the health, wellbeing and educational attainment of children, and impose a financial burden on the public budget in terms of teacher turnover and sickness absence. Most evaluated interventions for the wellbeing of teachers are directed at the individual level, and so do not tackle the causes of stress in the workplace. Organisational-level interventions are a potential avenue in this regard. Objectives: To evaluate the effectiveness of organisational interventions for improving wellbeing and reducing work-related stress in teachers. Search methods: We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, PsycINFO, ASSIA, AEI, BEI, BiblioMap, DARE, DER, ERIC, IBSS, SSCI, Sociological Abstracts, a number of specialist occupational health databases, and a number of trial registers and grey literature sources from the inception of each database until January 2015. Selection criteria: Randomised controlled trials (RCTs), cluster-RCTs, and controlled before-and-after studies of organisational-level interventions for the wellbeing of teachers. Data collection and analysis: We used standard methodological procedures expected by Cochrane. Main results: Four studies met the inclusion criteria. They were three cluster-randomised controlled trials and one with a stepped-wedge design. Changing task characteristics One study with 961 teachers in eight schools compared a task-based organisational change intervention along with stress management training to no intervention. It found a small reduction at 12 months in 10 out of 14 of the subscales in the Occupational Stress Inventory, with a mean difference (MD) varying from -3.84 to 0.13, and a small increase in the Work Ability Index (MD 2.27; 95% confidence interval (CI) 1.64 to 2.90; 708 participants, low-quality evidence). Changing organisational characteristics@ Two studies compared teacher training combined with school-wide coaching support to no intervention. One study with 59 teachers in 43 schools found no significant effects on job-related anxiety (MD -0.25 95% CI -0.61 to 0.11, very low-quality evidence) or depression (MD -0.26 95% CI -0.57 to 0.05, very low-quality evidence) after 24 months. The other study with 77 teachers in 18 schools found no significant effects on the Maslach Burnout Inventory subscales (e.g. emotional exhaustion subscale: MD -0.05 95% CI -0.52 to 0.42, low-quality evidence) or the Teacher Perceived Emotional Ability subscales (e.g. regulating emotions subscale: MD 0.11 95% CI -0.11 to 0.33, low-quality evidence) after six months. Multi-component intervention: One study with 1102 teachers in 34 schools compared a multi-component intervention containing performance bonus, job promotion opportunities and mentoring support to a matched-comparison group consisting of 300 schools. It found moderately higher teacher retention rates (MD 11.50 95% CI 3.25 to 19.75 at 36 months follow-up, very low-quality evidence). However, the authors reported results only from one cohort out of four (eight schools), demonstrating a high risk of reporting bias. Authors’ conclusions: We found low-quality evidence that organisational interventions lead to improvements in teacher wellbeing and retention rates. We need further evaluation of the effects of organisational interventions for teacher wellbeing. These studies should follow a complex- interventions framework, use a cluster-rando

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo

Remarkably little systematic research has examined the living and working conditions for teachers in sub-Saharan Africa and how such conditions predict teacher well-being. This study assesses how various risks across several domains of teachers’ lives—measured as a cumulative risk index—predict motivation, burnout, and job dissatisfaction in the Katanga province of the Democratic Republic of the Congo. Cumulative risk is related to lower motivation and higher burnout levels, and the relationship between cumulative risk and burnout is moderated by years of teaching experience. Specifically, less experienced teachers report the highest levels of burnout regardless of their level of cumulative risk. Experienced teachers with the low cumulative risk scores report the lowest levels of burnout, and burnout increases with higher levels of cumulative risk, suggesting that burnout decreases with experience but not for teachers who experience more risk factors. Implications for research and education policy in low-income and conflict-affected countries are discussed

Hazard analysis and critical control point plan for hazards in Ugandan amaranth vegetable value chain

Currently, there is a high demand for amaranth due to its ability to withstand harsh climatic conditions, making it an ideal crop in the changing climate. There is also increased awareness and education on its nutritional and overall health benefits, and the availability of improved recipes. However, the presence of hazards can hinder the commercialisation of amaranth, which is in most cases traded informally. Food safety issues along the amaranth value chain should, therefore, be addressed to cope with both production and safety demands. The objective of this study, therefore, was to develop a Hazard Analysis and Critical Control Point (HACCP) plan for hazards in the amaranth value chain in Uganda. The seven principles outlined by Codex Alimentarius were followed to develop the HACCP plan. A tree diagram was further used to identify each potential hazard at each processing stage and Critical Control Points (CCPs) along the chain. For the CCPs identified, reliable control mechanisms and corrective actions were established to fulfil the requirements set by the critical limits to guarantee the safety of the products. Verification and records systems were proposed to determine the effectiveness and traceability of the HACCP plan. For each of the identified CCPs, samples were collected purposively and analysed for chemical and microbial contaminants. From the analysis, fifteen processing stages, starting from the land section to cooking and serving, were identified. Out of these, eight stages were defined as CCPs. These were site selection, land and seedbed preparation, irrigation, market display/humidity control, washing before preparation, chopping, cooking, and holding time and serving. At CCP 1, soils were contaminated with lead and cadmium, mercury and aflatoxins but at considerably low levels. At CCP 2, organic fertilisers were only contaminated with E. coli. At CCP3, E. coli was present in irrigation water. Heavy metals were also present in the irrigation water but were below the critical limits. At CCP4, E. coli was absent in water and display surfaces. E. coli was, however, present on raw amaranth. S. aureus was detected on vendors’ hands. At CCP5, water was not contaminated with E. coli. At CCP6, only personnel hands were infected with S. aureus and Enterobacteriaceae. No contamination was detected in CCP7 and CCP8. Strict control of E. coli in manure and water and S. aureus and Enterobacteriaceae on personnel hands is required to ensure the amaranth value chain attains good food safety output.Keywords: Amaranth, food safety, prerequisite programs, HACCP plan, hazards, Ugand

Impression management and achievement motivation: investigating substantive links

In the present research we investigate impression management (IM) as a substantive personality variable by linking it to differentiated achievement motivation constructs, namely achievement motives (workmastery, competitiveness, fear of failure) and achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance). Study 1 revealed that IM was a positive predictor of workmastery and a negative predictor of competitiveness (with and without self-deceptive enhancement (SDE) controlled). Studies 2a and 2b revealed that IM was a positive predictor of mastery-approach goals and mastery-avoidance goals (without and, in Study 2b, with SDE controlled). These findings highlight the value of conceptualizing and utilizing IM as a personality variable in its own right, and shed light on the nature of the achievement motive and achievement goal constructs