scholarly journals Take Your Time to Grow: A Field Experiment on the Hiring of Youths

2019 ◽  
Vol 20 (4) ◽  
pp. e706-e729 ◽  
Author(s):  
Dorothea Kübler ◽  
Robert Stüber ◽  
Julia Schmid
Keyword(s):  
Field Experiment ◽  
Work Experience ◽  
After School ◽  
School Leaver ◽  
Negative Effects ◽  
Informal Work ◽  
Significant Difference ◽  
Formal Employment ◽  
Office Manager ◽  
Out Of School

AbstractWe investigate the effect of spells of no formal employment of young Germans on their chances of entering the labor market through an apprenticeship. We also study whether the potential negative effects of such spells can be mitigated by publicly provided training measures. In a field experiment, the fictitious applications of three young women were sent to firms advertising apprenticeships for the position of office manager. One application was from a fresh school-leaver and two from applicants who had been out of school for two years, where one of them had participated in a training measure. We find that applicants who have been out of school for two years and have participated in the training are more successful than older applicants without additional training. We do not find a significant difference between older applicants with or without training and fresh school leavers. Our findings show that training measures increase the attractiveness of applicants and that the potential stigma of spells of no formal employment after school are compensated by informal work experience or age or a combination of both.

scholarly journals IMPACT OF FOLK DANCE ON PHYSICAL CONDITIONING OF YOUNGER SCHOOL-AGE CHILDREN

2020 ◽  
Vol 6 ◽  
pp. 133
Author(s):  
Uģis Ciematnieks ◽  
Aija Gulbe
Keyword(s):  
Physical Activity ◽  
Research Question ◽  
Physical Activities ◽  
After School ◽  
Physical Conditioning ◽  
School Age ◽  
Folk Dance ◽  
Significant Difference ◽  
The Impact ◽  
Out Of School

Children develop a variety of skills and knowledge from childhood, including physical activity habits that persist throughout their lives. Insufficient physical activity rates around the world are high and continue to increase (Latvian ministry of health, 2017). Dancing is one of the kinds of physical activity that can deliver benefits to health throughout life, even at the amateur level. Yet, it isn't quite clear yet whether dance intervention is as effective to health as other physical activities. (Yan, Cobley & Chan, 2018). The research question is – is it possible to increase general conditioning with folk dance classes besides a school activities? The aim of the study: explore the impact of folk dances on the children's body mass index and physical conditioning at a younger school age, compared with children engaged in other out of school physical activities and children not engaged in out of school physical activities. The study involved 117 children in age 9 -11 divided into three groups - going for folk dances after school, some kind of sport after school and without regular physical activity after school. The assessment of children's physical conditioning by the Eurofit tests showed a tendency that in average children's physical conditioning rates were “low“ or “below average” no matter in which group they are. For children who do afterschool activity as folk dance, BMI is statistically equivalent to those children who are going for other physical activities and children who are not engaged in any afterschool physical activity. The physical conditioning rates for all three groups are statistically equivalent in the tests: standing broad jump, bent arm hang, shuttle run 5x10m, while the test sit-ups the children lack of afterschool physical activity, average the result was one level lower than in the other groups. The main conclusion is, that volume of folk dance as afterschool physical activities is not enough to make significant difference of average physical conditioning level of children.

scholarly journals Inhibition or Facilitation? Contrasted Inter-Specific Interactions in Sphagnum under Laboratory and Field Conditions

Plants ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1554
Author(s):  
Chao Liu ◽  
Zhao-Jun Bu ◽  
Azim Mallik ◽  
Yong-Da Chen ◽  
Xue-Feng Hu ◽  
...  
Keyword(s):  
Field Experiment ◽  
Species Interactions ◽  
Laboratory Experiments ◽  
Resource Competition ◽  
Specific Interactions ◽  
Interaction Type ◽  
Negative Effects ◽  
Experiment Data ◽  
The Stability ◽  
Positive Effect

In a natural environment, plants usually interact with their neighbors predominantly through resource competition, allelopathy, and facilitation. The occurrence of the positive effect of allelopathy between peat mosses (Sphagnum L.) is rare, but it has been observed in a field experiment. It is unclear whether the stability of the water table level in peat induces positive vs. negative effects of allelopathy and how that is related to phenolic allelochemical production in Sphagnum. Based on field experiment data, we established a laboratory experiment with three neighborhood treatments to measure inter-specific interactions between Sphagnum angustifolium (Russ.) C. Jens and Sphagnum magellanicum Brid. We found that the two species were strongly suppressed by the allelopathic effects of each other. S. magellanicum allelopathically facilitated S. angustifolium in the field but inhibited it in the laboratory, and relative allelopathy intensity appeared to be positively related to the content of released phenolics. We conclude that the interaction type and intensity between plants are dependent on environmental conditions. The concentration of phenolics alone may not explain the type and relative intensity of allelopathy. Carefully designed combined field and laboratory experiments are necessary to reveal the mechanism of species interactions in natural communities.

Spatial features of a penitentiary unit in the context of stress experienced by Prison Service staff

2021 ◽  
Vol III (III) ◽  
pp. 97-114
Author(s):  
Sławomir Grzesiak ◽  
Jarosław Rychlik ◽  
Agnieszka Nowogrodzka
Keyword(s):  
Physical Space ◽  
Research Problem ◽  
Conservation Of Resources ◽  
Negative Effects ◽  
Spatial Features ◽  
Functional Aspects ◽  
Service Staff ◽  
Significant Difference ◽  
Stress Experience ◽  
Prison Community

Prison as the place of work of the Prison Service staff is a specific workplace due to both the nature of the prison community as well as the infrastructural and architectural solutions deployed to protect prison officers. Considering the spatial features of a penitentiary unit and their role in the due performance of Prison Service tasks, it seems quite relevant to seek an answer to the question: How does the physical space of a prison contribute to the stress experienced by prison officers? The issue in question is rooted in M. Mendel’s concept of pedagogy of place, symbolic interactionism and S. Hobfoll’s conservation of resources theory. Inquiry into a research problem of this kind seems reasonable taking into account the infrastructural and spatial aspects of the surroundings that can be potential stress drivers. In April 2021, a group of 58 prison officers were surveyed based on the Stress Perception Questionnaire and the author’s questionnaire. Relationships between the variables have been established through the use of correlation, significant difference test and variance analysis. The results revealed that the essential spatial characteristics of a penitentiary unit associated with the perception of stress by Prison Service staff are those features that relate to the penitentiary unit’s functional aspects covering the specific technical and protective safeguards. These results formed a premise for designating higher-risk staff groups, with regard to which preventive programmes aimed at counteracting the negative effects of stress experience should be considered

The effects of psychological counseling and acupressure based on couple therapy procedure for alleviation of vomiting and nausea in pregnant women in Iran country

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sahar Saadatnia ◽  
Azita Tiznobaik ◽  
Amir Saber
Keyword(s):  
Pregnant Women ◽  
Couple Therapy ◽  
Psychological Intervention ◽  
Nausea And Vomiting ◽  
Control Group ◽  
Negative Effects ◽  
Psychological Counseling ◽  
Significant Difference ◽  
Group 2 ◽  
Short Time

Abstract Objectives Nausea and vomiting have psychological negative effects on some pregnant women during gestation. Different strategies have been used for the treatment of nausea and vomiting during pregnancy, such as acupressure and psychological interventions. This study was conducted to evaluate the effects of psychological counseling and acupressure based on couple therapy procedures on vomiting and nausea in pregnant women in Iran. Methods Two hundred and eight women were divided into four groups (n=52): 1) they did not any intervention (control group), 2) they received the psychological intervention, 3) they received acupressure intervention, and 4) they received a combination of psychological + acupressure interventions. To investigate the effects of interventions on nausea and vomiting, the Rhodes index of nausea, vomiting and retching were used. The counseling period has lasted for 4 weeks. The pressure intervention on the site was conducted in clockwise form for 1 min and anticlockwise form for another 1 min. Results Groups did not have a significant difference for abortion and income (p>0.05). The effects of counseling, and acupressure interventions on severity and period of vomiting and nausea were not significant (p>0.05), but the intervention based on counseling and acupressure decreased severity of vomiting and nausea (p<0.05). Conclusions The intervention based on counseling and acupressure could not reduce nausea and vomiting during the gestation, but the intervention based on a combination of both decreased nausea and vomiting. It can be suggested to apply an intervention based on a combination of counseling and acupressure in short-time period for decreasing nausea and vomiting in women during pregnancy.

scholarly journals Youth Physical Activity Patterns During School and Out-of-School Time

Children ◽  
2018 ◽  
Vol 5 (9) ◽  
pp. 118 ◽  
Author(s):  
Pedro Saint-Maurice ◽  
Yang Bai ◽  
Spyridoula Vazou ◽  
Gregory Welk
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Discrete Time ◽  
Vigorous Physical Activity ◽  
Activity Patterns ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
Time Periods ◽  
Out Of School

This study describes age, sex, and season patterns in children’s physical activity behaviors during discrete time periods, both in school and at home. Participants were 135 elementary, 67 middle, and 89 high-school students (128 boys and 163 girls) involved in a larger school activity monitoring project. We examined time spent in moderate-to-vigorous physical activity (MVPA) at recess, physical education (PE), lunch, commuting to/from school, before-school, after-school, evening, and weekend segments. Differences in MVPA by age, sex, and season were examined using a three-way analysis of variance and separately for each individual segment. Moderate-to-vigorous physical activity levels varied by context and were higher during recess (15.4 ± 8.5 min) while at school, and on Saturdays (97.4 ± 89.5 min) when youth were out-of-school. Elementary children were more active than their older counterparts only during lunch time, after-school, and Sunday (p < 0.05). Boys were consistently more active than girls at all segments. Participants were only more active during non-winter than winter months during PE (p = 0.006), after-school (p < 0.001), and Sunday (p = 0.008) segments. These findings showed that activity levels in youth vary during the day and season. The segments reflect discrete time periods that can potentially be targeted and evaluated to promote physical activity in this population.

scholarly journals Testing the Retrospective Pretest with High School Youth in Out-of-School Time Programs

2019 ◽  
Vol 14 (1) ◽  
pp. 216-229
Author(s):  
Jill Young ◽  
Leanne Kallemeyn
Keyword(s):  
High School ◽  
Response Shift ◽  
After School ◽  
Out Of School Time ◽  
School Time ◽  
Retrospective Pretest ◽  
Youth Interviews ◽  
Response Shift Bias ◽  
School Youth ◽  
Out Of School

Practitioners and evaluators face several constraints in conducting rigorous evaluations to determine program effect. Researchers have offered the retrospective pretest/posttest design as a remedy to curb response-shift bias and better estimate program effects. This article presents an example of how After School Matters (ASM) tested the use of retrospective pretest/posttest design for evaluating out-of-school time (OST) programs for high school youth participants. Differences between traditional pretest and retrospective pretest scores were statistically significant, but effect sizes were negligible, indicating that both pretests yielded similar results. Interviews with youth led to 3 key findings that have implications for ASM using retrospective pretests with youth: response-shift bias was more prominent in youth interviews than in quantitative findings, youth recommended reordering the questions so that the retrospective pretest appears first to increase comprehension, and acquiescence bias emerged in the interviews. This study demonstrates that the retrospective pretest/posttest design can be an alternative to the traditional pretest/posttest design for OST at ASM. These findings are important for ASM and other youth-serving organizations, which often have limited capacity to survey youth multiple times within 1 program session.

scholarly journals Shadow economy and public debt sustainability in Turkey

2007 ◽  
Vol 52 (173) ◽  
pp. 85-104 ◽  
Author(s):  
Yereli Burçin ◽  
Erdem Seçilmiş ◽  
Alparslan Başaran
Keyword(s):  
Economic System ◽  
Legal System ◽  
Public Debt ◽  
Shadow Economy ◽  
Negative Effects ◽  
The Core ◽  
Significant Difference ◽  
Sustainability Of Public Debt ◽  
The Government ◽  
The Relationship

The aim of this study is to examine the relationship between the shadow economy and public debt in Turkey. We elaborate on the questions regarding the negative effects of shadow economy on the sustainability of public debt observing the estimates about the size of shadow economy in Turkey. In the light of some scholars? estimates, we re-evaluate the macroeconomic situation of Turkey. At the core of the study, we discuss how the government borrowing policies would differ if the shadow economy was included into the legal system. In order to examine the effects of shadow economy on sustainability, we use various sustainability indicators. There is a significant difference observed between the calculations which take into account the volume of shadow economy as a share of economic system and those that exclude shadow economy as an exogenous variable. .

scholarly journals The teacher under stress

2003 ◽  
pp. 222-244 ◽  
Author(s):  
Stevan Krnjajic
Keyword(s):  
Problem Behaviors ◽  
Work Experience ◽  
Direct Action ◽  
Negative Effects ◽  
Public Attention ◽  
Wrong Decision ◽  
Her Family ◽  
Teacher Personality ◽  
Teacher Professional ◽  
Effects Of Stress

Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher?s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged professional stress are anxiety, depression, frustration, unfriendly behavior towards students and colleagues, emotional weariness, and extreme tension. Health and psychological problems cause, most frequently, the reduction of self-esteem job dissatisfaction, job resignation, absenteeism, and wrong decision-making. In an attempt to call professional public attention to negative effects of stress on the outcomes of teacher work, we have analyzed four important aspects of stress teachers experience in their everyday work (a) definition and measurement of stress, (b) distribution and sources of stress (problem behaviors in students, poor working conditions, lack of time, poor school ethos), (c) teacher personality traits (sex, age, work experience, locus of control, job satisfaction, intention to resign absenteeism), (d) strategies for overcoming and reducing negative effects of stress (direct action techniques, palliative techniques).

scholarly journals Gender Differences And Psychological Impacts In Higher Education During Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 290
Author(s):  
Iswadi Iswadi ◽  
Apriyanto Apriyanto
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Negative Effects ◽  
Male And Female ◽  
Postgraduate Students ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning ◽  
Efl Students ◽  
The Difference

<p><em>E-learning during covid-19 pandemic gives positive and negative effects on students’ psychology. One of the effects of E-Learning is students whose negative and positive perception towards the process of E-Learning. The objectives of the study are to know (1)  The difference perception between male and female EFL post-graduate students of the use of online learning platforms? (2). Impacts psychologically of E-learning during Covid-19 to female and male EFL students in higher education. The method of the study is mixed research with the explanatory sequential design. The participants were 31 EFL postgraduate students in PGRI Indraprasta University. The data collection technique of the study was questionnaires with a Likert scale and an open interview. The data analysis technique of the study is an independent sample t-test with SPSS 22.0 version and collection, reduction, display, and conclusion. The results of the study are: (1) There is no significant difference perception between male and female EFL postgraduate students of the use of online learning platform because the significance value (0.695) which is bigger than 0.05. (2)  E-learning during the Covid-19 pandemic did not  give anxiety, fear, fatigue, and saturation to female and male EFL students in higher education. Implication of this research is University must develop LMS (Learning Management System) for teaching EFL students</em></p>

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