Modeling the Liquidity Effect: The Limited Participation Model

2007 ◽  
Author(s):  
Kevin D. Salyer
Keyword(s):  
Liquidity Effect ◽  
Limited Participation

Caring Masculinities and Flexibilisation of Labour Markets: Fathers in Precarious and Managerial Employment in Slovenia

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Majda Hrženjak ◽  
Živa Humer
Keyword(s):  
Gender Relations ◽  
Labour Markets ◽  
Identity Change ◽  
Flexible Work ◽  
Limited Participation ◽  
Work Arrangements ◽  
Individual Interviews ◽  
Young Fathers ◽  
Starting Point ◽  
Managerial Positions

The starting point of this article is that transition from breadwinning to involved fathering is not only a matter of men’s identity change, but is profoundly shaped by broader societal structures, among which labour markets appear as crucial. Given that in Slovenia flexibilisation of the labour markets is a salient issue, this qualitative study, based on explorative, in-depth, semi-structured, individual interviews with fathers in precarious and managerial employment, analyses how insecure and flexible work arrangements shape fatherhood practices, impact on chances for being an involved father and structure gender relations. Narratives of fathers in managerial positions point to the persistence of the breadwinner model of fathering with limited participation in childcare, expressed as “weekend fatherhood,” but also to a more egalitarian share of childcare mainly among young fathers in managerial positions. Though the experiences of fathers in precarious employment point to their pronounced involvement in childcare, some cases in our sample indicate that precarious working relations can also, in a peculiar way, lead to the strengthening of the breadwinner model and re-traditionalisation of gender relations.

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

2017 ◽  
Vol 2 (3) ◽  
pp. 35 ◽  
Author(s):  
Niyi Awofeso ◽  
Moyosola Bamidele
Keyword(s):  
Online Learning ◽  
United Arab Emirates ◽  
Online Courses ◽  
Student Perception ◽  
Test Reliability ◽  
Specific Information ◽  
Limited Participation ◽  
Instructor Feedback ◽  
Learning Programs ◽  
Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative.  This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items.  Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses.  Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.  

scholarly journals Pharmacy premises licensing policy formulation: experience from Ghana

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Augustina Koduah ◽  
Reginald Sekyi-Brown ◽  
Joseph Kodjo Nsiah Nyoagbe ◽  
Daniel Amaning Danquah ◽  
Irene Kretchy
Keyword(s):  
Decision Making ◽  
Pharmacy Practice ◽  
Policy Formulation ◽  
Policy And Practice ◽  
Select Committee ◽  
Limited Participation ◽  
Pharmacy Council ◽  
Decision Making Processes ◽  
Regulatory Bodies ◽  
The Impact

Abstract Background Licences to operate pharmacy premises are issued by statutory regulatory bodies. The Health Institutions and Facilities Act (Act 829) and Health Professions Regulatory Bodies Act (Act 857) regulate pharmacy premises and the business of supplying restricted medicines by retail, respectively, and this could create a potential regulatory overlap for pharmacy practice in Ghana. We theorise that the potential overlap of regulation duties stems from how law-makers framed issues and narratives during the formulation of these Acts. Objective To describe the policy actors involved, framing of narratives and decision-making processes relating to pharmacy premises licensing policy formulation. Methods A qualitative study was conducted and data gathered through interviewing eight key informants and reviewing Hansards, reports, bills, memoranda and Acts 829 and 857. Data were analysed to map decision-making venues, processes, actors and narratives. Results The Ministry of Health drafted the bills in July 2010 with the consensus of internal stakeholders. These were interrogated by the Parliament Select Committee on Health (with legislative power) during separate periods, and decisions made in Parliament to alter propositions of pharmacy premises regulations. Parliamentarians framed pharmacies as health facilities and reassigned their regulation from the Pharmacy Council to a new agency. The Pharmacy Council and the Pharmaceutical Society of Ghana could not participate in the decision-making processes in Parliament to oppose these alterations. The laws’ contents rested with parliamentarians as they made decisions in venues restricted to others. Legislative procedure limited participation, although non-legislative actors had some level of influence on the initial content. Conclusion Implementation of these laws would have implications for policy and practice and therefore understanding how the laws were framed and formulated is important for further reforms. We recommend additional research to investigate the impact of the implementation of these Acts on pharmacy practice and business in Ghana and the findings can serve as bargaining information for reforms.

Support for the Americans With Disabilities Act Among Nondisabled People

2021 ◽  
pp. 104420732110231
Author(s):  
Carli Friedman ◽  
Laura VanPuymbrouck
Keyword(s):  
Civil Rights ◽  
Americans With Disabilities Act ◽  
A Priori ◽  
People With Disabilities ◽  
Secondary Data ◽  
The United States ◽  
Limited Participation ◽  
Persons With Disabilities ◽  
Research Questions ◽  
The Relationship

The Americans with Disabilities Act (ADA) opened the doors to access and enhanced the civil rights of people with disabilities. However, a lack of accessibility to all segments of society continues throughout the United States and is frequently described by people with disabilities as a leading cause for limited participation. Beliefs and attitudes regarding disability can affect critical decisions regarding inclusion and people with disabilities’ civil rights. Therefore, the purpose of this study was to explore support and opposition to the ADA among nondisabled people. We had the following research questions: (a) What is the relationship between disability prejudice and support for the ADA? and (b) When controlling for disability prejudice, what other factors lead people to support the ADA? To do so, we examined secondary data from approximately 13,000 participants from all 50 states and the District of Columbia. Findings from this study revealed that people who oppose the ADA are significantly more prejudiced toward people with disabilities than people who support the ADA. Understanding and becoming aware of attitudes and prejudice toward persons with disabilities can be a first step toward dispelling such beliefs and possibly a priori step to achieving the intent and spirit of the ADA.

scholarly journals Participation Restrictions among Children and Young Adults with Acquired Brain Injury in a Pediatric Outpatient Rehabilitation Cohort: The Patients’ and Parents’ Perspective

2021 ◽  
Vol 18 (4) ◽  
pp. 1625
Author(s):  
Florian Allonsius ◽  
Arend de Kloet ◽  
Gary Bedell ◽  
Frederike van Markus-Doornbosch ◽  
Stefanie Rosema ◽  
...  
Keyword(s):  
Young Adults ◽  
Brain Injury ◽  
Acquired Brain Injury ◽  
Outpatient Rehabilitation ◽  
Rank Test ◽  
Limited Participation ◽  
Rehabilitation Treatment ◽  
Paired Samples ◽  
Participation Restrictions ◽  
Children And Young Adults

Improving participation is an important aim in outpatient rehabilitation treatment. Knowledge regarding participation restrictions in children and young adults with acquired brain injury (ABI) is scarce and little is known regarding the differences in perspectives between patients and parents in the outpatient rehabilitation setting. The aims are to describe participation restrictions among children/young adults (5–24 years) with ABI and investigating differences between patients’ and parents’ perspectives. At admission in 10 rehabilitation centers, patients and parents were asked to complete the Child and Adolescent Scale of Participation (CASP; score 0–100; lower score = more restrictions) and injury/patient/family-related questions. CASP scores were categorized (full/somewhat-limited/limited/very-limited participation). Patient/parent-reported outcomes were compared using the Wilcoxon signed-rank test. 223 patients and 245 parents participated (209 paired-samples). Median patients’ age was 14 years (IQR; 11–16), 135 were female (52%), 195 had traumatic brain injury (75%). The median CASP score reported by patients was 82.5 (IQR: 67.5–90) and by parents 91.3 (IQR: 80.0–97.5) (difference = p < 0.05). The score of 58 patients (26%) and 25 parents (10%) was classified as ‘very-limited’. Twenty-six percent of children and young adults referred for rehabilitation after ABI had “very-limited” participation. Overall, parents rated their child’s participation better than patients themselves. Quantifying participation restrictions after ABI and considering both perspectives is important for outpatient rehabilitation treatment.

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