Notes

The participatory epidemiological study involving reasons for cow abortion throughout Jimma area, Ethiopia.
Helping others benefits both helper and helpee and is the basis for societal structures that promote collective well-being. Many parents Using a White, European-heritage "Constellation of practices" (UWEC), recognize the importance of raising a child who helps others. Yet UWEC children seem to take initiative to help with household work less, and in ways that benefit others less, than other children globally. It is important for future researchers to explore the phenomenon of many UWEC parents using practices that work against their explicit goals, and suggestions are made for future work, including better integration of cross-cultural evidence in developmental psychological study design. Better integrating evidence and exploring this conflict further would greatly advance our understanding of the socialization of helping, and may elucidate how much change is possible and advisable regarding how best to raise children to think and act in other-oriented ways that are beneficial for all.Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns-teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.Purpose Autonomy in organisations cannot exist without rules nor relationships. Yet, previous research tends to elicit understandings of autonomy as freedom from external constraints to enact free individual will. And there are numerous positive effects related to autonomy at work. But research has not kept pace with modern-day organisations that are highly flexible and dynamic. Current understandings of autonomy are static. Autonomy is mainly regarded as something individuals possess, more or less constricted by rules. Our purpose is to contribute a more flexible and practice-oriented concept of autonomy to answer the research question How is autonomy developed and practiced in relation to formal rules in high-risk organisations? Design To investigate autonomy as a dynamic and flexible concept, we draw on two case studies comprised of a total of 52 interviews and more than 10 h of observation. The cases include a factory and a hospital unit. Findings We suggest, based on the data, that autonomy is a relational phenomenon. We suggest four different autonomy-rule dynamics Passive, loyal, self-promoting, and co-generative learning. Research Implications Regarding autonomy as relational rather than individual contributes to our understanding of organisations as always in the making. this website In this, we emphasise the interactive element of autonomy. Practical Implications Practitioners and managers may use our suggestions to work with autonomy in a different way, spurring creativity and improvisation by constructively using rules. Originality Little research has paid attention to the concept of autonomy (despite its importance), and arguably, a trend in the available research concerns a commodification of the phenomenon, primarily aligning autonomy with (degrees of) negative freedom and individual decision making. We unpack the concept with attention to interaction - what we have called dancing with rules.Theory of mind (ToM), the ability to think about the perspectives, beliefs, and feelings of another, develops throughout childhood and adolescence and is an important skill for social interactions. This study examines neural activity in typically developing children during a novel ToM task - the Movie Mentalizing Task- and tests its relations to ToM behavioral performance and social functioning. In this fMRI task, children ages 8-13years (N=25) watched a brief movie clip and were asked to predict a character's mental state after a social interaction. Engaging in the Movie Mentalizing Task activated the ToM neural network. Moreover, greater neural activity in the ToM network, including the superior temporal gyrus and inferior frontal gyrus, was associated with better behavioral performance on independent ToM tasks and was related to better social functioning, though these results do not survive correction for multiple comparisons. Results offer a new affective theory of mind task for children in the scanner that robustly recruits activity in theory of mind regions.Background Despite a 2010 Kenyan constitutional amendment limiting members of elected public bodies to less then two-thirds of the same gender, only 22 percent of the 12th Parliament members inaugurated in 2017 were women. Investigating gender bias in the media is a useful tool for understanding socio-cultural barriers to implementing legislation for gender equality. Natural language processing (NLP) methods, such as word embedding and sentiment analysis, can efficiently quantify media biases at a scope previously unavailable in the social sciences. Methods We trained GloVe and word2vec word embeddings on text from 1998 to 2019 from Kenya's Daily Nation newspaper. We measured gender bias in these embeddings and used sentiment analysis to predict quantitative sentiment scores for sentences surrounding female leader names compared to male leader names. Results Bias in leadership words for men and women measured from Daily Nation word embeddings corresponded to temporal trends in men and women's participation in political leadership (i.e., parliamentary seats) using GloVe (correlation 0.8936, p = 0.0067, r 2 = 0.799) and word2vec (correlation 0.844, p = 0.0169, r 2 = 0.712) algorithms. Women continue to be associated with domestic terms while men continue to be associated with influence terms, for both regular gender words and female and male political leaders' names. Male words (e.g., he, him, man) were mentioned 1.84 million more times than female words from 1998 to 2019. Sentiment analysis showed an increase in relative negative sentiment associated with female leaders (p = 0.0152) and an increase in positive sentiment associated with male leaders over time (p = 0.0216). Conclusion Natural language processing is a powerful method for gaining insights into and quantifying trends in gender biases and sentiment in news media. We found evidence of improvement in gender equality but also a backlash from increased female representation in high-level governmental leadership.Objective To systematically analyze the effectiveness of technology-based interventions for reducing loneliness in older adults. Methods We searched relevant electronic databases from inception to April 2021, which included Cochrane Library, PubMed, Web of Science, SpringerLink, EMBASE, CNKI, and Wanfang. The following criteria were used (i) study design-randomized controlled trial (RCT) designs, (ii) people-older adults (aged ≥ 60 years), (iii) intervention-technology-based interventions in which a core component involved the use of technology to reduce loneliness in older adults; and (iv) outcome-reduction of loneliness level in terms of rating scale scores. Two reviewers independently identified eligible studies, extracted data, and assessed the risk of bias in the included studies. A third reviewer resolved any conflicts. The Cochrane Collaboration's bias assessment tool was used to evaluate the risk of bias for the included studies, and Review Manager 5.4 software was used for the meta-analysis. A randomvention types (SMD = -0.01, 95% CI -0.25 to 0.24, p = 0.95, and SMD = -0.38, 95% CI -0.19, 0.64, p = 0.47, respectively). Conclusions We found no current evidence to support that technology-based interventions were effective compared to different control conditions in reducing loneliness in older adults. This suggests that more research is needed to investigate the effects of technology-based interventions on loneliness in older adults.Although extant literature provided abundant evidence that men and women are different in their environmental behaviors, there is a lack of integration of gender differences in green consumption and the underlying mechanism that associates with these disparities. Therefore, to solve this existing gap, the current paper reviewed existing literature on green consumption with threefold purposes. First, presenting an integrated view of gender-different green consumption patterns along with the relationship of gender-related beliefs and individuals' pro-environmental behavior based on existing evidence. Second, interpreting how gender differences are generated based on the value-belief-norm (VBN) theory, and the theory of social roles. Third, analyzing previous studies, providing implications for future research, and then proposing suggestions for marketing practitioners in the green products industry. Accordingly, this article compared men's and women's different behavior in green consumption and discussed how and why they behave differently. Generally, women show a more positive green consumption intention, consume less carbon, and purchase green products more frequently. Whereas men are doing better than women in terms of environmental knowledge, and in some regions, they express higher concerns about environmental problems. It interprets individual differences in green consumption based on VBN theory from a unique insight-gender. It also identified some barriers for both men and women to participate in green consumption, and then proposed several suggestions to improve the public willingness of engaging in green consumption.Students demand more active and participating teaching innovation methods, and activities such as presentations are not enough to satisfy those demands. In this research, competitive debate is used as inter-team gamification with third year students from a Business School studying the Human Resources Management subject. Out of this experience, qualitative and quantitative data are obtained. Results reinforce the continuation of classroom competitive debate due to the evidence of its motivational, learning, and communication skills improvement, and knowledge acquisition effects. The possibility of application with actual professionals is seriously considered.
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