Commanders' Priorities and Psychological Readiness

From a sociology of education perspective, a concern in teacher education is that teaching practices and expectations to the professional role of teachers often build on assumptions that derive from the social context of instruction. Whereas international comparisons regularly focus on characteristics of individuals or selected segments of the population, such as pre-service teachers or individual teacher education programmes, this article contextualizes socially derived expectations using secondary analysis of survey data for fourteen countries across four continents. A review of publicly available data from the World Bank and the Teaching and Learning International Survey (TALIS) was carried out. The secondary analysis consists of a juxtaposition and visualization of descriptive data. Analysis of survey data highlights shared assumptions and expectations across fourteen countries. The data indicates that some teacher attitudes are not a result of characteristics specific to individual teachers or the teacher profession in general but are associated with variation between countries. The article draws theoretically and methodologically on prior Comparative and International Education (CIE) research and proposes that teachers across subject matter specializations and across contexts benefit from the development of Pedagogical Decision-Making skills (PDM). More attention to the development of specific PDM skills is proposed as a means for strengthening teacher resilience.

Health inequalities, risky behaviours and protective factors in adolescents: an analysis of secondary survey data from the UK

This book explores the relationship between housing, wellbeing and the welfare state in the United Kingdom. The book is structured in three parts. In Part I the central focus is on the purpose and value of social housing, with a particular focus on the ways in which negative discourses of social housing and welfare dependency have developed over the past 40 years. The concept of wellbeing is discussed and then presented in an analytical framework of potential housing–wellbeing interactions. The framework encompasses thick accounts of wellbeing and human flourishing as well as subjective wellbeing metrics, with a focus on discourses of welfare dependency and the ideological context of a property-owning democracy. Part II presents new empirical data and analysis. Two case studies explore the relationship between social housing, neighbourhood and wellbeing. These studies include subjective experiences of the home and the home as a source of identity. New analysis of secondary survey data is then presented. The results show that social housing has no negative effect on wellbeing. Conversely, mortgaged owners tend to have lower levels of wellbeing than other types of households. Neighbourhood is shown to be a crucial determinant of wellbeing across all tenures. Part III applies these results to contemporary political and policy debate and advocates a hybrid approach to social housing, meeting diverse needs and offering a wider range of tenure options.

This book explores the relationship between housing, wellbeing and the welfare state in the United Kingdom. The book of structured in three parts. In part one the central focus is on the purpose and value of social housing, with a particular focus on the ways in which negative discourses of social housing and welfare dependency have developed over the last 40 years. The concept of wellbeing is discussed and then presented in an analytical framework of potential housing-wellbeing interactions. The framework encompasses thick accounts of wellbeing and human flourishing as well as subjective wellbeing metrics, with a focus on discourses of welfare dependency and the ideological context of a property-owning democracy. Part two presents new empirical data and analysis. Two case-studies explore the relationship between social housing, neighbourhood and wellbeing. These studies include subjective experiences of the home and the home as a source of identity. New analysis of secondary survey data is then presented. The results show that social housing has no negative effect on wellbeing. Conversely, mortgaged owners tend to have lower wellbeing than other types of households. Neighbourhood is shown to be a crucial determinant of wellbeing across all tenures. Part III applies these results to contemporary political and policy debate and advocates a hybrid approach to social housing, meeting diverse needs and offering a wider range of tenure options.

This dissertation reports on several quantitative analyses of bullying victimization among U.S. high school students. The methods employed are secondary analysis of survey data originally collected by the National Center of Education Statistics through the Educational Longitudinal Study. The data analyzed are a nationally representative sample of U.S. high school sophomores from the year 2002. This report contains six chapters. Chapter 1 introduces public and scholarly interests on bullying victimization with a specific focus on approaching bullying from a sociological viewpoint. Chapter 2 reviews scholarly research that motivates each analysis in the report. Chapter 3 presents an analysis which is focused on gender differences in bullying victimization. Chapter 4 presents an analysis of bullying victimization disaggregated by racial / ethnic groups. Chapter 5 presents an analysis of bullying victimization among Latino students with specific attention being paid to immigration status and school location. Chapters 3, 4, and 5 all contain sections related to previous literature, methods, findings, and discussion of findings. Chapter 6 summarizes the main findings from each of those chapters and reflects on the similarities and differences between the main findings. Chapter 6 also discusses the shortcomings, contributions, and implications of the research.

The use of social mobility as a variable in survey research - Any research stimulates new ideas which are not always reported in its final version. As such this final report means a reproduction of a whole lot of creativity and at the same time a serious limitation. Some important information is not presented for the scientific forum. The intention of this article, the plea of this article is a secondary analysis of survey data which were not collected for the study of mobility, nevertheless could be interpreted this way. In the questionnaire were items on the socio-professional class of the subject, his father and son. By means of the graph-theory we reduced the information, we became patterns, we tried to describe these patterns by means of a numerical value. The design was not adapted to a thorough analysis, we imagined possible alternatives for the SPC-item. Because this problem was marginal to the main design we were not able to applicate the obtained index-value.

How do laypeople perceive uncertainties about environmental health risks? How do risk-related cognitions and emotions influence these uncertainties, and what roles do sociodemographic and contextual factors, risk judgments, and information exposures play? This study explores these questions using secondary analyses of survey data. Results suggest that uncertainty reflects individual-level emotions and cognitions, but may also be shaped by a variety of social and contextual factors. Emotions (worry and anger) are strongly associated with perceived uncertainty, and perceived lack of knowledge and perceived likelihood of becoming ill are weakly associated with it. Several demographic variables, information exposures, and risk judgment variables affect perceived uncertainty indirectly, primarily through perceived knowledge and emotions. These findings raise a variety of questions about the complex and dynamic interactions among risk contexts, socioeconomic factors, communication processes, perceived knowledge, emotions, and perceived uncertainties about risks.

Richard Merelman is one of the talented essayists of our discipline. His previous reflections in the areas of power, political socialization, and the politics of education have been penetrating, insightful, and even provocative. present essay falls within this fine tradition. One can applaud with enthusiasm the application of a sensitive intellect to such a cosmic problem as the teaching of democratic values in the school system. As with all good essays, however, this one raises as many, perhaps more, questions than it answers. first and fundamental question concerns the necessary assumption that American education in fact makes little or contribution to the development of democratic values amongst its charges. Merelman supports this contention primarily by citing research that shows relatively little observable impact on students from teachers, the curriculum, or the school as a whole. Especially because had a hand in some of the research efforts to which he alludes, am not going to quarrel seriously with this argument-though here than is usually the case one wants to utter the obligatory, more research is needed, we need longitudinal designs, the cumulative impact may be immense, we're looking at the wrong things, and so forth. But even granting the validity of the research, does it really provide evidence for the accusation of failure on the part of the schools? answer must be no on several counts. Simply because it is difficult to show specific effects does not necessarily mean that democratic values are not being instilled. Comparison with the studies of occupational and income achievement are instructive. Investigators are hard-pressed (as Merelman notes) to come up with substantial net effects from particular schools, educational practices, curricula, and the like. But one seriously argues that most people would be literate or capable of accomplishing an extraordinary number of things if they had formal education. evidence is overwhelming that education is a very strong predictor of occupation and income. analytic and theoretical difficulty has been trying to determine how education performs this task, especially in the seeming absence of strong school (socialization) effects. One resolution has been to look upon schooling as a certification process, with varying amounts and types of schooling entitling one to certain subsequent opportunities over a lifetime and building up a set of widely recognized role expectations (Meyer, 1977). From a socialization perspective it has also been acknowledged that schools tend to have a common, minimal floor of educational content, thus ensuring some commonalities in outcomes. Another socialization argument has been that education produces propensities and dispositions that are evoked later on. In any event, the contention is not that education, per se, has impact. Now a straightforward application of this line of reasoning to the realm of schools and the teaching of democratic values would be amiss. Nevertheless, there are some striking parallels. There is a mountain of evidence showing that in adult populations education ordinarily bears a strong relation to what theorists typically describe as democratic val. ues. After conducting a massive secondary analysis of survey data drawn from the 1949-1975 period, Herbert Hyman and Charles Wright concluded, The large, lasting, and diverse good effects on values found in this study, coupled with the very large, pervasive, and enduring effects in heightening knowledge, receptivity to knowledge, and information-seeking documented in our earlier study 11975] establish that formal education has long been an important force throughout America in molding character as well as intellect. Our findings are bound to surprise the reader who has come to accept the continuing, widespread, and severe criticisms of educational institutions. . I (1979, p. 61, emphasis added). As with occupation and income, it is not clear to what degree this is a consequence of socialization, certification, or a combination of the two. Does schooling in this country lead to exposure to and internalization of democratic values or does it help slot people into subsequent social, economic, and political roles where these values have a better chance to flourish and be, reinforced? One is a direct effect, the other indirect. Both probably operate. As in the case of occupation and

Increasing ethnic and racial diversity often fuels feelings of threat among ethnic-racial majorities (e.g., self-identified white Americans and European nationals). We contend that these threat perceptions depend on the policy context. Across four studies, we test whether more inclusive immigrant integration policies attenuate ethnic-racial majorities' threat reactions. Studies 1 to 3 (n = 469, 733, and 1745, respectively) used experimental methods with white American participants in the United States. Study 4 (n = 499,075) used secondary analysis of survey data comparing attitudes of nationals in 30 European countries and measured the impact of actual changes in diversity and policies over 10 years. Our results show that integration policies shape threat reactions even in those situations when increasing diversity could be seen as the most threatening: when narratives highlight the majority's impending minority position or when diversity suddenly increases. When policies are more inclusive toward immigrants, ethnic-racial majority participants report less threat (or no threat) in response to increasing diversity.

PurposeBecause procurement policies are one of the means of redressing discrimination and economic exclusion, the US Government has targeted 23 per cent of its annual half-trillion dollar spend to small- and medium-sized enterprises (SMEs) and 5 per cent of its spend to women-owned businesses.Design/methodology/approachThe research framework is informed by two theoretical paradigms, feminist empiricism and entrepreneurial feminism, and uses a secondary analysis of survey data of active federal contractors.FindingsEmpirical findings inform the extent to which certifications are associated with bid frequency and bid success. The results indicate that none of the various certifications increase either bid frequency or bid success. The findings are consistent with entrepreneurial feminism and call for federal accountability in contracting with women-owned supplier firms.Research limitations/implicationsThe findings are consistent with entrepreneurial feminism and call for federal accountability in contracting with women-owned supplier firms.Practical implicationsRecommendations include the need to review the impact of consolidated tenders on designated (as certified) SME vendors and to train procurement personnel about the economic contributions of women-owned businesses.Originality/valueThis research studies the efficacy of various certifications, with particular reference to that of women-owned, on the frequency with which SMEs bid on, and succeed in obtaining, US federal procurement contracts.

We examined the impact of empowering work conditions on nurses' work engagement and effectiveness, and compared differences among these relationships in new graduates and experienced nurses. As many nurses near retirement, every effort is needed to retain nurses and to ensure that work environments are attractive to new nurses. Experience in the profession and generational differences may affect how important work factors interact to affect work behaviours. We conducted a secondary analysis of survey data from two studies and compared the pattern of relationships among study variables in two groups: 185 nurses 2 years post-graduation and 294 nurses with more than 2 years of experience. A multi-group SEM analysis indicated a good fit of the hypothesized model. Work engagement significantly mediated the empowerment/effectiveness relationship in both groups, although the impact of engagement on work effectiveness was significantly stronger for experienced nurses. Engagement is an important mechanism by which empowerment affects nurses feelings of effectiveness but less important to new graduates' feelings of work effectiveness than empowerment. Implications for nursing management Managers must be aware of the role of empowerment in promoting work engagement and effectiveness and differential effects on new graduates and more seasoned nurses.

Unprofessional behaviour among hospital staff is prevalent worldwide. Few studies have investigated the experiences of allied health hospital staff. The objective of our study was to examine the types and prevalence of unprofessional behaviour experienced by these staff as well as their self-reported speaking-up skills. We performed a secondary analysis of survey data from staff across seven hospitals. Approximately 92% (N=485; 95% CI, 89.6-93.9) of respondents experienced incivility or bullying at least once in the preceding 12 months, and 29.7% (N=157; 95% CI, 25.5-34.0) experienced incivility or bullying weekly to multiple times daily. Respondents who reported having speaking-up skills experienced less frequent incivility or bullying (OR, 0.53; 95% CI, 0.35-0.81) than those staff without these skills. Speaking-up programmes may better support staff to address unprofessional behaviour if implemented as part of hospital-wide culture change interventions involving all hospital staff.

The purpose of this study was to consider how researchers can incorporate item attributes into nonparametric person fit analysis for the purpose of providing additional insight into person fit beyond what is available using typical total-scale person fit approaches. Inspired by parametric person fit statistics that consider patterns of residuals at the total-scale, between-item-attribute, and within-item-attribute levels, we proposed simple adaptations to standard Mokken Scale Analysis (MSA) person fit analysis techniques to reflect these three levels of person fit analysis. We demonstrated the technique using a secondary analysis of survey data related to learning motivation and considered how the results may be interpreted in an affective assessment context. We used a simple exploratory simulation study to consider the techniques under a wider range of conditions. Overall, the results suggested that it is possible to incorporate item attributes into MSA person fit analysis at the total-scale, between-item-attribute, and within-item attribute levels, and that each set of analyses provides a unique perspective on person fit.

Factors Related to Benzodiazepine Use in Quebec-A Secondary Analysis of Survey Data

Social capital is upheld for its value in explaining variations in crime across place. Collective efficacy is understood to be the superlative link between less effectual components of neighbourhood social capital (such as social ties and reciprocity) and lower rates of crime. The current study examines the value of neighbourhood social capital in explaining another community attribute associated with neighbourhoods: fear of crime. We conduct a secondary analysis of survey data collected from over 2000 people clustered in 82 Statistical Local Areas in Brisbane, Australia, to examine the correlates of fear of crime. We find that when comparing elements of social capital, the agentic element of social capital – collective efficacy – has the strongest relationship to reduced fear of crime.