Assessing the health outcomes of the family members of disabled individuals

The health utilization and death rates were captured for the family members of disabled individuals over a fifteen-year period to determine if exposure to disability in the family manifests poor health outcomes. Data from the Newfoundland Adult Health Survey (1995) was linked to fifteen years, 1995- 2010, of provincial health administrative data including hospital data, physician claims, and death records from the provincial health care system. The health records and survey data were analyzed in relation to the disability exposure burden experienced when a family member is disabled. The level of disability exposure burden was quantified based on the addition of individual disability scores for each family member. Disability exposure burden was associated with increased number of hospital separations, total hospitalization days and the number of physician visits, both General Practitioner and Specialist (p<0.1) but there was no association between death (p>0.1) and disability exposure burden. Family members of disabled individuals experienced increased rates of hospital separations, hospitalization days, and physician visits suggesting that deleterious health outcomes may be introduced when individuals are exposed to disability in the family unit.

An investigation of the perceptions of foreign ESL teachers in China towards teacher accountability: a comparison between Chinese ESL teachers and foreign ESL teachers in China

This study investigated external and internal accountability of foreign ESL teachers in China through a comparison with Chinese local ESL teachers. A cross-sectional survey design was used. Two research questions were developed from a literature review to examine foreign ESL teachers' perceptions toward external accountability and internal accountability. Questionnaires from forty-five ESL teachers and eighty-one Chinese local ESL teachers were collected through an on-line survey. Data of teachers' perceptions towards four constructs: external accountability (outside expectations), external accountability (school management), internal accountability (professional duty), and internal accountability (feelings about work), were analyzed. The findings showed that foreign teachers perceived that they were held externally accountable with regard to outside expectations, and they were not held externally accountable for school management. In terms of internal accountability, foreign teachers perceived that they held themselves highly accountable in both the construct of professional duty and the construct of feelings about work.