Economic crisis and recovery: changes in second birth rates within occupational classes and educational groups

This study assesses the decline in second birth rates for men and women across different skill levels in transitional Russia. Changes within educational groups and occupational classes are observed over three distinct time periods: the Soviet era, economic crisis, and economic recovery. The most remarkable finding is the similarity in the extent second birth rates declined within educational groups and occupational classes during the economic crisis. Although further decline occurred in the recovery period, more variation emerged across groups.

Assessment and reuse of contents in the competence-based educational platform InterMediActor

This paper describes a failure alert system and a methodology for content reuse in a new instructional design system called InterMediActor (IMA). IMA provides an environment for instructional content design, production and reuse, and for students’ evaluation based in content specification through a hierarchical structure of competences. The student assessment process and information extraction process for content reuse are explained.

Iowa Workforce, Today and Tomorrow, 2004

Demographic and employment information are used by economic developers, market researchers, counselors and curriculum developers for educational institutions, academic researchers, government planners, and private businesses. Occupational information on employment and wages also provides guidance for students making their first career choices and older workers considering a change of profession. In the last decade, Iowans have grown older and more diverse. The median age (2000) stood at 36.6 years, with 38 counties recording a median age of 40 or above. In the last decade, Hispanics accounted for a third of Iowa’s population growth. The most highly educated Iowans were Asians, with 43 percent earning a minimum of a bachelor’s degree. The Iowa labor force has been growing erratically since 1980, but still reached a record 1,663,000 in 2002 before inching downward. In the next 25 years, the labor force will see dramatic changes with the impending retirement of the baby boom generation and the influx of new immigrants and younger college-educated workers. While Iowa nonfarm employment declined by 7,000 workers during 2003, it did show improvement in the second half of the year. In a prosperous year, the Iowa economy generates an average of 2,500 jobs per month. This number was negative during the recession and has been below average this year. National economic events will continue to have a strong impact on Iowa job growth. Occupations requiring higher education are among the higher-paying Iowa jobs. Computer software engineers, computer support specialists, and customer service representatives are expected to be among the faster-growing occupations. Also, the aging population will bring opportunities for workers in healthcare. Occupations requiring higher education are among the higher-paying Iowa

Hierachy-based methodology for producing educational contents with maximal reutilization

Computer based training or distance education are facing dramatic changes withthe advent of standardization efforts, some of them concentrating in maximal reuse.This is of paramount importance for a sustainable -cost affordable- production ofeducational materials. Reuse in itself should not be a goal, though, since manymethodological aspects might be lost. In this paper we propose two contentproduction approaches for the InterMediActor platform under a competence-basedmethodology: either a bottom-up approach where content is designed from scratchor a top-down methodology where existing material can be gradually adapted tofulfil requisites to be used with maximal flexibility into InterMediActor.

Office of Treasurer of State Iowa Educational Savings Plan Trust Independent Auditor's Reports Finanical Statements and Supplementary Information, June 30, 2005.

Office of Treasurer of State, Iowa Educational Savings Plan Trust (Trust) for the year ended June 30, 2005. Independent Auditor's Report, Financial Statements and Supplementary Information.

The impact of women's educational and economic resources on fertility: Spanish birth cohorts 1901-1950

In this chapter we portray the effects of female education and professional achievement on fertility decline in Spain over the period 1920-1980 (birth cohorts of 1901-1950).A longitudinal econometric approach is used to test the hypothesis that the effects of women’s education in the revaluing of their time had a very significant influence on fertility decline. Although in the historical context presented here improvements in schooling were on a modest scale, they were continuous (with the interruption of the Civil War) and had a significant impact in shaping a model of low fertility in Spain. We also stress the relevance of this result in a context such as the Spanish for which liberal values were absent, fertility control practices were forbidden, and labour force participation of women was politically and socially constrained.

The Sociology of educational mismatch

This paper studies the theoretical relationships between core research lines of sociology such as intergenerational mobility, class structure, cultural capital and educational mismatches. By educational mismatch we mean two things. Firstly an individual can be horizontally mismatched whereby their field of study is inadequate for the job. Another direction of educational mismatch is the so called vertical mismatch where worker possesses more/less education than the job requires resulting in over-/under-education. While analyzing the educational mismatches I keep present the conclusions of Rational Action Theory on individuals’ rational choices in their educational careers. I arrive to conclusions where the influences between educational mismatches and social classes are bidirectional and one can establish fairly clear theoretical links between class of origins and likelihood of being educationally mismatched.

Parental investments in children: how bargaining and educational homogamy affect time allocation

This study examines parental time investment in their children, distinguishing between developmental and non-developmental care. Our analyses centre on three influential determinants: educational background, marital homogamy, and spouses' relative bargaining power. We find that the emphasis on quality care time is correlated with parents' education, and that marital homogamy reduces couple specialization, but only among the highly educated. In line with earlier research, we identify gendered parental behaviour. The presence of boys is an important condition for fathers' time dedication, but primarly among lower educated fathers. To the extent that parental stimulation is decisive for child outcomes, our findings suggest the persistence of important inequalities. This emerges through our special attention to behavioural differences across the educational distribution among households.

What lies behind the devaluation of educational credentials?

Applying fixed-effects models to EULFS data on Spain from 1998 to2006, the paper explores the effects of educational expansion on theoccupational returns to education across different levels of education.We build an indicator of the positional value of education, based on theidea that the value of a given educational credential partly depends onthe percentage of labour market entrants who have reached that level atthe time when individuals enter the labour market -- it is higher whenfewer individuals have reached it, lower otherwise. Our analysis for theSpanish case shows that the decrease in the occupational returns toeducation goes in parallel with the decrease in the positional value ofeducation, but this devaluation of credentials has been stronger ingeneral education (e.g., in humanities or social sciences universitydegrees, or in upper secondary general education) than in specializededucation (e.g., in technical fields in the university, or in uppervocational training). We argue that the reason for this is most likely thatgeneral education provides a more diffuse signal of candidates’ skillsthan specialized education. We also find that this devaluation ofcredentials has been stronger in fields accessed by women in largernumbers in last decades.

Educational policy in Spain - a federal illusion?

Education and health policy are two of the public policies, which in Spain have been assigned to the Autonomous Communities (AC). This transfer of powers could be considered a proof for the strong “self-rule” of the AC, which in turn shows that Spain could be classified as a federal state. In the following analysis the authors in some parts disagree with that conclusion, showing that considering the education area Spain is “heavy at the top”. Due to the state’s exclusive power to regulate the basic conditions guaranteeing the equality of all Spanish citizens, the important and final decisions are taken at the center through the framework legislation. The AC play a minor role in the legislation process, they have to adopt the center decisions. De-centralization and extension of the framework legislation are highly connected: The central state reacted with strong framework legislation to the stages of the educational decentralization process. In addition, the concentration of important framing powers within the central state does not make educational reforms more infrequent. However, such reforms are the results of a competition between the parties, and not between the AC or between the AC and the central state

CT arthrography of the glenohumeral joint: CT fluoroscopy versus conventional CT and fluoroscopy--comparison of image-guidance techniques.

PURPOSE: To compare examination time with radiologist time and to measure radiation dose of computed tomographic (CT) fluoroscopy, conventional CT, and conventional fluoroscopy as guiding modalities for shoulder CT arthrography. MATERIALS AND METHODS: Glenohumeral injection of contrast material for CT arthrography was performed in 64 consecutive patients (mean age, 32 years; age range, 16-74 years) and was guided with CT fluoroscopy (n = 28), conventional CT (n = 14), or conventional fluoroscopy (n = 22). Room times (arthrography, room change, CT, and total examination times) and radiologist times (time the radiologist spent in the fluoroscopy or CT room) were measured. One-way analysis of variance and Bonferroni-Dunn posthoc tests were performed for comparison of mean times. Mean effective radiation dose was calculated for each method with examination data, phantom measurements, and standard software. RESULTS: Mean total examination time was 28.0 minutes for CT fluoroscopy, 28.6 minutes for conventional CT, and 29.4 minutes for conventional fluoroscopy; mean radiologist time was 9.9 minutes, 10.5 minutes, and 9.0 minutes, respectively. These differences were not statistically significant. Mean effective radiation dose was 0.0015 mSv for conventional fluoroscopy (mean, nine sections), 0.22 mSv for CT fluoroscopy (120 kV; 50 mA; mean, 15 sections), and 0.96 mSv for conventional CT (140 kV; 240 mA; mean, six sections). Effective radiation dose can be reduced to 0.18 mSv for conventional CT by changing imaging parameters to 120 kV and 100 mA. Mean effective radiation dose of the diagnostic CT arthrographic examination (140 kV; 240 mA; mean, 25 sections) was 2.4 mSv. CONCLUSION: CT fluoroscopy and conventional CT are valuable alternative modalities for glenohumeral CT arthrography, as examination and radiologist times are not significantly different. CT guidance requires a greater radiation dose than does conventional fluoroscopy, but with adequate parameters CT guidance constitutes approximately 8% of the radiation dose.

Office of Treasurer of State, Iowa Educational Savings Plan Trust, Independent Auditor's Reports, Financial Statements and Supplementary Information, June 30, 2006

State Audit Reports

Patients' knowledge of Diabetes five years after the end of an educational program

We present a cross-sectional study that aims to describe the sociodemographic and clinical conditions of individuals with diabetes mellitus and to analyze their knowledge of treatment five years after the end of an educational program in which they took part. In 2010, 40 individuals who had participated in a diabetes educational program for 12 months in 2005 at a primary care service were interviewed. A form was used for data collection that included their knowledge of the notion, physiopathology, and treatment of the disease; exercise; nutrition; foot care; self-monitoring of capillary blood glucose at home; hypoglycemia; chronic complications; special situations; and family support. The results showed that the volunteers incorporated the information about the notion, physiopathology, and treatment of the disease; exercise; foot care; self-monitoring; care associated with hypoglycemia; chronic complications; and special situations. In contrast, nutrition and family support require further reinforcement. It is concluded that five years after the end of the educational program, the participants kept most of the information provided.