The Impact of Social Capital on Environmental Risk Reduction in Moncure

2009 ◽  
pp. 61-66
Author(s):  
John J. Bang ◽  
Yolanda B. Anderson ◽  
Saundra F. DeLauder ◽  
Marcia Bradshaw ◽  
Faustina Meheux ◽  
...  
Keyword(s):  
Social Capital ◽  
Risk Reduction ◽  
Environmental Risk ◽  
The Impact

Economic Significance of Social Capital

2011 ◽  
pp. 46-65 ◽  
Author(s):  
L. Polishchuk ◽  
R. Menyashev
Keyword(s):  
Social Capital ◽  
Collective Action ◽  
Common Good ◽  
Economic Conditions ◽  
Formal Institutions ◽  
Transmission Channels ◽  
Economic Significance ◽  
Bonding And Bridging ◽  
The Impact

The paper deals with economics of social capital which is defined as the capacity of society for collective action in pursuit of common good. Particular attention is paid to the interaction between social capital and formal institutions, and the impact of social capital on government efficiency. Structure of social capital and the dichotomy between its bonding and bridging forms are analyzed. Social capital measurement, its economic payoff, and transmission channels between social capital and economic outcomes are discussed. In the concluding section of the paper we summarize the results of our analysis of the role of social capital in economic conditions and welfare of Russian cities.

Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 110
Author(s):  
Suwarno Suwarno
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Service Learning ◽  
Learning Outcomes ◽  
School Effectiveness ◽  
Social Trust ◽  
Building Blocks ◽  
Learning Model ◽  
Committee Report ◽  
The Impact

<p><strong>A</strong><strong>bstract</strong><strong>. </strong>This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is <em>used</em> as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.</p><p><strong><em>Keywords</em></strong><em>: Learning Model, Teams Games Tournaments (TGT)</em><em>. Students</em></p><p><strong><br /></strong></p><p><strong>Daftar Pustaka</strong></p><p align="center"> </p><p>Bofota, Y. B., &amp; Bofota, Y. B. (2017). <em>The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania</em>.</p><p>Cahuc, P., Shleifer, A., &amp; Algan, Y. (2014). <em>Teaching Practices and Social Capital</em>. (6052).</p><p>Catts, R., &amp; Ozga, J. (2015). <em>What is Social Capital and how might it be used in Scotland ’ s Schools ?</em> (36).</p><p>Flint, N. (2017). <em>Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents</em>.</p><p>Goddard, R. D. (2016). <em>Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success</em>. <em>25</em>(1), 59–74.</p><p>Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa Barat</p><p>Endang Poerwanti, dkk. 2008. <em>Asesmen Pembelajaran SD.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Hargreaves, A. (2015). <em>School Social Capital and School Effectiveness</em>. <em>37</em>, 119–136.</p><p>Kurnia, Inggridwati. dkk. 2018. <em>Perkembangan belajar peserta didik</em><em>.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Purwanto. M Ngalim. 2015. <em>Psikologi Pendidikan</em>. Bandung: PT Remaja Rosdakarya</p><p>Siddiq, M. Djauhar. 2018. <em>Pengembangan Bahan Pembelajaran SD</em>. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.</p><p>Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung Aftabeta</p><p>Lash, D., &amp; Belfiore, G. (2017). <em>5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series</em>. (October).</p><p>Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., &amp; Korczewska, D. M. (2011). <em>Comparative research between Poland and Iceland</em>.</p><p>Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., &amp; Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. <em>American Journal of Pharmaceutical Education</em>, <em>79</em>(8). https://doi.org/10.5688/ajpe798116</p><p><em><br /></em></p>

Bonding Social Capital, Afghan Refugees, and Early Access to Employment

2021 ◽  
pp. 019791832110002
Author(s):  
Matteo Vergani ◽  
Ihsan Yilmaz ◽  
Greg Barton ◽  
James Barry ◽  
Galib Bashirov ◽  
...  
Keyword(s):  
Social Capital ◽  
Migration Policy ◽  
Research Note ◽  
Bonding Social Capital ◽  
Afghan Refugees ◽  
Employment Success ◽  
The Third ◽  
Early Access ◽  
Second Year ◽  
The Impact

This IMR Research Note examines the impact of the level of bonding social capital on access to employment among newly arrived Afghan refugees in Victoria (Australia). Based on a mixed-methods analysis of biographical interviews with 80 Afghan refugees, it examines their use of social capital, year by year, during the first three years after their arrival. Our analysis shows that higher levels of bonding social capital are associated with greater success in finding employment during the first and second year of settlement. In the third year, however, bonding social capital for Afghan refugees in Victoria is no longer a significant predictor of employment. This Research Note helps clarify inconsistent findings in the literature on the effects of social capital on obtaining employment by suggesting that bonding social capital’s impact on refugee employment success changes significantly across the first three years after arrival. This finding has important implications for migration policy and the prioritization of resources toward services for newly arrived refugees.

REDUCE-IT: outcomes by baseline statin type

2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
D Bhatt ◽  
M Miller ◽  
P.G Steg ◽  
E.A Brinton ◽  
T.A Jacobson ◽  
...  
Keyword(s):  
Statin Therapy ◽  
Risk Reduction ◽  
Coronary Revascularization ◽  
Secondary Endpoint ◽  
Nonfatal Stroke ◽  
Funding Source ◽  
Icosapent Ethyl ◽  
Prescription Form ◽  
One Year ◽  
The Impact

Abstract Background REDUCE-IT (Reduction of Cardiovascular Events with Icosapent Ethyl-Intervention Trial) randomized 8,179 statin-treated patients with elevated triglycerides and increased cardiovascular (CV) risk to either icosapent ethyl (IPE), a pure, stable prescription form of eicosapentaenoic acid, 4g/day or placebo. IPE significantly reduced time to first occurrence of the primary composite endpoint of major adverse CV events (CV death, nonfatal myocardial infarction [MI], nonfatal stroke, coronary revascularization, or hospitalization for unstable angina) (HR 0.75, CI 0.68–0.83) and key secondary endpoint events (composite of CV death, nonfatal MI, or nonfatal stroke) (HR 0.74, CI 0.65–0.83) versus placebo (all p&lt;0.0001). A modest reduction in placebo-corrected LDL-C was observed (−6.6%; p&lt;0.0001). The mechanisms for the CV benefit of icosapent ethyl are not fully understood. Purpose Explore the impact of statin type and lipophilic/lipophobic category on outcomes, and on LDL-C, to further consider the possible relevance of LDL-C pathways to the observed CV benefit of icosapent ethyl. Methods Primary and key secondary endpoint analyses and LDL-C changes from baseline were explored by individual statin type (atorvastatin, simvastatin, rosuvastatin, or pravastatin) at baseline, and then by categorizing these statins into lipophilic (i.e., hydrophobic: atorvastatin, simvastatin) and lipophobic (i.e., hydrophilic: rosuvastatin, pravastatin) statin groups; 96.1% of patients fell within these individual statin groups. Results CV outcomes were similar across statin types (interaction p=0.61) and lipophilic/lipophobic categories (interaction p=0.51) (Figure). Statin type and category had a similar lack of meaningful impact on the modest placebo-corrected median LDL-C changes from baseline to one year, which ranged from −5.8 to −8.4% (all p≤0.0003). Conclusion No meaningful treatment differences in the primary or key secondary endpoints across statin type or lipophilic/lipophobic category were observed. A similar lack of treatment difference was observed in LDL-C changes from baseline to one year. Therefore, the LDL-C changes and CV risk reduction in REDUCE-IT appear independent of the type of concomitant statin therapy. These data provide clinicians with additional insight regarding concomitant statin therapy considerations when prescribing icosapent ethyl and suggest there are important mechanisms of action for the substantial CV risk reduction observed with icosapent ethyl that are distinct from the LDL receptor pathway. Funding Acknowledgement Type of funding source: Other. Main funding source(s): The study was funded by Amarin Pharma, Inc.

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