Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”

Numerous studies have demonstrated a negative relationship between community violence and youth academic achievement, but they have varied in their geographic definition of “community,” especially as it relates to proximity to students’ residences. We extend this by considering the independent relationships between academic achievement and violent events (from 911 dispatches; e.g., gun shots) at the neighborhood (i.e., census tract) and street-block levels. We use data from standardized Math and English Language Arts (ELA) tests from Boston, MA for 2011–2013. Exposure to community violence was partially independent between streets and tracts, with some students living on low-crime streets in high-crime neighborhoods or high-crime streets in low-crime neighborhoods. Initial regression models found that differences in a neighborhood’s violent crime predicted up to a 3% difference in test scores on both Math and ELA tests. Students living on high-crime streets scored an additional 1% lower than neighbors on safer streets. Subsequent models with student-level fixed effects, however, eliminated these relationships, except for the effect of neighborhood-level violence on Math scores. These findings suggest that future work should consider community violence at both geographic scales, but that in this case the impacts were only consistent at the neighborhood level and associations at the street level were seemingly due to spatial segregation of households.

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Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools

Educational Researcher ◽

10.3102/0013189x17726282 ◽

2017 ◽

Vol 46 (6) ◽

pp. 305-322 ◽

Cited By ~ 33

Author(s):

Paul L. Morgan ◽

George Farkas ◽

Marianne M. Hillemeier ◽

Steve Maczuga

Keyword(s):

Academic Achievement ◽

Special Education ◽

Fixed Effects ◽

English Language ◽

Ethnic Disparities ◽

The United States ◽

Language Learner ◽

Minority Children ◽

White Children ◽

Disability Identification

Federal legislation and policy increasingly seek to address minority overrepresentation in special education due to concerns that U.S. schools are misidentifying children as disabled based on their race or ethnicity. Yet whether and to what extent this is occurring is currently in dispute. We estimated racial disparities in disability identification using very large (e.g., Ns = 183,570, 165,540, and 48,560) student-level, nationally representative data sets and multivariate logistic regression including school fixed effects models along with tabulations of percentage with a disability among racial or ethnic groups across academic achievement deciles. Among children who were otherwise similar in their academic achievement, poverty exposure, gender, and English language learner status, racial or ethnic minority children were consistently less likely than White children to be identified as having disabilities. Minority children’s disability underidentification was evident (a) in elementary, middle, and high school; (b) across racially diverse groups and specific disability conditions; and (c) throughout the achievement distribution. Contrary to federal regulatory and policy efforts, minority children have been less likely than otherwise similarly achieving White children to receive special education services in the United States since at least 2003.

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Title III Accountability: Behind the Numbers ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement, and Academic Achievement Act

PsycEXTRA Dataset ◽

10.1037/e537592012-001 ◽

2010 ◽

Cited By ~ 2

Author(s):

Andrea Boyle ◽

James Taylor ◽

Steven Hurlburt ◽

Kay Soga

Keyword(s):

Academic Achievement ◽

Language Acquisition ◽

English Language ◽

English Language Acquisition ◽

Title Iii

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Dampak Kebijakan Moneter Pada Output Di Negara-Negara ASEAN Tahun 1980-2014

Jurnal Riset Manajemen Sekolah Tinggi Ilmu Ekonomi Widya Wiwaha Program Magister Manajemen ◽

10.32477/jrm.v4i1.191 ◽

2017 ◽

Vol 4 (1) ◽

pp. 58-70

Author(s):

Nur Widiastuti

Keyword(s):

Monetary Policy ◽

Interest Rate ◽

Fixed Effects ◽

Empirical Studies ◽

Negative Relationship ◽

Least Square ◽

Fixed Effects Model ◽

State Data ◽

Ordinary Least Square ◽

The Impact

The Impact of monetary Policy on Ouput is an ambiguous. The results of previous empirical studies indicate that the impact can be a positive or negative relationship. The purpose of this study is to investigate the impact of monetary policy on Output more detail. The variables to estimatate monetery poicy are used state and board interest rate andrate. This research is conducted by Ordinary Least Square or Instrumental Variabel, method for 5 countries ASEAN. The state data are estimated for the period of 1980 – 2014. Based on the results, it can be concluded that the impact of monetary policy on Output shown are varied.Keyword: Monetary Policy, Output, Panel Data, Fixed Effects Model

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Problems in English Communicating Skills for Learners of English

International Journal of Contemporary Research and Review ◽

10.15520/ijcrr/2018/9/07/548 ◽

2018 ◽

Vol 9 (07) ◽

pp. 20484-20491

Author(s):

Dr. Ishag Adam Hassan Ahmed

Keyword(s):

Reading Comprehension ◽

English Language ◽

Communicative Competence ◽

Daily Practice ◽

Small Component ◽

Curriculum Review ◽

Comprehension Skills ◽

Definition Of ◽

The University ◽

Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised. Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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L'anglicisme dans la langue française

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.43286 ◽

2019 ◽

Vol 3 ◽

pp. 00013

Author(s):

Danny Susanto

Keyword(s):

English Language ◽

Oil Industry ◽

English Word ◽

Public Institutions ◽

Font Size ◽

The World ◽

French Speaking ◽

The Difference ◽

Definition Of ◽

Bibliographic Study

The purpose of this study is to analyze the phenomenon known as “anglicism”: a loan made to the English language by another language. Anglicism arose either from the adoption of an English word as a result of a translation defect despite the existence of an equivalent term in the language of the speaker, or from a wrong translation, as a word-by-word translation. Said phenomenon is very common nowadays and most languages of the world including making use of some linguistic concepts such as anglicism, neologism, syntax, morphology etc, this article addresses various aspects related to Anglicisms in French through a bibliographic study: the definition of Anglicism, the origin of Anglicisms in French and the current situation, the areas most affected by Anglicism, the different categories of Anglicism, the difference between French Anglicism in France and French-speaking Canada, the attitude of French-speaking society towards to the Anglicisms and their efforts to stop this phenomenon. The study shows that the areas affected are, among others, trade, travel, parliamentary and judicial institutions, sports, rail, industrial production and most recently film, industrial production, sport, oil industry, information technology, science and technology. Various initiatives have been implemented either by public institutions or by individuals who share concerns about the increasingly felt threat of the omnipresence of Anglicism in everyday life.

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Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations

Annals of Nutrition and Metabolism ◽

10.1159/000500341 ◽

2019 ◽

Vol 74 (Suppl. 3) ◽

pp. 19-24 ◽

Cited By ~ 1

Author(s):

Daniel R. Westfall ◽

Nicole E. Logan ◽

Naiman A. Khan ◽

Charles H. Hillman

Keyword(s):

Academic Achievement ◽

Human Health ◽

Research Interest ◽

Future Research ◽

Cognitive Assessments ◽

Cognitive Domains ◽

Essential Nutrient ◽

Definition Of ◽

The Relationship

The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

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Differential Co-Expression Analyses Allow the Identification of Critical Signalling Pathways Altered during Tumour Transformation and Progression

International Journal of Molecular Sciences ◽

10.3390/ijms21249461 ◽

2020 ◽

Vol 21 (24) ◽

pp. 9461

Author(s):

Aurora Savino ◽

Paolo Provero ◽

Valeria Poli

Keyword(s):

Cancer Biology ◽

Regulatory Networks ◽

Tumour Progression ◽

External Perturbation ◽

Data Types ◽

Differential Gene ◽

Gene Regulatory ◽

Experimental Validations ◽

Definition Of ◽

Future Work

Biological systems respond to perturbations through the rewiring of molecular interactions, organised in gene regulatory networks (GRNs). Among these, the increasingly high availability of transcriptomic data makes gene co-expression networks the most exploited ones. Differential co-expression networks are useful tools to identify changes in response to an external perturbation, such as mutations predisposing to cancer development, and leading to changes in the activity of gene expression regulators or signalling. They can help explain the robustness of cancer cells to perturbations and identify promising candidates for targeted therapy, moreover providing higher specificity with respect to standard co-expression methods. Here, we comprehensively review the literature about the methods developed to assess differential co-expression and their applications to cancer biology. Via the comparison of normal and diseased conditions and of different tumour stages, studies based on these methods led to the definition of pathways involved in gene network reorganisation upon oncogenes’ mutations and tumour progression, often converging on immune system signalling. A relevant implementation still lagging behind is the integration of different data types, which would greatly improve network interpretability. Most importantly, performance and predictivity evaluation of the large variety of mathematical models proposed would urgently require experimental validations and systematic comparisons. We believe that future work on differential gene co-expression networks, complemented with additional omics data and experimentally tested, will considerably improve our insights into the biology of tumours.

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Does Eco-Certification Correlate with Improved Financial Performance? Evidence From a Longitudinal Study in the US Hospital Industry

International Journal of Health Services ◽

10.1177/00207314211018965 ◽

2021 ◽

pp. 002073142110189

Author(s):

Germán M. Izón ◽

Nathaniel Islip

Keyword(s):

Financial Performance ◽

Fixed Effects ◽

Negative Relationship ◽

Cost Savings ◽

The United States ◽

Fixed Effects Model ◽

Sustainable Practices ◽

Production Externalities ◽

Energy Star ◽

Operating Margin

Health care-based negative production externalities, such as greenhouse gas emissions, underscore the need for hospitals to implement sustainable practices. Eco-certification has been adopted by a number of providers in an attempt, for instance, to curb energy consumption. While these strategies have been evaluated with respect to cost savings, their implications pertaining to hospitals’ financial viability remain unknown. We specify a fixed-effects model to estimate the correlation between Energy Star certification and 3 different hospitals’ financial performance measures (net patient revenue, operating expenses, and operating margin) in the United States between 2000 and 2016. The Energy Star participation indicators’ parameters imply that this type of eco-certification is associated with lower net patient revenue and lower operating expenses. However, the estimated negative relationship between eco-certification and operating margin suggests that the savings in operating expenses are not enough for a hospital to achieve higher margins. These findings may indicate that undertaking sustainable practices is partially related to intangible benefits such as community reputation and highlight the importance of government policies to financially support hospitals’ investments in green practices.

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A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

Applied Linguistics Review ◽

10.1515/applirev-2020-0097 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Doğan Yuksel ◽

Adem Soruç ◽

Mehmet Altay ◽

Samantha Curle

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Grade Point ◽

Content Learning ◽

English Medium Instruction ◽

Positive Effect ◽

Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

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English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

Teachers College Record ◽

10.1177/016146811511700704 ◽

2015 ◽

Vol 117 (7) ◽

pp. 1-40

Author(s):

Michael A. Gottfried ◽

Morgan S. Polikoff

Keyword(s):

Social Skills ◽

General Education ◽

Students With Disabilities ◽

Fixed Effects ◽

English Language ◽

Secondary Data ◽

Language Learner ◽

Self Control ◽

Ell Students ◽

General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

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