The Individual Welfare Costs of Stay at Home Policies

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

Download Full-text

Managing children and adolescents on parenteral nutrition: challenges for the nutritional support team

Proceedings of The Nutrition Society ◽

10.1079/pns2006502 ◽

2006 ◽

Vol 65 (3) ◽

pp. 217-221 ◽

Cited By ~ 21

Author(s):

Tracey Johnson ◽

Elaine Sexton

Keyword(s):

Parenteral Nutrition ◽

Children And Adolescents ◽

Nutritional Support ◽

Intestinal Failure ◽

Home Care Services ◽

Cholestatic Liver Disease ◽

Care Services ◽

Child Assessments ◽

The Individual ◽

At Home

Managing infants, children and adolescents, ranging from premature infants to 18-year-old adolescents, on parenteral nutrition (PN) is a challenge. The ability of children to withstand starvation is limited and, unlike adults, children require nutrition for growth. PN in children is often required secondary to a congenital bowel problem rather than because of an acquired condition. Conditions requiring PN include motility disorders, congenital disorders of the intestinal epithelium and short-bowel syndrome (SBS). Intestinal failure may be temporary and children with SBS may be weaned from PN. However, other children require permanent PN. There are no comprehensive guidelines for the nutritional requirements of children and adolescents requiring PN. Practice in individual centres is based on clinical experience rather than clinical trials. Requirements are assessed on an individual basis according to age, nutritional status and clinical condition. These requirements need regular review to ensure that they remain appropriate for the changing age and weight of the child. Assessments of intakes use different methods, e.g. reference tables and predictive equations. Complications of PN include infection, accidental damage to, or removal of, the line and cholestatic liver disease. Home parenteral nutrition (HPN) is associated with fewer line infections and allows continuation of nutritional support in a more normal environment, encouraging normal development and participation in family activities. However, having a child at home on HPN is associated with physical and psychological stresses. A feeling of depression, loneliness and social isolation is common amongst children and their families. Home-care services are essential to supporting children at home and should be tailored to, and sensitive to, the individual needs of each family.

Download Full-text

Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment

10.31235/osf.io/gbjac ◽

2021 ◽

Author(s):

Mark Runco ◽

Ahmed M. Abdulla Alabbasi ◽

Selcuk Acar ◽

ALaa Eldin A. Ayoub

Keyword(s):

Natural Environment ◽

Statistical Test ◽

Differentially Expressed ◽

Creative Activity ◽

Creative Potential ◽

Method Variance ◽

Creative Products ◽

The Individual ◽

Home And School ◽

At Home

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

Download Full-text

The individual welfare function of income

European Economic Review ◽

10.1016/s0014-2921(78)80010-5 ◽

1978 ◽

Vol 11 (4) ◽

pp. 395-402 ◽

Cited By ~ 6

Author(s):

Bernard M.S. Van Praag ◽

Arie Kapteyn ◽

Floor G. Van Herwaareden

Keyword(s):

Individual Welfare ◽

The Individual

Download Full-text

Teaching Literature in Schools for Democratic Citizenship

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1478 ◽

2021 ◽

Author(s):

Ruth Heilbronn

Keyword(s):

Human Rights ◽

United Nations ◽

Democratic Citizenship ◽

Creative Arts ◽

Human Right ◽

Teaching Literature ◽

The United Nations ◽

The Individual ◽

United Nations Charter ◽

At Home

Education is a human right and benefits both the individual and the whole society. Education that encourages debate and discussion and acknowledges complexity and ambiguity is essential for people to develop a respect for others and for democracy—that is, to participate as citizens. This concept is encapsulated in the United Nations Charter of Human Rights. The humanities and the creative arts are important curriculum areas that can encompass diversity and complexity and support the development of a necessary critical disposition. Study in these areas helps to create people who are at home in a culture in which openness to others and criticality in receiving ideas are paramount. Literature plays a key role in attaining these curriculum aims.

Download Full-text

Discomforting bodies: French survivor testimony from the Algerian War

Contemporary French Civilization ◽

10.3828/cfc.2020.21 ◽

2020 ◽

Vol 45 (3-4) ◽

pp. 351-363

Author(s):

Amy L. Hubbell

Keyword(s):

Disability Studies ◽

Algerian War ◽

Open Letter ◽

Political Climate ◽

The People ◽

The Individual ◽

At Home

From 2012 to 2016, three French women published autobiographies about surviving bombings as children during the Algerian War (1954-1962). Danielle Michel-Chich who survived the Milk Bar bombing in Algiers in 1956 published an open letter to Zohra Drif, the woman who placed the bomb in the restaurant (Lettre à Zohra D., 2012), and Pied-Noir artist Nicole Guiraud who survived the same event published her diary Algérie 1962: Journal de l’Apocalypse in 2013. Nicole Simon who survived a bombing at a concert in Mostaganem, Algeria published her autobiography, La Bombe: Mostaganem, j’avais quinze ans, in 2016. In these works, the women relate in different ways how they negotiated their injured bodies at home in Algeria as well as in a tense political climate in France during and after the war. In this article I analyze survivor autobiographies to elucidate how transformed bodies impact the individual who survived the trauma but also how and why these women alternately hide their wounds to accommodate the people around them or accept and respond to the stares upon their bodies. By engaging with disability studies, I examine how the discomfort of the transformed body, for both the victims and the people who see them, exemplifies the much larger tensions surrounding the painful memory of the Algerian War.

Download Full-text

The Child’s Right to Be Vaccinated

The International Journal of Children s Rights ◽

10.1163/15718182-29040006 ◽

2021 ◽

Vol 29 (4) ◽

pp. 897-919

Author(s):

Katherine Hunt Federle

Keyword(s):

Public Safety ◽

The State ◽

Parental Choice ◽

Vaccine Hesitancy ◽

Individual Welfare ◽

The Law ◽

The Individual

Abstract Vaccine hesitancy highlights a problem within current rights constructs under US law. Refusal to vaccinate is ineluctably cast as a contest between parental choice, to which the law traditionally defers, and state concerns for public safety and the individual welfare of children. But rarely is the discussion cast in terms of the child’s right to be vaccinated because our rights talk revolves around the capacity (or lack thereof) of the rights holder. If, however, we recast rights in terms of empowerment, then we can see that rights flow to the child, not because she has the requisite capacity but because she is less powerful. In this sense, rights exist for children because they are children. The authority of the state to mandate immunisation under US law also may be reconsidered because the state is acting to protect the rights of those less powerful – the children who cannot be vaccinated.

Download Full-text

‘May God Bless You and All at Home’: Mid-Nineteenth Century Irish Views on Italy through the Letters of Albert Delahoyde, 1860–1870

Literacy, Language and Reading in Nineteenth-Century Ireland ◽

10.3828/liverpool/9781786942081.003.0008 ◽

2019 ◽

pp. 126-138

Author(s):

Florry O’Driscoll

Keyword(s):

Nineteenth Century ◽

Language Learning ◽

Papal States ◽

Writing Identity ◽

The Many ◽

The Individual ◽

At Home

This chapter explores the case-study of Dublin-born Albert Delahoyde as an instance of transnational language learning. Delahoyde was not yet eighteen years of age when he volunteered to fight with the Papal Battalion of St Patrick in 1860, in an ultimately futile attempt to maintain Pope Pius IX’s control over the Papal States. Through his letters, one can assess the individual, but also the communal significance of both the Papal Battalion and the Papal Zouaves, and the many contacts between Ireland and Italy in the mid-nineteenth century. Delahoyde provides a perfect example of practical literacy in action, as the correspondence of the Irish soldier reveals much about the links between writing, identity, and nation at the midpoint of the nineteenth century.

Download Full-text

What’s Love Got To Do With It?

Latin Elegy and the Space of Empire ◽

10.1093/oso/9780198871446.003.0003 ◽

2021 ◽

pp. 56-84

Author(s):

Sara H. Lindheim

Keyword(s):

Word Choice ◽

Territorial Expansion ◽

Roman People ◽

The Individual ◽

Geographical Space ◽

At Home ◽

Changing World

Octavian/Augustus, following in the footsteps of both Pompey and Caesar, relentlessly pursues territorial expansion abroad, while at home he presents the Roman people with the image of himself as unstoppable expansionist. In one otherwise unprepossessing poem Propertius makes a strikingly romantic assertion: Cynthia prima fuit, Cynthia finis erit (1.12.20). The word choice—finis—gives pause, especially when this particular elegy (1.12) and the ones with which Propertius surrounds it (1.8a, 1.8b, and 1.11) emphasize geographical space. To be more precise, they focus on Cynthia’s propensity to move through geographical space, away from the Propertian amator. Anxieties emerge from Propertius’ elegies when he imagines the individual faced with an infinite and ever-changing world. The Propertian amator struggles to establish and cling to the possibility of known and definable boundaries. He seeks to render Cynthia his finis and to anchor his self-definition to her.

Download Full-text

Verpleegster wat dink jy van die Doman-program

Curationis ◽

10.4102/curationis.v7i2.856 ◽

1984 ◽

Vol 7 (2) ◽

Author(s):

L.R. Uys

Keyword(s):

Mentally Retarded ◽

Individual Child ◽

Neurological Development ◽

Extensive Evaluation ◽

Professional Opinion ◽

Mentally Retarded Children ◽

The Individual ◽

At Home

Anyone working with mentally retarded children and their parents is regularly asked to voice an opinion on the Doman-program and every nurse should know enough about this to give such a professional opinion. The program is one of extremely intensive sensory and motor stimulation, based on an extensive evaluation of the individual child and provided by parents at home according to a very strict schedule. The program has met with much criticism including that the neurological development profile on which the originators base their program is unscientific, that the program may be harmful, that it is too rigid and demanding and that there is a lack of documentation to prove success. There are however positive aspects including the results which have been obtained, the direction it gives parents and the thorough evaluation of each child.

Download Full-text