Discussion and Conclusions challenges and impact on working conditions and employment – COVID update / Moderated by Diesis Network and FGB 12. 10 – 12.30 REGISTER HERE!
Discussion and Conclusions. Present-day Dutch krijgen is a verb with a rich past. In this chapter I have given a detailed overview of how it has developed from its Middle Dutch use to the present. In the 14th century, krijgen is used in intransitive, transitive and complement constructions. These uses are all highly agentive, although the transitive use of krijgen already shows different degrees of agentivity. In the 15th century, the intransitive use has become almost completely extinct. The transitive shows a sharp decrease in agentive use, a process that will continue until at least the 17th century. This change occurs similarly with an increase in the use of objects that denote subject states. The decrease in agentivity of krijgen seems to take off in this particular use, followed by abstract objects a century later. The use with concrete objects does not seem to lose its agentivity until the 17th century. In the 16th century, the use of inanimate subjects starts to increase, while the non-agentive use of transitive krijgen continues to expand. The complement use of krijgen, on the other hand, is still fully agentive. By the 17th century, the change from agentive to non-agentive seems to slow down. Most transitive use has now become non-agentive, although agentive use still lives on. Around this time, the first non-agentive complement sentences start to appear, which marks the beginning of the semi-passive. Between the 18th century and the 20th century, the transitive use of krijgen is rather stable, with only the number of inanimate subjects still increasing. During this time, the auxiliary uses of krijgen start to develop. Except for the resultative construction, these uses have a non-agentive meaning. The original agentive meaning also lives on in a restricted number of specific transitive uses. In a time span of less than 700 years, krijgen has undergone typical grammaticalization processes such as semantic bleaching and extension (e.g. Xxxxxxxx 2000b, Xxxxx & Xxxxxx 2002, Xxxxxx & Xxxxxxxx 2003). Bleaching has probably been triggered by the use of direct objects denoting states of the subject. While these objects were initially combined with an agentive subject, their nature allowed a less agentive interpretation. This possibly has led to a loss of subject agentivity in the local context of objects denoting states, after which the process soon spread to other objects as well. Earlier, I mentioned that the initial use of objects denoting states with agentive subjects is found...
Discussion and Conclusions. This paper analyzes the risk information campaigns familiarizing consumers with haz- ardous attributes of products and compares industry initiatives, advocating voluntary information disclosure, to labeling mandates set by the government. The efficacy of the risk information cam- paign is assessed on an example of food allergen labeling regulation that stresses the need to list on food labels the major allergens responsible for 90 percent of all food allergies. Both voluntary and mandatory allergen labeling set similar display standards designed to make the allergy warning clear and easy to comprehend. Additionally, the federal mandate banned fine prints and sets a uniform standard for positioning allergens on food labels and thus made the warnings more noticeable for consumers. I evaluate the voluntary and mandatory allergen content disclosure by looking at their im- pact on the utilization of medical services by vulnerable consumers. The central finding is that the voluntary display of the risk information is associated with a sizable increase in the demand for medical services, while mandatory warnings result in a steady decline in the number of allergic patients seeking medical help. As for the voluntary display of the allergy warnings, the number of patients diagnosed with allergies has increased on average as much as four times compared to the pre-regulation period. Since the magnitude of the effect was unexpectedly high, I additionally looked at consumers of different age groups, compared patients with food allergies to different syn- thetic control groups, and evaluated the change in the latent demand for medical services among allergic consumers. Eventually, I concluded that my result is robust to the model specification changes. These results raise a couple of interesting conclusions. First, they demonstrate that the effects of information campaigns familiarizing consumers with favorable and harmful attributes of goods are very different. According to the previous literature, the display of favorable product characteristics either benefits consumers if the message is clear enough or does not change their behavior if customers experience information overload. On the contrary, the disclosure of products’ risk characteristics might adversely affect consumers’ health if the disclosure policy is not chosen carefully. Second, consequences of the voluntary and mandatory disclosure of the risk information might differ substantially. As this study shows...
Discussion and Conclusions. The purpose of this study is to understand access to and satisfaction with telehealth in perinatal care patients residing and seeking care within the state of Georgia. A major component of this study is to understand if there are any similarities or differences in these three areas of telehealth perinatal care between rural and urban patients. As seen in Figure 3., survey respondents live all over Georgia, but tend to travel or seek care in urban locations for their perinatal health care. The survey respondents reported living in Dekalb the most, however when seeking care, Fulton County was vastly more reported than any other county of Georgia. The county where the most respondents sought perinatal care is reported as 40% more people than the county with the highest number of respondents reporting residing, suggesting that distribution of care within Georgia is not representative of the distribution of respondent residence locations. The literature tends to be mixed, as some researchers report that rural patients seek care in urban areas, while others report that rural patients access care in rural locations and will continue to do so (Improving Access to Maternal Health Care in Rural Communities, 2019b; Jolles et al., 2020). Therefore, this finding provides more evidence that in Georgia, many rural maternity care patients seek care in urban locations. The most residences in one county were in Dekalb County, with 24 interview participants residing there. However, the location with the highest number of patients seeking care was Fulton County, with 40 interviewees seeking care there. Telehealth is an important strategy to increase patients’, especially those rurally located, access to quality prenatal care (Xxxxx, et al., 2020; Xxxxxxx-Xxxx et al, 2020; Xxxxxx et al., 2016). One of the important findings of the study are that many rural patients are seeking care in urban locations, which should be further studied to understand why. Most Georgia counties do not have maternal care providers, so rural patients are further from care, which is tied to poorer health outcomes (Improving Access to Maternal Health Care in Rural Communities, 2019b; Jolles et al., 2020; Xxxxxxxxxxx et al., 2019; Xxxxx et al., 2016; Xxxxxx et al., 2016). As presented in Table 1., out of 61 patients rurally residing, only 22, so about one third of them, still sought care in rural locations. Respondents did prefer some locations that were not the closest to their residence, so this may b...
Discussion and Conclusions. The Copernicus Services and Space component requirements for in situ data in the Arctic Region have been collected and analysed. The analysis shows that although the monitoring of the Arctic in the future will rely heavily on satellite observations, it is mandatory for Copernicus to have timely access to a broad suite of in situ observation of sufficient quality and resolution in time and space. The Copernicus community has articulated clearly which variables are essential for their production line as well as their requirement for timely delivery and quality, while the resolution in time and space is still open for further clarification. The latter issue is being addressed in the Copernicus In Situ Coordination Information System (CIS2), established within the Copernicus In Situ Component led by EEA. The project group has collected a thorough, although not complete, overview of existing in situ data from the Arctic: Data already used by the Copernicus Services and Space component Data freely available at various national and international data repositories but still not used in the Copernicus production line Data with restricted availability due to institutional and/or national data policies Data collected in research projects without a data management structure enabling a free data exchange. A full overview of this data category may require further work A gap analysis has been performed by comparing the amount of existing data to the requirements for in situ data. The analysis is general in nature since a detailed gap analysis will require clear definitions of the required resolution in time and space. The analysis has identified two groups of data gaps:
Discussion and Conclusions. On its largest scales, the cosmic web of the Universe is not formed by isolated objects, but by continuously owing matter distributed in sheets, laments, and nodes. For
Discussion and Conclusions. Grant project objectives were met. One 5th- 8th grade unit, How Much is Too Much? How Little is Too Little? was updated to include current agricultural and education concepts. This unit is comprised of eleven lessons. These lessons teach students about: plant parts and functions, soil properties, how plant nutrients affect plant growth, how to read a fertilizer label, solutes and solvents, how to identify plant nutrient deficiencies, vermicomposting, how political decisions affect people and the environment, and best management practices regarding plant nutrient management. One new resource, the Educator’s Guide to Fun With the Plant Nutrient Team was developed for use in K-3rd grade classrooms. This resource includes seven lessons that allow teachers to build upon concepts that students learn about in the Fun With the Plant Nutrient Team activity booklet. The lessons in this unit teach students about: the nutrients that plants and people need to be healthy, soil components, how plants make their own food through photosynthesis, how modern farming technology like GPS helps farmers ensure plants get the right amount of nutrients, the water cycle, which crops are suited to different climates, and how to trace the components of a meal back to plants. Both of these educational units are aligned to the most recent Content Standards for California Public Schools. Lessons are designed to engage students through hands-on activities that allow them to explore the types of activities carried out by farmers and plant scientists to produce our food and fiber while practicing environmental stewardship. After participating in the lessons, students will have a better understanding of what plant nutrients are, why they are important, and how farmers and scientists are continually improving methods to provide crops with the right plant nutrients in the right amounts, at the right time and in the right place. The lessons from each unit were pilot tested in classrooms, reviewed by experts in the plant nutrient field, and presented to teachers at workshops. Workshop participants gave overall positive reviews of the lessons as seen in the “Results” section of the report. At the time of this report, the units had only been available to teachers for less than one month. CFAITC will collect feedback from teachers once they have had ample time to implement the lessons in their classrooms. This data will be collected as part of CFAITC’s annual survey sent to thousands of teachers i...
Discussion and Conclusions. All land-based glaciers for which the terminus position was measured and shown in Table 2 in KEFJ receded from 1973 to 2002, with the exception of the Nuka Glacier (no change measured from 1986-2002) and the northern arm of the Tustumena Glacier (537 m advance from 1986-2002). Of the four tidewater glaciers listed in Table 2, two (Aialik and Northwestern) retreated, but the XxXxxxx experienced a net advance between 1973 to 2002, and the Holgate advanced from 1973-1986, but then did not change from 1986-2002. It is very difficult to compare our terminus-change measurements with those measurements by Adalgeirsdóttir et al. (1998) based on measurements made in the 1990s because all of the measurements depend upon the exact location selected on the terminus, though the trends generally agree. Measurement of the areal extent of the Xxxxxxx Icefield and the Grewingk-Yalik Glacier Complex using a supervised-classification technique, in 1973, 1986 and 2002, shows a reduction in extent of the icefields from 1986 to 2002, of 3.62% or about 78 km2, however the measurement errors are difficult to determine and may be large. The 1973 measurement is not shown due to the extreme difficulty in performing a meaningful classification of the areal extent of the icefield using the 80-m resolution MSS imagery. Possible future work Additional work could be done in the Xxxxxxx Icefield in order to perform a more thorough analysis of the glaciers in KEFJ. Shape files could be created using 15- m resolution ASTER or ETM+ (band 8) imagery. ASTER scenes were acquired free of charge (by DKH). The addition of the ASTER imagery may provide more detailed information on a few glaciers that were imaged by the ASTER, though only a few cloud-free ASTER scenes are available that are of sufficiently good quality to perform the analysis. All glaciers could be analyzed in more detail using band 8 (panchromatic band) of the ETM+ from two 2002 scenes. The advantage of the more-detailed analysis would be that shape files from future high-resolution sensors could be compared with these data providing finer detail than is possible with the 30-m resolution data. Air photos, obtained by the National Park Service in 1993 and 1994, could also be studied in detail, and shape files could be provided for some of the glacier areas using the air photos as well. For some glaciers, the terminus positions from the air photos could be compared with the terminus positions as determined from Landsat data. This wou...
Discussion and Conclusions. The issue of developing family-school relationships encompasses a complex of top- ics ranging from its importance through the determinants and barriers to cooperation to the forms in which the family-school partnership develops. Our scientific and research interest centred on the forms of cooperation and parents’ education as one of the determinants of parents-teachers mutual cooperation. We aimed to find out which forms of cooperation are preferred by parents at the pri- xxxx level of education and whether there is a statistically significant association between parents’ education and the forms of cooperation used. We analysed the pref- erence and frequency of use of selected forms of cooperation: parents’ meetings, open classes, extracurricular activities, suggestion boxes and communication through digital platforms. We found that while the parents’ meeting, as a traditional form, is the most fre- quently used form of cooperation, innovative forms of cooperation (e.g. open classes, suggestion boxes) are little used by parents. On the other hand, the use of digital technologies for cooperation with the teacher and the school is rising, while direct communication is taking a back seat. Xxxxx Xxxxxx, Xxxxx Xxxxxxxxx (2022) reached similar results. They found that the classical proven forms of cooperation have been joined by media, namely e-mail, Facebook, phone calls, video calls and Internet com- munication tools (EduPage, Whatsapp, Viber and others). In the foreign literature, our findings correspond with those of Xxxxx Xxxxxx and Xxx Xxxxxxxxx (2018), and Xxxxx Xxxx (2020). According to them, social media is a new opportunity for family and school communication. Xx Xxxxxx (2011) warns, with modern technologies come several difficulties. Many parents contact the teacher during the working day and lesson time, at the same time expecting the teacher to deal with their „emergencies“ urgently and without constraint. At the same time, contacting the teachers during their free time, set aside for family and personal interests, is considered an undesirable manifestation of parental behaviour. Our results confirmed that many teachers and parents prefer the traditionally es- tablished forms of personal contact and that the parents’ meeting continues to have a deep-rooted tradition as a form of family-school cooperation. These findings corre- spond with the results of Xxxxxxxxxx, Xxxxx (2012), according to which parents most often use the parents’ meetings, while u...
Discussion and Conclusions challenges and impact on working conditions and employment – COVID update REGISTER HERE!
