Translating cross-lagged effects into incidence rates and risk ratios: The case of psychosocial safety climate and depression

Longitudinal studies are the gold standard of empirical work and stress research whenever experiments are not plausible. Frequently, scales are used to assess risk factors and their consequences, and cross-lagged effects are estimated to determine possible risks. Methods to translate cross-lagged effects into risk ratios to facilitate risk assessment do not yet exist, which creates a divide between psychological and epidemiological work stress research. The aim of the present paper is to demonstrate how cross-lagged effects can be used to assess the risk ratio of different levels of psychosocial safety climate (PSC) in organisations, an important psychosocial risk for the development of depression. We used available longitudinal evidence from the Australian Workplace Barometer (N?=?1905) to estimate cross-lagged effects of PSC on depression. We applied continuous time modelling to obtain time-scalable cross effects. These were further investigated in a 4-year Monte Carlo simulation, which translated them into 4-year incident rates. Incident rates were determined by relying on clinically relevant 2-year periods of depression. We suggest a critical value of PSC?=?26 (corresponding to ?1.4 SD), which is indicative of more than 100% increased incidents of persistent depressive disorder in 4-year periods compared to average levels of PSC across 4 years.     

历史变局、国家兴衰与发展之路——三次千年变局叠加下的中国特色社会主义发展道路

每当先进的发展制度开始取代落后的发展制度时，整个世界格局就会进入重大的转换阶段。在中国五千年的发展历史中，有两次重大的历史变局完全改变了中国历史发展轨迹并深远地影响了当前中国的发展模式。新时代下的中国作为前两次历史变局影响的客体，曾经既是先进发展制度取代落后发展制度的受益者，也经历过作为落后发展制度主体而被先进发展制度冲击的过程。目前世界正处于第三次先进发展制度与落后发展制度交替的历史变局阶段，作为第三次重大历史变局的主体，在三次千年历史变局叠加的背景下，能否有效地认识、适应并改造利用前两次历史变局的经验与教训，构建系统性、科学性、可行性、领先性的中国特色社会主义制度，将决定中国在本次历史变局中能否顺利成为先进发展制度的主体从而实现民族复兴。     

Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*

ABSTRACT

Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called ‘technologies’. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed.     

Open Road or Blind Alley? Welfare Reform, Mothers, and Children with Disabilities

Welfare reform was examined for 39 Michigan families whose children have significant health or intellectual and behavioral disabilities. As a group, these families received little specialized assistance or services to address their unique needs. Family-cited barriers to self-sufficiency included poorly trained welfare caseworkers, limited public transportation, and inadequate child care. Having an older child was the only discriminating variable between working and non-working mothers. However, working mothers only had temporary positions with no benefits and low pay. All families, whether employed or not, lived below the poverty line.     

A NOTE ON EVANESCENT PROCESSES

This note examines the connection between μ-invariant measures for the transition function of a continuous-time Markov chain and those of its q-matrix, Q. The major result establishes a necessary and aufficient condition for a convergent μ-invariant measure for Q to be μ-inhant for the minimal transition function, P, under the assumption that P is honest. This corrects Theorem 6 of Vere-Jones (1969) and the first part of Corollary 1 of Pollett (1986), both of which assert that the above conclusion holds in the absence of this condition. The error was pointed out by E.A. van Doom (1991) and the counterexample which be presented provides the basis for the present arguments. In determining where the error occurred in the original proof, we are able to identify a simple sufficient condition for μ-invariance.     

谈新时期图书馆员的继续教育

从分析太原理工大学图书馆人员现状入手 ,结合国内外图书馆员继续教育发展状况 ,提出图书馆开展继续教育的具体措施 :进行在职教育和在职培训     

陶渊明的诗化人格

作家的人格是其作品风格的内在因素 ,往往决定着其作品的风格。我们在研究作品风格的时候 ,不能不关注作家的人格。只有对作家的人格进行全面深入的审视 ,才能更准确地理解和把握其作品的风格。探讨陶渊明的人格魅力及其特征 ,是深入研究陶渊明作品风格的至关重要的途径。从陶渊明的作品中 ,从他的言行中 ,我们可以领悟到他的情趣和胸襟 ,领悟到一种具体的人格。陶渊明自然率真平和旷达的个性特征构筑了他的诗化人格 ,即未经世俗异化的高尚贞洁的人格。这种人格的内在思想根源是自然化迁的宇宙观和委运自然的人生观。这种人格的外在表现形式是他任真自得和固穷守节的行为方式。他的作品中常见的酒与菊、孤松、孤云与归鸟等艺术形象组成了陶渊明诗化人格的象征系列     

载体催化元件恒温检测甲烷浓度的研究

基于载体催化元件检测甲烷浓度的基本原理,提出了采用载体催化元件和参比元件组成惠斯登测量电桥,运用温度自动控制系统达到恒定甲烷无焰燃烧温度,实现甲烷浓度的测量。扩展了采用载体催化元件测量甲烷浓度时的测量范围,减轻了催化剂的高温烧结和挥发现象,延长了载体催化元件的使用寿命。并建立了相应的温度自动控制和甲烷浓度测量的数学模型。     

论晋惠公

晋惠公并非一个庸碌无为的君主。晋惠公在位期间，晋国社会继续得到稳固 和发展。晋惠公许赂又背赂、作爰田、作州兵与和戎等一系列作为不仅为晋国的富强做出了 积极的贡献，并且为晋文公及其以后晋国的霸业奠定了坚实的政治、经济、军事基础。我们 应从历史发展的角度重新给予晋惠公一个公允的评价。     

试论全球化对中国特色社会主义的挑战

全球化作为一种全球范围内的交往现象 ,对中国特色社会主义建设在经济、政治、文化领域都提出严峻挑战。中国完全有条件、有办法应对挑战。中国共产党及其领导下的广大中国人民是主体条件 ;改革开放是动力机制条件 ;社会主义市场经济体制是中介条件。在此基础上 ,提高劳动生产率 ,创造先进生产力 ;坚持和完善社会主义民主制度 ,处理好主权与人权之间的关系 ;全面实施人才战略 ,这分别是应对全球化在经济、政治、文化三方面挑战的基本对策