48670 research outputs found
Sort by
Long-Term Care Insurance Financing Using Home Equity Release: Evidence from an Online Experimental Survey
Get PDFThis paper explores new mechanisms to fund long-term care using housing wealth. Using data from an online experimental survey fielded to a sample of 1,200 Chinese homeowners aged 45-64, we assess the potential demand for new financial products that allow individuals to access their housing wealth to buy long-term care insurance. We find that access to housing wealth increases the stated demand for long-term care insurance. When they could only use savings, participants used on average 5% of their total (hypothetical) wealth to purchase long-term care insurance. When they could use savings and a reverse mortgage, participants used 15% of their total wealth to buy long-term care insurance. With savings and home reversion, they used 12%. Reverse mortgages do not require regular payments until the home is sold, while home reversion involves a partial sale and leaseback. Our results inform the design of new public or private sector programs that allow individuals to access their housing wealth while still living in their homes
Up in Smoke: The Rise and Fall of Federal Anti-Drug Policy in the United States
Get PDFThis thesis analyzes the role of drugs in federal policy, specifically as a topic of presidential discourse. To this end, speeches, press releases, and other executive documents from various administration’s public papers are examined within their historical and social context. On the whole, it is noted how drugs provide a forum for approaching policy questions that presidents were already concerned with. Such questions include intergenerational conflict, race relations, war, individual liberties, incarceration, immigration, federalism, communism, scientific developments, and crime more broadly. While each administration focused on these topics to a greater or lesser degree, every president from Herbert Hoover to Ronald Reagan used drugs to further their existing political agenda within some of these domains
Teaching in Neoliberal Times: How Teachers Make Decisions in the Context of Markets, Managerialism, and Performativity
No full textThis qualitative study examines how teachers perceive the effects of neoliberal educational policies such as Common Core State Standards, No Child Left Behind, and Race to the Top on their self-identity, how they frame the purpose of their work, and how teachers use their agency to resist these external pressures. Research suggests that teacher self-perception has shifted from believing that they are educating students for future preparation in a democratic society. Many teachers now see their role as preparing students to perform on high-stakes tests. This study was conducted with elementary teachers in a large, suburban Pennsylvania school district collecting data through classroom observation, teacher interviews, lesson mapping activities, and document review. Thematic analysis was used to generate themes from the ordered data sets to understand better how teachers are experiencing the phenomenon of educating students in this historical socio-political moment. Analysis revealed various teacher experiences, perceptions, and beliefs about what factors inform what shapes teacher self-identity, what curriculum teachers teach, and how they make instructional decisions. Despite variance among teachers in the study, participants\u27 actions and beliefs are influenced by the neoliberal technologies of marketization, managerialism, and performativity. In particular, teacher actions in the classroom demonstrated anchoring and adjustment tightly aligned with state standards and district-issued textbooks. The refusal to deviate from these anchors despite encouragement from building and district level administrators is centered in concerns about surveillance, evaluation, and an inability to conceive of teaching beyond the neoliberal context of the present. Participants share moral and philosophical uneasiness that they are not doing what is best for students but subject themselves to this reality to satisfy the audit culture that pervades public education. Findings also emphasize a disconnect from teachers\u27 reasons to enter the profession and educators\u27 lived reality in the classroom today
Substance p Serves as a Balanced Agonist for Mrgprx2 and a Single Tyrosine Residue is Required for β‐Arrestin Recruitment and Receptor Internalization
Get PDFPrincipal Talent Management: Selection and Placement of Principals in the School District of Philadelphia
No full textWhile there is a great deal of research that examines the value of effective principals, there are few studies that explore the selection and placement of principals. As demonstrated in the research, the selection and placement of principals is important because effective principals impact school outcomes, including increased student academic achievement and teacher retention. This research explored the principal selection and placement process, focusing on practices in the School District of Philadelphia (SDP). Using interviews with principal selectors, including the Chief Talent Officer, the Senior Search Consultant in the Office of Talent, and assistant superintendents, data from SDP, and observational notes of the selection and placement process, this case study examined the features and processes of principal selection and placement in SDP, how they have changed; and principal selectors’ understanding of effective principals’ skills and/or abilities. Bias, inequity, and unfairness in principal selection and placement exist in various phases of the process and is confirmed by SDP data
Catching the Flaming Baton: Investigating the Identity-Informed Action Taking of Black Women Principals as a Complex Dynamic System
No full textThis qualitative, phenomenological study examines the action-taking of Black women principals (BWPs) during the first two months of school reopening during the COVID-19 pandemic. The study includes life story interviews with BWPs, BWPs logging and reflecting upon critical incidents that necessitated their action-taking, BWPs unpacking their own action-taking using the Dynamic Systems Model of Role Identity (DSMRI) framework, and BWPs becoming a community of action-takers who use the DSMRI framework to both support and challenge each other’s action-taking. During this work, three findings emerged. First, I explored the tensions that exist for BWPs as they perform role-identity navigation. I found that BWPs plan for and switch between role-identities before and during action taking. After taking action, BWPs engage in healing and restoration to recenter their identity systems. Second, I examined the pandemic-related action-taking of BWPs and found that they were more willing to take public action that conflicts with their ontological and epistemological beliefs if there was a clear connection to increased collective wellbeing in their communities. They were less willing to take public action that aligns with their ontological and epistemological beliefs if those simultaneously conflicted with their community’s ontological and epistemological beliefs. This had implications on BWPs’ mental and emotional health. Third, I present feedback from BWPs about how to support their action taking in ways that cultivate improved leadership practice. This includes an analysis of the DSMRI as a tool used for BWPs’ professional learning and growth. During this exploration, I found that BWPs appreciate the DSMRI framework; it helps them better organize their action taking and think through actions more clearly. Use of the DSMRI has led to individual and group changes as well as BWPs experiencing broader success in their roles. Implications for school leadership programs that develop BWPs are discussed
\u27Reading Dante with Images: A Visual Lectura Dantis.\u27 Matthew Collins, ed. Turnhout: Harvey Miller Publishers, 2021.
Get PDFPenn Library\u27s LJS 458 - Abscondita naturae (Video Orientation)
No full texthttps://repository.upenn.edu/sims_video/1198/thumbnail.jp
Review of Cleaver, Laura, Illuminated History Books in the Anglo-Norman World, 1066–1272
Get PDFThe book reviewed argues that the meaning and context of Anglo-Norman histories cannot be fully understood without attention to the visual layout of the entire page. By comparing extant copies of the same texts, the book considers what factors influence the mise-en-page, and how these manuscripts circulated and were amended through time