Lowest Side Research Articles

Does Declining Female Labour Force Participation Result in Fewer Gender Gaps?

South Asia has the second highest gender gap in8 major regions in the world. The highest gender gaps are for economic participation and political empowerment. Economic participation and opportunities grow as more women pursue professional and technical education. The over-all gender gap has marginally declined from 54.08 in 1998 to 50.8 in 2021. This indicate that the progress has been remarkably slow in terms of female labour force participation, with India, Pakistan, Afghanistan and Maldives on the lowest side. While South Asia is the fastest-growing region globally, the female labour force participation rate is only 23.6% versus 80% for men. There is a significant negative relationship between the two variables. With every increase in per capita income level in South Asia, labour force participation shows an inverted U relationship. This contradicts the empirical estimations in the literature showing a U shape relationship. The main finding is that gender gaps in employment, job characteristics, and working conditions are growing as per capita incomes rise. Further, per capita, income growth speeds up the reduction process of gender inequality and gender gaps. This again confirms the proposition that labour force participation does not directly lead to reduction in gender gaps. Reduction in gender gaps does lead to increased labour force participation. Effective implementation of gender-centric policies, creating a level playing field for women, accelerates the process of gender balanced opportunities and outcomes. Technological interventions cannot act as a substitute for policy interventions.

The impact of unexpected platform perturbation on ankle proprioception ability in static and dynamic starting positions

AimsTo examine the relationship between ankle proprioception and the ability to maintain balance with increased magnitudes of unexpected perturbations; and to compare the participants’ ability to maintain balance following perturbations when starting from static and dynamic positions. MethodsSixty physical education students (average 24.6 years) were tested for proprioception ability (AUC scores) and balance challenges presented on a perturbation treadmill. The degree at which participants lost postural balance was recorded in seven starting positions: standing-eyes-open (SO), standing-eyes-closed (SC), tandem-dominant (TD), tandem non-dominant, (TND) single-leg lateral side perturbation (SLP), single-leg medial side perturbation (SMP), and walking. Perturbation scores were analysed divided by tertiles. Multidimensional Unfolding SPSS Statistics 25 (PREFSCAL) was used to examine the relationships between data sets. ResultsAUC scores of both dominant and non-dominant legs were significantly correlated with SO (r = 0.316; r = 0.445), SC (r = 0.364; r = 0.413), TD (r = 0.346; r = 0.308), and walking (r = 0.265; r = 0.439), respectively. In the dominant-leg, AUC scores of individuals with below-median SO scores were significantly worse compared to those with median SO scores (p = .046). In the non-dominant leg, individuals with above-median SC had significantly better AUC scores compared to those with lower-than-median SC (p = .008). Those with median and above-median SO and walking achieved better AUC scores than those with below-median (SO: p = .049, p = .004; walking: p = .016, p < .001, respectively). In dimension I, the SLP and SMP were located opposite one another; in dimension II, the TD and TND were located at the upper side, whereas SC, SO and walking were at the lowest side. ConclusionsAUC scores were significantly correlated with the level at which postural balance was lost, whereby the better the proprioception ability, the better the ability to maintain balance. As such, the ability to maintain balance is harder in tandem positions than in standing and walking positions. This ability differed when perturbations were to the lateral or medial sides.

특수학급 발달장애 학생의 초·중등 학교급 전환에 요구되는 교육지원요소 탐색: 개념도 방법을 적용하여

The purpose of this study was to explore the elements of educational support required for the transition to primary and secondary school levels for students with developmental disabilities in special education classes. For this purpose, a total of 22 elementary and secondary school special education teachers were interviewed, resulting in a total of 70 statements. Based on the derived statements, a total of 40 special education teachers were recruited, and similarity classification and importance evaluations (5 Likert scale) were conducted by them. Concept System Core 4.0 software was used for a concept mapping analysis. The derived educational support elements were presented in two dimensions (st=0.219) in terms of supporting subjects (students’ self - supporters) and support types (prerequisite -on-going support) and grouped into 8 clusters. The clusters were grouped as the following: 1) Support for enhancing the professionalism of a school transition, 2) Support for cooperation systems, 3) Support for parents, 4) Support for stabilizing emotions, 5) Support for independence, 6) Support for academic affairs, 7) Support for the adolescence period, and 8) Support for early adaptation to school. The importance of elementary and secondary school special education teacher recognition was, overall, 4.34. The highest level of parent support (4.58) and independence support (4.48) was found in each cluster, with emotional stability support (4.07) and academic support (4.18) ranging in the lowest side. In addition, the level of recognition of secondary school special education teachers (4.4) was higher than that of elementary school special education teachers (4.32). In the Pattern matching graph, we found that in the case of support for the adolescence period, support for cooperation system and support for enhancing the professionalism for a school transition elementary school special education teachers were recognized as more important than secondary school special education teachers. Through the Go-zone graph, the analysis results were divided into four zones, which distinguished the elements with a high recognition gap between elementary school special education teachers and secondary school special education teachers. These findings can be used as basic data for developing educational support programs applied to the transitional level of students with developmental disabilities in elementary and secondary school or improving the linkage efficiency between elementary school and secondary school.

Mineralogy of Iron Ores of Different Alumina Levels from Singhbhum Belt and Their Implication on Sintering Process

To increase the life of the mines, ores of lower quality are blended with the higher quality ores. In general, the blending of ores at mines site is controlled by the chemical composition of the ores by controlling the Al2O3 and SiO2 levels on the lowest side possible. However, if there is a change in mineralogy, like an increase in hydrous phase the composition may still be the same, but this difference may affect the sinterability and sinter quality. The mineralogical investigation of iron ores and their chemistry are required to avoid the increase in deleterious elements during sintering. By the know-how of the behavior of individual iron ores in terms of their sinterability, in advance, the quality of the iron ores blend can be optimized to produce quality sinter and productivity. Characterisation studies conducted on iron ores of Singhbhum Orissa belt revealed that hematite, goethite, clay, gibbsite and quartz occur in all the iron ore samples but in variable proportions. Traces of alumina, present as solid solution in the iron oxide minerals, has also contributed Al2O3 to the ores.

527 MOPP/ABVD and radiotherapy in the treatment of pediatric hodgkin's disease (HD)

The aim of this paper is to assess: (1) results of combined approach (MOPP and/or ABVD and radiotherapy) in the treatment of HD in childhood and (2) factors proved to be prognostically significant. Patients and methods During the period 1980–1984, 163 children aged 3 yrs–19 yrs (Me = 12 yrs) were treated for HD. There were 102 boys and 61 girls, in clinical stage I: 31 pts; II 88 pts; III 35 pts. and IV 9 pts. Histologically, the majority of children were diagnosed to have mixed cellularity (53) and nodular sclerosis (49). Mediastinal involvement was noticed in 58.5% pts and presence of systemic symptoms in 41.5%. All children received MOPP and/or ABVD and radiotherapy in “sandwich” regimen or after chemotherapy. Six cycles of chemotherapy where given in 106 pts, four in 45, and more than six cycles in 12 pts. Radiotherapy was applied on supervoltage units (TCT or Linear accelerator 10 MeV) using various techniques—the most often extended fields. Results and conclusions During the follow up period from 1 yrs up to 15 yrs (Me = 8.1 yrs) overall survival rate is 96.5% and disease-free survival rate is 88.5%. In multivariate analysis, among 6 factors (age, sex, presence of systemic symptoms, bulky mediastinum, number of involved areas, hystologic subtype), advanced clinical stages and mediastinal involvement are deemed to be of the most importance for outcome. Based on these factors favourable and unfavourable subgroups are defined. Combined therapy (more or less intensive) should be designed according to subgroups. In pts with good prognosis (majority in our group) main goal is to decrease the risk of long-term treatment-related toxicity without losing survival benefit. In poor prognosis group the aim is to obtain the highest remission rate at the lowest side effects of therapy.