Readiness Policy Research Articles

Assessment of Navy Provider Knowledge of Women's Mental Health Services, Treatment Practices, and Training.

As female active duty populations increase in all military environments, it is critical that women's health be addressed in a comprehensive manner. The study's results will be utilized to assist Navy health care leaders in addressing female force readiness policies, treatment gaps, and training specific to women's mental health. In total, 212 active duty participants were recruited from the Navy's mental health specialties. The survey was hosted on the U.S. Government's MAX.gov survey website and received Institutional Review Board and Survey Review Board approval per Navy and Defense Health Agency requirements. Participants recorded their experiences with various patient presentations using Likert scale assessments, indicated their comfort in prescribing medication to patients with 11 distinct presenting concerns, and responded to six questions regarding their training and clinical experience in the field of women's mental health. Differences were noted for provider gender, treatment setting, patient sex, provider rank, and years of independent practice. Female providers were more likely than males to report that their female patients presented with 15 of the 21 measured issues. Providers located at MTFs were significantly more likely than providers in operational billets to report female patients presenting with certain conditions and reported being more comfortable prescribing medication. Eighty percent of respondents authorized to prescribe medicine rated themselves as very or extremely comfortable prescribing medications to their patients for all specified conditions except two: women who are breastfeeding and women who are pregnant. Senior officers reported the most comfort prescribing medication to women who are planning to become pregnant and women who have experienced perinatal loss. Only a minority of providers (20%, female; 33%, males) reported receiving women's mental health education during their training. Of those who did receive training, it was limited to post-partum and pregnancy. Most participants (93%) agreed that women's mental health should be incorporated into training programs for military providers. This exploratory study highlights that provider variables impact assessment and treatment of and for patients. The study highlights the interplay of gender, treatment setting, experiences, and level of comfort are associated with provider assessment of presenting concerns. The authors hope this study will help in prioritizing women's mental health practices, mental health training, and research, and in informing policy and decision-making.

‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education

AbstractThis paper critically examines the tensions arising between Reception teachers' professional beliefs and knowledge, and the school readiness agenda in England. It scrutinises how the increasing academic expectations placed on children to ensure they are ‘ready for school’ may conflict with teachers' understanding of how young children learn, their pedagogical philosophies and classroom practices. In this paper, cultural‐historical activity theory (CHAT) is utilised as a methodological and analytical framework, specifically harnessing Engeström and Sannino's work on ‘manifestations of contradictions’. This theoretical lens is applied to elucidate the specific contradictions that surface at the policy–practice interface and to explore how teachers navigate these conflicts and tensions. Data were gathered through interviews with two Reception teachers and analysed to identify four distinct contradiction categories: dilemmas, double binds, critical conflicts and conflicts. The findings make a critical contribution to ongoing debates about the implications of the school readiness agenda on teacher beliefs, professional knowledge and the impact on children. Furthermore, this paper extends an original contribution to the practical application of CHAT in Early Childhood Education (ECE) research and emphasises the utility of identifying linguistic cues as an effective strategy to reveal contradictions in textual data, thereby furthering understanding of policy–practice tensions in ECE.

Insani’s Human Resource Management in Transforming Private Islamic Universities in Jambi

The goal of this study is to create a representation of several tertiary institutions that are capable of significant transformations. The findings of this field research: 1) Management policies in preparing Insani’s Human Resources (SDI) for the transformation agenda at IAI Muhammad Azim with a focus on HR readiness policies and academic governance policies. The Governance Policy at IAI YASNI applies the principles of Insani’s Human Resource Management (MSDI), namely: shura, musyarakah, al-ujrah, and obedience to leaders, 2) The process of transformation through the practice of MSDI in Private Higher Education IAIMA and IAI YASNI is divided into the process of administrative transition and the process of building a transformative work culture and MSDI, 3) The dynamics in the Implementation of the Transformation Agenda at Private Higher Education in Jambi province run dynamically and continuously through internalization of transformative values and strategic planning and capacity building of higher education SDI, 4) There are several barriers to IAI Muhammad Azim’s transformation program, including a lack of commitment to the organization, a dearth of qualified human resources (tridharma and education and training), acclimatization to new technologies and cultural norms, and opposition to internal change. The following factors are preventing IAI Yasni from implementing its change agenda: compensation restrictions, sincerity, resistance, and conflict of interest between administrators, 5) The accomplishments of the transformation agenda that IAI Muhammad Azim can produce, specifically: adjustments to a new work culture, adjustments to human resources from an Islamic values perspective, and institutional adjustments. A new integrated digitalization-based work culture, quality-based tridharma education, and the construction of a new work culture based on competence and sincerity are all part of IAI Yasni’s transformation plan, and 6) Kopertais as a facilitator and institution that fosters and has internal performance, namely assisting universities in preparing material for changes in status transfer.

Realizing Excellent and Quality Public Policy through Emergency Call 112 Service in Probolinggo City

Policy challenges include conflicts with other regulations, inconsistencies, multiple interpretations, and inoperability, along with lack of evidence. Public policy is related to decisions in allocating resources in order to utilize and provide benefits to society with the intervention of leaders and policy analysis. The policy that needs to be considered is the government's readiness policy in assisting and saving the community in urgency and emergency conditions. It is applied to NTPD 112 in Probolinggo City. This attracts the author to conduct research related to NTPD 112 which is aligned with the principles of public policy. This research is a descriptive qualitative research to examine the concept of excellent and quality public policy with a pilot call 112 service in Probolinggo City. Data and information were collected through interviews, observations, and literature studies. The Probolinggo City Government has formulated public policies on 112 emergency call services with the main principles of excellent policies, including policies for the public; irrevocable policies; great and good policies; policies with management; policies with moral values; policies with systems; policies are a gift to the community; policies are an honor; policies to glorify the community; and policies as learning.

Proposed policies in light of procedures adopted by Palestinian universities during emergency

Higher education in Palestine, as in other countries, suddenly found itself in the middle of the Covid19 pandemic. It was in March 2020 that the government declared the state of emergency and ordered educational institutions on lockdown, replacing oncampus teaching with online teaching. Within almost two weeks, all universities started teaching in the new modality. This research aims to reveal the procedures Palestinian universities resorted to during the emergency, due to Covid19 pandemic; and to propose future policies for the continuity of teaching and learning in times of emergency. The research used two data collection techniques, a questionnaire and interviews. The questionnaire was distributed online to all faculty members at 10 Palestinian universities in the West Bank. It was able to collect 249 responses. Interviews were conducted with three vice presidents for academic affairs. Results showed a diversity of procedures and actions were executed by universities to assist students continue learning, such as the quick decision to switch to eLearning. In addition, universities managed to keep students safely learning at distance; administrative and support departments managed to keep up with their duties. Results also revealed that universities were not adequately prepared for e-Learning as there were no clear and integrated plans and policies, neither they were able to manage learning within the new modality. This study proposes some future policies for universities to follow when adopting and implementing e-Learning: through e-Learning quality control policy; e-Learning assessment policy; and readiness policy in emergencies for universities.

Jurisdictional approaches to reducing emissions from deforestation and forest degradation in Brazil: Why do states adopt jurisdictional policies?

Although the role of subnational governments in multi-level climate governance is recognized by scholars and policymakers, we still know little about whether and why some subnational jurisdictions in the Global South decide to engage in decentralized climate action. This article yields new insights on this question by explaining variations in the decision of Brazilian states to establish legal frameworks for jurisdictional REDD+, enabling them to receive transnational climate finance, in the early stages of the emergence of REDD+ in Brazil between 2007 and 2017. We draw on key informant interviews with policy entrepreneurs and actors to understand the roles played by (1) the transnational pathways of influence associated with the regime complex for REDD+ and (2) the strategies adopted by state-level policy entrepreneurs in subnational REDD+ readiness policy processes in Brazil in five case studies (Amazonas, Acre, Mato Grosso, Pará and Amapá). According to respondents, credible market incentives were the key influence for state governors to adopt a jurisdictional framework to channel REDD+ funds, but transnational norms and material assistance played important mediating roles. The perceived credibility of market incentives was influenced by: (1) the presence of policy entrepreneurs at the state level; (2) the timing of strategies employed by policy entrepreneurs; (3) the policy beliefs held by the governor regarding environmental issues; and (4) evidence regarding availability of REDD+ finance for states.

‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1

How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children’s performance and achievement. Pedagogic and curriculum progression shifts from play to work, with structured and adult-led activities. These factors contribute to the schoolification of early childhood education, and construct school readiness as an attribute of the child. This paper reports findings on how six children experienced transition and school readiness as they move from Maternelle to Year 1 in an International school in Belgium. Multimodal and multivocal methods of data collection were used to provide child participants with accessible ways of expressing their perspectives of the lived experience of transition. The children perceived the major transition being from play to work and understood that they were expected to be ready for this change. From a socio-cultural perspective, this paper argues that school readiness cannot be assessed at a specific point in time, but should instead be viewed as the lived experience of children that begins before, and continues well beyond the transition. Children are expected to adapt to multiple changes in curriculum and pedagogical practices, as well as changes in cultural, temporal and material contexts. It is recommended that critical questions about how school readiness is constructed should take account of children’s perspectives and experiences of transitions.

Building sustainable cities to address urban sprawl: a reflective analysis towards achieving SDGs

The paper aims to evaluate the prospects of building a sustainable city to address urban sprawl in order to achieve the Sustainable Development Goal (SDG) 11. This paper focuses on SDG 11, which is concerned with making sustainable cities and communities. Its objective is to make cities and other populated areas more inclusive, safe, resilient, and sustainable in the long run. Examining some of the problems that impede the SDGs from being accomplished, urbanisation emerges as one of the most significant human endeavours, affecting the standard of urban living and its long-term development in most developing countries. In developing countries, many cities have been burdened with a new normal and culture of growth, driven by urban sprawl, which has led to the sustainable city strategy gaining popularity in recent years. Urbanisation is increasing at an unprecedented rate in many developing countries, threatening the achievement of SDGs due to the proliferation of urban sprawl. Currently, urban areas are home to over 50 % of the world’s population. It is projected, that by 2045 urban areas will be home to more 6 billion people. These have placed severe constraints on local governments, who should be developing sustainable cities and communities in response to urban development to fulfil SDG 11. This makes it impossible to achieve SDG 11 by the projected deadline of 2030. This paper argues that without fundamentally changing how cities are built, developed and populated, sustainability in urban areas cannot be realised. This paper suggests that adequate and ready policy and legislative frameworks are needed to promote sustainable development and prevent urban sprawl in cities.

Building College Readiness: Theories and Practices

The purpose of this study was to 1) explore theories and practices in building college readiness; 2) examine the Ethiopian college readiness policy and the Ethiopian preparatory for higher education curriculum through the lens of the theories and practices around the world.Materials and methods. To achieve these objectives, extant literature reviews were conducted. The international research databases such as Scimago Journal and Country Rank, Web of Science, and Google Scholar were used for the collection of the resources. Some local government reports and research findings were accessed in hard copy. The resources reviewed in this study consist of quantitative, qualitative, mixed-methods empirical research reports, and systematic reviews. This systematic review mainly focused on 1) searching for interventionist approaches, theories, and practices of building college readiness across k-12 education beyond the traditional school-based teaching and learning arena; 2) how the trends in building college readiness focused on narrowing the gap between theory and practices through student supports from early years of schooling as well as how the practices focused on managing and monitoring student learning outcomes effectively.Results. The review analysis shows that the current practice of building college readiness has spread its roots in societal and ecological grounds than ever before. For this reason, the traditional school-based college readiness building tends to be more supplemented by the advanced, research-oriented, and community-based, or ecologically grounded early support and monitoring of student progress. The Ethiopian college readiness curriculum, admission processes, and practices in teaching-learning are highly school-based and traditional compared to the contemporary practices of building college readiness around the world. The early warning and support systems are highly dependent on the teachers’ classroom tests and national assessments that are administered at some grade levels only.Conclusion. Building college readiness is a significant factor in promoting college success and higher education student learning outcomes. The contemporary college readiness and transition to higher education is highly affected by multiple personal and ecological factors, in addition to the traditional school, curriculum, and teachinglearning factors. Multiple community-based and research-oriented early interventions and support systems need to supplement the role of schooling in building college readiness. The curriculum and teaching-learning processes need to be rich enough in narrowing the gap between theories and practices. The teachers play a great role in building college readiness.

PEMETAAN ZONA RESIKO PENULARAN COVID-19 DI SULAWESI SELATAN MENGGUNAKAN PLOT DENDROGRAM HIERARCHICAL CLUSTERING

Provinsi Sulawesi Selatan merupakan salah satu provinsi di urutan teratas yang angka positif Covid-19 tinggi. Juga, penambahan kasus harian dan jumlah kematian pasien akibat Covid-19 relatif tinggi. Mencermati keadaan ini, diperlukan kajian yang dapat memetakan resiko penanggulangan Covid-19 dari segi statistik pandemi (total kasus kumulatif, pasien sembuh, pasien meninggal, dan pasien dirawat) dikombinasi dengan karakteristik ekonomi, kesehatan, sosial, dan demografi kabupaten/kota. Penelitian ini menggunakan desain penelitian kuantitatif menggunakan data statistik resmi BPS dan pemerintahan terkait, untuk menyusun peta clustering zonasi daerah pandemi covid 19 kabupaten/kota, serta analisis kluster berjenjang dendrogram (dendrogram hierarchical clustering) dalam ruang lingkup regional Provinsi Sulawesi Selatan. Menggunakan peta tematis total kasus dan dendrogram kluster berjenjang, kami membagi ke dalam 4 (empat) kluster, yaitu kluster 1 (rendah), klaster 2 (sedang), klaster 3 (waspada), klaster 4 (berbahaya). Kami menemukan bahwa ibu kota provinsi, Makassar, ada di klaster 4 dengan karakteristik: kasus positif pasien Covid-19 terbanyak dan tingkat kepadatan penduduk terpadat. Di sisi lain, Makassar ini menunjukkan ketahanan dari segi sudut pandang faktor penawaran (supply factor) dukungan fasilitas kesehatan, baik yang berhubungan dengan rumah sakit, fasilitas kesehatan primer (puskesmas), maupun fasilitas kesehatan berbasis komunitas (posyandu), dan juga tenaga kesehatan terbesar. Sedangkan Gowa, dan Bone termasuk di cluster/zona 3 sebagai kabupaten yang dekat dengan episenter, yang memiliki karakteristik kasus pasien positif Covid-19 kedua terbanyak dari kab/kota di zona 1, dan didukung angka kepadatan penduduk yang lebih renggang dibandingkan zona 4, dan didukung oleh faskes dan nakes terbesar kedua dibandingkan kabupaten/kota di zona 1. Temuan sementara dari kajian ini dapat dipertimbangkan untuk menjadi acuan makalah kajian mendatang untuk menghitung indeks komposit resilient (sudut pandang optimis) atau indeks komposit kerentanan (sudut pandang pesimis) terhadap pandemi Covid-19, yang akan berguna untuk regional, nasional, bahkan dunia. Kontribusi sementara dari study ini yang dapat diberikan kepada pemerintah di Provinsi Sulawesi Selatan adalah peningkatan kualitas koordinasi tanggap darurat Covid-19, contohnya di dalam pembatasan mobilitas penduduk. Bila mau melakukan kebijakan perpanjangan Pembatasan Sosial Berskala Besar (PSBB), pemerintah daerah zona 4 dan 3 harus kompak, terutama membatasi mobilitas penduduk dari dan ke klaster 2 dan 1 dengan resiko rendah. Hal berikutnya, dengan mempertimbangkan realokasi bantuan langsung dari daerah di klaster 1 dan 2 untuk daerah di klaster 3 dan 4, tentu saja dengan tetap memperhitungkan kewenangan dan aturan yang ada.

The industrial policy as a driver of the Indian economy’s development

The aim of this research is the Indian industrial policy in 1950-2010s, its main direction and perspectives of its future evolution. The methodological basis of the study is such methods as induction and deduction, analysis and synthesis. The systematic approach to the overall study of the Indian economy and the Indian industrial policy in particular has become the base of this research. The author thoroughly analyses its main specific features during the pre-reform period, as well as identifies the causes and the nature of its transformation at the beginning of the 1990s. At the same time the author underlines that taking into account the national-specific features of a mixed society, the industrial policy of the prereform stage facilitated the successful holding of industrialization during which the industrial sector has become the fastest growing sector of the Indian economy. The author underlines the main directions of the New Industrial Policy, 1991 , among which the most important ones are the following: abolition industrial licensing, the reduction of the public sector in the national economy, amendment of Monopolies and Restrictive Trade Practices Act, 1969 , attraction of foreign direct investment and advanced technologies, liberalization of industrial policy at the local level and the replacement the Foreign Exchange Regulation Act, 1973 , by the Foreign Exchange Management, 1999 . Apart from that the author examines the most representative theories of the Indian economists (R. Agraval and C. Rangarajan) which made a significant contribution to working out the industrial policy in 1990s. The author also draws attention to the main elements of a future ready industrial policy discussed in India at the present time. The author stresses that for all its diversity at different stages of socio-economic development the Indian industrial policy always based on both the economic and social components (the New Industrial Policy, 1991 , also added the ecological component). It means that accelerating the annual economic growth rate, the Indian industrial policy has contributing to solving a wide range of social tasks - from the creation of new jobs to poverty and undernourishment alleviation. The article also presents statistical data on the dynamics of gross domestic savings and gross domestic capital formation in the Indian economy, annual average economic growth rates in India from 1990-1991 to 2016-2017 financial year as well as the Indian GDP by industry of origin in 2000-2017.

Measuring Grit in Adolescents With and Without Disabilities

In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without disabilities, and the Perseverance factor of Grit significantly predicted grade point average for both groups. Implications for practice suggest use of the scale in school-wide data collection efforts that might be driven by college and career readiness policy initiatives that emphasize measuring noncognitive skills in all students, and an age-appropriate transition assessment in secondary special education.

THE ROLE OF TECHNOLOGICAL READINESS IN THE GLOBAL COMPETITIVENESS OF SERBIAN ECONOMY

Technological readiness is an important determinant of the economic and social development in recent decades. Therefore, technological readiness has a substantial impact on the global competitiveness of national economies in the contemporary business environment. The purpose of this paper is to evaluate the level of Serbian economy competitiveness in terms of technological readiness and to identify the critical factors for its further development. The analysis is based on the data published by World Economic Forum in annual The Global Competitiveness Reports in the period from 2013 to 2017. The research is conducted through comparative analysis and benchmarking method. The results show significant deviations and negative trend of technological readiness of Serbia in comparison not only with European countries but even with Balkan countries. The conclusions of this research may serve as the directions for technological readiness policy makers in Serbia and other Balkan countries.

Creating Future Ready Information Technology Policy for National Education Systems

With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education now face increasing challenges involved in preparing students for successful participation in the knowledge society. In many countries, this is leading to manifold efforts and changes in national policies concerning ICT integration into education systems. This paper outlines four challenges concerning the design, implementation, and evaluation of national policy: (1) creating future ready policy, (2) achieving systemic perspectives in stakeholders, (3) promoting commitment to learning from policy, and (4) developing and implementing supportive processes. The paper shares an international perspective on these four major challenges and proposes strategy perspectives and solutions, as well as tactics that could be applied to advance a nation’s educational system empowered by technology.

Congestion from a Multimodal Perspective

This paper investigates the multimodal nature of urban congestion and network performance, with the aim of developing practice ready policy tools to alleviate the adverse effects of excess demand, no matter in which mode it realizes. As part of the efforts to get an overall understanding of how congestion is defined in various disciplines, we conduct a literature review of relevant engineering and microeconomics studies. The investigation reveals the main areas where contradiction can be identified between engineering and economics approaches. In a second step, we investigate the results of an expert survey about the principles of congestion analysis from a multimodal perspective. The main contribution of the paper is twofold. First, we draw attention to the pitfalls of oversimplified and narrow viewpoints on congestion. Second, we operationalize these principles in order to enable decision makers to assess the impact of urban transport measures on congestion.

The International Baccalaureate Career Programme: a case study of college and career readiness policy goals

The International Baccalaureate (IB) is noted in school reform policy circles as the gold standard of academic excellence. While the presence of IB as a sought-after education vendor has grown in the past decade, the organization has attempted to shake off its image as an elite agency serving only private international schools with its longstanding liberal arts curriculum. As such its turn toward the public sector in the United States with a credential for vocational students appears perplexing and out of step with its product brand, but the newer Career Programme (CP) is marketed as meeting the needs of applied learners in secondary schools. This paper offers a case study of two schools in one US state that adopted the CP, generating IB school enrollments from among talented vocational students while elevating its ranking on the college and career readiness (CCR) score, an annual assessment of postsecondary success. The CCR policy reformers advocate curricular improvements so that all students receive the academic foundations and employability skills needed to thrive in the new economy. Yet the egalitarian discourse of CCR could not be attended to using the CP. In this case study only high-achieving students were advised to participate and enroll in the program.

Transitioning from High School to College: Examining the Sources and Influences of Social Capital for a First-Generation Latina Student

This paper uses the life history method to narrate the experiences of Camilla, a 19-year-old, first-year student at a four-year university. Camilla emigrated with her mother from El Salvador to the United States during her freshman year of high school. Based on two years of data collection, the author presents Camilla’s experiences at different stages, including her childhood in El Salvador, first and last year in high school, and her first year in college. The paper explores the sources and influences of social capital for a low-income, first-generation student and highlights its dynamic and contextual nature. The author argues that the findings have direct implications for the development of college access and readiness policies.

The State of State College Readiness Policies

Most public policy related to college readiness occurs at the state level, but as with any state-level policy, significant variation exists across the 50 states. To make sense of this variation and advance our empirical knowledge surrounding state college readiness policy, we pose two questions in this study: How do states group together based on their commonalities (or lack thereof) across several college readiness policies? What underlying themes emerge across college readiness policies in the context of variation across states? We find that states cluster around three distinct types of college readiness policy. We also find a significant number of states are best described not by a single college readiness policy but rather by the states’ overall low college readiness policy effort. We review how these findings align with extant research on state-level college readiness policy and discuss possible factors that may drive the variation we observe across states.

‘Capture ready’ regulation of fossil fuel power plants – Betting the UK’s carbon emissions on promises of future technology

Climate change legislation requires emissions reductions, but the market shows interest in investing in new fossil fuelled power plants. The question is whether capture ready policy can reconcile these interests. The term ‘capture ready’ has been used a few years by the UK Government when granting licences for fossil fuelled power plants, but only recently has the meaning of the term been defined. The policy has been promoted as a step towards CCS and as an insurance against carbon lock-in. This paper draws on literature on technology lock-in and on regulation of technology undergoing development. Further, versions of the capture readiness concept proposed to date are compared. Capture readiness requirements beyond the minimum criterion of space on the site for capture operations are explored. This includes integration of capture and power plant, downstream operations, overall system integration and regulation of future retrofitting. Capture readiness comes with serious uncertainties and is no guarantee that new-built fossil plants will be abatable or abated in the future. As a regulatory strategy, it has been over-promised in the UK.

The Early Development Instrument: Translating School Readiness Assessment Into Community Actions and Policy Planning

This invited special issue of Early Education and Development presents research related to the Early Development Instrument (EDI; Janus & Offord, 2007), a community tool to assess children's school readiness at a population level. In this editorial introduction, we first sketch out recent trends in school readiness research that call for a contextual and whole-child assessment of school readiness. Then we provide an overview of the EDI, including a discussion of its purpose and development, as well as its large-scale international use as a community tool to monitor children's developmental outcomes at population levels. Finally, we introduce the special issue's articles, all of which present research findings from ongoing community research projects that employ the EDI to assess children's school readiness. These articles are grouped into the following thematic themes: (a) individual-level validity of the EDI, (b) school and neighborhood effects and population-level validity of the EDI, and (c) program implementation and evaluation using the EDI.