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Book part
Publication date: 13 December 2013

Kirstin Hubrich and Timo Teräsvirta

This survey focuses on two families of nonlinear vector time series models, the family of vector threshold regression (VTR) models and that of vector smooth transition regression…

Abstract

This survey focuses on two families of nonlinear vector time series models, the family of vector threshold regression (VTR) models and that of vector smooth transition regression (VSTR) models. These two model classes contain incomplete models in the sense that strongly exogeneous variables are allowed in the equations. The emphasis is on stationary models, but the considerations also include nonstationary VTR and VSTR models with cointegrated variables. Model specification, estimation and evaluation is considered, and the use of the models illustrated by macroeconomic examples from the literature.

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VAR Models in Macroeconomics – New Developments and Applications: Essays in Honor of Christopher A. Sims
Type: Book
ISBN: 978-1-78190-752-8

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Book part
Publication date: 12 July 2010

Paul W. Richardson and Helen M.G. Watt

Educational psychologists have, over the last half century or so, directed their attention to the study of student motivation. While teachers have not entirely been ignored, there…

Abstract

Educational psychologists have, over the last half century or so, directed their attention to the study of student motivation. While teachers have not entirely been ignored, there has been little inquiry into teacher motivation that has been systematic and theory-driven. The concentration on students has tended to overlook the centrality of teacher motivations as integral to teachers’ goals, beliefs, perceptions, aspirations, and behaviours, and thereby to student motivations and learning. It is perhaps not surprising that those motivation researchers who have developed robust theories in relation to student learning in educational contexts would begin to turn their attention to teachers, to see whether those same theories might have explanatory power with regard to teacher motivations. Teacher self-efficacy research (e.g., Tschannen-Moran & Woolfolk Hoy, 2007; Woolfolk Hoy & Burke-Spero, 2005) has made important contributions to the study of teachers. Motivation researchers are now beginning to turn their attention to other aspects of the complex of motivational factors which demand greater attention and exploration. Robust theoretical frameworks already exist in the motivation literature, which can be applied to guide future research in this area. There has recently been a surge of interest, or what we have elsewhere described as a “Zeitgeist” (Watt & Richardson, 2008a) in applying well-developed theories in motivation research, to the domain of teaching.

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The Decade Ahead: Applications and Contexts of Motivation and Achievement
Type: Book
ISBN: 978-0-85724-254-9

Book part
Publication date: 7 March 2013

Paul W. Richardson, Helen M.G. Watt and Christelle Devos

Teaching is increasingly recognised as a complex, demanding career. Teachers experience higher levels of stress and burnout than other professionals. The career is subject to…

Abstract

Teaching is increasingly recognised as a complex, demanding career. Teachers experience higher levels of stress and burnout than other professionals. The career is subject to heightened levels of public scrutiny and yet offers only modest rewards in the form of social status and income. Drawing on a typological model of coping styles among a diverse sample of German health professionals, we identified six types of emotional coping (Good health, Sparing, (healthy) Ambitious, (path to) Burnout, Diligent, and Wornout) among a longitudinal sample of 612 Australian primary and secondary teachers. A significant outcome of our study was the empirical differentiation between burned out and wornout teachers. This extends the literature on teacher burnout and offers new directions to the study of ‘at risk’ beginning teachers.

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Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
Type: Book
ISBN: 978-1-78190-651-4

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Book part
Publication date: 22 March 2021

Stuart Redding, Richard Hobbs, Catia Nicodemo, Luigi Siciliani and Raphael Wittenberg

Purpose: In this chapter, we examine the National Health Service (NHS) and Adult Social Care (ASC) in England, focussing on policies that have been introduced since 2000 and…

Abstract

Purpose: In this chapter, we examine the National Health Service (NHS) and Adult Social Care (ASC) in England, focussing on policies that have been introduced since 2000 and considering the challenges that providers face in their quest to provide a high standard and affordable health service in the near future.

Methodology/Approach: We discuss recent policy developments and published analysis covering innovations within major aspects of health care (primary, secondary and tertiary) and ASC, before considering future challenges faced by providers in England, highlighted by a 2017 UK Parliament Select Committee.

Findings: The NHS and ASC system have experienced tightening budgets and serious financial pressure, with historically low real-terms growth in health funding from central government and local authorities. Policymakers have tried to overcome these challenges with several policy innovations, but many still remain. With large-scale investment and reform, there is potential for the health and social care system to evolve into a modern service capable of dealing with the needs of an ageing population. However, if these challenges are not met, then it is set to continue struggling with a lack of appropriate facilities, an overstretched staff and a system not entirely appropriate for its patients.

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The Sustainability of Health Care Systems in Europe
Type: Book
ISBN: 978-1-83909-499-6

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Book part
Publication date: 12 July 2010

Julianne C. Turner

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals…

Abstract

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

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The Decade Ahead: Applications and Contexts of Motivation and Achievement
Type: Book
ISBN: 978-0-85724-254-9

Book part
Publication date: 25 September 2013

Johan M.G. van der Dennen

Purpose – This chapter contributes to comparative biopolitics and reviews primatological literature, especially about our nearest relatives, the Great Apes…

Abstract

Purpose – This chapter contributes to comparative biopolitics and reviews primatological literature, especially about our nearest relatives, the Great Apes.

Design/methodology/approach – Biopolitics in this chapter means evolutionarily informed political science, with emphasis on power relations. I review the literature on intrasexual and intersexual dominance interactions among individuals and competitive and/or agonistic interactions among groups in the Great Apes (Hominidae, formerly Pongidae): orangutan (Pongo with two species and three subspecies), gorilla (Gorilla with four subspecies), bonobo (Pan paniscus), and common chimpanzee (Pan troglodytes with four subspecies). In the final section I present some (speculative) thoughts on Pan prior or the modern human ancestor.

Findings – Not only Man is a political animal.

Originality/value – Impartial, objective, and as complete as possible review of the literature for the students of (comparative) politics, ethology, and psychology.

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The world of biology and politics: Organization and research areas
Type: Book
ISBN: 978-1-78190-728-3

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Abstract

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The Handbook of Road Safety Measures
Type: Book
ISBN: 978-1-84855-250-0

Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

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The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

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Book part
Publication date: 5 December 2014

Abstract

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Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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