This study investigated the hypothesis that trait hostility is associated with heightened cardiovascular reactivity to potentially stressful social interactions but not to nonsocial activities in the workplace. Participants were 73 (39 women) New York City traffic enforcement agents (TEAs) who patrol the streets and issue summonses for vehicular and parking violations. During their patrols, TEAs face potentially stressful interactions when they encounter motorists and pedestrians who may be angry about receiving summonses. Mood and ambulatory blood pressure were initially measured when TEAs were recently hired and attending classes at the training academy (Time 1), and were subsequently assessed again once the TEAs began independently patrolling the city streets (Time 2). Random effects regression models yielded a significant interaction of hostility and work activity on ambulatory systolic blood pressure at Time 2. For those high in hostility, but not for those low in hostility, systolic blood pressure levels were higher while interacting with members of the public than during nonsocial work activities. The findings support the notion that situational factors affect the association of hostility to cardiovascular reactivity, and that interpersonal stressors in the workplace elicit cardiovascular activation among those high in hostility.
El proyecto USAID Leer es una intervención de lectura y escritura en escuelas públicas de la República Dominicana en respuesta a sus bajos niveles de comprensión lectora. el objetivo del estudio fue determinar la eficacia del proyecto USAID Leer a través de dos estudios transversales (al iniciar el proyecto y en la mitad). Se realizó un estudio experimental con aleatorización de grupos (experimental vs. control) y una estimación del contrafactual basada en la evaluación de línea base. Participaron 2,399 alumnos de segundo grado para línea base, y 2,359 alumnos de cuarto grado para línea media. Se evaluaron comprensión lectora, habilidades precursoras a la misma (comprensión oral, conciencia fonológica, conocimiento de letras, lectura de palabras por minuto, lectura de pseudopalabras por minuto y fluidez), y habilidades cognitivas generales (memoria de trabajo de palabras y memoria de trabajo de pseudopalabras). Dentro de los resultados se destaca que no hubo diferencias entre los grupos durante la línea base. En la línea media, el grupo experimental obtuvo mejores puntuaciones que el grupo control en comprensión oral, conciencia fonológica, conocimiento de letras, lectura de palabras y pseudopalabras por minuto y memoria de trabajo de pseudopalabras. No hubo diferencias entre los grupos en fluidez ni en comprensión lectora. Se concluyó que la intervención fue efectiva, pero aún no ha alcanzado el umbral necesario para que sus efectos se reflejen más allá de las habilidades precursoras de la comprensión lectora. Los resultados se interpretan desde la teoría de la automatización lectora y la necesidad de mayor práctica lectora de los alumnos en proceso de alfabetización.
The Simple View of Reading (SVR) proposes that reading comprehension depends on two general processes –language comprehension and word recognition– and that the contribution of these known processes to reading comprehension varies in time. Specifically, the contribution of word recognition decreases, and the contribution of language comprehension increases with student progress. The purpose of this study was to test the SVR in a large sample of 4,750 Dominican public-school students from second (n = 2,399) and fourth grade (2,351) and determine the contribution of phonological awareness within the SVR. The study found that word recognition and language comprehension explained 80% of the variance in reading comprehension regardless of grade. A quantile regression showed that, as reading comprehension progresses, language comprehension’s predictive power increases, and word recognition’s predictive power decreases. A structural equation model conducted on each grade separately showed that the contribution of word recognition toward reading comprehension remained stable between second and fourth grade. This means that, although the dynamism of the SVR components follows the same pattern reported in the literature, the students evaluated here might reach reading automaticity later than expected. Therefore, more attentional resources need to be allocated toward decoding. The study found that the contribution of phonological awareness toward word recognition increases from second to fourth grade, confirming that students are taking longer than expected to obtain reading automaticity and still going through an overt effortful decoding stage rather than a covert phonological recoding stage, making reading more effortful.
The COVID-19 pandemic forced healthcare systems globally to handle a dramatic surge in healthcare utilization while also taxing available testing resources. In the context of healthcare systems in Latin America and the Caribbean, COVID-19 added to the existing burden of infectious diseases related to endemic infections such as arboviruses and HIV. In the Dominican Republic, testing is supplied mostly by the private sector and a national public laboratory. The surge in testing demands laid bare a lack of installed capacities both in laboratory facilities and equipment and trained staff in molecular biology laboratory procedures. This article discusses a case of how science diplomacy and a relatively new law fostering public-private partnerships allowed a university to play a major role in public health response while generating knowledge to inform public policy decisions in an unprecedented manner in the country. Science diplomacy is discussed in the context of decolonization and the importance of the local gaze when creating academic partnerships in the context of global health emergencies.
Emerging pathogens, especially those related to infectious diseases require behavior change as well as engaging the population in participating in healthy behaviors. Psychological responses are thus of vital importance to disease prevention. While the stress of a pandemic has been associated to many psychological symptoms, these symptoms have not been systematically explored in a broader sociopolitical context. Psychological responses may be linked to the perceptions of health professionals and may also relate to trust in public institutions. As such, psychopathology is not only a consequence of stress associated with pandemics but rather, the result of an interplay of personal and sociopolitical contexts. This study showed that members of the general population are experiencing significant symptoms of psychological distress. Regression analyses showed that psychological distress was associated with negative attitudes towards healthcare professionals as well as distrust in public health authorities. This study is relevant because a lack of trust in health officials may impact the degree to which the population adheres to public health guidelines to prevent and manage COVID-19.
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