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AbstractFew studies examine employee responses to layoff‐induced unemployment risk; none that we know of quantify the impact of job insecurity on individual employee productivity. Using data from the Los Angeles Unified School District (LAUSD) and Washington State during the Great Recession, we provide the first evidence about the impact of the layoff process on teacher productivity. In both sites we find that teachers impacted by the layoff process are less productive than those who do not face layoff‐induced job threat. LAUSD teachers who are laid off and then rehired to return to the district are less productive in the two years following the layoff. Washington teachers who are given a reduction‐in‐force (RIF) notice and are then not laid off have reduced effectiveness in the year of the RIF. We argue that these results are likely driven by impacts of the layoff process on teachers' job commitment and present evidence to rule out alternate explanations.

Reading the Magnificence of Ancient and Medieval Chinese Silks - Fashionable Weaves and Ingenious Craftsmanship / Dieter Kuhn -- The Origins of Sericulture and Silk Weaving-From Antiquity to the Zhou Dynasty / Peng Hao -- Silk Artistry of the Qin, Han, Wei, and Jin Dynasties / Li Wenying -- Silk Artistry of the Northern and Southern Dynasties / Li Wenying -- Silk in the Sui, Tang, and Five Dynasties / Zhao Feng -- Silk in the Song, Liao, Xi Xia, and Jin Dynasties / Zhao Feng -- Divergent Styles of North and South-Silk Artistry of the Yuan Dynasty / Zhao Feng -- The Path to Refinement: Silk Fabrics of the Ming Dynasty -- Huang Nengfu & Chen Juanjuan -- Textile Art of the Qing Dynasty -- Chen Juanjuan & Huang Nengfu

AbstractWe introduce the Lake Urmia Vignette (LUV) as a tool to assess individuals' understanding of complexity in socio‐environmental systems. LUV is based on a real‐world case and includes a short vignette describing an environmental catastrophe involving a lake. Over a few decades, significant issues have manifested themselves at the lake because of various social, political, economic, and environmental factors. We design a rubric for assessing responses to a prompt. A pilot test with a sample of 30 engineering graduate students is conducted. We compare responses to LUV with other measures. Our findings suggest that students' understanding of complexity is positively associated with their understanding of systems concepts such as feedback loops but not with other possible variables such as self‐reported systems thinking skills or systems‐related coursework. Based on the provided instructions, researchers can use LUV as a novel assessment tool to examine understanding of complexity in socio‐environmental systems.© 2020 System Dynamics Society

AbstractWe evaluate the cost‐effectiveness of two early childhood interventions that use instructional coaching and parent coaching as levers for improvement. The study design allows us to compare the individual effects of each intervention as well as their combined effect on student outcomes. We find that teachers receiving instructional coaching improve their use of evidence‐based instructional practices, while families receiving parent coaching show increases in numerous responsive parenting behaviors associated with positive child outcomes. Both interventions demonstrate positive impacts on students, but only parent coaching shows statistically significant effects across a range of student outcomes. Instructional coaching alone is substantially less costly and may therefore be the most cost‐effective of the three treatment conditions; however, small sample sizes limit our ability to reach definitive conclusions. Policy simulations suggest that implementing these interventions could raise the overall cost‐effectiveness of Head Start by at least 16 percent.

The purpose of this study was to uncover strategies commonly utilized by STEM doctoral program leaders to recruit students from historically marginalized backgrounds and to contrast these findings with the factors that program leaders and students say should and do drive decisions. To do so, we interviewed program leaders (n = 90), surveyed staff members (n = 63), and interviewed (n = 23) and
surveyed (n = 431) doctoral students. We critically examined the doctoral enrollment strategies as well
as program leadersэ stated values and priorities related to diversity through the theoretical underpinning
of theories of action. In the competitive environment of doctoral STEM recruitment, program leaders were influenced by other institutions and relied predominantly on financial recruitment strategies (i.e., the theory-in-use). Program leaders felt finances were readily available to recruit minoritized students, especially racially minoritized students; however, since peer institutions seemed to rely on
similar, but narrow, admissions criteria, program leaders felt they were competing with their peers
for the same small pool of students. Although we also found evidence that program leaders employed other student-facing and system-facing recruitment strategies, they often failed to consider the myriad of factors considered by students from historically marginalized backgrounds in making their doctoral program choices (i.e., the espoused theories). This incongruence between theory-in-use and espoused
theories may lead to the reproduction of inequities in STEM doctoral attainment.

For the past three decades, legislative approaches to prevent HIV transmission have been used at the national, state, and local levels. One punitive legislative approach has been enactment of laws that criminalize behaviors associated with HIV exposure (HIV-specific criminal laws). In the USA, HIV-specific criminal laws have largely been shaped by state laws. These laws impose criminal penalties on persons who know they have HIV and subsequently engage in certain behaviors, most commonly sexual activity without prior disclosure of HIV-positive serostatus. These laws have been subject to intense public debate. Using public health law research methods, data from the legal database WestlawNext© were analyzed to describe the prevalence and characteristics of laws that criminalize potential HIV exposure in the 50 states (plus the District of Columbia) and to examine the implications of these laws for public health practice. The first state laws were enacted in 1986; as of 2011 a total of 67 laws had been enacted in 33 states. By 1995, nearly two-thirds of all laws had been enacted; by 2000, 85 % of laws had been enacted; and since 2000, an additional 10 laws have been enacted. Twenty-four states require persons who are aware that they have HIV to disclose their status to sexual partners and 14 states require disclosure to needle-sharing partners. Twenty-five states criminalize one or more behaviors that pose a low or negligible risk for HIV transmission. Nearly two-thirds of states in the USA have legislation that criminalizes potential HIV exposure. Many of these laws criminalize behaviors that pose low or negligible risk for HIV transmission. The majority of laws were passed before studies showed that antiretroviral therapy (ART) reduces HIV transmission risk and most laws do not account for HIV prevention measures that reduce transmission risk, such as condom use, ART, or pre-exposure prophylaxis. States with HIV-specific criminal laws are encouraged to use the findings of this paper to re-examine those laws, ...