REVIEW OF LITERATURE Sample Clauses

REVIEW OF LITERATURE. There has been an emerging amount of research that employs textual variables to study the effect of the central bank’s communication. As mentioned in Haan et al. (2007), central banks affect the overall economy primarily through influencing the market expectations of the future path of core variables, such as overnight interest rates. Therefore, communication through the press releases or official publications helps central banks to achieve their goals. Textual analysis has also quickly developed into one of the heated research topics for economists due to the following two reasons: communication is a direct way to influence expectations, and thus the overall economy can be affected; communication is used to reduce uncertainties in financial markets and increase transparency (Haan et al. 2007). In a similar scope of interest, ▇▇▇▇▇▇ et al. (2016) measure the effects of FOMC information delivery and its potential guided directions of daily movements on both short-term and medium-term interest rate. Based on the empirical results derived from the study, ▇▇▇▇▇▇ et al. (2016) obtain 93% and 64% of accuracies when predicting the target federal funds rate and effective rate respectively. Most academic literature utilizes text mining techniques to quantitatively account for the central bank’s communication, which has been demonstrated to be one of the most essential factors that influence the markets and macroeconomic variables. For example, ▇▇▇▇▇ and Trebbi (2009) present an objective scoring technique that measures the content of the central bank’s communication through analyzing the FOMC statements starting in 1999 to capture future interest rate decisions. The study concludes that the content of the statements and the changes in communication measured by semantic scores are significant in determining longer-term nominal yields (Lucca and Trebbi 2009). The FOMC statements are also proved to contain important information about both the predicted and the residual component of policy rate decisions. The importance of textual variables and semantic measures are analyzed not only through the FOMC statements, but also through the official press releases from other major central banks. For example, ▇▇▇▇▇▇▇▇ (2017) employs dictionary-based measures and the Wordscore algorithm to investigate whether these sentiment measures have a direct implication on the direction of Bank of Israel’s future monetary policy. She discovers that incorporating these sentiment measures, a...

REVIEW OF LITERATURE. This chapter illustrates the literature related to the current study. A number of concepts, theories, models, and relevant information are included in this section, telling connected aspects of the paper. By adopting the grounded theory, the researcher took only some related literature that allows finding out more and adding up the body of knowledge from real fieldwork. Therefore, there are five sections presented as follows:

REVIEW OF LITERATURE. Previous head impact research Video verification reliability studies

REVIEW OF LITERATURE. Complex humanitarian emergency Rotavirus and rotavirus vaccine Mortality, morbidity, and burden of rotavirus disease – developing countries

REVIEW OF LITERATURE. Traumatic Injury Epidemiology 9 Trauma Centers 10 Americans in Custody 12 Health Within Correctional Facilities 13 Injuries Within Correctional Facilities 15 Demographics 17 Patient Transport 18 Injury Characteristics 19 Clinical Findings & Health Characteristics 21 Hospital Outcomes 22 Discussion 23 Conclusions 25 Resources 26 Trauma centers play a vital role in providing emergent care for a wide array of patients, including individuals in the custody of law enforcement. This population represents a vulnerable subset of trauma patients that has the potential to be at risk for disparate care. Though the literature on mortality of persons in police custody continues to grow, less research currently exists on morbidity. The goal of this study was to analyze the interactions of these patients in a single urban trauma center by characterizing their traumatic injuries and comparing a matching population in the same dataset. We hypothesized that the majority of injuries would be the result of blunt force trauma from mechanisms such as assault and that there would not be significant differences between them and the matched population.

REVIEW OF LITERATURE. The purpose of this validation study is to examine two scales that measure key qualities and traits of moral and performance character within a school context. This literature review will provide a context for this study in several ways. First, I will define character and character education. Second, I will discuss the major theoretical, pedagogical, and philosophical orientations used in character education programs. Next, I will discuss three general categories of instruments that measure certain traits of moral and/or performance character in students: (a) instruments based primarily on moral development theory, (b) instruments based primarily on psychological theory, and (c) instruments based on both moral and psychological theories. Validation processes of various instruments that are based on moral development and psychological theories will also be discussed. Finally, the Student Performance Character and Student Moral Character scales will be compared to the scales discussed. Generally, operationalizing the construct of character is challenging because the concept is more ethically reflected upon than empirically studied (▇▇▇▇, 2008a). Scholars are likely to agree on the general definition of good character, but operationalizing it for empirical study may spark debate. Identifying the inclusionary and exclusionary rules is an important step in defining “character” for empirical study, especially when empirical questions relate to the effectiveness of a character education program. Consequently, to effectively measure the efficacy of character education programs a common understanding of the dimensions being measured is required (▇▇▇▇▇▇▇, 2008). ▇▇▇▇▇, this section will discuss conceptions of character from a philosophical, educational, and moral perspective. Dating back to Ancient Greek times, essential virtues included wisdom, justice, fortitude, self-control, love, a positive attitude, hard work, integrity, gratitude, and humility (▇▇▇▇▇▇▇, 2004). These ten virtues encompass ▇▇▇▇▇▇▇▇▇’s life of right conduct, including right conduct in relation to other persons and right conduct in relation to oneself: “In the classical Aristotelian view, a virtue is a commendable state or trait of character apt for a certain mode of conduct… a kind of disposition” (▇▇▇▇, 2008b, p. 43). Currently, in the 21st century, those same virtues remain a priority. According to the No Child Left Behind Act of 2001 (NCLB), the Secretary of Education is authorized to award g...

REVIEW OF LITERATURE. HIV HIV in the South

REVIEW OF LITERATURE. Notwithstanding NCLB’s initial intent of improving education for all, particularly low-income and disadvantaged students, from its inception, NCLB was the impetus for critiques on the federal level and also presented fundamental challenges on the state level. On the federal level, these critiques reflect a broad array of issues that range from funding and curricular concerns to credentials of teachers. These critiques reflect a broad array of issues and consider issues such as underfunding, the hardship placed on states and districts in trying to acquire highly qualified teachers and the limited focus and resulting hardships of AYP targets and sanctions. On the state level, the critiques include narrowed curricula and limited assessments, threats of state sanctions and take-over accompanied by micro-managers and relaxation of teacher credentials to fulfill the highly-qualified teacher mandate. Locally, obstacles have been teacher-related, parental and personal challenges. Because Race to the Top is too new to have generated a substantial body of research, this review considers critiques on school reform on NCLB from each of these levels. For a more detailed explanation of the search process I used to locate critiques of NCLB, see Appendix A.

REVIEW OF LITERATURE. In the old days of language teaching, vocabulary learning and teaching were given little importance in education. As ▇▇▇▇ and Nation (2008) wrote that lexical instruction was not important, the teaching of vocabulary was therefore not popular (Nation, 1990). However, nowadays the significance of vocabulary in learning a language has become more accepted. As said by ▇▇▇▇▇ and ▇▇▇▇▇▇ (1999), we cannot deny the critical importance of vocabulary in all languages because it does not only establish cognitive systems of knowledge, but also facilitate the communicative and comprehensive interaction. Moreover, ▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇▇ (1999) noted that vocabulary acquisition is a continuous process that involves the integration of various kinds of knowledge along with gaining different levels of ability to make use of that knowledge in communication. According to ▇▇▇▇▇▇▇ (1997), vocabulary learning strategies are even more important in learning a second language with the increasing nature of vocabulary acquisition and its emphasis on large exposure to the language. Furthermore, Kulikova (2015) mentioned that “words are often called the building blocks to success on the way to language proficiency. Taken together, these building blocks constitute people’s vocabularies.” (p.1). It can be interpreted that vocabulary is an important thing in order to succeed on language learning. Moreover, ▇▇▇▇▇ (2002) mentioned that the limited number of vocabulary that someone has may cause him/her to get into trouble in learning a foreign language since he/she cannot get information well when he/she reads or listens, and he/she cannot freely express his/her concepts and ideas when he or she writes or speaks. Learning strategies can help the second language learners become better, independent and confident learners (Chamot, 1999). The particular strategies used by second language learners for the acquisition of new words in the second language are called “vocabulary learning strategies” (Gu, 1994). Further, there is a wide range classification of different second language vocabulary learning strategies suggested by some researchers. One of them is ▇▇▇▇▇▇▇ (2000), who classified vocabulary learning strategies, based on Oxford (1990)’s language learning strategies taxonomy into determination, social, memory, cognitive and metacognitive. First, determination strategies aid learners to determine the meaning of words by using dictionary, guessing meaning, and identifying the parts of speech a...