title: Prevalence of pregnancy involvement among Canadian transgender youth and its relation to mental health, sexual health, and gender identity

authors: Veale, Jaimie

subjects: Social Sciences

abstract: While little research has been conducted into the reproductive experiences of transgender people, available evidence suggests that like cisgender people, most transgender people endorse a desire for these experiences. This study explores the pregnancy experiences and related health factors among transgender and gender diverse 14 to 25 year olds using a national Canadian sample (N = 923). Results indicated that 26 (5%) transgender youth reported a pregnancy experience in the past and the prevalence among 14- to 18-year-olds was comparable to population-based estimates using the same question in the British Columbia Adolescent Health Survey. Transgender youth with a history of pregnancy involvement reported a diverse range of gender identities, and this group did not differ from the remainder of the sample on general mental health, social supports, and living in felt gender. This group did report over six times greater likelihood of having been diagnosed with a sexually transmitted infection by a doctor (19%), but they did not differ in reported contraception use during last sexual intercourse. These findings suggest that pregnancy involvement is an issue that should not be overlooked by health professionals working with transgender youth and that this group has particular sexual health needs.

text: Prevalence of pregnancy involvement among Canadian transgender youth and its relation to mental health, sexual health, and gender identity While little research has been conducted into the reproductive experiences of transgender people, available evidence suggests that like cisgender people, most transgender people endorse a desire for these experiences. This study explores the pregnancy experiences and related health factors among transgender and gender diverse 14 to 25 year olds using a national Canadian sample (N = 923). Results indicated that 26 (5%) transgender youth reported a pregnancy experience in the past and the prevalence among 14- to 18-year-olds was comparable to population-based estimates using the same question in the British Columbia Adolescent Health Survey. Transgender youth with a history of pregnancy involvement reported a diverse range of gender identities, and this group did not differ from the remainder of the sample on general mental health, social supports, and living in felt gender. This group did report over six times greater likelihood of having been diagnosed with a sexually transmitted infection by a doctor (19%), but they did not differ in reported contraception use during last sexual intercourse. These findings suggest that pregnancy involvement is an issue that should not be overlooked by health professionals working with transgender youth and that this group has particular sexual health needs.

year: 2016

title: Return on roller coasters: A model to guide investments in theme park attractions

authors: van Oest, Rutger

subjects: entertainment industry

abstract: Despite the economic significance of the theme park industry and the huge investments needed to set up new attractions, no marketing models exist to guide these investment decisions. This study addresses this gap in the literature by estimating a response model for theme park attendance. The model not only determines the contribution of each attraction to attendance, but also how this contribution is distributed within and across years. The model accommodates saturation effects, which imply that the impact of a new attraction is smaller if similar attractions are already present. It also captures reinforcement effects, meaning that a new attraction may reinforce the drawing power of similar extant attractions, especially when these were introduced recently. The model is calibrated on 25 years of weekly attendance data from the Efteling, a leading European theme park. Our return on investment calculations show that it is more profitable to invest in multiple smaller attractions than in one big one. This finding is in remarkable contrast with the current "arms race" in the industry. Furthermore, even though thrill rides tend to be more effective than theme rides, there are conditions under which one should consider to switch to the latter.

text: Return on roller coasters: A model to guide investments in theme park attractions Despite the economic significance of the theme park industry and the huge investments needed to set up new attractions, no marketing models exist to guide these investment decisions. This study addresses this gap in the literature by estimating a response model for theme park attendance. The model not only determines the contribution of each attraction to attendance, but also how this contribution is distributed within and across years. The model accommodates saturation effects, which imply that the impact of a new attraction is smaller if similar attractions are already present. It also captures reinforcement effects, meaning that a new attraction may reinforce the drawing power of similar extant attractions, especially when these were introduced recently. The model is calibrated on 25 years of weekly attendance data from the Efteling, a leading European theme park. Our return on investment calculations show that it is more profitable to invest in multiple smaller attractions than in one big one. This finding is in remarkable contrast with the current "arms race" in the industry. Furthermore, even though thrill rides tend to be more effective than theme rides, there are conditions under which one should consider to switch to the latter.

year: 2010

title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09