Preferences for Disease-Related Education and Support Among Younger People With Hip or Knee Osteoarthritis.

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Ackerman, Ilana N; Bucknill, Andrew; Page, Richard S; Broughton, Nigel S; Roberts, Carol; Cavka, Bernarda; Schoch, Peter; Brand, Caroline A

2017-04-01

To explore the usefulness and accessibility of different delivery modes of disease-related education and support, as perceived by younger people with osteoarthritis (OA). People ages 20-55 years with hip or knee OA were recruited from 3 major Australian public hospitals and the community (n = 147). Data were collected on use of disease-related education and support services, as well as perceived usefulness and accessibility of delivery modes including group-based programs, online resources, telephone helplines, mailed information, social media, and mobile applications (rated on visual analog scales from 1-10; higher scores indicate greater usefulness or accessibility). Very few participants had used social media (5%), group self-management programs (3%), or telephone helplines (2%) to obtain OA information. Mailed information packs and online education programs were considered the most useful (median usefulness scores 8.0 and 7.0, respectively) and accessible methods (median accessibility scores 10.0 and 9.0, respectively) for providing OA education and support. Social media was perceived as least useful (median usefulness score 2.0) and least accessible; 45% of participants considered it "not at all useful," while 35% reported it would be "very difficult" to access OA education and support by this means. Less educational attainment was associated with greater perceived difficulty in accessing online/electronic delivery modes, while people in paid work perceived easier access. These data highlight the value of mailed information and online education to younger people with OA and can be used to develop targeted resources for individuals of working age. Social media was not a highly valued source of disease-related education and support. © 2016, American College of Rheumatology.

Distance Education in Technological Age

Directory of Open Access Journals (Sweden)

R .C. SHARMA

2005-04-01

Full Text Available Distance Education in Technological AgeRomesh Verma (Editor, New Delhi: Anmol Publications, 2005, ISBN 81-261-2210-2, pp. 419 Reviewed by R C SHARMARegional DirectorIndira Gandhi National Open University-INDIA The advancements in information and communication technologies have brought significant changes in the way the open and distance learning are provided to the learners. The impact of such changes is quite visible in both developed and developing countries. Switching over to online mode, joining hands with private initiatives and making a presence in foreign waters, are some of the hallmarks of the open and distance education (ODE institutions in developing countries. The compilation of twenty six essays on themes as applicable to ODE has resulted in the book, “Distance Education in Technological Age”. These essays follow a progressive style of narration, starting from describing conceptual framework of distance education, how the distance education was emerged on the global scene and in India, and then goes on to discuss emergence of online distance education and research aspects in ODE. The initial four chapters provide a detailed account of historical development and growth of distance education in India and State Open University and National Open University Model in India . Student support services are pivot to any distance education and much of its success depends on how well the support services are provided. These are discussed from national and international perspective. The issues of collaborative learning, learning on demand, life long learning, learning-unlearning and re-learning model and strategic alliances have also given due space by the authors. An assortment of technologies like communication technology, domestic technology, information technology, mass media and entertainment technology, media technology and educational technology give an idea of how these technologies are being adopted in the open universities. The study

Susceptibility and resilience to memory aging stereotypes: education matters more than age.

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Andreoletti, Carrie; Lachman, Margie E

2004-01-01

The authors examined whether the memory performance of young, middle-aged, and older adults would be influenced by stereotype versus counterstereotype information about age differences on a memory task. One hundred forty-nine adults from a probability sample were randomly assigned to a control group or to age-stereotype conditions. As predicted, counterstereotype information was related to higher recall compared to stereotype and control groups. This was true across all age groups, but only for those with more education. Both stereotype and counterstereotype information were related to lower recall compared to the control group across age groups for those with lower education. Results suggest those with more education are more resilient when faced with negative age stereotypes about memory and respond positively to counterstereotype information. In contrast, those with less education show greater susceptibility to the detrimental effects of age stereotypes and respond negatively to both stereotype and counterstereotype information about memory aging.

Coordinated analysis of age, sex, and education effects on change in MMSE scores.

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Piccinin, Andrea M; Muniz-Terrera, Graciela; Clouston, Sean; Reynolds, Chandra A; Thorvaldsson, Valgeir; Deary, Ian J; Deeg, Dorly J H; Johansson, Boo; Mackinnon, Andrew; Spiro, Avron; Starr, John M; Skoog, Ingmar; Hofer, Scott M

2013-05-01

We describe and compare the expected performance trajectories of older adults on the Mini-Mental Status Examination (MMSE) across six independent studies from four countries in the context of a collaborative network of longitudinal studies of aging. A coordinated analysis approach is used to compare patterns of change conditional on sample composition differences related to age, sex, and education. Such coordination accelerates evaluation of particular hypotheses. In particular, we focus on the effect of educational attainment on cognitive decline. Regular and Tobit mixed models were fit to MMSE scores from each study separately. The effects of age, sex, and education were examined based on more than one centering point. Findings were relatively consistent across studies. On average, MMSE scores were lower for older individuals and declined over time. Education predicted MMSE score, but, with two exceptions, was not associated with decline in MMSE over time. A straightforward association between educational attainment and rate of cognitive decline was not supported. Thoughtful consideration is needed when synthesizing evidence across studies, as methodologies adopted and sample characteristics, such as educational attainment, invariably differ.

Fermilab Friends for Science Education | Support Us

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Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Support Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education

Aging of theory of mind: the influence of educational level and cognitive processing.

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Li, Xiaoming; Wang, Kai; Wang, Fan; Tao, Qian; Xie, Yu; Cheng, Qi

2013-01-01

Previous studies of theory of mind (ToM) in old age have provided mixed results. We predicted that educational level and cognitive processing are two factors influencing the pattern of the aging of ToM. To test this hypothesis, a younger group who received higher education (mean age 20.46 years), an older group with an education level equal to that of the young group (mean age 76.29 years), and an older group with less education (mean age 73.52 years) were recruited. ToM tasks included the following tests: the second-order false-belief task, the faux-pas task, the eyes test, and tests of fundamental aspects of cognitive function that included two background tests (memory span and processing speed) and three subcomponents of executive function (inhibition, updating, and shifting). We found that the younger group and the older group with equally high education outperformed the older group with less education in false-belief and faux-pas tasks. However, there was no significant difference between the two former groups. The three groups of participants performed equivalently in the eyes test as well as in control tasks (false-belief control question, faux-pas control question, faux-pas control story, and Eyes Test control task). The younger group outperformed the other two groups in the cognitive processing tasks. Mediation analyses showed that difficulties in inhibition, memory span, and processing speed mediated the age differences in false-belief reasoning. Also, the variables of inhibition, updating, memory span, and processing speed mediated age-related variance in faux-pas. Discussion focused on the links between ToM aging, educational level, and cognitive processing. Supported by Chinese National Natural Science Foundation (number: 30870766) and Anhui Province Natural Science Foundation (number: 11040606M166).

Knowledge Building: Reinventing Education for the Knowledge Age

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Philip, Donald N.

2011-01-01

This paper examines the Knowledge Age and how economic factors are causing educators to rethink and reinvent education. Two key factors in education in the Knowledge Age will be education for an economy of innovation, and the increasing virtualization of education. We present knowledge building pedagogy as a model for education in the Knowledge…

Supporting Wellness in Adult Online Education

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Thompson, Jacklyn J.; Porto, Stella C. S.

2014-01-01

Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…

Effects of Aging and Education on False Memory

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Lee, Yuh-Shiow; Lee, Chia-Lin; Yang, Hua-Te

2012-01-01

This study examined the effects of aging and education on participants' false memory for words that were not presented. Three age groups of participants with either a high or low education level were asked to study lists of semantically related words. Both age and education were found to affect veridical and false memory, as indicated in the…

Support Services for Distance Education

Directory of Open Access Journals (Sweden)

Sandra Frieden

1999-01-01

Full Text Available The creation and operation of a distance education support infrastructure requires the collaboration of virtually all administrative departments whose activities deal with students and faculty, and all participating academic departments. Implementation can build on where the institution is and design service-oriented strategies that strengthen institutional support and commitment. Issues to address include planning, faculty issues and concerns, policies and guidelines, approval processes, scheduling, training, publicity, information-line operations, informational materials, orientation and registration processes, class coordination and support, testing, evaluations, receive site management, partnerships, budgets, staffing, library and e-mail support, and different delivery modes (microwave, compressed video, radio, satellite, public television/cable, video tape and online. The process is ongoing and increasingly participative as various groups on campus begin to get involved with distance education activities. The distance education unit must continuously examine and revise its processes and procedures to maintain the academic integrity and service excellence of its programs. It’s a daunting prospect to revise the way things have been done for many years, but each department has an opportunity to respond to new ways of serving and reaching students.

Supporting wellness in adult online education

Directory of Open Access Journals (Sweden)

Jacklyn J. Thompson

2014-02-01

Full Text Available Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies specific wellness concerns of adult online learners. The paper also provides examples of how three American higher education institutions are addressing the issue of wellness promotion in online learning. It identifies areas for improvement in current wellness initiatives and offers recommended strategies for supporting adult online learner wellness to professional organizations, institutions, instructors, and distance learners.http://dx.doi.org/10.5944/openpraxis.6.1.100

Limited access to special education services for school-aged children with developmental delay.

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Twardzik, Erica; Smit, Ellen; Hatfield, Bridget; Odden, Michelle C; Dixon-Ibarra, Alicia; MacDonald, Megan

2018-01-01

Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services. Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis. Logistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade (n=5076). Odds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). Results suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access. Gaps in service access during early development are associated with the need for supportive services later on in life. Copyright © 2017 Elsevier Ltd. All rights reserved.

School-Age Test Proficiency and Special Education After Congenital Heart Disease Surgery in Infancy.

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Mulkey, Sarah B; Bai, Shasha; Luo, Chunqiao; Cleavenger, Jordyn E; Gibson, Neal; Holland, Greg; Mosley, Bridget S; Kaiser, Jeffrey R; Bhutta, Adnan T

2016-11-01

To evaluate test proficiency and the receipt of special education services in school-age children who had undergone surgery for congenital heart disease (CHD) at age Education longitudinal database containing achievement test scores in literacy and mathematics for grades 3-4 and special education codes. The primary negative outcome was not achieving grade-level proficiency on achievement tests. Logistic regression accounting for repeated measures was used to evaluate for associations between achieving proficiency and demographic data, maternal education, and clinical factors. A total of 362 of 458 (79%) children who underwent surgery for CHD were matched to the Arkansas Department of Education database, 285 of whom had grade 3 and/or 4 achievement tests scores. Fewer students with CHD achieved proficiency in literacy and mathematics (P education predicted proficiency in literacy (P special education services (26.9% vs 11.6%; P special education services than all state students. Results from this study support the need for neurodevelopmental evaluations as standard practice in children with CHD. Copyright © 2016 Elsevier Inc. All rights reserved.

Maternal education and age: inequalities in neonatal death.

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Fonseca, Sandra Costa; Flores, Patricia Viana Guimarães; Camargo, Kenneth Rochel; Pinheiro, Rejane Sobrino; Coeli, Claudia Medina

2017-11-17

Evaluate the interaction between maternal age and education level in neonatal mortality, as well as investigate the temporal evolution of neonatal mortality in each stratum formed by the combination of these two risk factors. A nonconcurrent cohort study, resulting from a probabilistic relationship between the Mortality Information System and the Live Birth Information System. To investigate the risk of neonatal death we performed a logistic regression, with an odds ratio estimate for the combined variable of maternal education and age, as well as the evaluation of additive and multiplicative interaction. The neonatal mortality rate time series, according to maternal education and age, was estimated by the Joinpoint Regression program. The neonatal mortality rate in the period was 8.09‰ and it was higher in newborns of mothers with low education levels: 12.7‰ (adolescent mothers) and 12.4‰ (mother 35 years old or older). Low level of education, without the age effect, increased the chance of neonatal death by 25% (OR = 1.25, 95%CI 1.14-1.36). The isolated effect of age on neonatal death was higher for adolescent mothers (OR = 1.39, 95%CI 1.33-1.46) than for mothers aged ≥ 35 years (OR = 1.16, 95%CI 1.09-1.23). In the time-trend analysis, no age group of women with low education levels presented a reduction in the neonatal mortality rate for the period, as opposed to women with intermediate or high levels of education, where the reduction was significant, around 4% annually. Two more vulnerable groups - adolescents with low levels of education and older women with low levels of education - were identified in relation to the risk of neonatal death and inequality in reducing the mortality rate.

Mpr to Support The Sales of Ict Education

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Didier Neonisa

2010-10-01

Full Text Available In the era of globalization the development of economy in each country is determined on how they develop and utilize Information and Communication Technology (ICT in their business activity. However, Marketing Public Relations (MPR is also the most appropriate strategy for Education institute, because in nature education institute has to create long term relationship with their student. Therefore MPR should at least encompass three disciplines of studies and professions, in which are strategic management, marketing and public relations. For BINUS Center, awareness can be gain through referral activity. Advocacy or referral have dominant effect in building trust (believe, other than that publication also play a role in creating a trustworthy image towards BINUS Center. Marketing Public Relation is an effective marketing strategy for ICT education. Based on the quantitative research the majority of BINUS Center target market is in the age bracket 18-22 years old. In correlation with that fact the qualitative research has shown that MPR is effective in supporting the enrollment decision towards BINUS Center.  

An Educational Response to Aging.

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McLain, Rosemary

1978-01-01

The emphasis of this article is on aging and the needs of the elderly as a basis for developing educational content in the curriculum. It includes a description of a theoretical framework developed by Abraham Maslow for a holistic approach to needs of the aged. (Editor/RK)

Hispanic Community College Students: Acculturation, Family Support, Perceived Educational Barriers, and Vocational Planning

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Fiebig, Jennifer Nepper; Braid, Barbara L.; Ross, Patricia A.; Tom, Matthew A.; Prinzo, Cara

2010-01-01

A multiple logistic regression model was used to determine the associations between the role of acculturation, perception of educational barriers, need for family kin support, vocational planning, and expectations for attaining future vocational goals against the demographic variables (gender, age, being the oldest child, the first to attend…

Self-Perception of Aging and Satisfaction With Children's Support.

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Cheng, Sheung-Tak

2017-09-01

Those with self-beliefs in negative aging may desire a stronger support network to buffer against potential threats and may hence see their current network as less than adequate. This study investigated whether negative self-perception of aging is associated with increased dissatisfaction with children's support. Six hundred and forty Chinese older adults with at least one child and a total of 2,108 adult children rated the degree of support received from each child individually and the degree to which it met their expectation. Additionally, the participants responded to measures of self-perception of aging (both positive and negative), neuroticism, instrumental activities of daily living, chronic illnesses, financial strain, and living status. The multilevel dataset was analyzed using mixed-effects regression. Individuals who had a more negative self-perception of aging, who were younger, who lived alone, and who had fewer children provided lower support satisfaction ratings after support received from children was controlled for. Positive self-perception of aging was unrelated to support satisfaction. Neuroticism did not account for the relationship between negative self-perception of aging and support satisfaction. A negative self-perception of aging may create vulnerability to intergenerational tension that puts older people at risk of adverse psychological and physical health outcomes. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Education, bilingualism, and cognitive trajectories: Sacramento Area Latino Aging Study (SALSA).

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Mungas, Dan; Early, Dawnté R; Glymour, M Maria; Zeki Al Hazzouri, Adina; Haan, Mary N

2018-01-01

This study examined the influence of education, country where education occurred, and monolingual-bilingual (English/Spanish) language usage on late life cognitive trajectories in the Sacramento Area Latino Study on Aging (SALSA), an epidemiological study of health and cognition in Hispanics, mostly of Mexican origin, age 60 and over (N = 1,499). SALSA followed a large cohort of older Latinos for up to 7 assessment waves from 1998 to 2007. Global cognition was assessed by using the Modified Mini Mental State Examination, and the Spanish English Verbal Learning Test was used to measure episodic memory. Education, country of origin, and language usage patterns were collected at the baseline assessment and used as predictors of longitudinal trajectories of cognition. Parallel process mixed effects models were used to examine effects of education and language variables on baseline cognition and rate of cognitive decline. Mixed effects longitudinal models showed that education had strong effects on baseline global cognition and verbal memory but was not related to decline over up to 9 years of longitudinal follow-up. Differences in education effects between subgroups educated in Mexico and in the United States were minor. Monolingual-bilingual language usage was not related to cognitive decline, and bilinguals did not significantly differ from monolingual English speakers on baseline cognitive scores. Hypotheses that higher education and bilingualism protect against late life cognitive decline were not supported and education effects on late-life cognitive trajectories did not substantially differ across U.S.- and Mexico-educated groups. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Data Mining for Education Decision Support: A Review

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Suhirman Suhirman

2014-12-01

Full Text Available Management of higher education must continue to evaluate on an ongoing basis in order to improve the quality of institutions. This will be able to do the necessary evaluation of various data, information, and knowledge of both internal and external institutions. They plan to use more efficiently the collected data, develop tools so that to collect and direct management information, in order to support managerial decision making. The collected data could be utilized to evaluate quality, perform analyses and diagnoses, evaluate dependability to the standards and practices of curricula and syllabi, and suggest alternatives in decision processes. Data minings to support decision making are well suited methods to provide decision support in the education environments, by generating and presenting relevant information and knowledge towards quality improvement of education processes. In educational domain, this information is very useful since it can be used as a base for investigating and enhancing the current educational standards and managements. In this paper, a review on data mining for academic decision support in education field is presented. The details of this paper will review on recent data mining in educational field and outlines future researches in educational data mining.

Computer-Supported Collaborative Learning in Higher Education

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Roberts, Tim, Ed.

2005-01-01

"Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…

Aging Education: A Worldwide Imperative

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McGuire, Sandra L.

2017-01-01

Life expectancy is increasing worldwide. Unfortunately, people are generally not prepared for this long life ahead and have ageist attitudes that inhibit maximizing the "longevity dividend" they have been given. Aging education can prepare people for life's later years and combat ageism. It can reimage aging as a time of continued…

Changes in economic activity: The role of age and education

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Elke Loichinger

2017-04-01

Full Text Available Background: Between 2000 and 2010, the labor force participation (LFP of European men stayed mostly constant, whereas the participation of women continued to increase. Participation rates of people close to normal retirement ages rose almost universally. At the same time, the education composition shifted toward higher levels of educational attainment and education-specific differentials in economic activity persisted. Objective: The aim of the paper is to understand the extent to which developments of LFP rates between 2000 and 2010 in selected European countries can be explained by age-specific and education-specific changes in participation rates, as compared to changes in populations' structural composition by age and education. Methods: We apply a decomposition methodology that allows us to disentangle changes in age- and education-specific LFP rates from changes in the age and educational structure of the population. Results: Our results show that LFP rates of adult women would have increased even more, had it not been for the downward pressure from the shift in the age composition toward older age groups with relatively lower levels of participation. This downward pressure also depressed male participation. The increase in participation among older people is mainly explained by participation increases among those with nontertiary education and is reinforced by a general shift toward higher levels of educational attainment. Contribution: Beyond changes in the age structure, we quantify the role of compositional changes by educational attainment. Our results indicate that labor supply may not decrease to the extent expected due to population aging, given educational expansion and education-specific patterns of economic activity.

Effects of prenatal cocaine exposure on special education in school-aged children.

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Levine, Todd P; Liu, Jing; Das, Abhik; Lester, Barry; Lagasse, Linda; Shankaran, Seetha; Bada, Henrietta S; Bauer, Charles R; Higgins, Rosemary

2008-07-01

The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates. As part of the prospective, longitudinal, multisite study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal, and infant medical variables as covariates, as well as with and without low child IQ. Complete data for each analysis model were available for 737 to 916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birth weight, white race, and low child IQ also predicted individualized education plan. Low birth weight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates. Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birth weight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population.

Social Media in Supporting the Students Universities Education

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pc

2018-03-05

Mar 5, 2018 ... the self- and continued education, support the scientific research .... 82% agreed that these websites allow them to communicate ... of multiple skills to support the educational process. ... Self-esteem and confidence-building.

Autonomy support for autonomous motivation in medical education.

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Kusurkar, Rashmi A; Croiset, Gerda

2015-01-01

Medical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT) classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education. Autonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning. Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching.

EDUCATIONAL PROGRAM FOR SUPPORTING MOTOR AND SOCIAL COMPETENCE OF PRESCHOOLERS

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Arzu ÖZYÜREK

2015-07-01

Full Text Available Satisfying the need of physical activity of children and promoting their social skills beginning from early childhood have importance by reason of providing a basis for following years. In this study, establishing process of the training program within the scope of “ Examination the Effects of Physical Education and Sports Activities to the Basic Psychomotor skills and Social Skills for Preschool Children ” named project supported by Karabuk University Coordinatorship of Scientific Research Projects has been mentioned. The training program has been intended to promote the motor and social competence of the children aged 48 months and older. In the study it has been given wide publicity to the stages of literature review, educational attainments and indicators fit for purpose, and taking an expert’s opinion. Commentary on practicing the training program integrated with preschool education program and their importances have been discussed.

Does Gender Matter? an Exploratory Study of Perspectives Across Genders, Age and Education

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Carinci, Sherrie; Wong, Pia Lindquist

2009-11-01

Using a convenience sample and survey research methods, the authors seek to better understand how perspectives on gender are shaped by individuals' age, level of education and gender. Study participants responded in writing to scenarios and survey questions, revealing their personal views on gender as an identity category and as a marker in the social hierarchy. Analysis indicated that there were differences between male and female views on these dimensions of gender, and that age and educational levels were also influential. While younger respondents from both genders demonstrated flexibility in their definitions of gender and expressed strong support for gender equality, they were noticeably lacking in their knowledge of the historical context of gender relations and did not show the skills required to realise their ideals of gender equality, especially when compared to older respondents of both genders with higher levels of educational attainment.

Supporting Community-Oriented Educational Change

Directory of Open Access Journals (Sweden)

Linda Mabry

1999-04-01

Full Text Available A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

Education of Social Skills among Senior High School Age Students in Physical Education Classes

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Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

Effect of aging, education, reading and writing, semantic processing and depression symptoms on verbal fluency

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André Luiz Moraes

2013-12-01

Full Text Available Verbal fluency tasks are widely used in (clinical neuropsychology to evaluate components of executive functioning and lexical-semantic processing (linguistic and semantic memory. Performance in those tasks may be affected by several variables, such as age, education and diseases. This study investigated whether aging, education, reading and writing frequency, performance in semantic judgment tasks and depression symptoms predict the performance in unconstrained, phonemic and semantic fluency tasks. This study sample comprised 260 healthy adults aged 19 to 75 years old. The Pearson correlation coefficient and multiple regression models were used for data analysis. The variables under analysis were associated in different ways and had different levels of contribution according to the type of verbal fluency task. Education had the greatest effect on verbal fluency tasks. There was a greater effect of age on semantic fluency than on phonemic tasks. The semantic judgment tasks predicted the verbal fluency performance alone or in combination with other variables. These findings corroborate the importance of education in cognition supporting the hypothesis of a cognitive reserve and confirming the contribution of lexical-semantic processing to verbal fluency.

Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

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Johnson, Robin R.; And Others

1995-01-01

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Hospital-based education support for students with chronic health conditions.

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Hopkins, Liza J

2016-04-01

Objective To examine the evidence for best practice in educational support to hospitalised students and describe the existing supports available across each Australian state and territory. Methods A descriptive approach to the diversity of current practice and a review of the published evidence for best practice. Results We have constructed a model of best-practice in education support to hospitalised students. We found that education support services in each state met some of the criteria for best practice, but no one state service met all of the criteria. Conclusions All Australian states and territories make provision for hospitalised students to continue with their education, however the services in some states are closer to the best-practice model than others. What is known about the topic? It is well known that children and young people living with health conditions are at higher risk of educational underachievement and premature disengagement from school than their healthy peers. Although each state and territory across Australia offers some form of educational support to students during periods of hospitalisation, this support differs widely in each jurisdiction in fundamentals such as which students are eligible for support, where the support is delivered, how it is delivered and who coordinates the support. Published evidence in the literature suggests that the elements of good practice in education support have been well identified but, in practice, lack of policy direction can hinder the implementation of coordinated support. What does this paper add? This paper draws together the different models in place to support students in hospital in each state and territory and identifies the common issues that are faced by hospital education support services, as well as identifying areas where practice differs across settings. It also identifies the elements of good practice from the literature and links the elements of theory and practice to present a model of

Autonomy support for autonomous motivation in medical education

Directory of Open Access Journals (Sweden)

Rashmi A. Kusurkar

2015-05-01

Full Text Available Background: Medical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education. Discussion: Autonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning. Conclusion: Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching.

Degree of bilingualism predicts age of diagnosis of Alzheimer's disease in low-education but not in highly educated Hispanics.

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Gollan, Tamar H; Salmon, David P; Montoya, Rosa I; Galasko, Douglas R

2011-12-01

The current study investigated the relationship between bilingual language proficiency and onset of probable Alzheimer's disease (AD) in 44 Spanish-English bilinguals at the UCSD Alzheimer's Disease Research Center. Degree of bilingualism along a continuum was measured using Boston Naming Test (BNT) scores in each language. Higher degrees of bilingualism were associated with increasingly later age-of-diagnosis (and age of onset of symptoms), but this effect was driven by participants with low education level (a significant interaction between years of education and bilingualism) most of whom (73%) were also Spanish-dominant. Additionally, only objective measures (i.e., BNT scores), not self-reported degree of bilingualism, predicted age-of-diagnosis even though objective and self-reported measures were significantly correlated. These findings establish a specific connection between knowledge of two languages and delay of AD onset, and demonstrate that bilingual effects can be obscured by interactions between education and bilingualism, and by failure to obtain objective measures of bilingualism. More generally, these data support analogies between the effects of bilingualism and "cognitive reserve" and suggest an upper limit on the extent to which reserve can function to delay dementia. Copyright © 2011 Elsevier Ltd. All rights reserved.

Educational Changes to Support Advanced Practice Nursing Education.

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LeFlore, Judy L; Thomas, Patricia E

2016-01-01

Educational factors limit the number of advanced practice registered nurse (APRN) graduates to meet the growing workforce demands. Healthcare dynamics are necessitating a shift in how nursing education envisions, creates, and implements clinical learning opportunities. The current clinical education model in APRN programs continues to be the same as it was 45 years ago when the student numbers were much smaller. New approaches in graduate nursing education are needed to address the shortage of APRNs in primary and acute care areas. Determining competency based on the number of clinical hours can be inefficient, ineffective, and costly and limits the ability to increase capacity. Little research exists in graduate nursing education to support the effectiveness and efficiency of current hours of clinical required for nurse practitioner students. Simulation and academic-practice partnership models can offer innovative approaches to nurse practitioner education for clinical training, with the goal of producing graduates who can provide safe, quality care within the complex practice-based environment of the nation's evolving healthcare system.

An augmented reality game to support therapeutic education for children with diabetes.

Directory of Open Access Journals (Sweden)

Andrés-Marcelo Calle-Bustos

Full Text Available Therapeutic education in diabetes helps patients take responsibility for self-control of their disease, and providing technological support systems facilitates this education. In this paper, we present an augmented reality game to support therapeutic education for patients with diabetes. Our game helps children (aged 5-14 years to learn carbohydrate (carb content of different foods. The game shows virtual foods on a real dish. The number of carb choices corresponding to the visualized food is also shown (1 carb choice = 10 grams of carbs. A study to determine the effectiveness of the game in terms of learning and perceived satisfaction and usability was carried out. A total of seventy children with diabetes participated in the study. From the results, we observed that the initial knowledge about carb choices of the children who participated in the study was low (a mean of 2 on a scale from 0 to 9. This indicates that therapeutic education for patients with diabetes is needed. When the results for the pre-knowledge questionnaire and the post-knowledge questionnaire were compared, it was shown that the children learned about carb choices by playing our game. We used two post-knowledge questionnaires (one post-knowledge questionnaire that contained the same foods as the pre-knowledge questionnaire and a second post-knowledge questionnaire that contained foods that were different from the ones on the pre-knowledge questionnaire. There were no statistically significant differences between these two different post-knowledge questionnaires. Moreover, the knowledge acquired was independent of gender and age. We also evaluated usability and perceived satisfaction. The children were satisfied with the game and considered that the game offers a high degree of usability. This game could be a valuable therapeutic education tool for patients with diabetes.

An educational video program to increase aging services technology awareness among older adults.

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Tam, Joyce W; Van Son, Catherine; Dyck, Dennis; Schmitter-Edgecombe, Maureen

2017-08-01

Aging services technologies (ASTs), health technology that meets the needs of seniors, are being underutilized due to a lack of awareness. This study evaluated a video-based educational program to increase AST awareness. Two hundred and thirty-one older adults completed AST measures pre- and post-program. Participants endorsed significantly improved AST knowledge and attitude and a lower level of perceived stigma post-program. Hierarchical regression analyses showed that a greater reduction in stigma post-program and a higher number of physical/cognitive needs supported by ASTs at baseline were significant predictors of a greater increase in expressed intention to use ASTs following the video program. Furthermore, individuals living in their own homes, with a lower level of education, fewer physical and/or cognitive needs supported by ASTs at baseline, and greater functional limitations were found to be more likely to report a significant reduction in perceived stigma post-program. Four-week follow-up data from 75 individuals showed stable program gains. Program feedback was positive. The current findings provide support for the utility of the AST videos. The educational materials used in this study can be used clinically or for public health education to increase awareness and adoption of ASTs. Copyright © 2017 Elsevier B.V. All rights reserved.

Using Social Media to Support Clinical Education.

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Jackson, Jennifer

2017-12-01

Social media has been used increasingly as part of nursing education. Nurse educators at a large, multisite teaching hospital used social media to support clinical teaching. A series of educational images was created by nurse educators and shared across Facebook, Twitter, and Instagram. This campaign coincided with in-unit clinical education. Nurse educators can consider using social media as an adjunct to clinical teaching, especially in large hospital settings. J Contin Educ Nurs. 2017;48(12):541-542. Copyright 2017, SLACK Incorporated.

Social Support and Successful Aging in Assisted Living Residents

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Howie, Laura Odell; Troutman-Jordan, Meredith; Newman, Ann M.

2014-01-01

Successful aging has been associated with adequate social support. However, impaired functionality, increased dependence, multiple comorbidities, and reduced social interactions place older assisted living community (ALC) residents at risk for poorer social support and less successful aging. This cross-sectional descriptive study used the revised…

Supporting Student Autonomy in Physical Education

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Perlman, Dana; Webster, Collin A.

2011-01-01

The lack of motivation among students is a common challenge in physical education. Studies drawing on the self-determination theory consistently show that perceived autonomy facilitates adaptive motivation in students, which can lead to a wide range of desired educational outcomes. However, instructional strategies designed to support student…

Aging Parents' Daily Support Exchanges With Adult Children Suffering Problems.

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Huo, Meng; Graham, Jamie L; Kim, Kyungmin; Birditt, Kira S; Fingerman, Karen L

2017-06-17

When adult children incur life problems (e.g., divorce, job loss, health problems), aging parents generally report providing more frequent support and experiencing poorer well-being. Yet, it is unclear how adult children's problems may influence aging parents' daily support exchanges with these children or the parents' daily mood. Aging parents from the Family Exchanges Study Wave 2 (N = 207, Mage = 79.86) reported providing and receiving emotional support, practical support, and advice from each adult child each day for 7 days. Parents also rated daily positive and negative mood. Multilevel models showed that aging parents were more likely to provide emotional and practical support to adult children incurring life problems than children not suffering problems. Parents were also more likely to receive emotional support and advice from these children with problems. Further, parents reported less negative mood on days when providing practical support to children with problems. Examining daily support exchanges adds to our understanding of how children's problems influence parent-child ties in late life. Prior research suggests that children's problems upset parents. In this study, however, it appears that supporting adult children who suffer problems may alleviate aging parents' distress regarding such children. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Higher Education and Happiness in the Age of Information

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Lee, Jeong-Kyu

2011-01-01

This article discusses relations between happiness and higher education in the age of information, focusing on the need for the university to pursue happiness. Three questions are addressed. First, why should higher education pursue happiness? Second, what are the shapes and characteristics of higher education in the information age? Third, what…

The Support Educational Commitee Participation in the Pedagogical Approach of an Educational Integration

Directory of Open Access Journals (Sweden)

Angélica Fontana-Hernández

2010-10-01

Full Text Available Educational services are essential to social and economical development of people, mainly to the progress of all sectors of society. Establishing actions that can promote the participation of various social groups is essential to improve their quality of life and building more respectful and fair human rights without any discrimination or exclusion. In recent years, the Costa Rican education system has undergone significant changes due to the pedagogical approach of inclusive education in which students with educational needs may require different support and specialized resources for training and development. For this, the Basic Educational Division of the Center for Teaching and Research in Education, generated a concern of investigating the participation of the Committee of Educational Support in the process of educational integration, thus, determine the functions performed in the educational context, under the rules of the 7600 Equal Opportunity Act for people with disabilities, which is the entity that corresponds to regulate access to education by identifying the support required for students with educational needs and, advice and trains, administrative staff in schools both public and private in the country. In addition, there is also a concern for exploring the role of the Special Education teacher for this Committee, as well as learning the perceptions of teachers and parents about the functions performed by the committee.

24 CFR 92.302 - Housing education and organizational support.

Science.gov (United States)

2010-04-01

... organizational support. 92.302 Section 92.302 Housing and Urban Development Office of the Secretary, Department... Organizations § 92.302 Housing education and organizational support. HUD is authorized to provide education and organizational support assistance, in conjunction with HOME funds made available to community housing development...

Preparing for an "Insured" Old Age: Insurance Purchase and Self-Support in Old Age in Rural China.

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Shi, Lihong

2018-05-21

This article explores an emerging trend among young and middle-aged rural couples in Northeast China who have purchased recently marketized commercial insurance as a way to prepare for self-support in old age. It discusses how the commercial insurance industry has created a rural elder-care market among a population that traditionally relied on family for support in old age. It also delves into the ways in which the transformations of intergenerational exchange and family structure and a lack of health care access have contributed to the preparation for self-support in old age and have thus fostered the creation of a rural elder-care market for the insurance industry. This emerging trend reveals a transition from traditional family support to a combination of multiple ways of elder care, in particular self-support in old age. It also suggests that while the Chinese state is facing a pressing issue of supporting an increasing aging population and the Chinese family is coping with the burden of elder care, the insurance industry is playing an increasing role in elder care in China.

Degree of Bilingualism Predicts Age of Diagnosis of Alzheimer’s Disease in Low-Education but not in Highly-Educated Hispanics

Science.gov (United States)

Gollan, Tamar H.; Salmon, David P.; Montoya, Rosa I.; Galasko, Douglas R.

2011-01-01

The current study investigated the relationship between bilingual language proficiency and onset of probable Alzheimer’s disease (AD) in 44 Spanish-English bilinguals at the UCSD Alzheimer’s Disease Research Center. Degree of bilingualism along a continuum was measured using Boston Naming Test (BNT) scores in each language. Higher degrees of bilingualism were associated with increasingly later age-of-diagnosis (and age of onset of symptoms), but this effect was driven by participants with low education level (a significant interaction between years of education and bilingualism) most of whom (73%) were also Spanish-dominant. Additionally, only objective measures (i.e., BNT scores), not self-reported degree of bilingualism, predicted age-of-diagnosis even though objective and self-reported measures were significantly correlated. These findings establish a specific connection between knowledge of two languages and delay of AD onset, and demonstrate that bilingual effects can be obscured by interactions between education and bilingualism, and by failure to obtain objective measures of bilingualism. More generally, these data support analogies between the effects of bilingualism and “cognitive reserve” and suggest an upper limit on the extent to which reserve can function to delay dementia. PMID:22001315

Research and Support Strategies For Women's Higher Education.

Science.gov (United States)

Babbitt, Samuel F.; And Others

Inadequate support is presently offered for the study of certain important questions which have serious implications for educational policies affecting women. Priority should be given to the support of those areas of research and program development and evaluation that have the most critical implications for both the higher education of women and…

Influence of Age and Education on Neuropsychological Tests in ...

African Journals Online (AJOL)

Influence of Age and Education on Neuropsychological Tests in Zambia. ... The purpose of this study is to explore the influence of age, education and reading ability on neuropsychological tests in Zambia. ... AJOL African Journals Online.

Providing instrumental social support is more beneficial to reduce mortality risk among the elderly with low educational level in Taiwan: a 12-year follow-up national longitudinal study.

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Liao, C C; Yeh, C J; Lee, S H; Liao, W C; Liao, M Y; Lee, M C

2015-04-01

To evaluate whether the effects of providing or receiving social support are more beneficial to reduce mortality risk among the elderly with different educational levels. In this long-term prospective cohort study, data were retrieved from the Taiwan Longitudinal Study on Aging. This study was initiated from 1996 until 2007. The complete data from 1492 males and 1177 females aged ≥67 years were retrieved. Participants received financial, instrumental, and emotional support, and they actively provided instrumental and emotional support to others and involved in social engagement. Education attainment was divided into two levels: high and low. The low education level included illiterate and elementary school. The high education level included junior high school to senior high school and above college. Cox regression analysis was used to examine the association between providing or receiving social support on mortality with different educational levels. The average age of the participants in 1996 was 73.0 (IQR=8.0) years, and the median survival following years (1996-2007) of participants was 10.3 (IQR=6.7) years. Most participants were low educational level including illiterate (39.3%) and elementary school (41.2%). Participants with high educational level tend to be younger and more male significantly. On the contrary, participants with low educational level tend to have significant more poor income, more depression, more cognition impairment, more with IADL and ADL disability than high educational level. Most participants received instrumental support from others (95.5%) and also provided emotional support to others (97.7%). Providing instrumental support can reduce 17% of mortality risk among the elderly with a low level of education after adjusting several covariates [Hazard ratio (HR) = 0.83; 95% confidence interval (CI) = 0.70-0.99; p = 0.036]. Providing instrumental social support to others confer benefits to the giver and prolong life expectancy among the

Health returns to education by family socioeconomic origins, 1980–2008: Testing the importance of gender, cohort, and age

Directory of Open Access Journals (Sweden)

Matthew A. Andersson

2016-12-01

Full Text Available Recent studies find that health returns to education are elevated among those who come from disadvantaged families. These findings suggest that education may be a health resource that compensates or “substitutes” for lower parental socioeconomic status. Alternatively, some studies find support for a cumulative (disadvantage perspective, such that educational health returns are higher among those who already were advantaged, widening initial health (disadvantages across the life course. However, it remains unclear whether these findings are dependent on gender or cohort, and this is a fundamental oversight given marked differences between men and women in educational and health inequalities across the twentieth century. Drawing on national US data (1980–2002 General Social Survey with 2008 National Death Index Link, I indeed find that the presence or strength of resource substitution or cumulative (disadvantage depends upon health measure as well as gender and cohort. For self-rated health, cumulative (disadvantage explains educational health disparities, but among men only. Cumulative (disadvantage in avoiding fair or poor health is partly explained by cohort and age variation in health returns to education, and cumulative (disadvantage in excellent health is more robust in earlier cohorts and at older ages. For mortality, resource substitution is instead supported, but for women only. Among those from disadvantaged families, educational mortality buffering increases with cohort but diminishes with age. Taken together, these findings confirm prior research showing that adult health inequalities linked to education depend on family background, and extend this work by demonstrating that the nature and extent of these dynamics differ considerably depending on the health outcome being assessed and on an individual's historical context, life course stage, and gender. Keywords: Self-rated health, Mortality, Education, Gender, Cohort, Age

Age differences in attention toward decision-relevant information: education matters.

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Xing, Cai; Isaacowitz, Derek

2011-01-01

Previous studies suggested that older adults are more likely to engage in heuristic decision-making than young adults. This study used eye tracking technique to examine young adults' and highly educated older adults' attention toward two types of decision-relevant information: heuristic cue vs. factual cues. Surprisingly, highly educated older adults showed the reversed age pattern-they looked more toward factual cues than did young adults. This age difference disappeared after controlling for educational level. Additionally, education correlated with attentional pattern to decision-relevant information. We interpret this finding as an indication of the power of education: education may modify what are thought to be "typical" age differences in decision-making, and education may influence young and older people's decision-making via different paths.

Montreal Communication Evaluation Battery--Portuguese version: age and education effects.

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Kerr, Mônica de Souza; Pagliarin, Karina Carlesso; Mineiro, Ana; Ferré, Perrine; Joanette, Yves; Fonseca, Rochele Paz

2015-01-01

To verify age and education effects on communication performance of healthy adults in the Montreal Communication Evaluation Battery, Portuguese version (MAC-PT). The sample comprised 90 healthy adults from Portugal, European Portuguese speakers, divided into nine groups according to educational level (4-9, 10-13, and > 13 years of formal schooling) and age (19-40, 41-64, and 65-80 years). The influence of age and education was assessed by comparing mean scores between groups, using a two-way analysis of variance followed by Bonferroni post hoc tests (p ≤ 0.05). The results showed that participants' performance was influenced by age in pragmatic-inferential, discursive, and prosodic tasks. Education had the greatest influence on the performance in all processes evaluated by the MAC-PT. Age and education seem to influence the communicative performance and should be considered in the assessment of neurological patients.

Interagency Collaboration in Support of Climate Change Education

Science.gov (United States)

Schoedinger, S. E.; Chambers, L. H.; Karsten, J. L.; McDougall, C.; Campbell, D.

2011-12-01

NASA, NOAA and NSF support climate change education (CCE) through their grant programs. As the agencies' investment in CCE has grown, coordination among the agencies has become increasingly important. Although the political landscape and budgets continue to change, the agencies are committed to continued coordination and collaboration. To date, this has taken the form of jointly hosted principal investigator (PI) meetings, the largest of which was held last February (see Eos Vol. 92, No. 24, 14 June 2011). The joint goals are: (1) increased collaboration among grantees and across programs; (2) building capacity among grantees in areas of mutual interest; (3) identification of gaps in investments to date; and (4) identification of opportunities for coordination of evaluation efforts. NOAA's primary funding opportunity for CCE projects is its Environmental Literacy Grant (ELG) Program. Although not exclusively focused on climate, there has been increased emphasis on this area since 2009. Through ELG, NOAA encourages the use of NOAA assets (data, facilities, educational resources, and people) in grantees' work. Thirty awards with a primary focus on CCE have been awarded to institutions of higher education, informal science education, and non-profit organizations involved in K-12 and informal/non-formal education. We anticipate this funding opportunity will continue to support the improvement of climate literacy among various audiences of learners in the future. NASA supported efforts in CCE in an ad hoc way for years. It became a focus area in 2008 with the launch of the NASA Global Climate Change Education (GCCE) Project. This project funded 57 awards in 2008-2010, the vast majority of them in teacher professional development, or use of data, models, or simulations. Beginning in FY11, NASA moved the project into the Minority University Research and Education Program. Fourteen awards were made to minority higher education institutions, non-profit organizations, and

The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists.

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Bradley, Stacy; Drapeau, Martin; Destefano, Jack

2012-01-01

Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

[Influence of autonomy support, social goals and relatedness on amotivation in physical education classes].

Science.gov (United States)

Moreno Murcia, Juan A; Parra Rojas, Nicolás; González-Cutre Coll, David

2008-11-01

The purpose of this study was to analyze some factors that influence amotivation in physical education classes. A sample of 399 students, of ages 14 to 16 years, was used. They completed the Perceived Autonomy Support Scale in Exercise Settings (PASSES), the Social Goal Scale-Physical Education (SGS-PE), the factor of the Basic Psychological Needs in Exercise Scale (BPNES) adapted to physical education and the amotivation> factor of the Perceived Locus of Causality Scale (PLOC). The psychometric properties of the PASSES were analyzed, as this scale had not been validated to the Spanish context. In this analysis, the scale showed appropriate validity and reliability. The results of the structural equation model indicated that social responsibility and social relationship goals positively predicted perception of relatedness, whereas the context of autonomy support did not significantly predict it. In turn, perception of relatedness negatively predicted amotivation. The findings are discussed with regard to enhancing students' positive motivation.

Aging Educational Program to Reduce Ageism: Intergenerational Approach

Directory of Open Access Journals (Sweden)

Shima Sum

2016-06-01

Full Text Available Introduction: Ageing brings different experiences for individuals. Any individual learn about ageing from childhood whatever formal or informal. No matter they learn, what and how they learn is important. This study aimed to assess impact of an educational program on ageism in those people lower 20 years of age. Methods: This interventional study was conducted among school and university students of Babol city, Mazandaran province, Iran. Study was carried out in two stages. First 373 participants (187 school students and 186 university undergraduate students under age of 20 who recruited form Babol department of education and Babol University of Medical Sciences went under study of assessing attitudes toward ageing. In the second stage, courses on lifespan human development were delivered in 10 workshops for 151 people. Sampling method was stratified randomly from different age groups.  Workshops consisted of lecturing, discussion, watching movie, reading pamphlets and having conversations with experienced older adults. Data was gathered by a questionnaire consisting of demographic characteristics and The Fraboni Scale of Ageism. Results: The mean of ageism score among school and university students were 49.93 ± 9.25 and 46.96 ± 7.64 respectively. There was statistically significant difference between two groups in ageism scores (p = 0.001 so that ageism was higher among school students However after implementation of education program, ageism score reduced for all 151 students from 46.92 ± 7.82 to 45.85 ± 7.79 which was statistically significant (p = 0.001. Conclusion: Educational program to reduce ageism is beneficial and could reduce the level of ageism. Suggestions for educators to combat ageism are provided.

Older adult education in Lithuanian ageing society

Directory of Open Access Journals (Sweden)

Zemaitaityte I.

2016-01-01

Full Text Available The article analyzes the phenomenon of the demographic ageing of the population and educational opportunities for older adults in Lithuania. Ageing population is a natural outcome of demographic evolution of society. However, a growing number of older people in Lithuania as well as in other European countries requires continuous revision of societal resources in social security, economics, education, health care areas and their adjustment to the new demands. Though current discussion in Lithuania highlights the inclusion of older adults into active social life through educational activities, the studies in diverse areas show that a small number of older people take part in lifelong learning. For this reason and in the attempt to make older people feel satisfaction with life it is necessary to encourage their activity, to promote their social roles, to give them opportunities to take up voluntary tasks, educational and cultural functions and study new subjects.

Age and education differences and their effects on life satisfaction

NARCIS (Netherlands)

Groot, W.J.N.; Maassen van den Brink, H.

2002-01-01

Within marriages husbands typically tend to be older and higher educated than their wife. This paper tries to explain this by analyzing whether age and education differences between spouses have an effect on happiness. Two alternative hypotheses are tested on the relation between age and education

Supporting Craft Sense in Early Education

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Kalle Virta

2013-10-01

Full Text Available The research task was to describe and construct theoretical background for Craft Sense in early education. Craft Sense represents a learner’s skill for obtaining Sloyd (Craft, Design & Technology related knowledge, skills and understanding. The development of Craft Sense is based on producing artefacts and evaluating the production process. In this research, the concept of Craft Sense is based on the integration of Sloyd and meta-cognitive regulation of learning activities. Based on theoretical information, an empirical research question was formulated: “What kind of Craft Sense do children have in early education Sloyd?” The method of study was assessing picture supported learning on a Sloyd course for young children. The data was analyzed by qualitative content analysis and Child Behaviour Rating Scale (CBRS. Findings indicate that the development of children’s Craft Sense can be supported with pictures. Furthermore, the CBRS can be used to evaluate and understand children’s Craft Sense. Keywords: Craft Sense, Sloyd, Sloyd Education, Meta-cognition

Dietary protein considerations to support active aging.

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Wall, Benjamin T; Cermak, Naomi M; van Loon, Luc J C

2014-11-01

Given our rapidly aging world-wide population, the loss of skeletal muscle mass with healthy aging (sarcopenia) represents an important societal and public health concern. Maintaining or adopting an active lifestyle alleviates age-related muscle loss to a certain extent. Over time, even small losses of muscle tissue can hinder the ability to maintain an active lifestyle and, as such, contribute to the development of frailty and metabolic disease. Considerable research focus has addressed the application of dietary protein supplementation to support exercise-induced gains in muscle mass in younger individuals. In contrast, the role of dietary protein in supporting the maintenance (or gain) of skeletal muscle mass in active older persons has received less attention. Older individuals display a blunted muscle protein synthetic response to dietary protein ingestion. However, this reduced anabolic response can largely be overcome when physical activity is performed in close temporal proximity to protein consumption. Moreover, recent evidence has helped elucidate the optimal type and amount of dietary protein that should be ingested by the older adult throughout the day in order to maximize the skeletal muscle adaptive response to physical activity. Evidence demonstrates that when these principles are adhered to, muscle maintenance or hypertrophy over prolonged periods can be further augmented in active older persons. The present review outlines the current understanding of the role that dietary protein occupies in the lifestyle of active older adults as a means to increase skeletal muscle mass, strength and function, and thus support healthier aging.

Age at Immigration and Educational Attainment of Young Immigrants

NARCIS (Netherlands)

van Ours, J.C.; Veenman, J.M.C.

2005-01-01

For immigrants who arrive in a country at a young age it is easier to assimilate than for teenagers.This paper investigates up to what immigration age the educational attainment of young immigrants in the Netherlands is similar to the educational attainment of secondgeneration immigrants, who were

Factors associated with educational mobility in mid-age Australian women.

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Tooth, Leigh R; Mishra, Gita D

2017-02-01

The educational mobility of mid-age women is rarely studied. We analysed the baseline socio-economic position (SEP) and health factors associated with obtaining further education in 4117 mid-age Australian women between 1996 and 2010 (aged 45-50 at baseline, 62-67 at follow-up) from a population-based study. Women either unemployed or working part-time at baseline had higher odds of a stable low and middle education over time (ORs ranging from 1.61 to 3.86) versus educational mobility. Apart from obesity, characteristics that may signal an unhealthy lifestyle in early mid-life were not useful indicators of women's future educational mobility. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Educational inequalities in smoking among Japanese adults aged 25-94 years: Nationally representative sex- and age-specific statistics.

Science.gov (United States)

Tabuchi, Takahiro; Kondo, Naoki

2017-04-01

Few studies have investigated differences in age- and gender-specific educational gradients in tobacco smoking among the whole range of adult age groups. We examined educational inequality in smoking among Japanese adults aged 25-94 years. Using a large nationally representative sample (167,925 men and 186,588 women) in 2010, prevalence of current smoking and heavy smoking among daily smokers and their inequalities attributable to educational attainment were analyzed according to sex and age groups. Among men aged 25-34 years, junior high school graduates had the highest current smoking prevalence at 68.4% (95% confidence interval [CI], 66.0%-70.6%), and graduate school graduates had the lowest at 19.4% (95% CI, 17.2%-21.9%). High school graduates had the second highest current smoking prevalence (e.g., 55.9%; 95% CI, 54.9%-56.8% in men aged 25-34 years). Among men aged 75-94 years, the difference in current smoking across educational categories was small. A similar but steeper educational gradient in current smoking was observed among women. Among women aged 25-34 years, junior high school graduates had the highest current smoking prevalence at 49.3% (95% CI, 46.3%-52.3%), and graduate school graduates had the lowest at 4.8% (95% CI, 2.9%-7.4%). Compared with older age groups, such as 65-94 years, younger age groups, such as 25-54 years, had higher estimates of inequality indicators for educational inequality in both current and heavy smoking in both sexes. Educational inequalities in current and heavy smoking were apparent and large in the young population compared with older generations. The current study provides basic data on educational inequalities in smoking among Japanese adults. Copyright © 2016 The Authors. Production and hosting by Elsevier B.V. All rights reserved.

Technology tools to support reading in the digital age.

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Biancarosa, Gina; Griffiths, Gina G

2012-01-01

Advances in digital technologies are dramatically altering the texts and tools available to teachers and students. These technological advances have created excitement among many for their potential to be used as instructional tools for literacy education. Yet with the promise of these advances come issues that can exacerbate the literacy challenges identified in the other articles in this issue. In this article Gina Biancarosa and Gina Griffiths characterize how literacy demands have changed in the digital age and how challenges identified in other articles in the issue intersect with these new demands. Rather than seeing technology as something to be fit into an already crowded education agenda, Biancarosa and Griffiths argue that technology can be conceptualized as affording tools that teachers can deploy in their quest to create young readers who possess the higher levels of literacy skills and background knowledge demanded by today's information-based society. Biancarosa and Griffiths draw on research to highlight some of the ways technology has been used to build the skills and knowledge needed both by children who are learning to read and by those who have progressed to reading to learn. In their review of the research, Biancarosa and Griffiths focus on the hardware and software used to display and interface with digital text, or what they term e-reading technology. Drawing on studies of e-reading technology and computer technology more broadly, they also reflect on the very real, practical challenges to optimal use of e-reading technology. The authors conclude by presenting four recommendations to help schools and school systems meet some of the challenges that come with investing in e-reading technology: use only technologies that support Universal Design for Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and volume of information that technology provides.

Is being a medical educator a lonely business? The essence of social support.

Science.gov (United States)

van den Berg, Joost W; Verberg, Christel P M; Scherpbier, Albert J J A; Jaarsma, A Debbie C; Lombarts, Kiki M J M H

2017-03-01

Social support helps prevent burnout and promotes its positive opposite, work engagement. With higher work engagement performance increases. The context-specific aspects of social support for medical educators, in their educator role, are unknown. To help facilitate social support our study describes the essential elements of social support and their meaning for medical educators. We held interviews with medical educators purposefully sampled for diverse backgrounds and working circumstances and who spent a considerable amount of time on education. Both clinicians and basic scientists participated. The Pictor technique guided the interviews. Participants were invited to talk about the breadth of social support and elaborate on meaningful experiences. Template analysis was used for a descriptive phenomenological approach. Thirteen medical educators were interviewed. We identified four themes: (i) sources of support and their intent (e.g. a superior with the intent to stimulate personal growth); (ii) the materialisation of support (e.g. sought or offered); (iii) its manifestation (e.g. the act of providing protected time); and (iv) the overarching effect of social support, both in terms of practical effects and the meaning of support. We identified three sorts of meanings of social support for educators. Receiving support could lead to (i) feeling reassured and confident; (ii) feeling encouraged and determined and (iii) a sense of relatedness and acknowledgement of the educator role. Support for education comes from a wide range of sources because it is both sought and offered beyond the boundaries of the educational role. The resulting differences in support provided necessitate that educational leaders and policymakers consider the sources available to each educator, connecting educators where necessary. When facilitating or designing social support it is important that the need to feel reassured, encouraged or related is met. © 2017 John Wiley & Sons Ltd and The

Structural Support of High-Performance Athletes' Education: Supporting Dual Careers in Greece

Science.gov (United States)

Pavlidis, George; Gargalianos, Dimitris

2014-01-01

This article describes how the current Greek sport-education context seems to offer relatively poor dual-career support in comparison to other available structures in the world. This results in additional obstacles for Greek athletes who wish to educate themselves and an ambiguous prospect for their future. Consequently, the Greek…

Learner-oriented distance education supporting service system model and applied research

Directory of Open Access Journals (Sweden)

Chen Liyong

2016-01-01

Full Text Available Distance education is a product of social progress and an emerging way of life-long learning as well. This paper describes the construction of the distance education supporting service system and establishes the distance education supporting service system from the perspective of distance education learners. Under the premise of considering to provide six influencing factors--learning facilities, learning coaching and counseling, learning resources, education and teaching information, assessment of student learning situation and organization of practical teaching activities, this paper assesses the distance education supporting service system of Beijing, Shanghai and Shenzhen by using AHP.

Professionals' views on mental health service users' education: challenges and support.

Science.gov (United States)

Nieminen, I; Kaunonen, M

2017-02-01

WHAT IS KNOWN ON THE SUBJECT?: Mental health service users (MHSUs) may experience disruptions in their education. However, education has been shown to have a positive influence on their recovery, potentially offering them broader employment opportunities. The literature suggests that providing support for MHSUs in their educational efforts may be beneficial and is wished for by the service users themselves. However, there is a lack of mental health professionals' views on the topic in the setting of a community mental health centre. WHAT DOES THIS PAPER ADD TO THE EXISTING KNOWLEDGE?: In the perception of mental health professionals, the predominance of disease in the life of MHSUs and their marginalization may form barriers to their success in education. Professionals can support MHSUs in their educational efforts by strengthening the MHSUs' internal resources and creating a supportive environment with professional expertise available. A service user-centred education might further help MHSUs to achieve their educational goals. Our findings confirm previous knowledge of a recovery-oriented approach to supporting MHSUs' education. This study explored the topic from the professionals' perspective in the context of community mental health centres, which is a fresh view in the research literature. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The findings suggest which types of support professionals perceive to be required for MHSUs to advance their studies. Knowledge of adequate forms of support can be applied in the mental health nursing practice to develop support measures for service users to advance in their studies. All levels of the community mental health centres should be aware of and adopt a recovery-oriented approach. MHSUs and professionals need to have a shared opinion on the definition of recovery orientation. This requires mutual discussion and the more active involvement of MHSUs in the design of their own rehabilitation process. Introduction Studies show

Parental support during young adulthood: Why does assistance decline with age?

OpenAIRE

Hartnett, Caroline Sten; Furstenberg, Frank; Birditt, Kira; Fingerman, Karen

2013-01-01

Previous research has found that financial transfers from parents to young adult children decline as children age and that age is one of the strongest predictors of support. Using data collected from young adults (ages 18 to 34) and their parents (ages 40 to 60; N=536 parent-child dyads), we explore the possibility that the relationship between age and financial support is mediated by offspring needs, acquisition of adult roles, or geographical and emotional closeness. We find that age-relate...

Age, education, and the gender gap in the sense of control.

Science.gov (United States)

Slagsvold, Britt; Sørensen, Annemette

2008-01-01

High sense of control is related to benefits in many aspects of life, and education is known to be strongly related to sense of control. In this article we explore why women tend to feel a lower sense of control than men, and why the sense of control tends to be lower among the elderly than among younger people. In particular we explore the role played by education in explaining age- and gender differences in sense of control. The analysis is based on data from the first wave of the Norwegian NorLAG study, with a representative sample of adults aged 40-79 in 30 municipalities. We find that education accounts for some of the age and gender differences in sense of control, but the mediating effects of education are rather modest. We find an increasing gender gap in sense of control with age, and this increasing gap is completely explained by differences in education. Gender differences in sense of control is explained completely by four factors, which are related to resources and power; physical health, education, living with a partner, and leadership experience. Age differences in sense of control are only partially explained. Education, physical health and employment status cuts the age effect on sense of control to half. The effect of education on sense of control is partly mediated through what we suggest are tangible benefits of education, namely health, employment, and leadership experience. Education also influences individuals through socialization mechanisms. We view agentive orientation as a psychological benefit of education, and measure this characteristic with Bem's (1981) sex-role scale on masculinity. Agentive orientation completely explains the remaining effect of education on sense of control.

Distance Education Programs: The Technical Support to Be Successful.

Science.gov (United States)

McNew, Ryan E; Gordon, Jeffry S; Weiner, Elizabeth E; Trangenstein, Patricia

2016-01-01

Academic success requires support on a variety of levels as well as access to contemporary tools and services. Supporting students enrolled in a successful higher education distance learning program, requires a strong, properly trained IT support staff in addition to a stable IT environment. Our distance education program began with a regional market but has grown significantly over the past few years. This is primarily due to the success of our distance education tools and support which have contributed to achieving a ranking of eleventh of best graduate schools in nursing according to the U.S. News and World Report. The entire student population is "Bring Your Own Devices" (BYOD). Critical to this support is the initial configuration and loading of needed software during the first week of orientation. All of this success requires a robust team of members prepared in a range of skill sets from networking to instructional design.

The Second Educational Revolution: Rethinking Education in the Age of Technology

Science.gov (United States)

Collins, A.; Halverson, R.

2010-01-01

This paper drew upon a recent book ("Rethinking Education in the Age of Technology") to summarize a number of prospects and challenges arising from the appropriation of digital technology into learning and educational practice. Tensions between traditional models of schooling and the affordances of digital media were noted, while the promise of…

Constraints to quality education and support for all: A Western Cape ...

African Journals Online (AJOL)

... discourse of justification to debate the implementation of inclusive education that will benefit all learners, including learners with high-level support needs. Keywords: continuum of support; emerging economy; high-level support needs; inclusive education; inclusive schools; learning support teachers; mainstream teachers ...

Support for Marijuana (Cannabis Legalization: Untangling Age, Period, and Cohort Effects

Directory of Open Access Journals (Sweden)

William Campbell

2017-02-01

Full Text Available In three large, nationally representative surveys of U.S. 12th graders, college students, and adults ('N' = 9 million conducted 1968–2015, Americans became significantly more supportive of legal marijuana (cannabis starting in the mid-1980’s. Hierarchical models using age-period-cohort analysis on the adult (General Social Survey sample showed that the increased support for legalization is primarily a time period effect rather than generational or age effect; thus, Americans of all ages became more supportive of legal marijuana. Among 12th graders, support for marijuana legalization was closely linked to perceptions of marijuana safety.

Instructional Strategies to Support Creativity and Innovation in Education

Science.gov (United States)

Seechaliao, Thapanee

2017-01-01

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three…

Work-Life Issues and Participation in Education and Training: Support Document

Science.gov (United States)

Skinner, Natalie

2009-01-01

This document serves as a support paper to the "Work-Life Issues and Participation in Education and Training" report. This support document contains tables that show: (1) participation in education and training; (2) participation in education and training and work-life interaction; (3) future participation in education or training; (4) perceptions…

Leisure Education in Supported Employment.

Science.gov (United States)

Employment Opportunities, Inc., Raleigh, NC.

This manual provides a leisure education program for individuals with disabilities, to facilitate leisure functioning in their homes and communities. The program is first introduced to participants and families upon admission into supported employment and is designed to be facilitated by a training specialist or job coach. The program can be…

Influences of sex, age and education on attitudes towards gender inequitable norms and practices in South Sudan.

Science.gov (United States)

Scott, Jennifer; Hacker, Michele; Averbach, Sarah; Modest, Anna M; Cornish, Sarah; Spencer, Danielle; Murphy, Maureen; Parmar, Parveen

2014-01-01

Prolonged conflict in South Sudan exacerbated gender disparities and inequities. This study assessed differences in attitudes towards gender inequitable norms and practices by sex, age and education to inform programming. Applying community-based participatory research methodology, 680 adult respondents, selected by quota sampling, were interviewed in seven South Sudanese communities from 2009 to 2011. The verbally administered survey assessed attitudes using the Gender Equitable Men scale. Data were stratified by sex, age and education. Of 680 respondents, 352 were female, 326 were male and two did not report their sex. The majority of respondents agreed with gender inequitable household roles, but the majority disagreed with gender inequitable practices (i.e., early marriage, forced marriage and inequitable education of girls). Respondents who reported no education were more likely than those who reported any education to agree with gender inequitable practices (all p gender inequitable norms in the household but an overall disagreement with gender inequitable practices in sampled communities. The findings support that education of both women and men may promote gender equitable norms and practices.

Atomic Energy Society of Japan's support activities on radiation education

International Nuclear Information System (INIS)

Kudo, K.

2016-01-01

Educational Committee of AESJ supports the education about nuclear energy and radiation for elementary, secondary and senior high school students. It also supports professional nuclear engineer education and international radiation education. (author)

Basic Education and Policy Support (BEPS) Activity.

Science.gov (United States)

Creative Associates International, Inc., Washington, DC.

The Basic Education and Policy Support (BEPS) Activity is a multi-year, worldwide, indefinite quantity contract by which the U.S. Agency for International Development (USAID) Global Bureau Center for Human Capacity (G/HCD) can work to achieve four objectives: (1) improve the quality, efficiency, access, and equity of education, particularly basic…

Social support, stress and the aging brain.

Science.gov (United States)

Sherman, Stephanie M; Cheng, Yen-Pi; Fingerman, Karen L; Schnyer, David M

2016-07-01

Social support benefits health and well-being in older individuals, however the mechanism remains poorly understood. One proposal, the stress-buffering hypothesis states social support 'buffers' the effects of stress on health. Alternatively, the main effect hypothesis suggests social support independently promotes health. We examined the combined association of social support and stress on the aging brain. Forty healthy older adults completed stress questionnaires, a social network interview and structural MRI to investigate the amygdala-medial prefrontal cortex circuitry, which is implicated in social and emotional processing and negatively affected by stress. Social support was positively correlated with right medial prefrontal cortical thickness while amygdala volume was negatively associated with social support and positively related to stress. We examined whether the association between social support and amygdala volume varied across stress level. Stress and social support uniquely contribute to amygdala volume, which is consistent with the health benefits of social support being independent of stress. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Academic Information System Support in the Era of Education 3.0

Science.gov (United States)

Utomo, HP; Bon, AT; Hendayun, M.

2017-08-01

The emergence of Education 3.0 as a new paradigm in education has been spread widely in many educational institutions, especially in higher education institutions (HEIs). Many of them have been implementing the new paradigm and get benefit from it. But somehow, the implementation caused some problems. The new policy and procedures are causing administrative problems, especially in the academic affair. The implementation also needs to provide external involvement. To overcome the problems, the academic information system (AIS) can be used to support the characteristics of Education 3.0. The purpose of the research is to find the possibility support from the AIS to the characteristics of Education 3.0. The research used Education 3.0 concept and information system (IS) concept to find the possibility. The research used a case study as the method and conducted a qualitative research with an unstructured interview. After comparing the Education 3.0 concept and IS concept with the interview analysis, the research found that all the characteristics of Education 3.0 can possibly support by the AIS. The result can be used as a guideline to develop the new AIS with the capability to support the characteristics of Education 3.0.

Gender and age in media education

Directory of Open Access Journals (Sweden)

Elżbieta Gajek,

2009-12-01

Full Text Available Nowadays mass media shape the perception of social values and roles. Thus, aspects of media education that deal with various kinds of inequalities influence general sensitivity to diversity and its consequences. In this respect media and intercultural competences interrelate. Not only minorities’ rights have to be secured, but also majorities rights have to considered if it happens that majorities are discriminated. Widely accepted gender and age inequalities presented on the media in stereotypes and safely-looking conservatist behaviours may lead to harassment and even violence. That is why understanding media messages and identifying overt and covert forms of discrimination are of special interest of educators. In this article several activities for class teachers are presented to encourage them to introduce the touchy topic of gender and age inequalities into their school practice.

Receiving social support online: implications for health education.

Science.gov (United States)

White, M; Dorman, S M

2001-12-01

Online support groups are expanding as the general public becomes more comfortable using computer-mediated communication technology. These support groups have certain benefits for users who may not be able to or do not have the desire to attend face-to-face sessions. Online support groups also present challenges when compared to traditional face-to-face group communication. Communication difficulties may arise resulting from lack of visual and aural cues found in traditional face-to-face communication. Online support groups have emerged within health care as a result of the need individuals have to know more about health conditions they are confronting. The proliferation of these online communities may provide an opportunity for health educators to reach target populations with specific messages. This paper reviews the development of health-related online support groups, examines research conducted within these communities, compares their utility with traditional support groups and discusses the implications of these groups for health education.

Educational inequalities in smoking among Japanese adults aged 25–94 years: Nationally representative sex- and age-specific statistics

Directory of Open Access Journals (Sweden)

Takahiro Tabuchi

2017-04-01

Full Text Available Background: Few studies have investigated differences in age- and gender-specific educational gradients in tobacco smoking among the whole range of adult age groups. We examined educational inequality in smoking among Japanese adults aged 25–94 years. Methods: Using a large nationally representative sample (167,925 men and 186,588 women in 2010, prevalence of current smoking and heavy smoking among daily smokers and their inequalities attributable to educational attainment were analyzed according to sex and age groups. Results: Among men aged 25–34 years, junior high school graduates had the highest current smoking prevalence at 68.4% (95% confidence interval [CI], 66.0%–70.6%, and graduate school graduates had the lowest at 19.4% (95% CI, 17.2%–21.9%. High school graduates had the second highest current smoking prevalence (e.g., 55.9%; 95% CI, 54.9%–56.8% in men aged 25–34 years. Among men aged 75–94 years, the difference in current smoking across educational categories was small. A similar but steeper educational gradient in current smoking was observed among women. Among women aged 25–34 years, junior high school graduates had the highest current smoking prevalence at 49.3% (95% CI, 46.3%–52.3%, and graduate school graduates had the lowest at 4.8% (95% CI, 2.9%–7.4%. Compared with older age groups, such as 65–94 years, younger age groups, such as 25–54 years, had higher estimates of inequality indicators for educational inequality in both current and heavy smoking in both sexes. Conclusions: Educational inequalities in current and heavy smoking were apparent and large in the young population compared with older generations. The current study provides basic data on educational inequalities in smoking among Japanese adults.

Telematics supported education for traditional universities in Europe.

NARCIS (Netherlands)

Collis, Betty

1999-01-01

Telematics is the combination of information technology and communication technology. Telematics applications to support educational delivery and participation in traditional European universities are rapidly becoming part of the educational setting. Sometimes they are used specifically to increase

A development of maintenance educational support method by using navigation method Pt. 4. A development of a paper prototype system for the RHR pump maintenance educational support

International Nuclear Information System (INIS)

Yoshino, Kenji; Hirotsu, Yuko; Fujimoto, Junzo; Tsumura, Joji

2004-01-01

This research establishes the new maintenance educational support prototype system for aiming at organization as Trinity (a supervision person, a construction person in charge, a work person in charge, and group length), and improvement in human reliability for the purpose of aiming at before hand prevention of a systematic error, human error, and the accident and a trouble. (1) This maintenance educational support: system made educational start to the educational end the structure navigated exactly, carrying out the exchange with a data base along with the road map which divided action (act) of the work process and worker concerning RHR pump maintenance work for a participant etc. by class. (2) First, according to a participant's attribute, this educational support system performs educational support (a question and reply) concerning an organization and organization, and judges knowledge and a nature type based on the result. Furthermore, educational support (a question and reply) concerning maintenance work is performed, and a knowledge level is judged based on the result. And it considered as the structure which performs the comprehensive judgment about an organization, organization, and the educational effect concerning maintenance work at the last. (3) The judgment pattern of the knowledge and nature after the educational support end concerning a participant's organization and organization was made into four kinds which consist of (1) organization priority and duty A type, (2) organization priority and an adaptable type, (3) individual priority and an adaptable type, and (4) individual priority and a duty priority type. (4) The judgment pattern of the knowledge level after the educational support end concerning maintenance work of a participant was used as three kinds of evaluation axes, schedule management, apparatus reliability capability, and human-being reliability. (author)

An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

Science.gov (United States)

Sparks, Cassandra; Lonsdale, Chris; Dimmock, James; Jackson, Ben

2017-04-01

Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, M age  = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, M age  = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.

Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties--What Do We Know so Far?

Science.gov (United States)

Shamir, Adina; Korat, Ofra

2015-01-01

This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5-6 age group. The review focuses…

Debriefing Note Secondary Education Support Programme

DEFF Research Database (Denmark)

Webster, Neil; Vagnby, Bo Hellisen; Thomsen, Thomas J.

Debriefing note regarding joint programming for the Secondary Education Support Programme (2003- 2007). The note specifies preparation of SIP Physical Guidelines; Training needs assessment for Physical School Status and Rapid Technical Assessments; SIP/DEP preparation; Selection criteria...

Supporting Tutoring Within a Namibian Environmental Education ...

African Journals Online (AJOL)

This paper is based on a case study of tutoring in the Namibian Environmental Education Certificate (NEEC) Course. In order to support tutoring, the National NEEC Coordinator investigated the way NEEC tutors are supported and the kinds of challenges faced in the tutoring process. The case study was framed within a ...

Parenting stress and parent support among mothers with high and low education.

Science.gov (United States)

Parkes, Alison; Sweeting, Helen; Wight, Daniel

2015-12-01

Current theorizing and evidence suggest that parenting stress might be greater among parents from both low and high socioeconomic positions (SEP) compared with those from intermediate levels because of material hardship among parents of low SEP and employment demands among parents of high SEP. However, little is known about how this socioeconomic variation in stress relates to the support that parents receive. This study explored whether variation in maternal parenting stress in a population sample was associated with support deficits. To obtain a clearer understanding of support deficits among mothers of high and low education, we distinguished subgroups according to mothers' migrant and single-parent status. Participants were 5,865 mothers from the Growing Up in Scotland Study, who were interviewed when their children were 10 months old. Parenting stress was greater among mothers with either high or low education than among mothers with intermediate education, although it was highest for those with low education. Support deficits accounted for around 50% of higher stress among high- and low-educated groups. Less frequent grandparent contact mediated parenting stress among both high- and low-educated mothers, particularly migrants. Aside from this common feature, different aspects of support were relevant for high- compared with low-educated mothers. For high-educated mothers, reliance on formal childcare and less frequent support from friends mediated higher stress. Among low-educated mothers, smaller grandparent and friend networks and barriers to professional parent support mediated higher stress. Implications of differing support deficits are discussed. (c) 2015 APA, all rights reserved).

Science Education & Advocacy: Tools to Support Better Education Policies

Science.gov (United States)

O'Donnell, Christine; Cunningham, B.; Hehn, J. G.

2014-01-01

Education is strongly affected by federal and local policies, such as testing requirements and program funding, and many scientists and science teachers are increasingly interested in becoming more engaged with the policy process. To address this need, I worked with the American Association of Physics Teachers (AAPT) --- a professional membership society of scientists and science teachers that is dedicated to enhancing the understanding and appreciation of physics through teaching --- to create advocacy tools for its members to use, including one-page leave-behinds, guides for meeting with policymakers, and strategies for framing issues. In addition, I developed a general tutorial to aid AAPT members in developing effective advocacy strategies to support better education policies. This work was done through the Society for Physics Students (SPS) Internship program, which provides a range of opportunities for undergraduates, including research, education and public outreach, and public policy. In this presentation, I summarize these new advocacy tools and their application to astronomy education issues.

Educational attainment, perception of workplace support and its influence on timing of childbearing for Canadian women: a cross-sectional study.

Science.gov (United States)

Metcalfe, Amy; Vekved, Monica; Tough, Suzanne C

2014-09-01

Under Canada's Employment Insurance system, parents are entitled to receive up to 50 weeks of parental leave at 55 % of salary. Despite this national policy, women with higher education are more likely to delay childbearing. This analysis aimed to assess the association between workplace support, educational attainment and the timing of first births. Women who had recently given birth to their first live-born infant and lived in Alberta, Canada, were randomly selected to participate in a telephone survey. Logistic regression was used to assess the relationship between workplace support, educational attainment and timing of first pregnancy. Among 835 women with a planned pregnancy, 26 % agreed that support or lack of support for pregnant women at their workplace affected their decision about when to begin their family. After controlling for age and income, women who had completed a post-graduate degree were three times (OR 3.39, 95 % CI 1.69-6.81) more likely to indicate that support or lack of support for pregnant women in their workplace affected their childbearing decisions. In spite of national policies, and the potential risks associated with delayed childbearing, workplace support impacts timing of pregnancy, particularly for highly educated women.

Family social support, community "social capital" and adolescents' mental health and educational outcomes: a longitudinal study in England.

Science.gov (United States)

Rothon, Catherine; Goodwin, Laura; Stansfeld, Stephen

2012-05-01

To examine the associations between family social support, community "social capital" and mental health and educational outcomes. The data come from the Longitudinal Study of Young People in England, a multi-stage stratified nationally representative random sample. Family social support (parental relationships, evening meal with family, parental surveillance) and community social capital (parental involvement at school, sociability, involvement in activities outside the home) were measured at baseline (age 13-14), using a variety of instruments. Mental health was measured at age 14-15 (GHQ-12). Educational achievement was measured at age 15-16 by achievement at the General Certificate of Secondary Education. After adjustments, good paternal (OR = 0.70, 95% CI 0.56-0.86) and maternal (OR = 0.65, 95% CI 0.53-0.81) relationships, high parental surveillance (OR = 0.81, 95% CI 0.69-0.94) and frequency of evening meal with family (6 or 7 times a week: OR = 0.77, 95% CI 0.61-0.96) were associated with lower odds of poor mental health. A good paternal relationship (OR = 1.27, 95% CI 1.06-1.51), high parental surveillance (OR = 1.37, 95% CI 1.20-1.58), high frequency of evening meal with family (OR = 1.64, 95% CI 1.33-2.03) high involvement in extra-curricular activities (OR = 2.57, 95% CI 2.11-3.13) and parental involvement at school (OR = 1.60, 95% CI 1.37-1.87) were associated with higher odds of reaching the educational benchmark. Participating in non-directed activities was associated with lower odds of reaching the benchmark (OR = 0.79, 95% CI 0.70-0.89). Building social capital in deprived communities may be one way in which both mental health and educational outcomes could be improved. In particular, there is a need to focus on the family as a provider of support.

Postsecondary Education Supports for Students with Disabilities: A Review and Response.

Science.gov (United States)

Stodden, Robert A.

2001-01-01

A literature review identified the impact of postsecondary completion on employment, the education and employment rates of people with disabilities, barriers to postsecondary education, and support and self-advocacy. Results were used to compile a research agenda for the National Center for the Study of Postsecondary Education Supports. (Contains…

Mobile Health Technology for Atrial Fibrillation Management Integrating Decision Support, Education, and Patient Involvement: mAF App Trial.

Science.gov (United States)

Guo, Yutao; Chen, Yundai; Lane, Deirdre A; Liu, Lihong; Wang, Yutang; Lip, Gregory Y H

2017-12-01

Mobile Health technology for the management of patients with atrial fibrillation is unknown. The simple mobile AF (mAF) App was designed to incorporate clinical decision-support tools (CHA 2 DS 2 -VASc [Congestive heart failure, Hypertension, Age ≥75 years, Diabetes Mellitus, Prior Stroke or TIA, Vascular disease, Age 65-74 years, Sex category], HAS-BLED [Hypertension, Abnormal renal/liver function, Stroke, Bleeding history or predisposition, Labile INR, Elderly, Drugs/alcohol concomitantly], SAMe-TT 2 R 2 [Sex, Age Mobile Health technology in patients with atrial fibrillation, demonstrating that the mAF App, integrating clinical decision support, education, and patient-involvement strategies, significantly improved knowledge, drug adherence, quality of life, and anticoagulation satisfaction. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Education and process change to improve skin health in a residential aged care facility.

Science.gov (United States)

Price, Kay; Kennedy, Kate J; Rando, Tabatha L; Dyer, Anthony R; Boylan, Jo

2017-12-01

We report on an intervention and evaluation in relation to changes in staff knowledge, time spent on healing and wound prevention and proportion of wounds in the facilities before and after. A rapid review of recent peer-reviewed literature (2006-2016) found 14 education-based intervention articles and provided the background and context for this intervention. A cohort of 164 nurses and personal care workers and 261 residents at two aged care-approved facilities contributed to this intervention on the effect of education, mentoring and practice change on staff knowledge and wound prevalence between 2015 and 2016. There was a significant decrease in pressure injury prevalence and an increase in the early identification of potential wounds between phase 1 and 3 across the two facilities. Overall, registered nurses and enrolled nurses showed significant increase in mean knowledge scores. There was a reorganisation of time spent on various wound care and prevention strategies that better represented education and knowledge. Wound management or prevention education alone is not enough; this study, using an educational intervention in conjunction with resident engagement, practice change, mentorship, onsite champions for healthy skin and product choice suggestions, supported by an organisation that focuses on a healthy ageing approach, showed improvement across two residential sites. © 2017 Medicalhelplines.com Inc and John Wiley & Sons Ltd.

Encouraging Educational Intra-Communications: Governmental Support for Educational Cooperation.

Science.gov (United States)

Stoloff, David L.

1990-01-01

A survey of governmental support of school-university collaborations, both national and international, is reported. Examples are viewed within the models of J. I. Goodland (1988) and P. C. Schlechty and B. Whitford (1988) and reviewed in terms of the implications for educational intracommunications and development of lifelong learning strategies.…

Deconstructing the Education-Industrial Complex in the Digital Age

Science.gov (United States)

Loveless, Douglas, Ed.; Sullivan, Pamela, Ed.; Dredger, Katie, Ed.; Burns, Jim, Ed.

2017-01-01

Developments in the education field are affected by numerous, and often conflicting, social, cultural, and economic factors. With the increasing corporatization of education, teaching and learning paradigms are continuously altered. "Deconstructing the Education-Industrial Complex in the Digital Age" is an authoritative reference source…

Perceived social support and parental education as determinants of adolescents' physical activity and eating behaviour: a cross-sectional survey.

Science.gov (United States)

Glozah, Franklin N; Pevalin, David J

2015-08-01

To examine the role of perceived social support and parental education on physical activity and eating behaviour of Ghanaian adolescents. Seven hundred and seventy Senior High School students (504 boys and 266 girls) between the ages of 14-21 years participated by completing questionnaires on perceived social support, physical activity and eating behaviour. The highest education attained by either parent or guardian was also obtained. Multivariate analysis of covariance was the main statistical test used to analyse the data. The results showed significant gender differences in physical activity and eating behaviour combined, with boys more likely to engage in physical activity than girls, and girls also more likely to engage in healthy eating behaviour than boys, albeit the effect was not statistically significant. While perceived social support had a significant positive effect on eating behaviour and physical activity, parental education had a significant effect only on eating behaviour but not physical activity. Perceived social support from family coupled with parental education provides more opportunities for adolescents to engage in healthy eating behaviour. Also, parents' educational attainment alone does not necessarily guarantee that adolescents will engage in physical activity; providing the needed social support and conducive home environment is more likely to induce physical activity behaviours. Finally, physical activity and eating behaviour should not be construed as alternative health behaviours as suggested by gender differentials in these health behaviours.

Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

Science.gov (United States)

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

2009-03-01

This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

Multimedia support in preoperative patient education for radical prostatectomy: the physicians' point of view.

Science.gov (United States)

Ihrig, Andreas; Herzog, Wolfgang; Huber, Christian G; Hadaschik, Boris; Pahernik, Sascha; Hohenfellner, Markus; Huber, Johannes

2012-05-01

To systematically assess the physicians' point of view of multimedia support in preoperative patient education for radical prostatectomy. We evaluated the view of physicians performing multimedia supported preoperative educations within a randomized controlled trial. Therein 8 physicians educated 203 patients for radical prostatectomy. All physicians rated multimedia supported education better than the standard procedure. Main reasons were better comprehensibility, the visual presentation, and greater ease in explaining complex issues. Objective time measurement showed no difference between both educations. The major disadvantage was the impression, that multimedia supported education lasted longer. Moreover, they had the impression that some details could be further improved. Given the choice, every physician would decide for multimedia support. Physicians appreciate multimedia support in preoperative education and contrary to their impression, multimedia support does not prolong patient education. Therefore, patients and physicians likewise profit from multimedia support for education and counseling. The readiness of physicians is a possible obstacle to this improvement, as their view is a key factor for the transition to everyday routine. Therefore, our results could alleviate this possible barrier for establishing multimedia supported education in clinical routine. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

New Evidence: Data Documenting Parental Support for Earlier Sexuality Education

Science.gov (United States)

Barr, Elissa M.; Moore, Michele J.; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Background: Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. Methods: As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the…

United nations Supported principles for Responsible Management Education

DEFF Research Database (Denmark)

Godemann, Jasmin; Moon, Jeremy; Haertle, Jonas

2014-01-01

and various ecological system crises. The United Nations supported Principles for Responsible Management Education (PRME) initiative is an important catalyst for the transformation of management education and a global initiative to change and reform management education in order to meet the increasing......The expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability has been reinforced in the light of their association with business leaders' failings, including corporate corruption, the financial crisis...

Trialling an electronic decision aid for policy developers to support ageing well.

Science.gov (United States)

Cummings, Elizabeth; Ellis, Leonie; Tin, Eh Eh; Boyer, Kim; Orpin, Peter

2015-01-01

The complex process of developing policies and planning services requires the compilation and collation of evidence from multiple sources. With the increasing numbers of people living longer there will be a high demand for a wide range of aged care services to support people in ageing well. The premise of ageing well is based on providing an ageing population with quality care and resources that support their ongoing needs. These include affordable healthcare, end of life care improvement, mental health services improvement, care and support improvement for people with dementia, and support for healthy ageing. The National Health and Medical Research Council funded a research project to develop a policy tool to provide a framework to assist policy makers and service planners in the area of ageing well in rural and regional Australia. It was identified that development of an electronic version of the policy tool could be useful resulting in a small pilot development being undertaken and tested with policy makers and service planners. This paper describes the development and trialling of a tablet based application used to assess the acceptability of computerised forms for participants actively involved in policy development. It reports on the policy developer's experience of the electronic tool to support ageing well policy making based on evidence.

Educational level and age as contributing factors to road traffic accidents

Directory of Open Access Journals (Sweden)

Sami Ashkan

2013-10-01

Full Text Available 【Abstract】Objective: This research analyzes data on road traffic accidents (RTA in Fars province, whose roads are among the highly dangerous ones in Iran. It inves- tigates educational level and age involved in RTA in order to discover patterns that can prevent or decrease accidents. Methods: This research made use of data visualization techniques to find hidden patterns. The data included mor- tality rate related to RTA in Fars province and were obtained from Fars Forensic Medicine Registry covering a period of 1 year from March 21, 2010 to March 21, 2011. All data were analyzed using SPSS 11.5. The results were reported as de- scriptive indices such as frequency (percentage. The Chi- square test was applied to the data concerning educational level and age. P value less than 0.05 was considered significant. Results: In the mentioned period, 1 831 people were killed, out of whom un/lowly educated people (69.6% ac- counted for the highest mortality rate. The significant rela- tionship between educational level and mortality rate was found (X2=275.98, P<0.0001. Also three was a significant association between age and mortality rate (X2=371.20, P<0.0001. Young people (age between 20 and 29 years contribute to higher RTA mortality rate compared with other age groups. Conclusion: The educational level and age are signifi- cantly correlated to mortality rate. The youth and un/lowly educated people suffer more fatal RTA. Key words: Accidents, traffic; Mortality; Education; Data mining; Iran

Determining and Analyzing Public Support for Gifted Education.

Science.gov (United States)

Karnes, Frances A.; Riley, Tracy L.

1997-01-01

Statewide support for gifted education was assessed through a public opinion telephone survey with 400 respondents in one state. Results indicated general support for specialized programs, except residential schools, for gifted children. Appropriate public relations strategies utilizing such survey results are suggested. (DB)

Education and training support system

International Nuclear Information System (INIS)

Kubota, Rhuji; Iyadomi, Motomi.

1996-01-01

In order to train the specialist such as operator or maintenance stuff of large scale plant such as nuclear power plant or thermal power plant, a high grade teaching and training support system is required as well as in training pilot of aeroplane. The specialist in such large scale plant is also a researcher in the field of machinery, electricity and physics at first, and is grown up a expert operator or maintenance stuff through learning of CAI system or OTJ used training material for teaching tool in addition of training used operating or maintenance training device imitating actual plant after acquiring determined knowledges by receiving fundamental education on nuclear and thermal power plants. In this paper, the teaching and training support systems of the nuclear and thermal power plants for a system supporting such teaching and training, respectively, were introduced. (G.K.)

Fertility Decline, Gender Composition of Families, and Expectations of Old Age Support.

Science.gov (United States)

Allendorf, Keera

2015-08-01

Recent fertility declines in non-Western countries may have the potential to transform gender systems. One pathway for such transformations is the creation of substantial proportions of families with children of only one gender. Such families, particularly those with only daughters, may facilitate greater symmetry between sons and daughters. This article explores whether such shifts may influence gendered expectations of old age support. In keeping with patriarchal family systems, old age support is customarily provided by sons, but not daughters, in India. Using data from the 2005 Indian Human Development Survey, I find that women with sons overwhelmingly expect old age support from a son. By contrast, women with only daughters largely expect support from a daughter or a source besides a child. These findings suggest that fertility decline may place demographic pressure on gendered patterns of old age support and the gender system more broadly.

Supporting Novice Special Education Teachers through Quality Professional Development

Science.gov (United States)

Tate, Mary E.

2013-01-01

The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

Efficacy and retention of Basic Life Support education including Automated External Defibrillator usage during a physical education period.

Science.gov (United States)

Watanabe, Kae; Lopez-Colon, Dalia; Shuster, Jonathan J; Philip, Joseph

2017-03-01

The American Heart Association (AHA) advocates for CPR education as a requirement of secondary school curriculum. Unfortunately, many states have not adopted CPR education. Our aim was to investigate a low-cost, time effective method to educate students on Basic Life Support (BLS), including reeducation. This is a prospective, randomized study. Retention was assessed at 4 months post-initial education. Education was performed by AHA-certified providers during a 45-minute physical education class in a middle school in Florida. This age provides opportunities for reinforcement through high school, with ability for efficient learning. The study included 41 Eighth grade students. Students were randomized into two groups; one group received repeat education 2 months after the first education, the second group did not. All students received BLS education limited to chest compressions and usage of an Automated External Defibrillator. Students had skills and knowledge tests administered pre- and post-education after initial education, and repeated 2 and 4 months later to assess retention. There was a significant increase in CPR skills and knowledge when comparing pre- and post-education results for all time-points ( p  < 0.001). When assessing reeducation, a significant improvement was noted in total knowledge scores but not during the actual steps of CPR. Our study indicates significant increase in CPR knowledge and skills following a one-time 45-minute session. Reeducation may be useful, but the interval needs further investigation. If schools across the United States invested one 45-60-minute period every school year, this would ensure widespread CPR knowledge with minimal cost and loss of school time.

Efficacy and retention of Basic Life Support education including Automated External Defibrillator usage during a physical education period

Directory of Open Access Journals (Sweden)

Kae Watanabe

2017-03-01

Full Text Available The American Heart Association (AHA advocates for CPR education as a requirement of secondary school curriculum. Unfortunately, many states have not adopted CPR education. Our aim was to investigate a low-cost, time effective method to educate students on Basic Life Support (BLS, including reeducation. This is a prospective, randomized study. Retention was assessed at 4 months post-initial education. Education was performed by AHA-certified providers during a 45-minute physical education class in a middle school in Florida. This age provides opportunities for reinforcement through high school, with ability for efficient learning. The study included 41 Eighth grade students. Students were randomized into two groups; one group received repeat education 2 months after the first education, the second group did not. All students received BLS education limited to chest compressions and usage of an Automated External Defibrillator. Students had skills and knowledge tests administered pre- and post-education after initial education, and repeated 2 and 4 months later to assess retention. There was a significant increase in CPR skills and knowledge when comparing pre- and post-education results for all time-points (p < 0.001. When assessing reeducation, a significant improvement was noted in total knowledge scores but not during the actual steps of CPR. Our study indicates significant increase in CPR knowledge and skills following a one-time 45-minute session. Reeducation may be useful, but the interval needs further investigation. If schools across the United States invested one 45–60-minute period every school year, this would ensure widespread CPR knowledge with minimal cost and loss of school time.

Social support and age influence distress outcomes differentially across urban, regional and remote Australia: an exploratory study

Directory of Open Access Journals (Sweden)

Allen Joanne

2012-10-01

Full Text Available Abstract Background The variation of determinants of mental health with remoteness has rarely been directly examined. The current research aims to examine whether the association of psychosocial factors with psychological distress outcomes varies with increasing remoteness. Methods Participants were persons aged 55 and over from two community cohorts sampling from across rural and urban New South Wales (N = 4219; mean age = 69.00 years; 46.1% male. Measures of social support from these studies were calibrated to facilitate comparison across the sample. Remoteness was assessed using a continuous measure, the Accessibility/Remoteness Index of Australia. The association between demographic characteristics, social support, remoteness, and their interactions with remoteness in the prediction of high psychological distress (cut-off > 21 on the Kessler 10 were examined using logistic regression. Results Not being in a married or defacto relationship (OR 0.69; 99% CI 0.51-0.94, lower education (OR 0.52; 99% CI 0.38-0.71 and decreased social support (OR 0.36; 99% CI 0.31-0.42 significantly predicted psychological distress. There was a significant interaction of age and remoteness (OR 0.84; 99% CI 0.67-1.00, indicating that as remoteness increases, older persons are less likely to be highly distressed, as well as a significant interaction of social support and remoteness (OR 1.22; 99% CI 1.04-1.44, indicating that as remoteness decreases, persons with low levels of social support are more likely to be highly distressed. Conclusions Remoteness may moderate the influence of social support and age on psychological distress outcomes.

Age and Social Support Seeking: Understanding the Role of Perceived Social Costs to Others.

Science.gov (United States)

Jiang, Li; Drolet, Aimee; Kim, Heejung S

2018-07-01

We examined age differences in the use of different types of social support and the reasons for these differences. We found that older adults (age 60+) seek explicit social support less compared with young adults (age 18-25), but there is no difference in implicit social support seeking. Concerns about the potential social costs of seeking explicit support mediate the age differences in explicit social support seeking. Whereas young adults view this strategy as conferring more benefits than costs, older adults have a more balanced view of the costs and benefits of explicit social support seeking. Older and young adults do not differ in perceptions of the relative costs versus benefits of implicit social support seeking. Finally, we found older adults benefit more from implicit (vs. explicit) social support emotionally than young adults, which further explains why age groups differ in their use of explicit versus implicit social support.

Developing Psychological Culture of Schoolchildren as a Means of Supporting Implementation of Basic Education Standards

Directory of Open Access Journals (Sweden)

Dubrovina I.V.

2018-01-01

Full Text Available The paper reviews the social situation of development of children and adolescents in the modern society marked by rapid changes. The development of children and adolescents is described as ‘embedding into the culture’ through the education and is closely associated with the formation of their psychological culture. The paper analyses the conditions of personality development in modern children and adolescents, the factors which impede the communication and understanding of other people; it highlights the risks of escaping into the virtual reality or joining asocial groups. The paper also suggests important measures aimed at the formation of psychological culture in children in relation to age-specific tasks of development in primary school and adolescent ages. The development of psychological culture is regarded as the key means of supporting the implementation of modern educational standards as well as the foundation of psychological health in schoolchildren.

Diagnostic validity of age and education corrections for the Mini-Mental State Examination in older African Americans.

Science.gov (United States)

Pedraza, Otto; Clark, Joy Humphreys; O'Bryant, Sid E; Smith, Glenn E; Ivnik, Robert J; Graff-Radford, Neill R; Willis, Floyd B; Petersen, Ronald C; Lucas, John A

2012-02-01

To investigate whether demographic (age and education) adjustments for the Mini-Mental State Examination (MMSE) attenuate mean score discrepancies between African-American and Caucasian adults and whether demographically adjusted MMSE scores improve the diagnostic classification accuracy of dementia in African-American adults over unadjusted MMSE scores. Cross-sectional study. Community-dwelling adults participating in the Mayo Clinic Alzheimer's Disease Patient Registry and Alzheimer's Disease Research Center. Three thousand two hundred fifty-four adults (2,819 Caucasian, 435 African American) aged 60 and older. MMSE score at study entry. African-American adults had significantly lower unadjusted MMSE scores (23.0 ± 7.4) than Caucasian adults (25.3 ± 5.4). This discrepancy persisted despite adjustment of MMSE scores for age and years of education using established regression weights or newly derived weights. Controlling for dementia severity at baseline and adjusting MMSE scores for age and quality of education attenuated this discrepancy. In African-American adults, an age- and education-adjusted MMSE cut score of 23/24 provided optimal dementia classification accuracy, but this represented only a modest improvement over an unadjusted MMSE cut score of 22/23. The posterior probability of dementia in African-American adults is presented for various unadjusted MMSE cut scores and prevalence rates of dementia. Age, dementia severity at study entry, and quality of educational experience are important explanatory factors in understanding the existing discrepancies in MMSE performance between Caucasian and African-American adults. These findings support the use of unadjusted MMSE scores when screening older African Americans for dementia, with an unadjusted MMSE cut score of 22/23 yielding optimal classification accuracy. © 2012, Copyright the Authors Journal compilation © 2011, The American Geriatrics Society.

The Virtual Learning Commons: Supporting Science Education with Emerging Technologies

Science.gov (United States)

Pennington, D. D.; Gandara, A.; Gris, I.

2012-12-01

The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of educators to be aware of resources that might be relevant to their classes. Even when aware, it can be difficult to understand enough about those resources to develop classroom materials. Often emerging data and technologies have little documentation, especially about their application. The VLC tackles this challenge by providing mechanisms for individuals and groups of educators to organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design classes that leverage those resources; and c) develop course syllabi. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support educators in different ways: 1. Innovation Marketplace: supports users as they find others teaching similar courses, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports educators as they organize their thinking about the content of their class and related classes taught by others; 3. Curriculum Designer: supports educators as they generate a syllabus and find Web resources that are relevant. This presentation will discuss the innovation and learning theories that have informed design of the VLC, hypotheses about the use of emerging technologies to support innovation in classrooms, and will include a

The Role of Age in Life Satisfaction Judgements among Educated ...

African Journals Online (AJOL)

This study investigated the role of age in life satisfaction judgements among educated adults in Ado – Ekiti. Employing a sample of 544 participants of educated adults in the age cohorts of 20 – 39 years (276), 40 – 59 years (179), and 60+ years (89), selected through a multi-stage sampling, and administering on them Life ...

Mechanism of financial support of education: legislative basis of power distribution

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O. S. Kotsovska

2014-11-01

Full Text Available The article studies the legislative basis of power distribution as a basic component of the mechanism of financial support of education at the regional level. Budgetary expenditure on education has been analyzed. It has been grounded and proposed to transfer the authority of financial support of education to appropriate regional and district administrations within the frameworks of decentralisation.

A development of maintenance educational support method by using navigation method. Pt. 2. A basic design of RHR pump maintenance educational support prototype system

International Nuclear Information System (INIS)

Yoshino, Kenji; Hirotsu, Yuko; Fujimoto, Junzo

2002-01-01

The nuclear power plant has the human error produced from the disagreement of the difficulty of systematic error and maintenance work and the work execution capability, such as the persons concerned, which are produced from the fault of the command and the chain of command concerning organization. Then, this research establishes the new maintenance educational support prototype system for aiming at organization as Trinity (a supervision person, a construction person in charge, a work person in charge, and group length) , and improvement in human reliability for the purpose of aiming at before hand prevention of a systematic error, human error, and the accident and a trouble. Main results (I) In this research, as a result of investigating and analyzing about an exchange of the information which exists between the Trinity of concerning maintenance work execution, it became clear that the command and the chain of command for job execution exist among 3 persons. (Fig. 1) It will consider as the index for establishment of this command and chain of command of the maintenance educational support method from now on. (2) The basic design was performed on the educator's-ed position-and-rank level' about the 'prototype system' which enables suitable educational support. (Fig. 2) Its feature are as follows. (I) Presumption of the mismatch portion concerning the position-and-rank level / work execution capability before and behind the education by the initial educational scenario concerning an organization / on-site work, and education, (2) Implementation of reeducation by the 'reeducation scenario' concerning the organization / on-site work for complementing and canceling the mismatch portion. (3) Implementation of the comprehensive judgment (the educational effect) by analysis of the contents of a reply (conversation) of the educator-ed in reeducation scenario process. By this research, the possibility of the self-recognition of the problem of self or weak points (knowledge

A structural model of age, grey matter volumes, education, and personality traits.

Science.gov (United States)

Kitamura, Soichiro; Yasuno, Fumihiko; Yamamoto, Akihide; Kazui, Hiroaki; Kudo, Takashi; Matsuoka, Kiwamu; Kiuchi, Kuniaki; Kosaka, Jun; Nagatsuka, Kazuyuki; Iida, Hidehiro; Kishimoto, Toshifumi

2016-01-01

When the relationship between ageing and changes in personality traits is considered, it is important to know how they are influenced by biological and environmental factors. The present study examined the relationships between various factors associated with the effect of ageing on personality traits, including structural changes of the brain and environmental factors such as education. We recruited 41 healthy subjects. We administered the NEO Five-Factor Inventory to assess personality factors. Magnetic resonance imaging was performed, and regional grey matter (GM) volumes were obtained. We identified associations in the correlation analysis of age, cerebral GM volume, years of education, and the personality trait of openness. Path analysis was used to estimate the relationships among these factors. The path analysis model of age, GM volume, years of education, and the personality trait of openness revealed that age has an indirect negative association with openness through GM volume and years of education. Ageing was related to a decrease in GM volume, which was in turn related to a decrease in the openness score. Older subjects generally had fewer years of education, which was related to a lower openness score. Maintaining openness against the effects of ageing is desirable, and our results imply that interventions against age-related cerebral atrophy and the promotion of opportunities for higher education may contribute to the development and stability of a healthy personality during the adult life course. © 2015 The Authors. Psychogeriatrics © 2015 Japanese Psychogeriatric Society.

Age and education corrected older adult normative data for a short form version of the Financial Capacity Instrument.

Science.gov (United States)

Gerstenecker, Adam; Eakin, Amanda; Triebel, Kristen; Martin, Roy; Swenson-Dravis, Dana; Petersen, Ronald C; Marson, Daniel

2016-06-01

Financial capacity is an instrumental activity of daily living (IADL) that comprises multiple abilities and is critical to independence and autonomy in older adults. Because of its cognitive complexity, financial capacity is often the first IADL to show decline in prodromal and clinical Alzheimer's disease and related disorders. Despite its importance, few standardized assessment measures of financial capacity exist and there is little, if any, normative data available to evaluate financial skills in the elderly. The Financial Capacity Instrument-Short Form (FCI-SF) is a brief measure of financial skills designed to evaluate financial skills in older adults with cognitive impairment. In the current study, we present age- and education-adjusted normative data for FCI-SF variables in a sample of 1344 cognitively normal, community-dwelling older adults participating in the Mayo Clinic Study of Aging (MCSA) in Olmsted County, Minnesota. Individual FCI-SF raw scores were first converted to age-corrected scaled scores based on position within a cumulative frequency distribution and then grouped within 4 empirically supported and overlapping age ranges. These age-corrected scaled scores were then converted to age- and education-corrected scaled scores using the same methodology. This study has the potential to substantially enhance financial capacity evaluations of older adults through the introduction of age- and education-corrected normative data for the FCI-SF by allowing clinicians to: (a) compare an individual's performance to that of a sample of similar age and education peers, (b) interpret various aspects of financial capacity relative to a normative sample, and (c) make comparisons between these aspects. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Ability of university-level education to prevent age-related decline in emotional intelligence

Science.gov (United States)

Cabello, Rosario; Navarro Bravo, Beatriz; Latorre, José Miguel; Fernández-Berrocal, Pablo

2014-01-01

Numerous studies have suggested that educational history, as a proxy measure of active cognitive reserve, protects against age-related cognitive decline and risk of dementia. Whether educational history also protects against age-related decline in emotional intelligence (EI) is unclear. The present study examined ability EI in 310 healthy adults ranging in age from 18 to 76 years using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). We found that older people had lower scores than younger people for total EI and for the EI branches of perceiving, facilitating, and understanding emotions, whereas age was not associated with the EI branch of managing emotions. We also found that educational history protects against this age-related EI decline by mediating the relationship between age and EI. In particular, the EI scores of older adults with a university education were higher than those of older adults with primary or secondary education, and similar to those of younger adults of any education level. These findings suggest that the cognitive reserve hypothesis, which states that individual differences in cognitive processes as a function of lifetime intellectual activities explain differential susceptibility to functional impairment in the presence of age-related changes and brain pathology, applies also to EI, and that education can help preserve cognitive-emotional structures during aging. PMID:24653697

Supporting Unemployed, Middle-Aged Men: A Psychoeducational Group Approach

Science.gov (United States)

Murphey, Charlotte M.; Shillingford, M. Ann

2012-01-01

This article presents a comprehensive group counseling approach to support unemployed, middle-aged men. An inclusive group curriculum designed to provide support and address potential mental health issues related to unemployment is introduced. The focus of the group is divided into 6 major areas that research has shown to have a significant impact…

Toward Dialogic Literacy Education for the Internet Age

Science.gov (United States)

Wegerif, Rupert

2015-01-01

In order to reconceptualize literacy education for the Internet Age, we first need to understand the extent to which our thinking has already been shaped by literacy practices. I begin this article with an exploration of the relationship between ways of communicating, ways of thinking, and the way in which we understand education. Face-to-face…

FEATURES OF USING AUGMENTED REALITY TECHNOLOGY TO SUPPORT EDUCATIONAL PROCESSES

Directory of Open Access Journals (Sweden)

Yury A. Kravchenko

2014-01-01

Full Text Available The paper discusses the concept and technology of augmented reality, the rationale given the relevance and timeliness of its use to support educational processes. Paper is a survey and study of the possibility of using augmented reality technology in education. Architecture is proposed and constructed algorithms of the software system management QR-codes media objects. An overview of the features and uses of augmented reality technology to support educational processes is displayed, as an option of a new form of visual demonstration of complex objects, models and processes. 

The couple relationship - support functions and sexuality in Old Age

Directory of Open Access Journals (Sweden)

Claudia Josefina Arias

2013-12-01

Full Text Available The aim of this paper is to analyze: 1 couple relationships – support functions and characteristics of the relationships – and their difference by gender, and 2 changes that occur in those relationships and in sexual activity in older heterosexual adults in the 65-85 age range. The subjects of the analysis were intentionally selected and the data has been collected in structured and semi-structured interviews. The results obtained by quantitative and qualitative analysis show that the couple relationship in old age fulfills functions such as emotional support, companionship and cognitive advice. Analysis by gender shows significant differences in 4 out of the 5 support functions that were explored. Among the changes that take place in old age, the decrease of frequency in sexual activity appears in the first place, though the level of satisfaction is maintained; and fellowship, mutual care and positive affect in relation to the partner increase.

Flourishing Creativity: Education in an Age of Wonder

Science.gov (United States)

Tan, Oon Seng

2015-01-01

The twenty-first century is often described as an age of uncertainty and ambiguity with unprecedented challenges. Those with a creative mind-set however might call this millennium an age of wonder. New technologies and digital media are facilitating imagination and inventiveness. How are we innovating education? Are schools and classroom fostering…

Effectiveness of basic life support instruction in physical education students--a pilot study.

Science.gov (United States)

Bielec, Grzegorz; Klajman, Paweł; Pęczak-Graczyk, Alicja

2014-01-01

According to the literature, 40% of injuries affecting school-age children are sports related. The role of physical education students, as future teachers, seems to be of high importance in terms of protecting children's safety during sports classes. The aim is to evaluate the level of basic life support (BLS) knowledge and skills in physical education students instructed with the use of different methods. Second-year physical education students (n=104, M age=20±0.6 years) were randomly assigned to three groups: experimental 1 (E1), experimental 2 (E2), and control (C). Group E1 students participated in a 2-hour BLS course based on computer-assisted presentations. Group E2 trainees practiced BLS algorithm in pairs during a 2-hour course. No manikins were used in both intervention groups. Students of Group C were asked to learn BLS algorithm on their own. All groups fulfilled a 10-question multiple-choice test on BLS at the beginning and the end of the experiment. After completing the course participants performed BLS on a manikin. The results of knowledge test were not significant before an experiment but differed essentially among the groups afterward (analysis of variance contrast analysis, peducation students. Moreover, permanent consultation on instructional methods with emergency medicine experts is recommended for university teachers.

Distance Education in Technological Age

OpenAIRE

R .C. SHARMA

2005-01-01

Distance Education in Technological AgeRomesh Verma (Editor), New Delhi: Anmol Publications, 2005, ISBN 81-261-2210-2, pp. 419 Reviewed by R C SHARMARegional DirectorIndira Gandhi National Open University-INDIA The advancements in information and communication technologies have brought significant changes in the way the open and distance learning are provided to the learners. The impact of such changes is quite visible in both developed and developing countries. Switching over to online mode...

The Role of Online Social Support in Supporting and Educating Parents of Young Children With Special Health Care Needs in the United States: A Scoping Review

Science.gov (United States)

Staten, Lisa K; Rodgers, Rylin Christine; Denne, Scott C

2016-01-01

Background When parents of young children with special health care needs (CSHCN) receive their child’s diagnosis, they encounter information they may not understand, emotions they may not know how to cope with, and questions about their child’s immediate and long-term future that frequently lack answers. The challenge of health care providers is how to prepare parents for caring for their CSHCN, for coping with any resulting challenges, and for accessing the systems and services that can assist them. Objective The purpose of this work was to review evidence of the information and support needs of parents of young CSHCN and to determine whether online social support can serve as an avenue for learning and empowerment for these parents. Methods A scoping review identified the challenges, coping mechanisms, and support needs among parents of CSHCN, and the reach and effectiveness of digital technologies with these families and health care providers. We also conducted interviews with professionals serving parents of CSHCN. Results The literature review and interviews suggested that parents best learn the information they need, and cope with the emotional challenges of raising a CSHCN, with support from other parents of CSHCN, and that young parents in recent years have most often been finding this parent-to-parent support through digital media, particularly social media, consistent with the theory of online social support. Evidence also shows that social media, particularly Facebook, is used by nearly all women aged 18-29 years across racial and socioeconomic lines in the United States. Conclusions Parents of young CSHCN experience significant stress but gain understanding, receive support, and develop the ability to care for and be advocates for their child through parent-to-parent emotional and informational social support. Online social support is most effective with young adults of childbearing age, with social media and apps being the most useful within the

Autonomy support physical education: history, design, methodology and analysis regarding motivation in teenage students

Directory of Open Access Journals (Sweden)

Marina Martínez-Molina

2013-07-01

Full Text Available In any area of education it is recognized how important is that students are motivated. But this requires teachers who motivate and actions that cause this state on students. The autonomy support may be the key to improve the motivation of learners, as well as an indicator to search for other improvements in the teaching-learning process. The aim of this study was to analyze the potential importance of supporting autonomy in students (both in learning and in the acquisition of habits and exemplify the design, methodology and analysis to make possible to get the objectives. This will draw a sample of 758 high school students (347 men, 45.8%; 411 women, 54.2% of the Region of Murcia, aged between 12 and 18 (M = 15.22, SD = 1.27. The instrument to be used is a questionnaire consisting of scales: Learning Climate Quetionarire (LCQ, Sport Motivation Scale (SMS, Intention to partake in leisure-time physical activity (Intention-PFTL, Sport Satisfaction Instrument to Physical Education (SSI-EF and the scale of Importance and usefulness of Physical Education (IEF. Possible results may improve and discuss many of the existing work and provide further guidance to be used for teachers to improve their teaching performance.

Reducing Ageism: Education About Aging and Extended Contact With Older Adults.

Science.gov (United States)

Lytle, Ashley; Levy, Sheri R

2017-11-19

Ageism is of increasing concern due to the growing older population worldwide and youth-centered focus of many societies. The current investigation tested the PEACE (Positive Education about Aging and Contact Experiences) model for the first time. Two online experimental studies examined 2 key factors for reducing ageism: education about aging (providing accurate information about aging) and extended contact (knowledge of positive intergenerational contact) as well as their potential combined effect (education plus extended contact). In Study 1, 354 undergraduates in all 3 experimental conditions (vs. control participants) reported less negative attitudes toward older adults (delayed post-test) and greater aging knowledge (immediate and delayed post-tests), when controlling for pre-study attitudes. In Study 2, 505 national community participants (ages 18-59) in all experimental conditions (vs. control participants) reported less negative attitudes toward older adults (immediate post-test) and greater aging knowledge (immediate and delayed post-tests). In summary, across 2 online studies, education about aging and knowledge of intergenerational extended contact improved attitudes toward older adults and aging knowledge. Thus, brief, online ageism-reduction strategies can be an effective way to combat ageism. These strategies hold promise to be tested in other settings, with other samples, and to be elaborated into more in-depth interventions that aim to reduce ageism in everyday culture. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

JAIF's teacher support activity on radiation education

International Nuclear Information System (INIS)

Kito, K.; Kudo, K.

2016-01-01

Japan Atomic Industrial Forum (JAIF) has been conducting science teacher support activities on radiation education since 2011, after the Fukushima NPP Accident, in cooperation with member organizations of the Japan Nuclear Human Resource Development Network (JN-HRD Net). (author)

Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support.

Science.gov (United States)

Lewinski, Allison A; Anderson, Ruth A; Vorderstrasse, Allison A; Fisher, Edwin B; Pan, Wei; Johnson, Constance M

2018-02-21

Virtual environments (VEs) facilitate interaction and support among individuals with chronic illness, yet the characteristics of these VE interactions remain unknown. The objective of this study was to describe social interaction and support among individuals with type 2 diabetes (T2D) who interacted in a VE. Data included VE-mediated synchronous conversations and text-chat and asynchronous emails and discussion board posts from a study that facilitated interaction among individuals with T2D and diabetes educators (N=24) in 2 types of sessions: education and support. VE interactions consisted of communication techniques (how individuals interact in the VE), expressions of self-management (T2D-related topics), depth (personalization of topics), and breadth (number of topics discussed). Individuals exchanged support more often in the education (723/1170, 61.79%) than in the support (406/1170, 34.70%) sessions or outside session time (41/1170, 3.50%). Of all support exchanges, 535/1170 (45.73%) were informational, 377/1170 (32.22%) were emotional, 217/1170 (18.55%) were appraisal, and 41/1170 (3.50%) were instrumental. When comparing session types, education sessions predominately provided informational support (357/723, 49.4%), and the support sessions predominately provided emotional (159/406, 39.2%) and informational (159/406, 39.2%) support. VE-mediated interactions resemble those in face-to-face environments, as individuals in VEs engage in bidirectional exchanges with others to obtain self-management education and support. Similar to face-to-face environments, individuals in the VE revealed personal information, sought information, and exchanged support during the moderated education sessions and unstructured support sessions. With this versatility, VEs are able to contribute substantially to support for those with diabetes and, very likely, other chronic diseases. ©Allison A Lewinski, Ruth A Anderson, Allison A Vorderstrasse, Edwin B Fisher, Wei Pan, Constance

Postsecondary Students With Psychiatric Disabilities Identify Core Services and Key Ingredients to Supporting Education Goals.

Science.gov (United States)

Biebel, Kathleen; Mizrahi, Raphael; Ringeisen, Heather

2017-10-26

Accessing and successfully completing postsecondary educational opportunities may be challenging for those living with psychiatric disabilities. This exploratory study highlights the experiences of individuals with psychiatric disabilities participating in postsecondary educational support initiatives. Investigators conducted case studies with 3 education support initiatives across the United States. Focus groups revealed what concrete supported education services were helpful and key ingredients in delivering education supports. Access to specialists, mindfulness techniques, help with time management and procrastination, and facilitating classroom accommodations were identified as critical. Developing authentic relationships with supported education staff, flexibility in service delivery and access to student peers living with psychiatric disabilities were noted as key ingredients in service delivery. Incorporating the voice of students with psychiatric disabilities into supported education services can increase access, involvement, and retention, therein providing more supports to students with psychiatric disabilities achieving their postsecondary education goals. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Federal and state benefits for transition age youth.

Science.gov (United States)

Altman, Stephanie; O'Connor, Sarah; Anapolsky, Ellyce; Sexton, Laura

2014-01-01

While all children face challenges as they become adults, children with chronic medical conditions or disabilities face unique barriers in their transition to adulthood. Children, especially those who are low income and have special needs, are eligible for a range of supports including income supports, health care coverage, vocational and educational supports. These supports are critical to sound health because they ensure access to necessary medical services, while also offsetting the social determinants that negatively affect health. Unfortunately, as children transition into adulthood, eligibility for these benefits can change abruptly or even end entirely. If medical providers have a better understanding of five transition key dates, they can positively impact their patients' health by ensuring continuous coverage through the transition to adulthood. The key dates are as follows: (1) transition services for students with an Individualized Education Program (IEP) must begin by age 16 (in some states such as Illinois, these services must be in place by age 14 1/2); (2) at age 18, eligibility for income supports may change; (3) at age 19, eligibility for Medicaid may change; (4) at graduation, eligibility for educational supports will end unless steps are taken to extend those benefits until age 22; and (5) when individuals prepare to enter the workforce, they will become eligible for vocational rehabilitation services. With an understanding of these key transition dates and how to partner with social services and advocacy organizations on behalf of their patients, medical providers can help to ensure that transition-age patients retain the holistic social services and supports they need to protect their health.

Changing Medical School IT to Support Medical Education Transformation.

Science.gov (United States)

Spickard, Anderson; Ahmed, Toufeeq; Lomis, Kimberly; Johnson, Kevin; Miller, Bonnie

2016-01-01

Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable. We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine. This system uses coordinated and interoperable technologies to support new instructional methods, capture students' effort, and manage feedback, allowing the monitoring of students' progress toward specific competency goals across settings and programs. The new undergraduate medical education program at Vanderbilt, entitled Curriculum 2.0, is a competency-based curriculum in which the ultimate goal is medical student advancement based on performance outcomes and personal goals rather than a time-based sequence of courses. IT support was essential in the creation of Curriculum 2.0. In addition to typical learning and curriculum management functions, IT was needed to capture data in the learning workflow for analysis, as well as for informing individual and programmatic success. We aligned people, processes, and technology to provide the IT infrastructure for the organizational transformation. Educational IT personnel were successfully realigned to create the new IT system. The IT infrastructure enabled monitoring of student performance within each competency domain across settings and time via personal student electronic portfolios. Students use aggregated performance data, derived in real time from the portfolio, for mentor-guided performance assessment, and for creation of individual learning goals and plans. Poorly performing students were identified earlier through online communication systems that alert the appropriate instructor or coach of

Care and supportive measures in school-aged children with prenatal substance exposure.

Science.gov (United States)

Sandtorv, Lisbeth B; Haugland, Siren; Elgen, Irene

2017-12-01

Prenatal exposure to substances, including alcohol, opiates, and a number of illicit drugs, may have a negative impact on fetal development. Studies have shown that substance exposure can influence a child's neurodevelopment and the need for care and supportive measures. In this study, we aimed to investigate the care status and the level of supportive measures in school-aged children prenatally exposed to alcohol and other substances. This study included children aged between 6 and 14 years who were referred to Haukeland University Hospital in Norway with developmental impairment and a history of prenatal substance exposure. Participants were classified according to their main prenatal exposure to either alcohol or other substances. Information on care status and supportive measures was obtained from medical records and participants' caregivers. We also compared the use of supportive measures for children placed into foster care before and after 1 year of age. A total of 111 (87% of 128 referrals) eligible children participated in the study. Of these 111 children, 96 (86%) were in foster care, of whom 29 (30%) were placed into foster care during their first year of life and 83 out of 90 (92%) had supportive measures, including reinforced foster care and school or social support. A high proportion of the sample lived in foster care and received supportive measures. Findings may reflect an increased need of care and support in school-aged children with prenatal substance exposure, highlighting the importance of awareness among caregivers and public agencies.

PERCEIVED AUTONOMY SUPPORT AND BEHAVIORAL ENGAGEMENT IN PHYSICAL EDUCATION: A CONDITIONAL PROCESS MODEL OF POSITIVE EMOTION AND AUTONOMOUS MOTIVATION.

Science.gov (United States)

Yoo, Jin

2015-06-01

A variety of theoretical perspectives describe the crucial behavioral roles of motivation and emotion, but how these interact with perceptions of social contexts and behaviors is less well understood. This study examined whether autonomous motivation mediated the relationship between perceived autonomy support and behavioral engagement in physical education and whether this mediating process was moderated by positive emotion. A sample of 592 Korean middle-school students (304 boys, 288 girls; M age = 14.0 yr., SD = 0.8) completed questionnaires. Autonomous motivation partially mediated the positive association between perceived autonomy support and behavioral engagement. Positive emotion moderated the relationship between autonomous motivation and behavioral engagement. This indirect link was stronger as positive emotion increased. These findings suggest the importance of integrating emotion into motivational processes to understand how and when perceived autonomy support is associated with behavioral engagement in physical education.

Actions to promote professional ethics in the people supported education

Directory of Open Access Journals (Sweden)

Sucel Batista-Fonseca

2016-06-01

Full Text Available An action plan aimed at strengthening professional ethics supported by the methodology of popular education is a tool for achieving quality in the institutions used by managers and by workers committed with efficiency in our organizations. This study seeks to propose an action plan that promotes ethics in institutions supported by the methodology of popular education. The development of this proposal was made aided by documentary analysis with the use of theoretical methods such as analysis-synthesis, induction, deduction, and leaning on the technique of participant observation. The authors have investigated about professional ethics and Popular Education and analyzed these categories separately. The literature review showed that the methodology of popular education is an essential tool to encourage professional ethics.

Childhood growth and development associated with need for full-time special education at school age.

Science.gov (United States)

Mannerkoski, Minna; Aberg, Laura; Hoikkala, Marianne; Sarna, Seppo; Kaski, Markus; Autti, Taina; Heiskala, Hannu

2009-01-01

To explore how growth measurements and attainment of developmental milestones in early childhood reflect the need for full-time special education (SE). After stratification in this population-based study, 900 pupils in full-time SE groups (age-range 7-16 years, mean 12 years 8 months) at three levels and 301 pupils in mainstream education (age-range 7-16, mean 12 years 9 months) provided data on height and weight from birth to age 7 years and head circumference to age 1 year. Developmental screening was evaluated from age 1 month to 48 months. Statistical methods included a general linear model (growth measurements), binary logistic regression analysis (odds ratios for growth), and multinomial logistic regression analysis (odds ratios for developmental milestones). At 1 year, a 1 standard deviation score (SDS) decrease in height raised the probability of SE placement by 40%, and a 1 SDS decrease in head size by 28%. In developmental screening, during the first months of life the gross motor milestones, especially head support, differentiated the children at levels 0-3. Thereafter, the fine motor milestones and those related to speech and social skills became more important. Children whose growth is mildly impaired, though in the normal range, and who fail to attain certain developmental milestones have an increased probability for SE and thus a need for special attention when toddlers age. Similar to the growth curves, these children seem to have consistent developmental curves (patterns).

Supporting Diverse Challenges of Ageing with Digital Enhanced Living Solutions.

Science.gov (United States)

Grundy, John; Mouzakis, Kon; Vasa, Rajesh; Cain, Andrew; Curumsing, Maheswaree; Abdelrazek, Mohamed; Fernando, Niroshine

2018-01-01

By the 2050, it is estimated that the proportion of people over the age of 80 will have risen from 3.9% to 9.1% of population of Organisation for Economic Cooperation and Development countries. A large proportion of these people will need significant help to manage various chronic illnesses, including dementia, heart disease, diabetes, limited physical movement and many others. Current approaches typically focus on acute episodes of illness and are not well designed to provide adequately for daily living care support. In our rapidly ageing society, a critical need exists for effective, affordable, scalable and safe in-home and in-residential care solutions leveraging a range of current and emerging sensor, interaction and integration technologies. Key aims are to support the ageing to live longer in their own homes; make daily challenges associated with ageing less limiting through use of technology supports; better support carers - both professional and family - in providing monitoring, proactive intervention, and community connectedness; enable in-home and in-residential care organisations to scale their support services and better use their workforces; and ultimately provide better quality of life. Deakin University researchers have been investigating a range of emerging technologies and platforms to realise this vision, which we in broad terms coin Digital Enhanced Living, in the ageing space but also supporting those with anxiety and depression, sleep disorders, various chronic diseases, recovery from injury, and various predictive analytics. A Smart Home solution, carried out in conjunction with a local start-up, has produced and trialled a novel sensor, interaction, and AI-based technology. Virtual Reality (VR) solutions have been used to support carers in the set-up of dementia-friendly homes, in conjunction with Alzheimers Australia. Activity and nutrition solutions, including the use of conversational agents, have been used to build dialogue to engage and

Development of a British Road Safety Education Support Materials Curriculum.

Science.gov (United States)

Bouck, Linda H.

Road safety education needs to be a vital component in the school curriculum. This paper describes a planned road safety education support materials curriculum developed to aid educators in the Wiltshire County (England) primary schools. Teaching strategies include topic webs, lecture, class discussion, group activities, and investigative learning…

Towards Science Education for all: Teacher Support for Female ...

African Journals Online (AJOL)

Towards Science Education for all: Teacher Support for Female Pupils in the Zimbabwean Science Class. ... Annals of Modern Education ... One hundred female pupils studying sciences at either Ordinary or Advanced level, and 10 science teachers from 10 selected secondary schools in one province in Zimbabwe, ...

Teachers’ and Education Support Professionals’ Perspectives on Bullying and Prevention: Findings From a National Education Association Study

Science.gov (United States)

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela

2014-01-01

Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers’ and education support professionals’ perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students’ sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed. PMID:25414539

HOW IS CLASSMATE AND PE TEACHER SUPPORT ASSOCIATED WITH THE LEVEL OF PHYSICAL ACTIVITY IN YOUNG ADOLESCENTS FROM KOSOVO? THE ROLE OF GENDER AND AGE.

Science.gov (United States)

Bronikowski, Michal; Laudańska-Krzemińska, Ida; Bronikowska, Małgorzata; Morina, Besnik

2015-09-01

This study aimed to investigate how were the peer and physical education (PE) teacher variables associated with moderate-to-vigorous physical activity (MVPA) among Kosovar teenagers (13-15 years of age), and the role of age and gender in these associations. Cross-sectional data was gathered through a study conducted in seven major municipalities of Kosovo. 632 girls (aged 14.3 ± 0.8) and 664 boys (aged 14.2 ± 0.8) were examined using the adjusted Classmate and Teacher Support Scale and the Physical Activity Screening measure. A three-way (support*age*gender) ANOVA was used to compare the individuals' MVPA level with the different levels of support they received, with different age in groups of girls and boys. Boys reported higher levels of MVPA than girls in all age categories. A higher level of MVPA was reported by boys receiving high or medium support from classmates. In case of PE teacher support, high, medium and even low support correlated with high MVPA in all age categories. In girls only 13 year olds reported receiving high levels of both classmate and PE teachers support which correlated with a higher level of MVPA. It appears that engagement in MVPA among young Kosovar adolescents is relatively high in boys, regardless of the level of classmate or PE teacher support, whereas in girls the level of MVPA decreased over their time at school. Support from both classmates and PE teachers turned out to be the most significant factor in 13 years old girls, before they moved from primary to secondary school. This issue requires more detailed insight, considering traditional ethnical and religious barriers to engagement of young female adolescents in physical activity.

Formal education level versus self-rated literacy as predictors of cognitive aging.

Science.gov (United States)

Kavé, Gitit; Shrira, Amit; Palgi, Yuval; Spalter, Tal; Ben-Ezra, Menachem; Shmotkin, Dov

2012-11-01

To compare the prediction of cognitive functioning by formal education and self-rated literacy and the differences in prediction across younger and older cohorts. Data on 28,535 respondents were drawn from a cross-sectional representative sample of community-dwelling older individuals (≥50), participating in the Survey of Health, Ageing, and Retirement in Europe. Education level was classified according to the International Standard Classification of Education 1997 (ISCED-1997) self-rated literacy was determined by having respondents rate their reading and writing on 1-5 scales. Cognitive functioning was measured by verbal recall, word fluency, and arithmetic ability. Structural equation modeling demonstrated that self-rated literacy was more strongly associated with cognitive functioning than was education level, with or without additional exogenous variables (age, sex, household income, medical conditions, activities of daily living, reading eyesight, and country). The association between education level and cognitive functioning was weaker in older than in younger age groups, whereas the association between self-rated literacy and cognitive functioning showed the opposite trend. Self-rated literacy was found to be a better predictor of late-life cognitive functioning than was the level of formal education. The results have implications for studies of age-related differences in which education level is taken into account.

Education for Medical Decision Support at EuroMISE Centre

Czech Academy of Sciences Publication Activity Database

Martinková, Patrícia; Zvára Jr., Karel; Dostálová, T.; Zvárová, Jana

2013-01-01

Roč. 1, č. 1 (2013), s. 40-40 ISSN 1805-8698. [EFMI 2013 Special Topic Conference. 17.04.2013-19.04.2013, Prague] Institutional support: RVO:67985807 Keywords : education * decision support * knowledge evaluation * e-learning Subject RIV: IN - Informatics, Computer Science

Is being a medical educator a lonely business? The essence of social support

NARCIS (Netherlands)

van den Berg, Joost W.; Verberg, Christel P. M.; Scherpbier, Albert J. J. A.; Jaarsma, A. Debbie C.; Lombarts, Kiki M. J. M. H.

2017-01-01

Social support helps prevent burnout and promotes its positive opposite, work engagement. With higher work engagement performance increases. The context-specific aspects of social support for medical educators, in their educator role, are unknown. To help facilitate social support our study

Principles and Practices of Mature-Age Education at U3As

Science.gov (United States)

Siedle, Rob

2011-01-01

A movement known as the Universities of the Third Age (U3As) provides educational, cultural and social services for mature-age people in Australia and internationally. This paper focuses on the educational courses run by U3As and discusses two basic questions: What are the expectations of learners who enrol in these classes? and How can tutors…

Virtualization-support Cases in Engineering Education

DEFF Research Database (Denmark)

Soler, José

2011-01-01

The paper presents cases of applying hardware virtualization techniques as support for education activities in two different courses and a master thesis within the degree International MSc on Telecommunication Engineering at the Technical University of Denmark (DTU). The triggering problem...... is presented in each of the cases, together with the benefits and drawbacks of using virtualization to cope with it....

Is being a medical educator a lonely business? The essence of social support

NARCIS (Netherlands)

van den Berg, Joost W.; Verberg, Christel P. M.; Scherpbier, Albert J. J. A.; Jaarsma, A. Debbie C.; Lombarts, Kiki M. J. M. H.

CONTEXT Social support helps prevent burnout and promotes its positive opposite, work engagement. With higher work engagement performance increases. The context-specific aspects of social support for medical educators, in their educator role, are unknown. To help facilitate social support our study

Basic Education and Policy Support Activity: Tools and Publications.

Science.gov (United States)

Creative Associates International, Inc., Washington, DC.

The Basic Education and Policy Support (BEPS) Activity is a United States Agency for International Development (USAID)-sponsored, multi-year initiative designed to further improve the quality of, effectiveness of, and access to formal and nonformal basic education. This catalog is one element of the BEPS information dissemination process. The…

Education and labor market activity of women: an age-group specific empirical analysis

NARCIS (Netherlands)

Münch, C.; van Wijnbergen, S.

2009-01-01

We analyze the determinants of female labor market participation for different age-groups in the European Union. We show that female participation is positively affected by tertiary education at any age. But upper secondary education increases participation only up to an age of 40 while after that

Education and support for representative, direct and stealth democracy

NARCIS (Netherlands)

Coffé, Hilde; Michels, Ank

2014-01-01

Using data collected within the scope of a Dutch internet panel survey (LISS) in 2011, this study tracks public support for direct, stealth and representative democracy according to educational level. Our findings indicate that, in terms of overall support for each specific type of democracy, lower

Examining the Relationships Between Education, Social Networks and Democratic Support With ABM

Science.gov (United States)

Drucker, Nick; Campbell, Kenyth

2011-01-01

This paper introduces an agent-based model that explores the relationships between education, social networks, and support for democratic ideals. This study examines two factors thai affect democratic support, education, and social networks. Current theory concerning these two variables suggests that positive relationships exist between education and democratic support and between social networks and the spread of ideas. The model contains multiple variables of democratic support, two of which are evaluated through experimentation. The model allows individual entities within the system to make "decisions" about their democratic support independent of one another. The agent based approach also allows entities to utilize their social networks to spread ideas. Current theory supports experimentation results. In addion , these results show the model is capable of reproducing real world outcomes. This paper addresses the model creation process and the experimentation procedure, as well as future research avenues and potential shortcomings of the model

Supporting future university educators in Haiti – Phase 2 | IDRC ...

International Development Research Centre (IDRC) Digital Library (Canada)

Supporting future university educators in Haiti – Phase 2 ... ISTEAH recently created five research centres and IDRC will support master's ... and entrepreneurship will support students in building their careers. ... The 2017 World Conference of Science Journalists was an opportunity for the awardees to develop their skills ...

Supporting teachers in data-informed educational design

NARCIS (Netherlands)

McKenney, Susan; Mor, Yishay

2015-01-01

Recent years have seen a growing recognition of the value of positioning teaching as a design science. In this context, we see a great potential in the possible synergy between educational design, learning analytics and teacher inquiry. This synergy is demonstrated in the form of Computer Supported

Quantifying policy tradeoffs to support aging populations

Directory of Open Access Journals (Sweden)

Sergei Scherbov

2014-03-01

Full Text Available Background: Coping with aging populations is a challenge for most developed countries. Supporting non-working adults can create an unsustainable burden on those working. One way of dealing with this is to raise the normal pension age, but this has proven unpopular. A complementary approach is to raise the average labor force participation rate. These policies are generally more politically palatable because they often remove barriers, allowing people who would like to work to do so. Objective: To conceptualize and estimate the trade-off between pension age and labor force participation rate policies. Methods: We project the populations of European countries and apply different levels of labor force participation rates to the projected populations. We introduce the notion of a relative burden, which is the ratio of the fraction of the income of people in the labor market in 2050 that they transfer to adults out of the labor market to the same fraction in 2009. We use this indicator to investigate the trade-offs between changes in normal pension ages and the general level of labor force participation rates. Results: We show that, in most European countries, a difference in policies that results in an increase in average labor force participation rates by an additional one to two percentage points by 2050 can substitute for a one-year increase in the normal pension age. This is important because, in many European countries, without additional increases in labor force participation rates, normal pension ages would have to be raised well above 68 by 2050 to keep the burden on those working manageable. Conclusions: Because of anticipated increases in life expectancy and health at older ages as well as because of financial necessity, some mix of increases in pension ages and in labor force participation rates will be needed. Pension age changes by themselves will not be sufficient.

A meaningful MESS (Medical Education Scholarship Support

Directory of Open Access Journals (Sweden)

Shari A. Whicker

2016-07-01

Full Text Available Background: Graduate medical education faculty bear the responsibility of demonstrating active research and scholarship; however, faculty who choose education-focused careers may face unique obstacles related to the lack of promotion tracks, funding, career options, and research opportunities. Our objective was to address education research and scholarship barriers by providing a collaborative peer-mentoring environment and improve the production of research and scholarly outputs. Methods: We describe a Medical Education Scholarship Support (MESS group created in 2013. MESS is an interprofessional, multidisciplinary peer-mentoring education research community that now spans multiple institutions. This group meets monthly to address education research and scholarship challenges. Through this process, we develop new knowledge, research, and scholarly products, in addition to meaningful collaborations. Results: MESS originated with eight founding members, all of whom still actively participate. MESS has proven to be a sustainable unfunded local community of practice, encouraging faculty to pursue health professions education (HPE careers and fostering scholarship. We have met our original objectives that involved maintaining 100% participant retention; developing increased knowledge in at least seven content areas; and contributing to the development of 13 peer-reviewed publications, eight professional presentations, one Masters of Education project, and one educational curriculum. Discussion: The number of individuals engaged in HPE research continues to rise. The MESS model could be adapted for use at other institutions, thereby reducing barriers HPE researchers face, providing an effective framework for trainees interested in education-focused careers, and having a broader impact on the education research landscape.

Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting

Science.gov (United States)

Kurth, Jennifer; Mastergeorge, Ann M.

2010-01-01

The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer…

Work-related injuries of educational support staff in schools.

Science.gov (United States)

Ko, Dong Hwan; Jeong, Byung Yong

2018-02-15

This study aims to describe the characteristics of occupational injuries to educational support staff (service worker) in schools. In this research, 803 injured workers registered in 2015 were analyzed in terms of their gender, age, work experience, school type, work type, accident type, agency of accident, nature of injury and injured part of the body for each occupation. The workers were classified into after-school instructor, custodian and cooking staff. Accidents occurred mainly due to slips (35.6%) on floor/stair or contact with high temperature (18.1%). Also, the workers mostly fractured (41.2%) or had burns (19.3%) on their leg/foot (37.1%) or arm/hand/finger (29.8%). The results showed the difference in characteristics and injury pattern of injured persons for each occupation type, addressing the need for customized preventative measures for each situation. The results of this study can be a baseline in devising policies and guidelines for preventing accidents of service workers in schools.

Digital Citizenship Means Character Education for the Digital Age

Science.gov (United States)

Ohler, Jason

2012-01-01

The reality of students' cyber lives has thrust upon educators a new approach: creating character education programs tuned to digital youth that are proactive and aggressive. This will help integrate students' digital activities within the context of the communities in which they live, both local and digital. The digital age beckons a new era of…

Age at Menarche and Time Spent in Education: A Mendelian Randomization Study.

Science.gov (United States)

Gill, D; Del Greco M, F; Rawson, T M; Sivakumaran, P; Brown, A; Sheehan, N A; Minelli, C

2017-09-01

Menarche signifies the primary event in female puberty and is associated with changes in self-identity. It is not clear whether earlier puberty causes girls to spend less time in education. Observational studies on this topic are likely to be affected by confounding environmental factors. The Mendelian randomization (MR) approach addresses these issues by using genetic variants (such as single nucleotide polymorphisms, SNPs) as proxies for the risk factor of interest. We use this technique to explore whether there is a causal effect of age at menarche on time spent in education. Instruments and SNP-age at menarche estimates are identified from a Genome Wide Association Study (GWAS) meta-analysis of 182,416 women of European descent. The effects of instruments on time spent in education are estimated using a GWAS meta-analysis of 118,443 women performed by the Social Science Genetic Association Consortium (SSGAC). In our main analysis, we demonstrate a small but statistically significant causal effect of age at menarche on time spent in education: a 1 year increase in age at menarche is associated with 0.14 years (53 days) increase in time spent in education (95% CI 0.10-0.21 years, p = 3.5 × 10 -8 ). The causal effect is confirmed in sensitivity analyses. In identifying this positive causal effect of age at menarche on time spent in education, we offer further insight into the social effects of puberty in girls.

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Directory of Open Access Journals (Sweden)

Juan Antonio Moreno-Murcia

2016-01-01

Full Text Available The aim of this study was to analyze the behavioral, affective and cognitive effects that an intervention based on autonomy support has in physical education classes. The sample consisted of 145 students aged between 10 and 12 (M = 10.37; SD = .68. The experimental group (n = 91 consisted of four groups (two fifth grade and two sixth and control group (n = 54 for a fifth year and one sixth of primary education. Autonomy support, the basic psychological needs, intrinsic motivation, importance attributed to physical education and the rate of regular physical activity were measured. Before the study began, the instructor involved participated in a workshop on autonomy support. During the same he was taught the concepts advocated by the SDT motivation and behavior training to facilitate greater levels of autonomy support, in addition to lowering the driver style statements in their classes. After the intervention (21 programmed physical education classes in four months, the results showed that the experimental group experienced significant increases in autonomy, intrinsic motivation, importance of physical education, intention to do sport and regular physical activity. Autonomy support in students had positive cognitive, affective and behavioral consequences.

Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education.

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Taylor, Ian M; Lonsdale, Chris

2010-10-01

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students' perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students' perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

Storytelling: a care technology in continuing education for active ageing.

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Costa, Nadia Pinheiro da; Polaro, Sandra Helena Isse; Vahl, Eloá Aparecida Caliari; Gonçalves, Lucia Hisako Takase

2016-01-01

assessing relevance and effectiveness of care/educational technology in the form of "storytelling" as a strategy in the cultivation of active ageing (AA) for elderly users of a Basic Health Unit (BHU), from the Amazon region. convergent care research (CCR) held in a BHU in Belém, state of Pará, with eight elderly ladies for testing this technology. An active ageing assessment questionnaire and WHOQOL-BREF - quality of life assessment were applied. After training with a view to continuing education, elderly ladies told stories for an audience that addressed the question: "What did you learn from it for your life?" tThe popular stories elicited reactions from which the following categories emerged: solidarity; respect for the other; imagination, dreams, hopes and culture of the Amazonian. This practice had a positive result, producing changes in the quality of life of the elderly, particularly in the psychological domain. "storytelling" proved to be an innovative technology, a relevant and effective resource in health education, especially for active ageing.

Why decision support systems are important for medical education.

Science.gov (United States)

Konstantinidis, Stathis Th; Bamidis, Panagiotis D

2016-03-01

During the last decades, the inclusion of digital tools in health education has rapidly lead to a continuously enlarging digital era. All the online interactions between learners and tutors, the description, creation, reuse and sharing of educational digital resources and the interlinkage between them in conjunction with cheap storage technology has led to an enormous amount of educational data. Medical education is a unique type of education due to accuracy of information needed, continuous changing competences required and alternative methods of education used. Nowadays medical education standards provide the ground for organising the educational data and the paradata. Analysis of such education data through education data mining techniques is in its infancy, but decision support systems (DSSs) for medical education need further research. To the best of our knowledge, there is a gap and a clear need for identifying the challenges for DSSs in medical education in the era of medical education standards. Thus, in this Letter the role and the attributes of such a DSS for medical education are delineated and the challenges and vision for future actions are identified.

Effects of age and environmental support for rehearsal on visuospatial working memory.

Science.gov (United States)

Lilienthal, Lindsey; Hale, Sandra; Myerson, Joel

2016-05-01

The present study investigated whether older adults' visuospatial working memory shows effects of environmental support for rehearsal similar to those observed in young adults (Lilienthal, Hale, & Myerson, 2014). When the duration of interitem intervals was 4 s and participants had sufficient time to rehearse, location memory spans were larger in both age groups when environmental support was present than when support was absent. Critically, however, the age-related difference in memory was actually larger when support was provided, suggesting that young and older adults may differ in their rehearsal of to-be-remembered locations. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Implementing Information and Communication Technology to Support Community Aged Care Service Integration: Lessons from an Australian Aged Care Provider.

Science.gov (United States)

Douglas, Heather E; Georgiou, Andrew; Tariq, Amina; Prgomet, Mirela; Warland, Andrew; Armour, Pauline; Westbrook, Johanna I

2017-04-10

There is limited evidence of the benefits of information and communication technology (ICT) to support integrated aged care services. We undertook a case study to describe carelink+, a centralised client service management ICT system implemented by a large aged and community care service provider, Uniting. We sought to explicate the care-related information exchange processes associated with carelink+ and identify lessons for organisations attempting to use ICT to support service integration. Our case study included seventeen interviews and eleven observation sessions with a purposive sample of staff within the organisation. Inductive analysis was used to develop a model of ICT-supported information exchange. Management staff described the integrated care model designed to underpin carelink+. Frontline staff described complex information exchange processes supporting coordination of client services. Mismatches between the data quality and the functions carelink+ was designed to support necessitated the evolution of new work processes associated with the system. There is value in explicitly modelling the work processes that emerge as a consequence of ICT. Continuous evaluation of the match between ICT and work processes will help aged care organisations to achieve higher levels of ICT maturity that support their efforts to provide integrated care to clients.

An online self-care education program to support patients after total laryngectomy: feasibility and satisfaction.

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Cnossen, Ingrid C; van Uden-Kraan, Cornelia F; Eerenstein, Simone E J; Jansen, Femke; Witte, Birgit I; Lacko, Martin; Hardillo, José A; Honings, Jimmie; Halmos, Gyorgy B; Goedhart-Schwandt, Noortje L Q; de Bree, Remco; Leemans, C René; Verdonck-de Leeuw, Irma M

2016-03-01

The purpose of this study was to investigate the feasibility of an online self-care education program supporting early rehabilitation of patients after total laryngectomy (TLPs) and factors associated with satisfaction. Health care professionals (HCPs) were invited to participate and to recruit TLPs. TLPs were informed on the self-care education program "In Tune without Cords" (ITwC) after which they gained access. A study specific survey was used (at baseline T0 and postintervention T1) on TLPs' uptake. Usage, satisfaction (general impression, willingness to use, user-friendliness, satisfaction with self-care advice and strategies, Net Promoter Score (NPS)), sociodemographic, and clinical factors were analyzed. HCPs of 6 out of 9 centers (67% uptake rate) agreed to participate and recruited TLPs. In total, 55 of 75 TLPs returned informed consent and the baseline T0 survey and were provided access to ITwC (73% uptake rate). Thirty-eight of these 55 TLPs used ITwC and completed the T1 survey (69% usage rate). Most (66%) TLPs were satisfied (i.e., score ≥7 (scale 1-10) on 4 survey items) with the self-care education program (mean score 7.2, SD 1.1). NPS was positive (+5). Satisfaction with the self-care education program was significantly associated with (higher) educational level and health literacy skills (P = .004, P = .038, respectively). No significant association was found with gender, age, marital status, employment status, Internet use, Internet literacy, treatment modality, time since total laryngectomy, and quality of life. The online self-care education program ITwC supporting early rehabilitation was feasible in clinical practice. In general, TLPs were satisfied with the program.

The Role of Online Social Support in Supporting and Educating Parents of Young Children With Special Health Care Needs in the United States: A Scoping Review.

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DeHoff, Beth A; Staten, Lisa K; Rodgers, Rylin Christine; Denne, Scott C

2016-12-22

When parents of young children with special health care needs (CSHCN) receive their child's diagnosis, they encounter information they may not understand, emotions they may not know how to cope with, and questions about their child's immediate and long-term future that frequently lack answers. The challenge of health care providers is how to prepare parents for caring for their CSHCN, for coping with any resulting challenges, and for accessing the systems and services that can assist them. The purpose of this work was to review evidence of the information and support needs of parents of young CSHCN and to determine whether online social support can serve as an avenue for learning and empowerment for these parents. A scoping review identified the challenges, coping mechanisms, and support needs among parents of CSHCN, and the reach and effectiveness of digital technologies with these families and health care providers. We also conducted interviews with professionals serving parents of CSHCN. The literature review and interviews suggested that parents best learn the information they need, and cope with the emotional challenges of raising a CSHCN, with support from other parents of CSHCN, and that young parents in recent years have most often been finding this parent-to-parent support through digital media, particularly social media, consistent with the theory of online social support. Evidence also shows that social media, particularly Facebook, is used by nearly all women aged 18-29 years across racial and socioeconomic lines in the United States. Parents of young CSHCN experience significant stress but gain understanding, receive support, and develop the ability to care for and be advocates for their child through parent-to-parent emotional and informational social support. Online social support is most effective with young adults of childbearing age, with social media and apps being the most useful within the theoretical framework of social support. This opens new

Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China

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Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia

2015-01-01

Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…

Student-Centered Educational Reform: The Impact of Parental and Educator Support of Student Diligence.

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Bernard, Hinsdale; And Others

1996-01-01

Diligence is a significant, meaningful predictor of student competence. This study examines the level of diligence displayed by students from two selected northeastern Ohio school districts and relates student diligence to the level of support provided by parents and educators. There was no distinction in support levels provided by mothers and…

Persona Development and Educational Needs to Support Informal Caregivers.

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Al Awar, Zeina; Kuziemsky, Craig

2017-01-01

Informal caregivers are playing an increasing role in community based care delivery. Research is needed that looks at the educational needs of informal caregivers as a precursor to HIT design to support community care delivery. A challenge is informal caregivers have very diverse educational needs. Personas are an approach to describe user characteristics as part of systems design and this approach could be used to understand and categorize the various educational needs of informal caregivers. This paper addresses this research need and provides a method for persona development and the identification of educational needs for informal caregivers.

Smoke-free environments: age, sex, and educational disparity in 25 Argentinean cities.

Science.gov (United States)

Schoj, Veronica; Allemandi, Lorena; Ianovsky, Oscar; Lago, Manuel; Alderete, Mariela

2012-10-01

There is scarce evidence of secondhand smoke (SHS) and disparity in developing countries. We evaluated the relationship between socio-demographic variables and secondhand smoke-related factors in Argentina. We conducted a randomized telephone survey (2008/2009) in 25 Argentinean cities. We included a sample of 160 respondents per city stratified by sex and age. We used different generalized multivariate regression models with a confidence interval of 95 % for the five outcome variables. We sampled 4,000 respondents, 52.2 % women, 36 % adolescents and young adults (15-29 years), 58 % ≥12 years of education, and 72.6 % nonsmokers. Support to 100 % smoke-free environment legislation was higher in older than in younger respondents, OR = 1.5 (IC: 1.2-2.0), and in people with higher education levels, OR = 1.2 (IC: 1.1-1.4). Exposure to SHS was significantly lower in men than in women at home and in public places, IRR = 0.7 (IC: 0.5-0.9) and IRR  = 0.8 (IC: 0.6-0.9), respectively. Older respondents reported lower exposure at home and in public places than adolescents and young adults, IRR = 0.6 (IC: 0.4-0.8) and IRR = 0.4 (IC: 0.3-0.5), respectively. People with higher education levels had a higher level of exposure in indoor public places than less educated people, IRR = 1.1 (IC: 1.1-1.2). Knowledge of respiratory disease in children caused by SHS exposure was lower in men than in women, RRR = 0.3 (IC: 0.1-0.6). Perceived compliance was higher in men than in women, OR = 1.4 (IC: 1.1-1.8) and in people with higher education levels, OR = 1.2 (IC: 1.1-1.4). Older and more educated respondents were more empowered than. younger and less educated people, OR = 1.5 (IC: 1.2-1.9) and OR = 1.2 (IC: 1.1-1.3), respectively. Reference groups for each variable were age: 15-29; education: ≤7 years; and sex: men. This is the first study to explore socio-demographic variables regarding secondhand smoke in our country. Women and younger people are more

Support for Arts Education. State Arts Agency Fact Sheet

Science.gov (United States)

National Assembly of State Arts Agencies, 2011

2011-01-01

Supporting lifelong learning in the arts is a top priority for state arts agencies. By supporting arts education in the schools, state arts agencies foster young imaginations, address core academic standards, and promote the critical thinking and creativity skills essential to a 21st century work force. State arts agencies also support…

Educating an Aging Society: The University of the Third Age in Finland.

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Yenerall, Joseph D.

2003-01-01

The University of the Third Age in Finland has evolved from English and French models to include lectures, discussion groups, and research groups. A survey of 165 adult learners found their primary reason for participating was to acquire general education and self-knowledge. Socializing and meeting people were among the lowest ranked motivations.…

Effects of Gender, Age, and Education on Assertiveness in a Nigerian Sample

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Onyeizugbo, Eucharia U.

2003-01-01

Two hundred fourteen (214) married persons, 101 men and 113 women aged 20-60, with at least high school education, participated in the study which investigated the effects of gender, age, and educational attainment on assertiveness among married persons in Nigeria. The Assertive Behavior Assessment scale (ABAS; Onyeizugbo, 1998) was used to…

The Effect of Perceived Psychological Need Support on Amotivation in Physical Education

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Jackson-Kersey, Rachel; Spray, Christopher

2016-01-01

Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in…

Special Education Teachers' Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings

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Douglas, Sarah N.; Chapin, Shelley E.; Nolan, James F.

2016-01-01

In recent years, there has been an increase in paraeducator supports, in large part because students with low incidence disabilities are being included more frequently in general education settings. As a result, special education teachers have been given additional supervisory responsibilities related to directing the work of paraeducators in…

THERAPEUTIC SUPPORT OF REALIZATION OF THE COMPETENCE APPROACH IN EDUCATION

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Viktoriia A. Lykova

2010-08-01

Full Text Available The article analyses mechanisms of realization of the competence approach in education. Its therapeutic support actualizes factors of nonlinearity, processuality, subjectivity, conformity with nature, feedback in the educational environment. Behind each person there is a variety of tendencies, therefore to foresee or plan, «limit by standards» what exactly will be personally significant for a particular student in pedagogical interaction, is impossible. Therapeutic competence of teachers allows to realize individual learning pathways with support on a «fan of indicators» within a circle of competences.

Implementing Information and Communication Technology to Support Community Aged Care Service Integration: Lessons from an Australian Aged Care Provider

Directory of Open Access Journals (Sweden)

Heather E Douglas

2017-04-01

Full Text Available Introduction: There is limited evidence of the benefits of information and communication technology (ICT to support integrated aged care services. Objectives: We undertook a case study to describe carelink+, a centralised client service management ICT system implemented by a large aged and community care service provider, Uniting. We sought to explicate the care-related information exchange processes associated with carelink+ and identify lessons for organisations attempting to use ICT to support service integration. Methods: Our case study included seventeen interviews and eleven observation sessions with a purposive sample of staff within the organisation. Inductive analysis was used to develop a model of ICT-supported information exchange. Results: Management staff described the integrated care model designed to underpin carelink+. Frontline staff described complex information exchange processes supporting coordination of client services. Mismatches between the data quality and the functions carelink+ was designed to support necessitated the evolution of new work processes associated with the system. Conclusions: There is value in explicitly modelling the work processes that emerge as a consequence of ICT. Continuous evaluation of the match between ICT and work processes will help aged care organisations to achieve higher levels of ICT maturity that support their efforts to provide integrated care to clients.

Implementing Information and Communication Technology to Support Community Aged Care Service Integration: Lessons from an Australian Aged Care Provider

Science.gov (United States)

Georgiou, Andrew; Tariq, Amina; Prgomet, Mirela; Warland, Andrew; Armour, Pauline; Westbrook, Johanna I

2017-01-01

Introduction: There is limited evidence of the benefits of information and communication technology (ICT) to support integrated aged care services. Objectives: We undertook a case study to describe carelink+, a centralised client service management ICT system implemented by a large aged and community care service provider, Uniting. We sought to explicate the care-related information exchange processes associated with carelink+ and identify lessons for organisations attempting to use ICT to support service integration. Methods: Our case study included seventeen interviews and eleven observation sessions with a purposive sample of staff within the organisation. Inductive analysis was used to develop a model of ICT-supported information exchange. Results: Management staff described the integrated care model designed to underpin carelink+. Frontline staff described complex information exchange processes supporting coordination of client services. Mismatches between the data quality and the functions carelink+ was designed to support necessitated the evolution of new work processes associated with the system. Conclusions: There is value in explicitly modelling the work processes that emerge as a consequence of ICT. Continuous evaluation of the match between ICT and work processes will help aged care organisations to achieve higher levels of ICT maturity that support their efforts to provide integrated care to clients. PMID:29042851

Breastfeeding education and support services offered to pediatric residents in the US.

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Osband, Yardaena B; Altman, Robin L; Patrick, Patricia A; Edwards, Karen S

2011-01-01

The American Academy of Pediatrics (AAP) encourages pediatricians to support the practice of breastfeeding and residency educators to develop formal curricula in breastfeeding education. Few studies, however, describe breastfeeding education or support services currently provided to pediatric residents in the United States. The goals of this study were to investigate breastfeeding training offered during 3-year pediatric residency programs and to describe residency programs' policies and services for residents who breastfeed. We conducted a cross-sectional study using a Web-based survey of pediatric program directors regarding breastfeeding education and support services for residents. Seventy percent of program directors (132 of 189) completed the survey, with 77.3% of respondents (n = 102) estimating the amount of breastfeeding education offered to their pediatric residents. Residents are provided with a median total of 9.0 hours of breastfeeding training over 3 years, primarily in continuity clinic and in lectures and rounds with attendings. At the programs' primary teaching hospitals, breastfeeding residents are provided breastfeeding rooms (67.0%), breast pumps (75.3%), and breast milk storage facilities (87.6%). Only 10 programs reported having an official policy to accommodate breastfeeding residents. Pediatric residents receive approximately 3 hours of breastfeeding training per year. In addition, there is less than universal implementation by residency programs of AAP recommendations for supporting breastfeeding in the workplace. Pediatric residency programs should find ways to improve and assess the quality of breastfeeding education and workplace support to better role model this advocacy standard. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

EIIS: An Educational Information Intelligent Search Engine Supported by Semantic Services

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Huang, Chang-Qin; Duan, Ru-Lin; Tang, Yong; Zhu, Zhi-Ting; Yan, Yong-Jian; Guo, Yu-Qing

2011-01-01

The semantic web brings a new opportunity for efficient information organization and search. To meet the special requirements of the educational field, this paper proposes an intelligent search engine enabled by educational semantic support service, where three kinds of searches are integrated into Educational Information Intelligent Search (EIIS)…

Gender and age in media education

OpenAIRE

Elżbieta Gajek,

2009-01-01

Nowadays mass media shape the perception of social values and roles. Thus, aspects of media education that deal with various kinds of inequalities influence general sensitivity to diversity and its consequences. In this respect media and intercultural competences interrelate. Not only minorities’ rights have to be secured, but also majorities rights have to considered if it happens that majorities are discriminated. Widely accepted gender and age inequalities presented on the media in stereot...

The association between social support and cognitive function in Mexican adults aged 50 and older.

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Zamora-Macorra, Mireya; de Castro, Elga Filipa Amorin; Ávila-Funes, José Alberto; Manrique-Espinoza, Betty Soledad; López-Ridaura, Ruy; Sosa-Ortiz, Ana Luisa; Shields, Pamela L; Del Campo, Daniel Samano Martin

Social support networks are crucial for the health of older adults; however, personal characteristics and time of life may diminish the protective effect of social support. to determine if the presence of social support networks were associated with cognitive impairment among Mexican adults aged 50 or older and if this relationship was different based on age. This study analyzed data from the National Representation Survey performed in Mexico, Study on Global Ageing (SAGE) wave 1. Cognitive function was evaluated by a standardized test, social support was evaluated through latent class analysis (LCA). The LCA was run to obtain three subgroups of different Social Support Levels (SSL): low, medium, and high. Logistic regression models, stratified by age, were performed to analyze the association between SSL and cognitive function. For respondents ages 71-80 y/o, there was an inverse relationship with cognitive impairment for those with medium (OR 0.23, p=0.020) and high (OR 0.07, p=0.000) SSL in comparison with low SSL. While social support helped to improve cognitive function in older adults aged 71-80, this same association was not observed in adults of other ages. Those younger than 70 y/o may not need such a strong support network as a result of being more self-sufficient. After 80, social networks were not enough to help diminish the negative impact of cognitive impairment. Social support could improve the cognitive function of adults ages 71 and 80; suggesting there could be a window of opportunity to improve cognitive functioning for this group. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

NICU nurse educators: what evidence supports your teaching strategies?

Science.gov (United States)

Pilcher, Jobeth

2013-01-01

One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

Exercise as an intervention for the age-related decline in brain metabolic support

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Brenda J Anderson

2010-08-01

Full Text Available To identify interventions for brain aging, we must first identify the processes in which we hope to intervene. Brain aging is a period of decreasing functional capacity and increasing vulnerability, which reflect a reduction in morphological organization and perhaps degeneration. Since life is ultimately dependent upon the ability to maintain cellular organization through metabolism, this review explores evidence for a decline in neural metabolic support during aging, which includes a reduction in whole brain cerebral blood flow, and cellular metabolic capacity. Capillary density may also decrease with age, although the results are less clear. Exercise may be a highly effective intervention for brain aging, because it improves the cardiovascular system as a whole, and increases regional capillary density and neuronal metabolic capacity. Although the evidence is strongest for motor regions, more work may yield additional evidence for exercise-related improvement in metabolic support in non-motor regions. The protective effects of exercise may be specific to brain region and the type of insult. For example, exercise protects striatal cells from ischemia, but it produces mixed results after hippocampal seizures. Exercise can improve metabolic support and bioenergetic capacity in adult animals, but it remains to be determined whether it has similar effects in aging animals. What is clear is that exercise can influence the multiple levels of support necessary for maintaining optimal neuronal function, which is unique among proposed interventions for aging.

Medical Education Must Move from the Information Age to the Age of Artificial Intelligence.

Science.gov (United States)

Wartman, Steven A; Combs, C Donald

2017-11-01

Changes to the medical profession require medical education reforms that will enable physicians to more effectively enter contemporary practice. Proposals for such reforms abound. Common themes include renewed emphasis on communication, teamwork, risk-management, and patient safety. These reforms are important but insufficient. They do not adequately address the most fundamental change--the practice of medicine is rapidly transitioning from the information age to the age of artificial intelligence. Employers need physicians who: work at the top of their license, have knowledge spanning the health professions and care continuum, effectively leverage data platforms, focus on analyzing outcomes and improving performance, and communicate the meaning of the probabilities generated by massive amounts of data to patients given their unique human complexities.Future medical practice will have four characteristics that must be addressed in medical education: care will be (1) provided in many locations; (2) provided by newly-constituted health care teams; and (3) based on a growing array of data from multiple sources and artificial intelligence applications; and (4) the interface between medicine and machines will need to be skillfully managed. Thus, medical education must make better use of the findings of cognitive psychology, pay more attention to the alignment of humans and machines in education, and increase the use of simulations. Medical education will need to evolve to include systematic curricular attention to the organization of professional effort among health professionals, the use of intelligence tools like machine learning and robots, and a relentless focus on improving performance and patient outcomes. [end of abstract].

CLOUD EDUCATIONAL RESOURCES FOR PHYSICS LEARNING RESEARCHES SUPPORT

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Oleksandr V. Merzlykin

2015-10-01

Full Text Available The definition of cloud educational resource is given in paper. Its program and information components are characterized. The virtualization as the technological ground of transforming from traditional electronic educational resources to cloud ones is reviewed. Such levels of virtualization are described: data storage device virtualization (Data as Service, hardware virtualization (Hardware as Service, computer virtualization (Infrastructure as Service, software system virtualization (Platform as Service, «desktop» virtualization (Desktop as Service, software user interface virtualization (Software as Service. Possibilities of designing the cloud educational resources system for physics learning researches support taking into account standards of learning objects metadata (accessing via OAI-PMH protocol and standards of learning tools interoperability (LTI are shown. The example of integration cloud educational resources into Moodle learning management system with use of OAI-PMH and LTI is given.

Software support for environmental measurement in quality at educational institutions

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Alena Pauliková

2016-03-01

Full Text Available The analysed theme of this article is based on the training of environmental measurements for workplaces. This is very important for sustainable quality in technical educational institutions. Applied kinds of software, which are taught at technical educational institutions, have to offer the professional and methodical knowledge concerning conditions of working ambient for students of selected technical specialisations. This skill is performed in such a way that the graduates, after entering the practical professional life, will be able to participate in solutions for actual problems that are related to environmental protection by means of software support. Nowadays, during the training processit is also obligatory to introduce technical science. Taking into consideration the above-mentioned facts it is possible to say that information technology support for environmental study subjects is a relevant aspect, which should be integrated into the university educational process. There is an effective progress that further highlights the focus on the quality of university education not only for environmental engineers. Actual trends require an increasing number of software/hardware educated engineers who can participate in qualitative university preparation, i.e.IT environmentalists. The Department of Environmental Engineering at the Faculty of Mechanical Engineering, TechnicalUniversity in Košice, Slovakia is an institution specified and intended for quality objectivisation. This institution introduced into the study programmes (“Environmental Management” and “Technology of Environmental Protection” study subjects with the software support, which are oriented towards outdoor and indoor ambient and in this way the Department of Process and Environmental Engineering is integrated effectively and intensively into the area of measurement training with regard to the requirement of quality educational processes.

The Support System in Distance Education:Factors Affecting Achievements Among Women Learners

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Rozhan M IDRUS

2005-10-01

Full Text Available The Support System in Distance Education:Factors Affecting Achievements Among Women Learners Hanafi ATAN Zuraidah A. RAHMAN Omar MAJID Noraida A. GHANIRozhan M IDRUS School of Distance EducationUniversiti Sains Malaysia11800 Penang, MALAYSIA ABSTRACT Distance education has the potential to contribute to the enhancement of women’s development by overcoming not only temporal and spatial barriers but familial commitments as well. It brings education to their home and allows women to learn at their individual pace, seek skills for individual development and at the same time, enables them to fulfill family responsibilities. An important element of distance education is the provision of the learner support system that provides students the access to learning resources and means of communication that would facilitate the array of educational activities and exposure to various other guidance and advisories. This paper reports on the study undertaken to elucidate the dimensions of the support system provided by the School of Distance Education (SDE, Universiti Sains Malaysia (USM to its women learners that would have significant impact on their achievements. The factorial analysis conducted revealed that the role of the faculty is the main contributing factor affecting these achievements, followed by the provision of the intensive course, the electronic portal, video conferencing and to a much lesser extent, the existence of the regional centres. The implications of this study are discussed with the view of improving the support system provided by the institution and the need to put into action the necessary strategies to further improve the achievement of the women learners.

Distance Education in the Digital Age: Common Misconceptions and Challenging Tasks

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Guri-Rosenblit, Sarah

2009-01-01

This article discusses in its first part three common misconceptions related to the operation of distance education providers in the digital age: The tendency to relate to e-learning as the new generation of distance education; the confusion between ends and means of distance education; and the absence of the teachers' crucial role in the…

Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.

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Hills, Andrew P; Dengel, Donald R; Lubans, David R

2015-01-01

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward. Copyright © 2014. Published by Elsevier Inc.

Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers

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Roderick, Erin; Jung, Adrian Woo

2012-01-01

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument…

The modulating effect of education on semantic interference during healthy aging.

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Daniela Paolieri

Full Text Available Aging has traditionally been related to impairments in name retrieval. These impairments have usually been explained by a phonological transmission deficit hypothesis or by an inhibitory deficit hypothesis. This decline can, however, be modulated by the educational level of the sample. This study analyzed the possible role of these approaches in explaining both object and face naming impairments during aging. Older adults with low and high educational level and young adults with high educational level were asked to repeatedly name objects or famous people using the semantic-blocking paradigm. We compared naming when exemplars were presented in a semantically homogeneous or in a semantically heterogeneous context. Results revealed significantly slower rates of both face and object naming in the homogeneous context (i.e., semantic interference, with a stronger effect for face naming. Interestingly, the group of older adults with a lower educational level showed an increased semantic interference effect during face naming. These findings suggest the joint work of the two mechanisms proposed to explain age-related naming difficulties, i.e., the inhibitory deficit and the transmission deficit hypothesis. Therefore, the stronger vulnerability to semantic interference in the lower educated older adult sample would possibly point to a failure in the inhibitory mechanisms in charge of interference resolution, as proposed by the inhibitory deficit hypothesis. In addition, the fact that this interference effect was mainly restricted to face naming and not to object naming would be consistent with the increased age-related difficulties during proper name retrieval, as suggested by the transmission deficit hypothesis.

The modulating effect of education on semantic interference during healthy aging.

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Paolieri, Daniela; Marful, Alejandra; Morales, Luis; Bajo, María Teresa

2018-01-01

Aging has traditionally been related to impairments in name retrieval. These impairments have usually been explained by a phonological transmission deficit hypothesis or by an inhibitory deficit hypothesis. This decline can, however, be modulated by the educational level of the sample. This study analyzed the possible role of these approaches in explaining both object and face naming impairments during aging. Older adults with low and high educational level and young adults with high educational level were asked to repeatedly name objects or famous people using the semantic-blocking paradigm. We compared naming when exemplars were presented in a semantically homogeneous or in a semantically heterogeneous context. Results revealed significantly slower rates of both face and object naming in the homogeneous context (i.e., semantic interference), with a stronger effect for face naming. Interestingly, the group of older adults with a lower educational level showed an increased semantic interference effect during face naming. These findings suggest the joint work of the two mechanisms proposed to explain age-related naming difficulties, i.e., the inhibitory deficit and the transmission deficit hypothesis. Therefore, the stronger vulnerability to semantic interference in the lower educated older adult sample would possibly point to a failure in the inhibitory mechanisms in charge of interference resolution, as proposed by the inhibitory deficit hypothesis. In addition, the fact that this interference effect was mainly restricted to face naming and not to object naming would be consistent with the increased age-related difficulties during proper name retrieval, as suggested by the transmission deficit hypothesis.

Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia

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Karpushkina N.V.

2017-08-01

Full Text Available The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university; organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001 “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”.

Toward Reducing Ageism: PEACE (Positive Education about Aging and Contact Experiences) Model.

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Levy, Sheri R

2018-03-19

The population of older adults is growing worldwide. Negative ageism (negative attitudes and behavior toward older adults) is a serious international concern that negatively influences not only older adults but also individuals across the age continuum. This article proposes and examines the application of an integrative theoretical model across empirical evidence in the literature on ageism in psychology, medicine, social work, and sociology. The proposed Positive Education about Aging and Contact Experiences (PEACE) model focuses on 2 key contributing factors expected to reduce negative ageism: (a) education about aging including facts on aging along with positive older role models that dispel negative and inaccurate images of older adulthood; and (b) positive contact experiences with older adults that are individualized, provide or promote equal status, are cooperative, involve sharing of personal information, and are sanctioned within the setting. These 2 key contributing factors have the potential to be interconnected and work together to reduce negative stereotypes, aging anxiety, prejudice, and discrimination associated with older adults and aging. This model has implications for policies and programs that can improve the health and well-being of individuals, as well as expand the residential, educational, and career options of individuals across the age continuum.

School-Aged Children Who Are Educated at Home by Their Parents: Is There a Role for Educational Psychologists?

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Arora, Tiny C. M. J.

2003-01-01

This paper reviews the literature on home education with reference to issues that may concern educational psychologists. It notes the fast growing number of families (at present, 1% of the UK school population) who have chosen to educate their school-aged children at home. The great majority of home-educated children are reported to be well…

The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

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Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

2003-12-01

The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

A field experiment of energy education using integrative learning support system

International Nuclear Information System (INIS)

Obayashi, Fumiaki; Yamamoto, Atsumu; Ito, Kyoko; Shimoda, Hiroshi; Yoshikawa, Hidekazu

2002-01-01

A new energy learning support system for higher education was the object of this experiment. The aim of this learning support system is to support students within an integrative study environment in which various personal skills and general knowledge on energy related issues are to be developed. The main goals of this learning tool for the students are to simulate their interest and creativity, to enhance awareness, to increase capability of researching on the subject and to improve problem-solving skills on energy related issues. The salient feature of this learning support system is that it is used for group learning by which each learner can develop the ability to reflect on the subject through mutual discussion. Moreover, in order to keep the attention of the students on the topic and provide them with a better assimilation of the curriculum, a personified agent is used as a cooperative associate who assists learners through natural communication, using voice conversation function in Japanese language. Then, the subject experiment has been conducted. Also, means of effective energy education are discussed in this research. As a conclusion, this learning support system is proven to be effective and the use of it for energy education is recommended. (author)

Age at asthma onset and asthma self-management education among adults in the United States.

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Mirabelli, Maria C; Beavers, Suzanne F; Shepler, Samantha H; Chatterjee, Arjun B

2015-01-01

Asthma self-management education improves asthma-related outcomes. We conducted this analysis to evaluate variation in the percentages of adults with active asthma reporting components of asthma self-management education by age at asthma onset. Data from 2011 to 2012 Asthma Call-back Surveys were used to estimate percentages of adults with active asthma reporting six components of asthma self-management education. Components of asthma self-management education include having been taught to what to do during an asthma attack and receiving an asthma action plan. Differences in the percentages of adults reporting each component and the average number of components reported across categories of age at asthma onset were estimated using linear regression, adjusted for age, education, race/ethnicity, sex, smoking status, and years since asthma onset. Overall, an estimated 76.4% of adults with active asthma were taught what to do during an asthma attack and 28.7% reported receiving an asthma action plan. Percentages reporting each asthma self-management education component declined with increasing age at asthma onset. Compared with the referent group of adults whose asthma onset occurred at 5-14 years of age, the percentage of adults reporting being taught what to do during an asthma attack was 10% lower among those whose asthma onset occurred at 65-93 years of age (95% CI: -18.0, -2.5) and the average number of components reported decreased monotonically across categories of age at asthma onset of 35 years and older. Among adults with active asthma, reports of asthma self-management education decline with increasing age at asthma onset.

Ageing, Learning and Health: Making Connections

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Mestheneos, Elizabeth; Withnall, Alexandra

2016-01-01

The health of ageing populations is a real concern across the world so that the concept of active ageing has been advocated as a framework for appropriate educational policies and programmes to support people as they grow older. The other elements discussed here are health and healthy life expectancy (HLE) acknowledging that as people age, they…

Game-based dynamic simulations supporting technical education and training

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Tore Bjølseth

2006-04-01

Full Text Available Educational games may improve learning by taking advantage of the new knowledge and skills of today’s students obtained from extensive use of interactive games. This paper describes how interactive dynamic simulators of advanced technical systems and phenomena can be shaped and adapted as games and competitions supporting technical education and training. Some selected examples at different educational levels are shown, from vocational training to university level courses. The potential benefit and perceived learning effect of this approach is also described and underpinned from comprehensive user feedback.

Effect of a Supportive Educational Program on Self-Efficacy of Mothers with Epileptic Children

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Sepideh Gholami

2016-07-01

Full Text Available Background: In the aftermath of de-institutionalisation and the move to community management of epilepsia, mothers play an increasing role in the management of the illness. Mothers often complain of being misinformed and ill equipped to aid in the treatment. Aim: The purpose of this study was to investigate the effect of a Supportive Educational Program on self-efficacy of mothers with epileptic children. Method: This randomized controlled clinical trial was conducted on two groups of 50 mothers with epileptic children admitted to Ghaem Hospital in the city of Mashhad in 2014. Maternal self-efficacy was measured before and 6 weeks after intervention through Steffen’s Revised Scale for Caregiving Self-Efficacy as the research instrument. The Supportive Educational Program was implemented for the experimental group during five 60-minute sessions with an interval of 4 days. The control group received the routine care. Data analysis was performed using SPSS software (version 11.5. Results: The mean age of mothers in the experimental and control groups were 32.8±6.9 and 32.8±6.8 years, respectively. The findings of the independent t-test revealed significant differences between the two control (47.4±15.06 and experimental (66.5±11.5 groups following the intervention (p

Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

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Bokhorst, Caroline L.; Sumter, Sindy R.; Westenberg, P. Michiel

2010-01-01

Age and gender differences in perceived social support from parents, friends, classmates, and teachers were investigated in 304 boys and 351 girls aged 9-18 years. The social support scale for children and adolescents was used for this purpose. Analyses showed that the level of perceived social support from parents and friends was similar across…

The Use of SMS Support in Programming Education

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Kert, Serhat Bahadir

2011-01-01

The rapid developments in the communication technologies today render possible the use of new technological support tools in learning processes. Wireless, or mobile wireless, technologies are the tools whose potential contributions to education are investigated. The potential effects of these technologies on learning are explored through studies…

Education Inequalities in Health Among Older European Men and Women: The Role of Active Aging.

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Arpino, Bruno; Solé-Auró, Aïda

2017-08-01

We assessed whether education inequalities in health among older people can be partially explained by different levels of active aging among educational groups. We applied logistic regression and the Karlson, Holm, & Breen (KHB) decomposition method using the 2010 and 2012 waves of the Survey of Health, Ageing and Retirement in Europe on individuals aged 50+ years ( N = 27,579). Active aging included social participation, paid work, and provision of grandchild care. Health was measured by good self-perceived health, low number of depressive symptoms, and absence of limitations because of health in activities people usually do. We found a positive educational gradient for each of the three health measures. Up to a third of the health gaps between high and low educated were associated with differences in engagement in active aging activities. Policies devoted at stimulating an active participation in society among older people should be particularly focused on lower educated groups.

Intergenerational Support and Marital Satisfaction: Implications of Beliefs About Helping Aging Parents

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Polenick, Courtney A.; Zarit, Steven H.; Birditt, Kira S.; Bangerter, Lauren R.; Seidel, Amber J.; Fingerman, Karen L.

2016-01-01

Everyday support given to aging parents is a salient aspect of married life that may have implications for marital quality. Among 132 middle-aged couples drawn from Wave 1 of the Family Exchanges Study, we examined the moderating effects of each spouse’s normative and motivational beliefs about helping parents on associations between the frequency of everyday support that wives and husbands gave to their own parents and marital satisfaction. Husbands' more frequent provision of support was linked to wives' greater marital satisfaction when reports of personal rewards linked to helping parents were high for wives or low for husbands. Conversely, wives’ more frequent provision of support was linked to husbands’ lower marital satisfaction when reports of filial obligation were low for husbands or high for wives. Findings highlight the interdependence within couples, and indicate that both spouses' perceptions are important in understanding linkages between intergenerational support and marital satisfaction. PMID:28154427

Barriers to nutrition education for older adults, and nutrition and aging training opportunities for educators, healthcare providers,volunteers and caregivers.

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Meck Higgins, Mary; Barkley, Mary Clarke

2004-01-01

Literature citations of barriers to nutrition education found in those who teach and care for older adults, as well as within older adults themselves, are discussed. No attempt was made to compare educational barriers for learners of varying ages. These obstacles need to be addressed in order for nutrition to be taught or learned effectively so that nutrition practices and health improve. Barriers for healthcare professionals to providing nutrition education include misconceptions and stereotypes about older adults and about their nutritional concerns; lack of attention to and lack of funding for older adult educational programs; and difficulties recruiting older learners. Hindrances for older adults in responding to nutrition education can be categorized as attitudinal, motivational, environmental, and related to low literacy and poverty. Published examples of opportunities for education and training about nutrition and aging that are in place for health educators, healthcare providers, volunteers and caregivers regarding nutrition and aging are discussed. Suggestions are presented regarding future efforts to minimize educational barriers and to provide training for healthcare professionals, volunteers and caregivers. New research is needed in this field of study in order to realize the potential quality of life benefits and reduced healthcare costs associated with providing effective nutrition education to older adults. This is one of a series of reviews of recent literature on nutrition education for older adults.

Investigating supported or unsupported individual and group work in open forums in an open educational resources repository

OpenAIRE

Wilson, Tina

2008-01-01

Open Educational Resources (OERs) can play a part in advancing the lifelong learning and social inclusion agendas (Geser, 2007). The focal point of this paper is on how learners of different ages will be encouraged to adopt OERs by their teachers and facilitators. The discussion starts by looking at how the facilitators will support their learners in an open arena. This is followed by the facilitators approach to individual and group work in an open access environment. The discourse then move...

Weight Loss Maintenance for 2 Years after a 6-Month Randomised Controlled Trial Comparing Education-Only and Group-Based Support in Japanese Adults

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Yoshio Nakata

2014-11-01

Full Text Available Objective: Our previous study, a 6-month randomised controlled trial, demonstrated that a group-based support promoted weight loss as compared to an education-only intervention. The purpose of this study was to examine weight loss maintenance for 2 years. Methods: Originally, 188 overweight Japanese adults, aged 40-65 years, were randomly assigned to 3 groups: control, education-only or group-based support. After the 6-month intervention, 125 participants in the education-only and the group-based support groups were followed up for 2 years. The primary outcome was the amount of weight lost. The participants were retrospectively grouped into quartiles of percent weight loss for secondary analyses. Results: At the end of follow-up, the amount of weight lost in the education-only and the group-based support groups was the same (3.3 kg. Secondary analyses using data of those who completed the study (n = 100 revealed that the participants in the highest quartile of percent weight loss significantly increased their step counts and moderate-to-vigorous physical activity compared with the lowest quartile. No significant differences were observed in the energy intake among the four groups. Conclusion: The effects of group-based support disappear within 2 years. Increasing physical activity may be a crucial factor for successful maintenance of weight loss.

On the Brink of Education: Experiences of Refugees beyond the Age of Compulsory Education in Austria

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Atanasoska, Tatjana; Proyer, Michelle

2018-01-01

This paper offers first-hand accounts of refugees beyond the age of compulsory education having arrived in Austria during the last five years. Their accounts were collected using qualitative interviews and a visual method to allow for different approaches towards their educational biographies. Nine individual and two group interviews (altogether…

Proposing a Center on Aging and Well-Being: Research, Education, and Practice Considerations

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Lindenbach, Jeannette M.; Jessup-Falcioni, Heather

2016-01-01

This environmental scan aimed to discover research interests and educational needs of faculty, graduate, and undergraduate students to inspire research, education, and practice in the development of a center on aging and well-being for older adults. The scan consisted of a search of university faculty and researchers regarding research on aging; a…

Curricular adaptation: alternatives of pedagogical support in the inclusive education

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Lucia Pereira Leite

2010-12-01

Full Text Available The organization of the inclusive education is a slow and complex process, which has the necessity of investments in supports for all the scholar team. Aiming at spreading one of the actions carried out for the promotion of the inclusive educational practices in a municipal education system in a western city in the state of São Paulo, this paperwork has the objective of presenting an elaborated manual of orientations for the implementation of the individual curricular adaptations (ACIs for students who demand special educational necessities.(NEEs. The material was constituted on the basis of three data sets: 1 tabulation of the evaluations of the curricular adaptations already made; 2 the literature review; 3 analysis of the themes which have emerged during case discussion meetings mediated by the researchers with teachers from the Specialized Pedagogical Support Service (SAPE, with teachers and administrators from the common education system and the technical-pedagogical team. The final version of the manual contemplates the theoretical-operational aspects about the themes: flexibility and curricular adequation, inclusive education, definitions of NEEs, how SAPE works; and it finishes with a model proposal of ACI. It is expected that the spreading of this material can subside new curricular propositions for students with deficiency that are very distant from the academic level expected for the current scholar year.

Second Chance Education: Barriers, Supports and Engagement Strategies

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Savelsberg, Harry; Pignata, Silvia; Weckert, Pauline

2017-01-01

Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity programs, drawing upon evaluation research data from four TAFE sponsored…

The role of the UFTR in supporting the Florida educational system

International Nuclear Information System (INIS)

Vernetson, W.G.

1992-01-01

The mission of the University of Florida training reactor (UFTR) is to serve the regional needs of Florida and the Southeast for access to quality reactor usage in a variety of areas to support educational and training needs as well as research and service, including public information about nuclear energy. UFTR utilization for education and student training is an emphasis area that involves a wide spectrum of uses for all levels of students. These uses include laboratory as well as lecture-oriented courses in many academic disciplines. Evolutionary development of new facilities and refurbishment of existing facilities continue to provide opportunities to expand on traditional reactor usage to support educational goals. Specialized operations and health physics training programs provide still further opportunities to involve a broad spectrum of faculty and students with reactors. The outlook is for continued increases in educational usage and further diversification of types of usage

Addenbrooke's Cognitive Examination-Revised: Effects of Education and Age. Normative Data for the Spanish Speaking Population.

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Nieto, Antonieta; Galtier, Iván; Hernández, Edith; Velasco, Pedro; Barroso, José

2016-07-29

Addenbrooke's Cognitive Examination-Revised is a brief test battery for the detection and classification of mild cognitive impairment and dementia. The aims were to investigate the influence of age and education on the Spanish version of the ACE-R and to propose normative data for the Spanish speaking population. Three hundred thirty-four normal healthy volunteers were included in the study. They were classified in three age groups (48-64, 65-75, and 75-89 years of age) and four educational level groups (≤3; 4-8; 9-12, and ≥13 years of education). They were assessed with the version of ACE-R validated in Argentina with some modifications in order to adapt it to the Spanish population. Significant differences were obtained between all age groups in Total ACE-R, Memory, Fluency, and Language indexes. Differences were observed among the 48-64 and 76-89 age groups in the Attention-Orientation and Visuospatial indexes. Regarding education, significant difference between ≤3 years of education and the remaining groups were obtained in Total ACE-R and in all the indexes. Additionally, the group of 4-8 years of education performed significantly worse than the 9-12 and ≥13 groups in Total, Memory, Fluency, and Language indexes. Adjusted scores by education were obtained and percentiles for each age group were calculated. The results show that both age and education have an important effect on ACE-R performance. Consequently, age and education should be taken into account when interpreting results in ACE-R to improve diagnostic accuracy. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Misadventures of education in the kingdom of psycholand: the alleged scientific support of the European Higher Education Area

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José Carlos Loredo Narciandi

2011-11-01

Full Text Available This paper critically assesses the discourse that justifies the latest educational reforms in European and Spanish higher education. It is presented as a techno-scientific discourse that attempts to support one of the most important current practices of subjectivity -the educational one- using a particular definition of psychology that forget the fact of the irreducible plurality of psychological practices and knowledges. This paper aims thus to make a double critical assessment. On the one hand, about the rhetorical use of psycopedagogic knowledge as scientific (indisputable support for the reforms. On the other hand, about the assumption that there is a well definite discipline -psychology- which is unified, scientifically established and able to offer that support. The paper consider also the current socio-cultural scenario of globalization and neoliberalism as a context that makes sense, within the ideology of entrepreneurship, such use of psychology as a scientific guarantor of education reform. Special emphasis is placed on the promotion of subjectivity linked to that ideology, which requires individuals gifted with flexibility, self-monitoring skills and full responsibility for their fate.

Creating an "Education Shark Tank" to Encourage and Support Educational Scholarship and Innovation.

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Cofrancesco, Joseph; Wright, Scott M; Vohr, Eric; Ziegelstein, Roy C

2017-11-01

Creating and supporting opportunities for innovation that showcase and reward creativity in medical and biomedical education is critically important for academic institutions, learners, and faculty. In 2014, the Institute for Excellence in Education at Johns Hopkins University School of Medicine created a small grant program called Education Shark Tank, in which two to five finalist teams present their proposals on innovative initiatives to improve education to four or five senior educator "sharks" at an educational conference, with an audience. The sharks then "grill" the presenters, considering which if any to fund, focusing on the rationale, feasibility, appropriateness of the outcome measures, evaluation and assessment plan, and proposed method of dissemination. They also make suggestions that challenge the presenters to assess and improve their designs. In the program's first year (2014), funds were divided equally between two projects, both of which were successfully completed and one of which led to a journal publication; this led to increased funding for the program in 2015. Participants have called Education Shark Tank a "challenging and rewarding experience." Education Shark Tank can facilitate educational innovation and scholarship via engaging and challenging interactions between grant applicants and reviewers in a public venue. The authors plan to conduct a five-year survey (after 2018) of all Education Shark Tank finalists to determine the success and challenges the funded projects have had, what scholarly dissemination has occurred, whether nonfunded projects were able to move forward, and the value of the feedback and mentoring received.

Curing America's Quick-Fix Mentality: A Role for Federally Supported Educational Research.

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Florio, David H.

1983-01-01

Demands for immediate answers to education's problems affect federal support for needed long-term educational research programs. The National Institute of Education has made significant progress toward establishing valid research methods and a solid foundation for future research efforts, though restricted in its activities and denied due credit.…

[Mini Mental State Examination (MMSE): determination of cutoff scores according to age and educational level].

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Solias, A; Skapinakis, P; Degleris, N; Pantoleon, M; Katirtzoglou, E; Politis, A

2014-01-01

For the last 38 years, Mini Mental State Examination (MMSE) has been widely used as a dementia screening measure in everyday clinical practice as well as in both cohort and cross-sectional studies. Its validity and reliability for the Greek population has explicitly been documented. However, the effect of age and education on the subject's performance makes it necessary to reckon them in the estimation of the "cutoff score". The purpose of this study is to estimate the prevalence of dementia in Greek population and determine the "cutoff score" by age and education-corrected norms. Cross sectional study of 630 patients older than 55 years, who live independently in Ilion and Helioupolis Municipalities was conducted, 27.3% of the subjects tested in the study were diagnosed with memory disorder according to their MMSE scores and the validation for the Greek population. The effect of age and education to the subjects' performance was statistically significant (p=.000). The use of standard "cutoff score" was not proved to be useful for the personalized interpretation of the results, as documented by the fact that older individuals with lower education had a poorer performance relatively to younger, highly educated subjects. Comparatively to the group age of 55-60 years, the odds ratio after the age of 75 years varies from 2.58 to 4.91. Regarding the variable factor of education, the odds ratio for the first degree education graduates decreases from 1.43 to 3.19 for the third degree education graduates in comparison with the group of illiterates. In conclusion, the use of the "cutoff score" algorithm and the simultaneous estimation of age and education effect on MMSE score may prove useful for the proper evaluation of MMSE performance. According to the age and education of examine candidates in the community and the primary care, we propose the use of the 25th percentile as a more useful cutoff score in order to decrease the false positive results.

Supporting clinician educators to achieve “work-work balance”

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Jerry M Maniate

2016-10-01

Full Text Available Clinician Educators (CE have numerous responsibilities in different professional domains, including clinical, education, research, and administration. Many CEs face tensions trying to manage these often competing professional responsibilities and achieve “work-work balance.” Rich discussions of techniques for work-work balance amongst CEs at a medical education conference inspired the authors to gather, analyze, and summarize these techniques to share with others. In this paper we present the CE’s “Four Ps”; these are practice points that support both the aspiring and established CE to help improve their performance and productivity as CEs, and allow them to approach work-work balance.

Student Support Funding for Higher Education Institutions, 2001-02. Report.

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Higher Education Funding Council for England, Bristol.

This publication provides information about the allocation of funds for student support to higher education institutions in England in 2001-2002 and requests monitoring information on the use of these funds. Student support funds include a variety of services to students, including fee waivers, help with living costs in some cases, and child care…

Effectiveness of a video-based aging services technology education program for health care professionals.

Science.gov (United States)

Weakley, Alyssa; Tam, Joyce W; Van Son, Catherine; Schmitter-Edgecombe, Maureen

2017-01-19

Health care professionals (HCPs) are a critical source of recommendations for older adults. Aging services technologies (ASTs), which include devices to support the health-care needs of older adults, are underutilized despite evidence for improving functional outcomes and safety and reducing caregiver burden and health costs. This study evaluated a video-based educational program aimed at improving HCP awareness of ASTs. Sixty-five HCPs viewed AST videos related to medication management, daily living, and memory. Following the program, participants' objective and perceived AST knowledge improved, as did self-efficacy and anticipated AST engagement. About 95% of participants stated they were more likely to recommend ASTs postprogram. Participants benefitted equally regardless of years of experience or previous AST familiarity. Furthermore, change in self-efficacy and perceived knowledge were significant predictors of engagement change. Overall, the educational program was effective in improving HCPs' awareness of ASTs and appeared to benefit all participants regardless of experience and prior knowledge.

An Overview of Quality Programs that Support Transition-Aged Youth

Directory of Open Access Journals (Sweden)

Christopher M. Kalinyak

2016-12-01

Full Text Available This article provides a concise overview of several programs that deliver services to transition-aged youth, ages 14–29. Included are family support, the Assisting Unaccompanied Children and Youth program, the Substance Abuse and Mental Health Services Administration services, the wraparound approach, intensive home-based treatment, multisystemic therapy, foster care, independent living, mentoring, the Steps to Success program, the Jump on Board for Success program, the Options program, the Positive Action program, the Transition to Success model, and the Transition to Independence Program. Primary focus is placed upon the usefulness of each of the programs in facilitating successful outcomes for transition-aged youth.

A development of maintenance educational support method by using navigation method. Pt. 1. A conceptual design of RHR pump maintenance educational support prototype system

International Nuclear Information System (INIS)

Yoshino, Kenji; Hirotsu, Yuko; Fujimoto, Junzo; Gouda, Hidenori

2001-01-01

The purpose of this research is before hand prevention of the systematic error produced from the fault of command / command system on the different organization in a nuclear power plant, and the individual error of the demand level of maintenance work, and knowledge and experience level of a maintenance worker produced from it being incongruent (mismatch), and generating of the serious accident and a serious trouble. This research attains optimization with the difficulty of maintenance work, and work execution capability, such as the persons concerned (a supervision person, a construction person, work person), and proposes the new 'maintenance educational support technique' which is useful to the improvement in 'work reliability' and 'before hand prevention of a human error' in the maintenance work spot. The main results concerning this research are shown below. (1) In this research, concept design of RHR pump maintenance work educational support prototype system was performed on the basis of the examination result of a process analysis of RHR pump maintenance work, load mapping, a rule base/knowledge base and a data base/filing system. Consequently, when an educator-ed talked with a data base/filing system along with load mapping of maintenance work (Why, How, What), a possibility that it could reach exactly from work start to the sub goal or the last goal and timely was suggested. (2) As a result of classifying 'the difficulty of maintenance work', and man's work execution capability' and comparing the result using SRK (behavior of human) index which Rasmussen proposed, among both, it turns out that difference (inharmonious) arises. The exact presentation of the educational method or educational material which responded to knowledge and experience level of an educational achievement target or an educator-ed can be referred to as being connected with the improvement in work reliability, and before hand prevention of a human error as a result by then, incorporating

The comparison of socioeconomic status, perceived social support and mental status in women of reproductive age experiencing and not experiencing domestic violence in Iran.

Science.gov (United States)

Vameghi, Roshanak; Amir Ali Akbari, Sedigheh; Alavi Majd, Hamid; Sajedi, Firoozeh; Sajjadi, Homeira

2018-01-01

Given the significant health effects of domestic violence against women, the present study was conducted in 2016, in Tehran, Iran in order to compare the socioeconomic status, perceived social support and mental status in women of reproductive age experiencing and not experiencing domestic violence. This descriptive-analytical cross-sectional study was conducted on 500 women. The data collection tools used included questionnaires: demographic information, Socioeconomic, Beck's Depression, Spielberger's Anxiety, Cohen's Perceived Stress, Sarason's Perceived Social Support and WHO's Domestic Violence Inventory. The results showed that 43.2% of women said they had experienced at least one case of domestic violence, among which 16.4%, 15% and 36.6% of women had experienced physical, sexual and emotional-verbal types of violence, respectively. The mean age (p less than 0.001) and educational level (p=0/018) of violated women and their spouses (p less than 0.001) were lower than those of non-violated women. Furthermore, violated women experienced lower socioeconomic status (p less than 0.05), higher perceived stress (p less than 0.008), higher depression (p less than 0.001), and higher overt anxiety (0.002. They also perceived lower levels of social support (p less than 0.001). The issue of domestic violence was rather prevalent in the participants of the present study, particularly the younger, less educated and more socioeconomically deprived communities and families.

[Effects of Montessori education on the intellectual development in children aged 2 to 4 years].

Science.gov (United States)

He, Hong-Ling; Yan, Hong; Zuo, Ling; Liu, Ling; Zhang, Xi-Ping

2009-12-01

To compare the effects of Montessori education and traditional education on the intellectual development in children aged 2 to 4 years. Children aged between 2 to 3 years who were enrolled in a kindergarten in September 2006 were randomly assigned to the Montessori education and the traditional education groups. In addition to receiving the traditional education, the Montessori education group participated in the two-hour Montessori pedagogical activities every day. The intellectual development was evaluated by the Neuropsychological Development Examination Format for Children Aged 0~6 years published by Capital Pediatrics Research Institute at enrollment and one year after the trial. There were no significant differences in the intelligence growth level between the Montessori education and the traditional education groups at enrollment. After one year, the levels of fine movements, adaptation ability, language, and social behavior developments in the Montessori education group were significantly higher than those in the traditional education group (pdevelopment quotient in the Montessori education group were also higher than those in the traditional education group (peducation can promote the development of large motor ability, fine movements, language, and social behavior in children.

DISTANCE EDUCATION IN THE AGE OF GLOBALIZATION: An Overwhelming Desire towards Blended Learning

OpenAIRE

Satya Sundar SETHY

2008-01-01

ABSTRACT The aim of this paper is to discuss the nature and status of distance education in the age of globalization, i.e. how best it fits for the present educational scenario. In this connection, we will discuss how Blended Learning (hence after, BL) is one among the other learning strategies mostly helpful for the learners. Keeping this view in mind, this paper is divided into three sections. The first section aims to discuss the nature of distance education in the age of globalization. Th...

Attitudes of early adolescent age students towards physical education

Directory of Open Access Journals (Sweden)

Lazarević Dušanka

2015-01-01

Full Text Available Studies have shown that a positive attitude towards physical education (PE is in connection with students' engagement in PE classes and with the development of an active lifestyle. The objective of this study was to examine attitudes of early adolescent age students towards physical education, as well as to examine whether such attitudes vary with regard to gender, grade they attend and students' engagement in sport and physical exercises in extracurricular activities. The research was conducted on the sample of 531 students from 6th to 8th grade. The instrument Student's Attitudes toward Physical Education - SATPE was used to measure student's attitude towards PE. A special questionnaire was used to collect data on gender, grade and engagement in sport and physical exercising outside school. The results have shown that students have positive attitudes of moderate intensity towards physical education. MANOVA has shown that male students have more positive attitudes than female students, as well as that positivity of attitudes declines with age. Likewise, it was shown that students with more positive attitudes towards PE are more often engaged in physical exercises outside school. The connection between the attitude towards PE and involvement in organized sport was not confirmed. The paper presents suggestions for further research of students' attitude towards PE and its connection with physical activity of students.

Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

Science.gov (United States)

Frazier, Robert Sipplin

2015-01-01

This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…

Public support for raising the age of sale for tobacco to 21 in the United States.

Science.gov (United States)

Winickoff, Jonathan P; McMillen, Robert; Tanski, Susanne; Wilson, Karen; Gottlieb, Mark; Crane, Robert

2016-05-01

The vast majority of tobacco users began before the age of 21. Raising the tobacco sales age to 21 has the potential to reduce tobacco use initiation and progression to regular smoking. Our objective was to assess the level of public support nationally for 'Tobacco 21' initiatives in the USA. The Social Climate Survey of Tobacco Control, a cross-sectional dual-frame survey representing national probability samples of adults was administered in 2013. Respondents were asked to state their agreement level with, 'The age to buy tobacco should be raised to 21.' Of 3245 respondents, 70.5% support raising the age to buy tobacco to 21. The majority of adults in every demographic and smoking status category supported raising the tobacco sales age to 21. In multivariable analyses, support was highest among never smokers, females, African-Americans and older adults. This national study demonstrates broad public support for raising the sales age of tobacco to 21 and will help facilitate wide dissemination of initiatives to increase the legal purchase age at national, state and local levels. Increasing public awareness about the susceptibility and rapid addiction of youth to nicotine may further increase public support for raising the tobacco sale age to 21. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Online Persistence in Higher Education Web-Supported Courses

Science.gov (United States)

Hershkovitz, Arnon; Nachmias, Rafi

2011-01-01

This research consists of an empirical study of online persistence in Web-supported courses in higher education, using Data Mining techniques. Log files of 58 Moodle websites accompanying Tel Aviv University courses were drawn, recording the activity of 1189 students in 1897 course enrollments during the academic year 2008/9, and were analyzed…

An Analysis of Educational Policies for School-Aged Syrian Refugees in Turkey

Science.gov (United States)

Alpaydin, Yusuf

2017-01-01

The purpose of this study is to analyse the educational policies for Syrian school-aged refugees in Turkey. In this study, we identified the policy priorities for refugees by first examining the theoretical approaches to refugee education and the common problems observed for refugee education in different countries. Using this framework, we…

Third-Age Education in Canada and Japan: Attitudes toward Aging and Participation in Learning

Science.gov (United States)

Hori, Shigeo; Cusack, Sandra

2006-01-01

Lifelong learning is essential to participation in society, and presents important challenges for educational gerontology. This study compares Canadian and Japanese perspectives on (a) attitudes toward aging, (b) the learning needs of older adults, and (c) the role of centers of learning. Surveys were conducted of sample populations in two elder…

Age distributions of Greenlandic dwarf shrubs support concept of negligible actuarial senescence

Czech Academy of Sciences Publication Activity Database

Dahlgren, J. P.; Rizzi, S.; Schweingruber, F. H.; Hellmann, L.; Büntgen, Ulf

2016-01-01

Roč. 7, č. 10 (2016), č. článku e01521. ISSN 2150-8925 R&D Projects: GA MŠk(CZ) EE2.3.20.0248 Institutional support: RVO:67179843 Keywords : actuarial senescence * age distribution * age structure * Arctic dwarf shrubs * dendroecology * individual survival * mortality * penalized composite link model * plant aging * shrub demography Subject RIV: EH - Ecology, Behaviour Impact factor: 2.490, year: 2016

Features of Social and Educational Support of Young Parents and their Children

Directory of Open Access Journals (Sweden)

Halyna Mykhailyshyn

2018-04-01

Full Text Available The article presents social and educational aspects of early (teenage pregnancy, young motherhood. The authors grounded negative consequences of early pregnancy and the peculiarities of social and educational support for young parents and their children. The authors described experience Centre for Teen Parents: moral and psychological preparation of pregnant teenagers to deliver the baby, directions and methods of working with young families, especially setting up comfortable psychological interaction using innovative methods of working with preschool children, providing conditions for young mothers to continue education in schools, counseling young families on resolving housing issues, financial support and others. The paper emphasizes the need for preventive work to keep teenagers from pregnancy, carrying out social and educational events in terms of promoting healthy and responsible parenthood and others.

Effects of Education and Income on Treatment and Outcome in Patients With Acute Myeloid Leukemia in a Tax-Supported Health Care System

DEFF Research Database (Denmark)

Ostgard, Lene Sofie Granfeldt; Norgaard, Mette; Medeiros, Bruno C.

2017-01-01

Purpose Previous US studies have shown that socioeconomic status (SES) affects survival in acute myeloid leukemia (AML). However, no large study has investigated the association between education or income and clinical characteristics, treatment, and outcome in AML. Methods To investigate...... the effects of education and income in a tax-supported health care system, we conducted a population-based study using individual-level SES and clinical data on all Danish patients with AML (2000 to 2014). We compared treatment intensity, allogeneic transplantation, and response rates by education and income...... level using logistic regression (odds ratios). We used Cox regression (hazard ratios [HRs]) to compare survival, adjusting for age, sex, SES, and clinical prognostic markers. Results Of 2,992 patients, 1,588 (53.1%) received intensive chemotherapy. Compared with low-education patients, highly educated...

Looking at sexual education in pre-school education

Directory of Open Access Journals (Sweden)

Estrella García Quintero

2015-05-01

Full Text Available The paper provides the framework supporting the training of educative agents to influence upon sexual education of boys and girls in pre-school age as a way to attain high quality standard in the education. These rationale starts from the assumption that it is possible to favor the training process of educative agents on the topic by means of integrating actions with a gender centered approach. The proposal is the result of a thorough study based on the socio-historical cultural approach resulting from the doctoral dissertation already presented by the first authoress. At the same time, these results contribute to the research project “Training the family for the intellectual stimulus of pre-school children. Additionally it offers the stages of sexual education at pre-school age.

The relationship among preconception depression, anxiety, and social support of the reproductive-aged women in China.

Science.gov (United States)

Xu, Jihong; Chen, Ping; Ma, Xu

2018-02-14

The reproductive-aged women have to face physiological and psychological challenges as long as they plan to conceive. However, most previous studies focused on depression and anxiety during pregnancy. This study aimed to investigate the association among preconception depression, anxiety, and social support of the Chinese reproductive-aged women. Nine-hundred five reproductive-aged women who planned to conceive for the first or second time in the next three months were recruited through the Maternity and Child Healthcare Hospital and Obstetrics and Gynecology Hospital from three provinces in China. Social Support Rating Scale, Self-Rating Depression Scale, and Self-Rating Anxiety Scale were used in this study. The hierarchical regression model was employed to examine the prediction effect of the three sub-dimensions of social support on preconception depression and anxiety. Of the reproductive-aged women, 25.86 and 13.04% had preconception depression and anxiety symptoms. Nearly all reproductive-aged women had moderate and high social support before pregnancy. The significant differences in depression and anxiety among different levels of occupation and monthly income were found. For depression and anxiety, objective support, support availability, and subjective support simultaneously entered into the model still could significantly explain 5.9 and 6.7% of variations after controlling for the demographic variables, respectively. According to this study, there were significant correlations among preconception depression, anxiety, and social support. And objective support, support availability, and subjective support could negatively predict preconception depression and anxiety. Attaching importance to the preconception mental health and social support can provide effective scientific support for helping women fully understand and effectively use the social resources, and scientifically prepare for pregnancy.

Targeted Local Support Vector Machine for Age-Dependent Classification.

Science.gov (United States)

Chen, Tianle; Wang, Yuanjia; Chen, Huaihou; Marder, Karen; Zeng, Donglin

2014-09-01

We develop methods to accurately predict whether pre-symptomatic individuals are at risk of a disease based on their various marker profiles, which offers an opportunity for early intervention well before definitive clinical diagnosis. For many diseases, existing clinical literature may suggest the risk of disease varies with some markers of biological and etiological importance, for example age. To identify effective prediction rules using nonparametric decision functions, standard statistical learning approaches treat markers with clear biological importance (e.g., age) and other markers without prior knowledge on disease etiology interchangeably as input variables. Therefore, these approaches may be inadequate in singling out and preserving the effects from the biologically important variables, especially in the presence of potential noise markers. Using age as an example of a salient marker to receive special care in the analysis, we propose a local smoothing large margin classifier implemented with support vector machine (SVM) to construct effective age-dependent classification rules. The method adaptively adjusts age effect and separately tunes age and other markers to achieve optimal performance. We derive the asymptotic risk bound of the local smoothing SVM, and perform extensive simulation studies to compare with standard approaches. We apply the proposed method to two studies of premanifest Huntington's disease (HD) subjects and controls to construct age-sensitive predictive scores for the risk of HD and risk of receiving HD diagnosis during the study period.

Inequalities in Cancer Deaths by Age, Gender and Education.

Science.gov (United States)

Gróf, Marek; Vagašová, Tatiana; Oltman, Marián; Skladaný, Ľubomír; Maličká, Lenka

2017-12-01

The economy of each state provides a significant amount of money into the health care system with the aim of knowing the health status of its population in the context of socioeconomic characteristics for effective resource allocation. In recent years, there is a growing number of cancer deaths in Slovakia. Therefore, the structure of cancer deaths according to its primary determinants, such as age, sex and education with the aim of effective implementation of prevention programs in Slovakia was examined. Main source of data on deaths from 1996 to 2014 was provided by National Health Information Centre in Slovakia. However, data were available only from 2011. Standardized mortality rate per 100,000 inhabitants was estimated by the method of direct standardization using European standard population. The R project for statistical computing was used for calculation of statistically significant differences among various groups of mortality. The results show that people with primary education die from cancer later than people with higher education. However, major differences related to both sex and age are present in people with university education. A different variety of cancers occur in childhood (neoplasm of brain), adolescents (neoplasm of bone), young adults (neoplasm of brain), or adults (lung cancer and breast cancer). Malignant neoplasm of brain was more prevalent at higher education levels, Malignant neoplasm of bladder and Malignant melanoma of skin were more prevalent at the university level of education. The results can be useful for economists to define the health priorities in each country, make the financial decisions in economics, and thus contribute to better health, economic growth, as well as effective spending of health expenditures. Copyright© by the National Institute of Public Health, Prague 2017.

Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: who is perceived as most supportive?

NARCIS (Netherlands)

Bokhorst, C.L.; Sumter, S.R.; Westenberg, P.M.

2010-01-01

Age and gender differences in perceived social support from parents, friends, classmates, and teachers were investigated in 304 boys and 351 girls aged 9-18 years. The social support scale for children and adolescents was used for this purpose. Analyses showed that the level of perceived social

Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

Science.gov (United States)

Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

1998-01-01

Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

Performance support system in higher engineering education - introduction and empirical validation

NARCIS (Netherlands)

Stoyanov, S.; Stoyanov, Slavi; Kommers, Petrus A.M.; Bastiaens, T.J.; Martinez Mediano, Catalina

2008-01-01

The paper defines and empirically validates the concept of performance support system in higher engineering education. The validation of the concept is based upon two studies: a pilot and an experiment, on the effect of performance support system on achievements and attitudes of students. The

Aging IQ Intervention with Older Korean Americans: A Comparison of Internet-Based and In-Class Education

Science.gov (United States)

Jang, Yuri; Yoon, Hyunwoo; Marti, C. Nathan; Kim, Miyong T.

2015-01-01

Using the translated contents of the National Institute on Aging (NIA)'s Aging IQ, an educational intervention was delivered to older Korean Americans. The educational program was delivered via two different modalities, Internet-based education (n = 12) and in-class education (n = 11), and the overall feasibility and efficacy were evaluated by the…

Supporting Communication and Argumentation in Urban Science Education: Hip-Hop, the Battle, and the Cypher

Science.gov (United States)

Emdin, Christopher

2011-01-01

This paper is based on an exploration of communication and argumentation in urban science classrooms, and provides a description of the role that Hip-hop based education plays in supporting these major components of science education. The paper is intended to both support, and critique conventional uses of hip-hop based education, and provide…

INTELLIGENT SUPPORT OF EDUCATIONAL PROCESSES AT LEVEL OF SPECIALITY

Directory of Open Access Journals (Sweden)

Irina I. Kazmina

2013-01-01

Full Text Available The article is devoted to intelligent support of educational processes at level of speciality with the help of information system. In this paper intelligent information system of Modern Humanitarian Academy is considered and three directions of development of intelligent support within the scope of developed information system are offered. These directions include: development of model of student, data mining of quality of teaching and prediction of quality of teaching in the future. 

The teacher benefits from giving autonomy support during physical education instruction.

Science.gov (United States)

Cheon, Sung Hyeon; Reeve, Johnmarshall; Yu, Tae Ho; Jang, Hue Ryen

2014-08-01

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Theoretical pattern of supporting continuity in physical education of students' personality.

Directory of Open Access Journals (Sweden)

Vovk V.M.

2011-04-01

Full Text Available Methodological approaches and principles on which theoretical pattern of supporting of continuity in physical education of senior pupil and students' personality are considered. It is proved that effective process of continuity in physical education is impossible without construction of patterns. It is ascertained that continuity is a condition and mechanism of realization for others principles in teaching process that represent itself as major factors in realization of continuity in physical education.

Maternal Education and Diarrhea among Children aged 0-24 Months in Nigeria.

Science.gov (United States)

Desmennu, Adeyimika T; Oluwasanu, Mojisola M; John-Akinola, Yetunde O; Oladunni, Opeyemi; Adebowale, Ayo S

2017-09-01

Childhood diarrhea remains a problem in countries like Nigeria where access to potable water, good hygiene and sanitation are lacking. Maternal education is an important determinant of health status of under-five children. Very few studies have investigated the relationship between maternal education and diarrhea in children in Nigeria. Therefore, this study was implemented to fill the gap. The study design was cross-sectional and 2013 National Survey was used. Children aged 0-24 months were investigated and the dependent variable was diarrhea status of the index child in the last two weeks prior the survey. The main independent variable was maternal education. Data were analyzed using Chi-square and Logistic regression models (α=0.05). Diarrhea prevalence was 13.7% and higher (15.5%) among children of women who have no formal education, and mothers living in the North East region of Nigeria experienced the highest prevalence (26.4%). Children whose mothers had no formal education were 2.69(CI= 1.800-4.015, p education. Maternal education is an important predictor of diarrhea among children aged 0-24 months in Nigeria. Policies to reduce diarrhea among children in Nigeria should target children of the illiterate, less educated mothers and those living in the North-West.

Organizational Alignment Supporting Distance Education in Post-Secondary Institutions.

Science.gov (United States)

Prestera, Gustavo E.; Moller, Leslie A.

2001-01-01

Applies an established model of organizational alignment to distance education in postsecondary institutions and recommends performance-oriented approaches to support growth by analyzing goals, structure, and management practices across the organization. Presents performance improvement strategies such as benchmarking and documenting workflows,…

Educational support programs: Office of Civilian Radioactive Waste Management

International Nuclear Information System (INIS)

Williamson, R.C.

1989-01-01

The Office of Civilian Radioactive Waste Management (OCRWM) currently sponsors two educationally related programs: the Radioactive Waste Management Fellowship Program and the Radioactive Waste Management Research Program for Historically Black Colleges and Universities (HBCU). The graduate fellowship program was implemented in 1985 to meet the US Department of Energy's (DOE's) expected manpower needs for trained scientists and engineers to assist in carrying out the activities of the Nuclear Waste Policy Act. It is recognized that a shortage of master's and doctoral level scientists and engineers in disciplines supportive of the nation's high-level radioactive waste management (RWM) program may impede the DOE's ability to properly carry out its mission under the act. The fellowship program encourages talented undergraduate students to enter graduate programs designed to educate and train them in fields directly related to RWM. The program supports graduate students in various disciplines, including nuclear science and engineering, health physics, and certain area of geology and chemical engineering. It also encourages universities to support and improve research activities and academic programs related to the management of spent nuclear fuel and high-level radioactive waste

Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches

Science.gov (United States)

Garcia-Penalvo, Francicso Jose

2013-01-01

Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the…

TEACHERS’ EDUCATIONAL QUALIFICATION, RANK LEVEL, WORKING DURATION, AGE, WORK MOTIVATION AND WORK EFFECTIVENESS

Directory of Open Access Journals (Sweden)

Bambang Budi Wiyono

2016-02-01

Full Text Available Teachers’ Educational Qualification, Rank Level, Working Duration, Age, Working Mo­tivation, and Working Effectiveness The study investigated the effects of educational qualification, rank level, working duration and age on the elementary school teachers’ working motivation and working ef­fectiveness. The sample of the study consisted of 438 elementary school teachers in Malang which were selected through cluster sampling technique. The study was conducted using explanatory design in the form of causal model. The data were collected using questionnaire and documentation, and were analyzed descrip­tively employing structural equation technique. The study revealed that that the effect of the educational qualification, rank level, working duration and age on teachers’ working motivation and working effec­tiveness, both directly and indirectly, was not significant.

Cognitive Vulnerability in Aging May Be Modulated by Education and Reserve in Healthy People

Directory of Open Access Journals (Sweden)

María D. Roldán-Tapia

2017-10-01

Full Text Available Aging is related to a deterioration of cognitive performance and to multiple alterations in the brain. Even before the beginning of a noticeable cognitive decline, the framework which holds cognitive function experiences these alterations. From a system-vulnerability point of view of cognition, the deterioration associated with age would be the collection of repercussions during a life. Brain function and structure are modified in a multidimensional way, which could concern different aspects like structural integrity, functional activity, connectivity, or glucose metabolism. From this point of view, the effects of aging could affect the most brain systems and their functional activity. In this study, we analyze the functional development of three cognitive domains in relation to aging, educational level, and cognitive reserve (CR. A total of 172 healthy subjects were divided into two age groups (young and old, and completed a battery of classic neuropsychological tests. The tests were organized and analyzed according to three cognitive domains: working memory and flexibility, visuoconstructive functions, and declarative memory. Subjects also completed a questionnaire on CR. Results showed that the performance in all cognitive domains decreased with age. In particular, tests related to working memory, flexibility, and visuoconstructive abilities were influenced by age. Nevertheless, this effect was attenuated by effects of education, mainly in visuoconstructive domain. Surprisingly, visual as well as verbal memory tests were not affected either by aging, education, or CR. Brain plasticity plays a prominent role in the aging process, but, as other studies have shown, the plasticity mechanism is quite different in healthy vs. pathological brains. Moreover, this plasticity brain mechanism could be modulated by education and CR. Specially, cognitive domains as working memory, some executive functions and the visuoconstructive abilities seem to be

How Family Support and Internet Self-Efficacy Influence the Effects of E-Learning among Higher Aged Adults--Analyses of Gender and Age Differences

Science.gov (United States)

Chu, Regina Ju-chun

2010-01-01

Gender and age differences in the effects of e-learning, including students' satisfaction and Internet self-efficacy, have been supported in prior research. What is less understood is how these differences are shaped, especially for higher aged adults. This article examines the utility of family support (tangible and emotional) and Internet…

“Work is Staying Alive": Aging and Sense of Work for Teachers of Higher Education

Directory of Open Access Journals (Sweden)

Rejane Prevot Nascimento

2016-08-01

Full Text Available In the face of changes in the demographic profile of Brazilian population with the increase in the number of elderly people, the subject population aging has been extensively studied by areas of Human and Health Sciences. There is still a big gap regarding to these studies in the area of administration. The goal of this article is to understand the meaning of work for elderly professor of higher education. In order to support the study, theories are redeemed about the centrality of work, aging and meaning of work, retirement and on teaching. The research is qualitative and data were collected through field research. The corpus of interviewees was composed of 16 teachers. The interviews were analyzed in depth by the method of content analysis. It could be perceived that the work for the interviewees is something very important, that retirement is unwanted and feared and that teachers feel prejudice at work because of their age. In existing gender relations in the workplace, showed the existence of prejudice is not declared by the men against the women work.

Influence of social support on cognitive change and mortality in old age: results from the prospective multicentre cohort study AgeCoDe

Science.gov (United States)

2012-01-01

Background Social support has been suggested to positively influence cognition and mortality in old age. However, this suggestion has been questioned due to inconsistent operationalisations of social support among studies and the small number of longitudinal studies available. This study aims to investigate the influence of perceived social support, understood as the emotional component of social support, on cognition and mortality in old age as part of a prospective longitudinal multicentre study in Germany. Methods A national subsample of 2,367 primary care patients was assessed twice over an observation period of 18 months regarding the influence of social support on cognitive function and mortality. Perceived social support was assessed using the 14-item version of the FSozU, which is a standardised and validated questionnaire of social support. Cognition was tested by the neuropsychological test battery of the Structured Interview for the Diagnosis of Dementia (SIDAM). The influence of perceived support on cognitive change was analysed by multivariate ANCOVA; mortality was analysed by multivariate logistic and cox regression. Results Sample cognitive change (N = 1,869): Mean age was 82.4 years (SD 3.3) at the beginning of the observation period, 65.9% were female, mean cognition was 49 (SD 4.4) in the SIDAM. Over the observation period cognitive function declined in 47.2% by a mean of 3.4 points. Sample mortality (N = 2,367): Mean age was 82.5 years (SD 3.4), 65.7% were female and 185 patients died during the observation period. Perceived social support showed no longitudinal association with cognitive change (F = 2.235; p = 0.135) and mortality (p = 0.332; CI 0.829-1.743). Conclusions Perceived social support did not influence cognition and mortality over an 18 months observation period. However, previous studies using different operationalisations of social support and longer observation periods indicate that such an influence may exist. This influence is

American Nurses Association Position Statement on guidelines for commercial support of continuing nursing education.

Science.gov (United States)

1999-01-01

The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.

Cognitive visualization as a support instrument by individual education

Directory of Open Access Journals (Sweden)

V. A. Uglev

2014-01-01

Full Text Available The process of individual education, as the most effective form of gaining domain knowledge can be intensified through the organizational methods (involving a tutor, hardware (using computing technology, and psychological techniques (in particular, applying a cognitive visual representation. Of particular interest is a combination of traditional and computer-aided tutor support for individualized learning approaches based on the specific means of mapping.A tutor is an intermediary between a student (pupil and a teacher or between a student and a knowledge source in case of self-learning to orient the educational process to the student's personal goals and implement the L. S. Vygotsky's mediation principle. Thus, the tutor faces a task to identify the personal learning goals, disclose the learning prospects and its supports, but the student plays a role of a decision-maker. One of the nuclear problems of tutorage is making an individual educational or didactic path, which expects making a kind of distinctive cognition route.An application of cognitive visualization as a tutor's tools, is aimed, primarily, at a comprehensive representation of subjective educational student's space. A student has to be oriented inside this space to reach the denoted goals. In this context it is possible to formulate the navigation problem, which may be solved it in the most rational way by educational space mapping and navigating in it at any moment of the educational process. All three basic qualities of maps (the presence of different spatial objects in the corresponding metric, vector and scale can be usefully applied to support an individualized learning process.The paper shows that personality-resource maps can be used for describing the learning situation and building an individual study program in graphical form when the specifics of direct individualized learning is taken into account. Performing both the implementation function and the signum one, a

Teachers' Educational Qualification, Rank Level, Working Duration, Age, Work Motivation and Work Effectiveness

OpenAIRE

Wiyono, Bambang Budi

2009-01-01

Teachers’ Educational Qualification, Rank Level, Working Duration, Age, Working Mo­tivation, and Working Effectiveness The study investigated the effects of educational qualification, rank level, working duration and age on the elementary school teachers’ working motivation and working ef­fectiveness. The sample of the study consisted of 438 elementary school teachers in Malang which were selected through cluster sampling technique. The study was conducted using explanatory design in the form...

Effects of culture and age on the perceived exchange of social support resources.

Science.gov (United States)

VonDras, Dean D; Pouliot, Gregory S; Malcore, Sylvia A; Iwahashi, Shigetoshi

2008-01-01

This research explores the perceived exchange of social support resources of young, midlife, and older adults in the United States and Japan, and how perceptions of exchange may moderate attributions of control, difficulty, and success in attaining important life-goals. A survey was administered to participants in the United States and Japan who ranged in age from 17 to 70 years. Results suggested culture and age to influence the designation of important life-goals, and to interactively moderate the perceived exchange of social support resources in the interpersonal contexts of family and business associates and co-workers. Furthermore, relationships between the perceived exchange of social support and perceptions of control and success in achieving life-goals indicated different intracultural effects. Overall, these findings suggest nuances in the perceived exchange of social support and social cognitions that reflect the cultural orientations of young, midlife and older adults in the United States and Japan. A culturally grounded model of social support is proposed and discussed.

Protective Role of Educational Level on Episodic Memory Aging: An Event-Related Potential Study

Science.gov (United States)

Angel, Lucie; Fay, Severine; Bouazzaoui, Badiaa; Baudouin, Alexia; Isingrini, Michel

2010-01-01

The aim of the present experiment was to investigate whether educational level could modulate the effect of aging on episodic memory and on the electrophysiological correlates of retrieval success. Participants were divided into four groups based on age (young vs. older) and educational level (high vs. low), with 14 participants in each group.…

Joint effect of education and age at childbirth on the risk of caesarean delivery: findings from Germany 2008-2015.

Science.gov (United States)

Castiglioni, L; Schmiedeberg, C

2018-02-01

This article aims at assessing the joint effect of maternal age and education on the risk of having a caesarean delivery. As high maternal education is often associated with lower caesarean-birth rates, but high-educated women tend to postpone motherhood, these effects may offset each other in traditional analyses. Secondary analysis of the data from the German Family Panel pairfam. The interview-based data refer to 1020 births between 2008 and 2015. We analyse only reports from mothers and calculate logistic regression models. The caesarean delivery rate differs strongly between education levels, and low-educated women are at higher risk of having a caesarean delivery when controlling for parity and age. A positive age gradient is found, indicating a higher risk of caesarean section for older mothers. Without controlling for age, the association of education and caesarean section risk is weaker, i.e., effects of age and education partially level each other out. A model including an interaction term between age and education confirms this result. The risk of having a caesarean delivery does not differ between levels of education when maternal age is not taken into account. Lower maternal education and higher age are both positively associated with the risk of experiencing a caesarean section in Germany. However, as higher educated women tend to have their children later, effects of education and age weigh each other out. Preventive campaigns should target women with lower education and raise women's awareness on the risks associated with late motherhood. Copyright © 2017 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Technology-embedded health education on nutrition for middle-aged and older adults living in the community.

Science.gov (United States)

Chiu, Ching-Ju; Kuo, Su-E; Lin, Dai-Chan

2017-11-01

Mobile technology provides young adults important support for self-directed learning, but whether there is related support for older adults is not clear. This study aims to determine whether 1) nutrition education combined with mobile technology-supported teaching improves knowledge of and self-efficacy for a healthy diet; 2) if adults who reported reviewing the electronic course material or searching health information online, showed significantly greater progress in knowledge of and self-efficacy for a healthy diet than did those who did not adopt the electronic support. A total of 35 middle-aged and older adults were recruited from the community. Enrollees who were unable to read, who participated in the course fewer than five times, who did not take the post-test, or who did not return complete questionnaires at the pre-test were excluded. Overall, 21 participants were finally analyzed, and 14 participated in the qualitative investigation. The study interventions included three traditional nutrition lectures and three touch-screen tablet computer lessons to access the Internet and nutrition applications. Structured and semi-structured questionnaires were used to collect both quantitative and qualitative data and record participants' Internet use conditions at home. Participants' nutrition knowledge significantly improved (meanpost-pre = 1.19, p = 0.001) and their self-efficacy about a healthy diet showed marginal improvement (meanpost-pre = 0.22, p = 0.07). Nutrition knowledge was positively correlated with their intensity of surfing the Internet ( r = 0.46, p Technology-supported learning combined with traditional health education might provide great opportunities for positive behavioral change, even in older adults without any previous Internet experience.

Description and initial evaluation of an educational and psychosocial support model for adults with congenitally malformed hearts.

Science.gov (United States)

Rönning, Helén; Nielsen, Niels Erik; Swahn, Eva; Strömberg, Anna

2011-05-01

Various programmes for adults with congenitally malformed hearts have been developed, but detailed descriptions of content, rationale and goals are often missing. The aim of this study was to describe and make an initial evaluation of a follow-up model for adults with congenitally malformed hearts, focusing on education and psychosocial support by a multidisciplinary team (EPS). The model is described in steps and evaluated with regards to perceptions of knowledge, anxiety and satisfaction. The EPS model included a policlinic visit to the physician/nurse (medical consultation, computer-based and individual education face-to-face as well as psychosocial support) and a 1-month telephone follow-up. Fifty-five adults (mean age 34, 29 women) with the nine most common forms of congenitally malformed hearts participated in the EPS model as well as the 3-months follow-up. Knowledge about congenital heart malformation had increased in 40% of the participants at the 3-months follow-up. This study describes and evaluates a model that combines a multidisciplinary approach and computer-based education for follow-up of adults with congenitally malformed hearts. The EPS model was found to increase self-estimated knowledge, but further evaluations need to be conducted to prove patient-centred outcomes over time. The model is now ready to be implemented in adults with congenitally malformed hearts. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Distinct Patterns of Cognitive Aging Modified by Education Level and Gender among Adults with Limited or No Formal Education: A Normative Study of the Mini-Mental State Examination.

Science.gov (United States)

Xie, Haiqun; Zhang, Chengguo; Wang, Yukai; Huang, Shuyun; Cui, Wei; Yang, Wenbin; Koski, Lisa; Xu, Xiping; Li, Youbao; Zheng, Meili; He, Mingli; Fu, Jia; Shi, Xiuli; Wang, Kai; Tang, Genfu; Wang, Binyan; Huo, Yong

2016-01-01

Dementia is increasingly prevalent due to rapid aging of the population, but under-recognized among people with low education levels. This is partly due to a lack of appropriate and precise normative data, which underestimates cognitive aging in the use of screening tools for dementia. We aimed to improve the precision of screening for cognitive impairment, by characterizing the patterns of cognitive aging and derived normative data of the Mini-Mental State Examination (MMSE) for illiterate and low-educated populations. This community-based study included data from 2,280 individuals aged 40 years or older from two rural areas. Multiple linear modeling examined the effect of aging on cognition reflected by the MMSE, stratified by education level and gender. Threshold effect of age on cognition was performed using a smoothing function. The majority of participants (60.4%) were illiterate or had attended only primary school (24.6%). The effect of aging on cognition varied by gender and education. Primary-school educated females and males remained cognitively stable up to 62 and 71 years of age, respectively, with MMSE score declining 0.4 and 0.8 points/year in females and males thereafter. Illiterates females scored 2.3 points lower than illiterate males, and scores for both declined 0.2 points/year. According to these results, normative data stratified by age, education and gender was generated. This study suggests gender and educational differences exist in cognitive aging among adults with limited or no formal education. To improve screening precision for cognitive impairment with the use of MMSE in low-educated population, age, gender, and education level should be considered.

The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education

Science.gov (United States)

Guo, Shibao

2015-01-01

This chapter examines the changing nature of adult education in the age of transnational migration and proposes recognitive adult education as an inclusive model that acknowledges and affirms cultural difference and diversity as positive and desirable assets.

Predictive value of age for coping: the role of self-efficacy, social support satisfaction and perceived stress.

Science.gov (United States)

Trouillet, Raphaël; Gana, Kamel; Lourel, Marcel; Fort, Isabelle

2009-05-01

The present study was prompted by the lack of agreement on how coping changes with age. We postulate that the effect of age on coping is mediated by coping resources, such as self-efficacy, perceived stress and social support satisfaction. The participants in the study were community dwelling and aged between 22 and 88 years old. Data were collected using the General Self Efficacy Scale, the Social Support Questionnaire, the Perceived Stress Scale, the Geriatric Depression Scale, the Social Readjustment Rating Scale (life-events) and the Way of Coping Checklist. We performed path analyses for two competitive structural models: M1 (age does not directly affect coping processes) and M2 (age directly affects coping processes). Our results supported a modified version of M2. Age was not found to predict either of two coping strategies: problem-focused coping is predicted by self-efficacy and social support satisfaction; emotion-focused coping is predicted by social support satisfaction and perceived stress. Changes in coping over the lifespan reflect the effectiveness with which a person's adaptive processes deal with age-associated changes in self-referred beliefs and environment perception.

Fathers' experiences of supporting breastfeeding: challenges for breastfeeding promotion and education

Science.gov (United States)

Brown, Amy; Davies, Ruth

2014-01-01

Increasing breastfeeding rates is a strategic priority in the UK and understanding the factors that promote and encourage breastfeeding is critical to achieving this. It is established that women who have strong social support from their partner are more likely to initiate and continue breastfeeding. However, little research has explored the fathers' role in breastfeeding support and more importantly, the information and guidance he may need. In the current study, 117 men whose partner had given birth in the previous 2 years and initiated breastfeeding at birth completed an open-ended questionnaire exploring their experiences of breastfeeding, the information and support they received and their ideas for future breastfeeding education and promotion aimed at fathers and families. Overall, the findings showed that fathers were encouraging of breastfeeding and wanted to be able to support their partner. However, they often felt left out of the breastfeeding relationships and helpless to support their partner at this time. Many reported being excluded from antenatal breastfeeding education or being considered unimportant in post-natal support. Men wanted more information about breastfeeding to be directed towards them alongside ideas about how they could practically support their partner. The importance of support mechanisms for themselves during this time was also raised. The results highlight the need for health professionals to direct support and information towards fathers as well as the mother–infant dyad and to recognise their importance in promoting and enabling breastfeeding. PMID:24720518

The comparison of socioeconomic status, perceived social support and mental status in women of reproductive age experiencing and not experiencing domestic violence in Iran

Science.gov (United States)

Vameghi, Roshanak; Amir Ali Akbari, Sedigheh; Alavi Majd, Hamid; Sajedi, Firoozeh; Sajjadi, Homeira

2018-01-01

Abstract: Background: Given the significant health effects of domestic violence against women, the present study was conducted in 2016, in Tehran, Iran in order to compare the socioeconomic status, perceived social support and mental status in women of reproductive age experiencing and not experiencing domestic violence. Methods: This descriptive-analytical cross-sectional study was conducted on 500 women. The data collection tools used included questionnaires: demographic information, Socioeconomic, Beck’s Depression, Spielberger’s Anxiety, Cohen’s Perceived Stress, Sarason’s Perceived Social Support and WHO’s Domestic Violence Inventory. Results: The results showed that 43.2% of women said they had experienced at least one case of domestic violence, among which 16.4%, 15% and 36.6% of women had experienced physical, sexual and emotional-verbal types of violence, respectively. The mean age (p less than 0.001) and educational level (p=0/018) of violated women and their spouses (p less than 0.001) were lower than those of non-violated women. Furthermore, violated women experienced lower socioeconomic status (p less than 0.05), higher perceived stress (p less than 0.008), higher depression (p less than 0.001), and higher overt anxiety (0.002. They also perceived lower levels of social support (p less than 0.001). Conclusions: The issue of domestic violence was rather prevalent in the participants of the present study, particularly the younger, less educated and more socioeconomically deprived communities and families. PMID:29376514

Telematic Tools to Support Group Projects in Higher Education

NARCIS (Netherlands)

van der Veen, Johan (CTIT); Collis, Betty

We describe ongoing evaluations and new research on the use of telematic tools to support project work in higher education. Practical experience at our University has shown that project work can be implemented using the World Wide Web for many aspects of the project activities. The possibilities

Telematic tools to support group projects in higher education

NARCIS (Netherlands)

van der Veen, Johan (CTIT); Collis, Betty; Muldner, T.; Reeves, T.C.

1997-01-01

We describe ongoing evaluations and new research on the use of telematic tools to support project work in higher education. Practical experience at our University has shown that project work can be implemented using the World Wide Web for many aspects of the project activities. The possibilities

Online Continuing Education for Expanding Clinicians' Roles in Breastfeeding Support.

Science.gov (United States)

Edwards, Roger A; Colchamiro, Rachel; Tolan, Ellen; Browne, Susan; Foley, Mary; Jenkins, Lucia; Mainello, Kristen; Vallu, Rohith; Hanley, Lauren E; Boisvert, Mary Ellen; Forgit, Julie; Ghiringhelli, Kara; Nordstrom, Christina

2015-11-01

Lack of health professional support is an important variable affecting mothers' achievement of breastfeeding goals. Online continuing education is a recognized pathway for disseminating content for improving clinicians' knowledge and supporting efforts to change practices. At the time we developed our project, free, accredited continuing education for physicians related to breastfeeding management that could be easily accessed using portable devices (via tablets/smartphones) was not available. Such resources were in demand, especially for facilities pursuing designation through the Baby-Friendly Hospital Initiative. We assembled a government, academic, health care provider, and professional society partnership to create such a tutorial that would address the diverse content needed for supporting breastfeeding mothers postdischarge in the United States. Our 1.5-hour-long continuing medical and nursing education was completed by 1606 clinicians (1172 nurses [73%] and 434 physicians [27%]) within 1 year. More than 90% of nurses and over 98% of physicians said the tutorial achieved its 7 learning objectives related to breastfeeding physiology, broader factors in infant feeding decisions and practices, the American Academy of Pediatrics' policy statement, and breastfeeding management/troubleshooting. Feedback received from the tutorial led to the creation of a second tutorial consisting of another 1.5 hours of continuing medical and nursing education related to breast examination and assessment prior to delivery, provision of anticipatory guidance to pregnant women interested in breastfeeding, maternity care practices that influence breastfeeding outcomes, breastfeeding preterm infants, breastfeeding's role in helping address disparities, and dispelling common myths. The tutorials contribute to achievement of 8 Healthy People 2020 Maternal, Infant and Child Health objectives. © The Author(s) 2015.

Identifying community healthcare supports for the elderly and the factors affecting their aging care model preference: evidence from three districts of Beijing

Directory of Open Access Journals (Sweden)

Tianyang Liu

2016-11-01

Full Text Available Abstract Background The Chinese tradition of filial piety, which prioritized family-based care for the elderly, is transitioning and elders can no longer necessarily rely on their children. The purpose of this study was to identify community support for the elderly, and analyze the factors that affect which model of old-age care elderly people dwelling in communities prefer. Methods We used the database “Health and Social Support of Elderly Population in Community”. Questionnaires were issued in 2013, covering 3 districts in Beijing. A group of 1036 people over 60 years in age were included in the study. The respondents’ profile variables were organized in Andersen’s Model and community healthcare resource factors were added. A multinomial logistic model was applied to analyze the factors associated with the desired aging care models. Results Cohabiting with children and relying on care from family was still the primary desired aging care model for seniors (78 %, followed by living in institutions (14.8 % and living at home independently while relying on community resources (7.2 %. The regression result indicated that predisposing, enabling and community factors were significantly associated with the aging care model preference. Specifically, compared with those who preferred to cohabit with children, those having higher education, fewer available family and friend helpers, and shorter distance to healthcare center were more likely to prefer to live independently and rely on community support. And compared with choosing to live in institutions, those having fewer available family and friend helpers and those living alone were more likely to prefer to live independently and rely on community. Need factors (health and disability condition were not significantly associated with desired aging care models, indicating that desired aging care models were passive choices resulted from the balancing of family and social caring resources

Technology in education: A guidebook for developing a science and math education support program

Energy Technology Data Exchange (ETDEWEB)

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match the organization`s strengths and resources with the needs of the school system. Following these ``getting started`` activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.

Technology in education: A guidebook for developing a science and math education support program

Energy Technology Data Exchange (ETDEWEB)

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match the organization's strengths and resources with the needs of the school system. Following these getting started'' activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.

The activities execution in education support in the nuclear power field

International Nuclear Information System (INIS)

Yamada, Yutaka; Maruoka, Hisamu.

1997-01-01

The knowledge of machinery structure, system composition and plant behavior, and operational technique related to them are necessary for operation and maintenance of nuclear power plant. From these matters, the education and training against the technicians being engaged in the nuclear power are important themes, which have conventionally been tackled with positively. On the other hand, hardwares of PC (personal computer) and multimedia technologies have been rapidly advanced, which make it possible to do effective learning by using such technologies. Our company is making activities in education support using the nuclear power plant technology which has been built up as a company of TOSHIBA group. In this paper, we introduce Multimedia CAI (Computer Assisted Instruction) and PLEVIS (Plant Engineering Visual and Interactive Simulator) which have been developed by us, and their application to education support systems in the nuclear power plant, and make some description on the future prospects. (author)

Understanding how education/support groups help lone mothers

Directory of Open Access Journals (Sweden)

Cameron Ruth

2010-01-01

Full Text Available Abstract Background Lone-mother led families are at increased risk of psychosocial disadvantage, social isolation and mental health morbidity. Community-based programs are more accessible for families seeking assistance. We examine the experiences of eight lone mothers participating in a larger randomized controlled trial (RCT of a community-based education/support group program using mixed methods. Methods A purposeful sample of eight mothers participating in the intervention arm of an RCT of community-based support/education groups was selected for the qualitative study. Individual interviews asked mothers about themselves and their relationships with their children before and after the group. Interviews were taped, transcribed and content analysis was used to code and interpret the data. Quantitative data collected in the RCT were used to describe these mothers. Results Mothers participating in the RCT and qualitative study experienced multiple difficulties, including financial and mood problems. These mothers reported that before participating in the group, they had shared experiences of social isolation, stigma, a sense of failure, poor relationships with their children and difficulties with financial management. After the group, mothers identified improved self-esteem, support from other mothers, improved parenting skills and improved communication with their children as outcomes of group participation. Conclusions The qualitative data revealed mothers' perceptions of specific areas that improved by participating in the group. The utility of complementary information provided by qualitative and quantitative methods in understanding program impact, as well as the need for broader assistance is noted.

Understanding how education/support groups help lone mothers.

Science.gov (United States)

Lipman, Ellen L; Kenny, Meghan; Jack, Susan; Cameron, Ruth; Secord, Margaret; Byrne, Carolyn

2010-01-04

Lone-mother led families are at increased risk of psychosocial disadvantage, social isolation and mental health morbidity. Community-based programs are more accessible for families seeking assistance. We examine the experiences of eight lone mothers participating in a larger randomized controlled trial (RCT) of a community-based education/support group program using mixed methods. A purposeful sample of eight mothers participating in the intervention arm of an RCT of community-based support/education groups was selected for the qualitative study. Individual interviews asked mothers about themselves and their relationships with their children before and after the group. Interviews were taped, transcribed and content analysis was used to code and interpret the data. Quantitative data collected in the RCT were used to describe these mothers. Mothers participating in the RCT and qualitative study experienced multiple difficulties, including financial and mood problems. These mothers reported that before participating in the group, they had shared experiences of social isolation, stigma, a sense of failure, poor relationships with their children and difficulties with financial management. After the group, mothers identified improved self-esteem, support from other mothers, improved parenting skills and improved communication with their children as outcomes of group participation. The qualitative data revealed mothers' perceptions of specific areas that improved by participating in the group. The utility of complementary information provided by qualitative and quantitative methods in understanding program impact, as well as the need for broader assistance is noted.

Evolving the Design of a Mobile Application to Support Transition to Tertiary Education

Directory of Open Access Journals (Sweden)

Yu Zhao

2017-11-01

Full Text Available Students’ transition to tertiary education plays a critical role in their overall post-secondary experience. Even though educational institutions have designed and implemented various transition support programs, most of them still struggle to collect detailed information and provide tailored and timely support to students. With the high adoption rate of smart phones among university students, mobile applications can be used as a platform to provide personalized support throughout the transition, which has the potential to address the shortcomings of existing programs. Moreover, the use of mobile applications to support the transition to tertiary education can benefit from emerging techniques to design applications to support individuals through transition processes. In this paper, we present the design and development process of myUniMate, a mobile application that allows students to track and reflect on information from multiple aspects of their university lives. The paper describes the user-centered design approach used in the design, the implementation process, and how the initial version evolved based on our previous study. We conducted a 4-week field trial with first year university students to validate our design.

Education, material condition and physical functioning trajectories in middle-aged and older adults in Central and Eastern Europe: a cross-country comparison

Science.gov (United States)

Hu, Yaoyue; Pikhart, Hynek; Pająk, Andrzej; Kubínová, Růžena; Malyutina, Sofia; Besala, Agnieszka; Peasey, Anne; Marmot, Michael; Bobak, Martin

2016-01-01

Background Two competing hypotheses, cumulative advantage/disadvantage and age-as-leveller, have been proposed to explain the contradictory findings on socioeconomic differences in health over the lifespan. To test these hypotheses, this investigation examined the influence of educational attainment and material condition on individual trajectories of physical functioning (PF) in unexplored ageing populations in Central and Eastern Europe. Methods 28 783 men and women aged 45–69 years selected from populations in seven Czech towns, Krakow (Poland) and Novosibirsk (Russia). PF was measured by the Physical Functioning Subscale (PF-10) of the Short-Form-36 questionnaire (SF-36) at baseline and three subsequent occasions. The highest educational attainment was self-reported at baseline, and material condition was captured by the sum score of 12 household amenities and assets. Results In all cohorts, participants with a university degree had the highest PF-10 score at baseline and slowest rate of decline in the score during follow-up, while the lowest baseline scores and fastest decline rate were found in participants with less than secondary education in all cohorts and in Russians with secondary education. Similar disparities in the baseline PF-10 score and decline rate were observed across tertiles of material condition, but differences in decline rates across the three tertiles among Czechs or between the lower two tertiles among Russians were not statistically significant. Conclusions Disparities in PF by educational attainment and material condition among middle-aged and older adults in Central and Eastern Europe existed at baseline and widened during ∼10 years of follow-up, supporting the cumulative advantage/disadvantage hypothesis. PMID:27194710

Regional Seminar on Community Support for Education and Participation in Educational Management (Bali, Indonesia, October 30-November 4, 1989). Report.

Science.gov (United States)

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

In recent years issues concerning community support for education and participation in educational management have come to the fore in developing Asian and Pacific countries. The United Nations Educational, Scientific, and Cultural Organization, Principal Regional Office for Asia and the Pacific (UNESCO/PROAP) has organized regional training…

Reporting Data with "Over-the-Counter" Data Analysis Supports Improves Educators' Data Analyses

Science.gov (United States)

Rankin, Jenny Grant

2014-01-01

The benefits of making data-informed decisions to improve learning rely on educators correctly interpreting given data. Many educators routinely misinterpret data, even at districts with proactive support for data use. The tool most educators use for data analyses, which is an information technology data system or its reports, typically reports…

Targeted initiatives. Support for nuclear engineering education in the USA

International Nuclear Information System (INIS)

Gutteridge, John

2001-01-01

Recruitment and education of a new generation of nuclear engineers stands to benefit in the USA from a range of programmes involving governmental bodies, universities, and industry groups. They are part of efforts to attract more students to consider and prepare for careers in the nuclear industry, and to provide financial support for nuclear research and education. Career prospects in the nuclear field are brightening. The demand for nuclear engineers and nuclear trained personnel is on the rise as the new century opens. During the past year several studies were completed in an attempt to ascertain the problems in nuclear engineering education and define initiatives to address these problems

Interprofessional education in practice: Evaluation of a work integrated aged care program.

Science.gov (United States)

Lawlis, Tanya; Wicks, Alison; Jamieson, Maggie; Haughey, Amy; Grealish, Laurie

2016-03-01

Health professional clinical education is commonly conducted in single discipline modes, thus limiting student collaboration skills. Aged care residential facilities, due to the chronic and complex health care needs of residents, provide an ideal placement to provide a collaborative experience. Interprofessional education is widely acknowledged as the pedagogical framework through which to facilitate collaboration. The aim of the evaluation was to assess student attitudes towards collaboration after active involvement in an interprofessional education program. Students studying nursing, occupational therapy, and aged care were invited to complete a version of the Readiness for Interprofessional Learning Scale before and after participating in a three-week pilot interprofessional program. A positive change in student attitudes towards other health professionals and the importance of working in interprofessional teams was reported with significant differences between two statements indicated: Learning with health-care students before qualifications would improve relationships after qualifications; and I learned a lot from the students from the other disciplines. The innovative pilot project was found to enhance student learning in interprofessional teams and the aged care environment. Further development of this and similar interprofessional programs is required to develop sustainable student projects that have health benefits for residents in aged care residential facilities. Copyright © 2015 Elsevier Ltd. All rights reserved.

Education Attainment and Parity Explain the Relationship Between Maternal Age and Breastfeeding Duration in U.S. Mothers.

Science.gov (United States)

Whipps, Mackenzie D M

2017-02-01

Prior research in high-income countries finds that young mothers tend to breastfeed their infants for shorter durations than older mothers; however, there are gaps in our understanding of the processes by which age influences breastfeeding. Research aim: The primary objective of this study was to test the mediating effects of parity and education attainment on the association between maternal age and two breastfeeding outcomes: total duration and duration of exclusive breastfeeding. This study was a secondary data analysis of the IFPS II, a prospective, longitudinal study of ~ 4,900 American mothers. Robust and bias-corrected regression analyses tested the direct effect of age and the indirect effects of age through parity and education for each outcome of interest. Parity and education attainment together explain nearly all of the association between maternal age and both measures of breastfeeding duration. The mediating role of education is significantly larger than parity for both outcomes. These findings indicate that maternal age primarily indexes parity and education but contributes minimally to breastfeeding duration via a direct effect. The findings have implications for intervention development and targeting strategies.

Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

Science.gov (United States)

Brown, Mitzi C.

This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

Conception of Lifelong Education as a Factor of Life Quality Improving for Third Age People (by the example of Education in Poland

Directory of Open Access Journals (Sweden)

Z V Boyko

2014-12-01

Full Text Available The problem of the third age people’s education is considered in the article. The conception of lifelong education as well as its realization in Western European countries is analyzed. The situation of creating and developing universities for the third age people is examined by the example of Poland.

Optimisation of quality in environmental education by means of software support

Directory of Open Access Journals (Sweden)

Katarína Čekanová

2015-12-01

Full Text Available The main topic of this article is based on the fact that environmental education and edification have got an irreplaceable and preferred position within the framework of a sustainable socio-economic development. Environmental education, which is performed at technical universities, has to offer professional and methodical knowledge concerning questions of environment for students of various technical branches. This education is performed in such way that the graduates, after entering the practical professional life, will be able to participate in solutions to the new actual problems that are related to environment and its protection, as well. Nowadays, during the educational proces it is also necessary to introduce technical development in a more extended rate. Taking into consideration the above-mentioned facts it is possible to say that the educational support for environmental studies is a relevant aspect, which should be integrated into the university educational process. It is a positive development trend that greater emphasis is focused on the quality of university education for the environmental engineers. Our society requires an increasing number of environmentally educated engineers who are able to participate in qualitative academic preparation, i.e. the so-called environmentalists. But the worldwide phenomena of technical development and globalisation also pose high claims for quality of their preparations including devices and computers skills. The Department of Process and Environmental Engineering at the Faculty of Mechanical Engineering, Technical University in Košice, the Slovak Republic is the institution specified and intended for quality optimisation. This Department introduced into the study programmes (“Environmental Management” and “Technology of Environmental Protection” study subjects with software support, which are oriented towards the indoor and outdoor environment and in this way the Department of Process and

Aging and memory: corrections for age, sex and education for three widely used memory tests.

Science.gov (United States)

Zappalà, G; Measso, G; Cavarzeran, F; Grigoletto, F; Lebowitz, B; Pirozzolo, F; Amaducci, L; Massari, D; Crook, T

1995-04-01

The associate learning subtest from the Wechsler Memory Scale; Benton's Visual Retention test and a Controlled Word Association Task (FAS) were administered to a random sample of normal, healthy individuals whose age ranged from 20 to 79 years, recruited within the Italian peninsula. The neuropsychological examination took place on a mobile unit and the tests were given by the same team of neuropsychologists to reduce variability among examiners. The Research Project was known as Progetto Memoria. Corrections to the scores of these tests were calculated for age, sex, and education. These corrected values will allow clinicians to screen for memory impairment with greater precision among normally aging individuals, thus improving differential diagnosis between physiologic and pathologic deterioration of cognitive functions.

Supporting nurse practitioner education: Preceptorship recruitment and retention

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Eric Staples

2018-04-01

Full Text Available Objectives: Clinical experience is an essential component of nurse practitioner (NP education that relies heavily on preceptors. Recruitment and retention of preceptors is challenging due to many variables that can affect NP education and practice. We surveyed Canadian NP programs to understand their preceptorship structures, how they support preceptorship, and to identify gaps and challenges to recruitment and retention of preceptors. Methods: An 18-item survey, developed by the NP Education Interest Group, was distributed to 24 universities across 10 Canadian provinces. Construct validity and reliability was assessed by experienced NPs and NP faculty. Data were analyzed using relative frequency statistics and thematic analysis. Participants consisted of administrative staff and/or faculty designated as responsible for recruitment and retention of NP preceptors. Results: Seventeen returned surveys were analyzed and demonstrated more similarities than differences across Canada's NP programs, particularly related to barriers affecting recruitment and retention of preceptors. The findings identified NP programs have too many students for the number of available clinical sites/preceptors, resulting in overutilization, burnout, or refusal to take students. Competition with other health disciplines for clinical placements was identified as a challenge to placements. Respondents commented they lack time to recruit, provide follow-up, offer support, or seek preceptors' feedback due to competing work demands. They identified the need for standardized funding for preceptor remuneration and recognition across the country. Conclusion: The findings suggest the need for exploring a wider intraprofessional collaboration among graduate NP programs/faculty, clinical placement sites, and NPs to facilitate the recruitment and retention of preceptors.

WA50 We can't do it alone: hospices and schools working together to educate and support children around death, dying and bereavement.

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Paul, Sally; Quinn, Helen

2015-04-01

Educating and supporting children around death, dying and bereavement, in schools, frequently relies on the individual interest and expertise of staff (Rowling 2003). Moves to develop such work of ten results in one off projects led by external agencies. Support and education is therefore ad hoc and unequitable. A research study was undertaken between a hospice and school to develop practice in this area from a health promotion perspective. This presentation discusses the design and implementation of two practice innovations arising from this process. The innovations aimed to introduce and educate children on issues related to loss and change, whilst simultaneously ensure that school staff have the skills and confidence to support individual experiences within the school setting. This was from a harm education and early intervention standpoint. Collaborative inquiry, within an action research methodology, was used to advance the innovations. This involved school and hospice staff working together to design and facilitate the activities. A programme of activities for children aged 5 to 11 (the resilience project) was designed and integrated throughout the curriculum. This is currently being piloted. A bereavement training programme was designed and facilitated to all school staff. Evaluations reported an increase in confidence around supporting bereavement issues. The process highlighted that combing the skills and expertise of hospice and school staff was essential in developing sustainable activities, appropriate to the setting. The role of the hospice in engaging with communities to collaboratively develop education and support around death, dying and bereavement was emphasised. Rowling, L. Grief in school communities: effective support strategies. Buckingham and Philadelphia: Open University Press, 2003. © 2015, Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Analysis of Evidence Supporting the Educational Leadership Constituent Council 2011 Educational Leadership Program Standards

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Tucker, Pamela D.; Anderson, Erin; Reynolds, Amy L.; Mawhinney, Hanne

2016-01-01

This document analysis provides a summary of the research from high-impact journals published between 2008 and 2013 with the explicit purpose of determining the extent to which the current empirical evidence supports the individual 2011 Educational Leadership Constituent Council Program Standards and their elements. We found that the standards are…

Is reciprocity always beneficial? Age differences in the association between support balance and life satisfaction.

Science.gov (United States)

Li, Tianyuan; Fok, Hung Kit; Fung, Helene H

2011-07-01

Reciprocity in support exchanges is believed to be beneficial to psychological well-being. This study examined perceived emotional and instrumental support balance from either family or friends, and the relationship between each support balance and life satisfaction among young and older adults. The sample included 107 older adults and 96 young adults. They rated their life satisfaction, as well as the emotional and instrumental support they provided to and received from family members and friends. Consistent with the socioemotional selectivity theory, age differences were found in perceived emotional support balance with friends. Older adults reported more emotionally reciprocal friendships than did young adults. Moreover, contrary to the equity rule, emotionally over-benefited friendships were associated with higher life satisfaction for older adults than were reciprocal friendships. Age, type of support, and source of support should be considered when studying the relationships between support balance and psychological well-being.

Use of computer technologies in physical education of women of the first mature age

Directory of Open Access Journals (Sweden)

Julia Tomilina

2016-08-01

Full Text Available Purpose: the improvement of process of physical education of women of the first mature age by means of Pilates with use of information technologies. Material & Methods: the experience of development and deployment of computer technologies in the process of physical education of women of mature age was systematized by means of the analysis of scientific and methodical and special literature and the best pedagogical and coach's practices, which is presented in mass media. The ways of application of computer programs were revealed, and the computer program ‘’Pilates’’ was developed by means of programming in the system Visual Basic. Results: the computer program ‘’Pilates’’, which consists of directory, settlement and recreational blocks, is offered for the purpose of improvement of the process of physical education of women of the first mature age by means of Pilates and increase in their motivation to classes by physical exercises. Conclusions: it is revealed that application of the computer programs has the positive effect in practice of physical education of women of the first mature age. The computer program ‘’Pilates’’ is submitted.

RSS technique and its role in supporting the educational process ...

African Journals Online (AJOL)

The spread of e-readers led to turnout to digital resources (e.g. the famous Amazon Kindle reader). ... Publishers have become in line with this trend. ... as well as to support marketing and promotional services for educational institutions.

Exploring causal effects of combining work and intergenerational support on depressive symptoms among middle-aged women

NARCIS (Netherlands)

Opree, S.J.; Kalmijn, M.

2012-01-01

In debates about ageing western societies it is often assumed that many middle-aged women struggle to combine paid employment and intergenerational support, and that the subsequent stress leads them to experience an increase in depressive symptoms. Cross-sectional studies have supported this notion,

Higher education experiences of students with autism spectrum disorder: challenges, benefits and support needs.

Science.gov (United States)

Van Hees, Valérie; Moyson, Tinneke; Roeyers, Herbert

2015-06-01

The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

Education and information for practicing school nurses: which technology-supported resources meet their needs?

Science.gov (United States)

Anderson, Lori S; Enge, Karmin J

2012-10-01

School nurses care for children with a variety of health-related conditions and they need information about managing these conditions, which is accessible, current, and useful. The goal of this literature review was to gather and synthesize information on technology-supported resources and to determine which met the educational needs of school nurses. Successful online educational programs were interactive and self-directed. The most common barriers were lack of time to find educational information, lack of knowledge about computers, technology, the Internet and specific programs, and lack of administrative support from school officials to use technology to access information and evidence for practice. Recommendations for successful use of technology to meet practicing school nurse's educational needs are offered.

Supporting Business Students' Transition into Higher Education: The Case of Marketing Downloads

Science.gov (United States)

Anderson, Deborah; Wason, Hilary; Southall, Jane

2016-01-01

This paper discusses a student-centred learning and teaching approach, "Marketing Downloads", designed to support students in transition into Higher Education. The move from secondary to tertiary education can be stressful for students and it impacts on their academic performance, their social life and general sense of well-being.…

Stability of Maternal Autonomy Support between Infancy and Preschool Age

Science.gov (United States)

Matte-Gagne, Celia; Bernier, Annie; Gagne, Christine

2013-01-01

The goals of this article were to examine (1) the relative and absolute stability of maternal autonomy support between infancy and preschool age, and (2) the moderating role of child gender, maternal attachment state of mind, and stressful life events. Sixty-nine mother-child dyads participated in five visits when the child was 8, 15, and 18…

Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders

Science.gov (United States)

Rodríguez, Isabel R.; Saldaña, David; Moreno, F. Javier

2012-01-01

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers' attitude, and another about teachers' perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers' expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. PMID:22934171

The Community-based Organizations Working Group of the Space Science Education Support Network

Science.gov (United States)

Lutz, J. H.; Lowes, L. L.; Asplund, S.

2004-12-01

The NASA Space Science Support Network Community-based Organizations Working Group (CBOWG) has been working for the past two years on issues surrounding afterschool programs and programs for youth (e.g., Girl Scouts, Boy Scouts, Boys and Girls Clubs, 4-H, summer camps, afterschool and weekend programs for various ages, programs with emphases on minority youth). In this session the co-leaders of the CBOWG will discuss the challenges of working with community-based organizations on a regional or national level. We will highlight some ties that we have forged with the National Institute for Out of School Time (NIOST) and the National Afterschool Association (NAA). We will also talk about efforts to coordinate how various entities within NASA cooperate with community-based organizations to serve the best interests of these groups. We will give a couple of examples of how NASA space science organizations have partnered with community-based organizations. The session will include some handouts of information and resources that the CBOWG has found useful in developing an understanding of this segment of informal education groups. We would like to thank NASA for providing resources to support the work of the CBOWG.

Extravehicular Activity Systems Education and Public Outreach in Support of NASA's STEM Initiatives

Science.gov (United States)

Paul, Heather L.

2011-01-01

The exploration activities associated with NASA?s goals to return to the Moon, travel to Mars, or explore Near Earth Objects (NEOs) will involve the need for human-supported space and surface extravehicular activities (EVAs). The technology development and human element associated with these exploration missions provide fantastic content to promote science, technology, engineering, and math (STEM). As NASA Administrator Charles F. Bolden remarked on December 9, 2009, "We....need to provide the educational and experiential stepping-stones to inspire the next generation of scientists, engineers, and leaders in STEM fields." The EVA Systems Project actively supports this initiative by providing subject matter experts and hands-on, interactive presentations to educate students, educators, and the general public about the design challenges encountered as NASA develops EVA hardware for these missions. This paper summarizes these education and public efforts.

The Role of Science Education in the Nuclear Age

DEFF Research Database (Denmark)

Christensen, Ivan Lind

2016-01-01

The ramifications of the atomic bombings of Hiroshima and Nagasaki in 1945 and the Atom for Peace resolution adopted by the UN in 1954 has been the object of study for some time now, especially with regard to international relations, national security policies and popular culture. Far less...... attention has been paid to the impact of the subsequent UNESCO Atoms for Peace initiatives within science education. This article traces the international ideas about the role of education in the atomic age, as they were formulated by central agents within UNESCO’s Natural Science Department, Section...... of Science Teaching, Social Science Department and the Department of Education. Moving from the rhetoric of international ‘Big Politics’ to the local level of primary schools, the article explores how the Atom for Peace initiative was related to the general science teaching discourse and the already ongoing...

Effect of aging on renal function plus monitoring and support.

Science.gov (United States)

Baldea, Anthony J

2015-02-01

Several anatomic changes and physiologic alterations occur in the aging kidney, awareness of which is essential for the early recognition of acute kidney injury (AKI) to improve outcomes in hospitalized geriatric patients. There are no unique diagnostic methods or treatment modalities in the care of the geriatric patient with AKI. Therapy is mainly supportive, and the full spectrum of treatment options, including renal replacement therapy (RRT), should not be withheld from a patient based on age. More studies need to be performed to determine the optimal timing, intensity, and modality of RRT in the geriatric population. Copyright © 2015 Elsevier Inc. All rights reserved.

Peer-supported review of teaching: making the grade in midwifery and nursing education.

Science.gov (United States)

Murphy Tighe, Sylvia; Bradshaw, Carmel

2013-11-01

This paper outlines the value of peer-supported review of teaching for nurse and midwifery educators in an academic environment. Reflection and continuing professional development are important tenets of an educators' practice and can be addressed via peer observation. Definitions and models of peer observation are presented. The strengths and challenges associated with peer-supported review of teaching are discussed. The reasons why peer observation is underutilised are explored with some suggestions on how to overcome these challenges. Recent developments in relation to peer observation and peer-supported review are outlined. The need for tangible evidence of development and enhancement of existing teaching expertise is very pronounced in the current economic climate, it is concluded that peer-supported review of teaching can provide such evidence. Copyright © 2012 Elsevier Ltd. All rights reserved.

Educational Supports for Middle School Youths Involved in the Foster Care System

Science.gov (United States)

Tyre, Ashli D.

2012-01-01

Despite our knowledge of poor educational outcomes for youths in foster care, the literature on methods or models for addressing the needs of this vulnerable group of students remains extremely limited. Therefore, the purpose of the present study is to describe a school-based educational support model that provides advocacy, tutoring, and…

THE EDUCATIONAL POTENTIAL OF FATHERHOOD: CONCEPTUAL BASES OF RESEARCH AND SUPPORT

Directory of Open Access Journals (Sweden)

V. I. Zagvyazinsky

2017-01-01

Full Text Available Introduction. Nowadays, under the conditions of a general crisis of family relations, fatherhood as a social phenomenon and institution increasingly attracts the interest of researchers in various fields of humanitarian knowledge. However, Russian researchers have not treated educational potential of fatherhood in much detail due to historically developed objective reasons. Most studies are conducted not systemically; many of them describe typical problems. Moreover, previous studies of the educational potential of fatherhood have not dealt with practical recommendations for support and development of fatherhood as an educational institution.The aims of this research are: the analysis of fatherhood as an educational institution; scientific and theoretical justification for opportunities to strengthen family relations and children welfare through pedagogical support for fatherhood period.Methodology and research methods. The methodological framework of the research undertaken by authors is based on institutional approach. The relevant directions of the research on the stated problematics are highlighted on the basis of the review of the Russian and foreign scientific literature; the analysis of normative documents and generalization of social and pedagogical practices. The theoretical analysis and synthesis of the data obtained during the surveys among men from different regions ofRussia and foreign countries allowed the authors to structure typical ideas about fatherhood and to model a concept for its educational resources.Results and scientific novelty. The problems complicating mass reproduction of effective “fatherly pedagogy” are designated: system crisis of a family and masculinity; socio-economic factors resulting in the low educational motivation of fathers; lack of clear and positive ideological and valuable bases of human existence, etc. The concepts “fatherhood” and “educational potential of fatherhood” are consistently

International Nuclear Security Education Network (INSEN) and the Nuclear Security Training and Support Centre (NSSC) Network

International Nuclear Information System (INIS)

Nikonov, Dmitriy

2013-01-01

International Nuclear Security Education Network established in 2010: A partnership between the IAEA and universities, research institutions and other stakeholders - •Promotion of nuclear security education; • Development of educational materials; • Professional development for faculty members; • Collaborative research and resource sharing. Currently over 90 members from 38 member states. Mission: to enhance global nuclear security by developing, sharing and promoting excellence in nuclear security education. Nuclear Security Support Centre: Primary objectives are: • Develop human resources through the implementation of a tailored training programme; • Develop a network of experts; • Provide technical support for lifecycle equipment management and scientific support for the detection of and the response to nuclear security events

A Systematic Review of Reviews Evaluating Technology-Enabled Diabetes Self-Management Education and Support.

Science.gov (United States)

Greenwood, Deborah A; Gee, Perry M; Fatkin, Kathy J; Peeples, Malinda

2017-09-01

Since the introduction of mobile phones, technology has been increasingly used to enable diabetes self-management education and support. This timely systematic review summarizes how currently available technology impacts outcomes for people living with diabetes. A systematic review of high quality review articles and meta analyses focused on utilizing technology in diabetes self-management education and support services was conducted. Articles were included if published between January 2013 and January 2017. Twenty-five studies were included for analysis. The majority evaluated the use of mobile phones and secure messaging. Most studies described healthy eating, being active and metabolic monitoring as the predominant self-care behaviors evaluated. Eighteen of 25 reviews reported significant reduction in A1c as an outcome measure. Four key elements emerged as essential for improved A1c: (1) communication, (2) patient-generated health data, (3) education, and (4) feedback. Technology-enabled diabetes self-management solutions significantly improve A1c. The most effective interventions incorporated all the components of a technology-enabled self-management feedback loop that connected people with diabetes and their health care team using 2-way communication, analyzed patient-generated health data, tailored education, and individualized feedback. The evidence from this systematic review indicates that organizations, policy makers and payers should consider integrating these solutions in the design of diabetes self-management education and support services for population health and value-based care models. With the widespread adoption of mobile phones, digital health solutions that incorporate evidence-based, behaviorally designed interventions can improve the reach and access to diabetes self-management education and ongoing support.

Effects of perceived educational support on usage of an internet nursing reference center.

Science.gov (United States)

Marshall, Brenda L; Sabbagh, Lia

2015-04-01

The need for evidence-based practice in nursing is well established; however, the efficacy of providing online research resources to nurses delivering care at the bedside has yet to undergo empirical testing. This study evaluated the impact of minimal educational support by a nurse researcher on nurses' usage of a hospital-based online nursing reference center. This randomized, comparison group design feasibility study was conducted at a suburban medical center. Real-time RN usage of an online nursing reference center was collected over 10 months (August to May), with the comparative intervention occurring for seven of the 10 months (September to March). Independent samples t tests and analysis of variance demonstrated that nurses receiving weekly or biweekly visits from an educator had significantly higher usage of the reference center. Nurses who received minimal educational support through weekly and biweekly brief, verbally supportive visits from a nurse researcher were significantly higher users of the online nurse reference center than those receiving in-services only. Copyright 2015, SLACK Incorporated.

Education, material condition and physical functioning trajectories in middle-aged and older adults in Central and Eastern Europe: a cross-country comparison.

Science.gov (United States)

Hu, Yaoyue; Pikhart, Hynek; Pająk, Andrzej; Kubínová, Růžena; Malyutina, Sofia; Besala, Agnieszka; Peasey, Anne; Marmot, Michael; Bobak, Martin

2016-11-01

Two competing hypotheses, cumulative advantage/disadvantage and age-as-leveller, have been proposed to explain the contradictory findings on socioeconomic differences in health over the lifespan. To test these hypotheses, this investigation examined the influence of educational attainment and material condition on individual trajectories of physical functioning (PF) in unexplored ageing populations in Central and Eastern Europe. 28 783 men and women aged 45-69 years selected from populations in seven Czech towns, Krakow (Poland) and Novosibirsk (Russia). PF was measured by the Physical Functioning Subscale (PF-10) of the Short-Form-36 questionnaire (SF-36) at baseline and three subsequent occasions. The highest educational attainment was self-reported at baseline, and material condition was captured by the sum score of 12 household amenities and assets. In all cohorts, participants with a university degree had the highest PF-10 score at baseline and slowest rate of decline in the score during follow-up, while the lowest baseline scores and fastest decline rate were found in participants with less than secondary education in all cohorts and in Russians with secondary education. Similar disparities in the baseline PF-10 score and decline rate were observed across tertiles of material condition, but differences in decline rates across the three tertiles among Czechs or between the lower two tertiles among Russians were not statistically significant. Disparities in PF by educational attainment and material condition among middle-aged and older adults in Central and Eastern Europe existed at baseline and widened during ∼10 years of follow-up, supporting the cumulative advantage/disadvantage hypothesis. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Review of relative age effects and potential ways to reduce them in sport and education

Directory of Open Access Journals (Sweden)

David Gutiérrez Díaz del Campo

2013-01-01

Full Text Available Differences on chronological age within a peer/age group are known as Relative Age, and its consecuences as Relative Age Effec (RAE. This article is a review of the most relevant publications in both the educative and sportive contexts. The decision of reviewing both contexts in the same article is based on the existence of many points in common between them. Furthermore when research is made on youth sport, all the participants are at the same time in the educational system. The hypothesis of the origin of RAE and possible solutions are discussed and analysed at the end of the paper. Besides the objective of compiling and analyse what literature says about RAE, this article has the aim of raisig awareness about this problem and wish of intervention in educators and sportive managers.

Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Sampson, D., & Fytros, D. (2008). Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes. In P. Diaz, Kinshuk, I. Aedo & E. Mora (Eds.), Proceedings of the 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), pp. 288-292. July,

Educational Elements of a Comprehensive State Policy on Aging.

Science.gov (United States)

New York State Education Dept., Albany. Center for Educational and Cultural Opportunities for the Aging.

This document, a policy statement adopted by the New York State Board of Regents in 1986, describes program options to implement each of six policy directions adopted by the Regents and to be coordinated by the Center for Educational and Cultural Opportunities for the Aging. The six policy directions are (1) involve the elderly as active…

Watermelons Not War! A Support Book for Parenting in the Nuclear Age.

Science.gov (United States)

Cloud, Kate; And Others

The Nuclear Education Project (NEP), a group of five women concerned about parenting in a nuclear age, developed this guide to help parents and others develop a sense of hope and promote a greater involvement in the democratic political process. Chapter I, "The Heart of the Matter," presents sections on answering possible questions children might…

On Financial Support System for Compulsory Education in China's Western Minority Areas

Science.gov (United States)

Jinyu, Qi

2008-01-01

China's Western Development is a policy adopted to boost its less developed Western regions, that is, a systematic project and a longterm and arduous task. The development of compulsory education in China's minority areas is the key to it. This paper attempts to use the beneficial experience of developing compulsory education support system of…

Software Application for Supporting the Education of Database Systems

Science.gov (United States)

Vágner, Anikó

2015-01-01

The article introduces an application which supports the education of database systems, particularly the teaching of SQL and PL/SQL in Oracle Database Management System environment. The application has two parts, one is the database schema and its content, and the other is a C# application. The schema is to administrate and store the tasks and the…

Science Education and Public Outreach Forums (SEPOF): Providing Coordination and Support for NASA's Science Mission Directorate Education and Outreach Programs

Science.gov (United States)

Mendez, B. J.; Smith, D.; Shipp, S. S.; Schwerin, T. G.; Stockman, S. A.; Cooper, L. P.; Peticolas, L. M.

2009-12-01

NASA is working with four newly-formed Science Education and Public Outreach Forums (SEPOFs) to increase the overall coherence of the Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program. SEPOFs support the astrophysics, heliophysics, planetary and Earth science divisions of NASA SMD in three core areas: * E/PO Community Engagement and Development * E/PO Product and Project Activity Analysis * Science Education and Public Outreach Forum Coordination Committee Service. SEPOFs are collaborating with NASA and external science and education and outreach communities in E/PO on multiple levels ranging from the mission and non-mission E/PO project activity managers, project activity partners, and scientists and researchers, to front line agents such as naturalists/interpreters, teachers, and higher education faculty, to high level agents such as leadership at state education offices, local schools, higher education institutions, and professional societies. The overall goal for the SEPOFs is increased awareness, knowledge, and understanding of scientists, researchers, engineers, technologists, educators, product developers, and dissemination agents of best practices, existing NASA resources, and community expertise applicable to E/PO. By coordinating and supporting the NASA E/PO Community, the NASA/SEPOF partnerships will lead to more effective, sustainable, and efficient utilization of NASA science discoveries and learning experiences.

Future Educators' Explaining Voices

Science.gov (United States)

de Oliveira, Janaina Minelli; Caballero, Pablo Buenestado; Camacho, Mar

2013-01-01

Teacher education programs must offer pre-service students innovative technology-supported learning environments, guiding them in the revision of their preconceptions on literacy and technology. This present paper presents a case study that uses podcast to inquiry into future educators' views on technology and the digital age. Results show future…

Community-Driven Support in the Hydrologic Sciences through Data, Education and Outreach

Science.gov (United States)

Clark, E.

2015-12-01

The Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI) is a non-profit funded by the National Science Foundation to support water science research and education. As outlined in the CUAHSI Education and Outreach Strategy, our objectives are: 1) helping the member institutions communicate water science; 2) cross-disciplinary water education; 3) dissemination of research; 4) place-based water education using data services; and 5) broadening participation. Through the CUAHSI Water Data Center, online tools and resources are available to discover, download, and analyze multiple time-series water datasets across various parameters. CUAHSI supports novel graduate student research through the Pathfinder Fellowship program which has enhanced the interdisciplinary breadth of early-career research. Public outreach through the Let's Talk About Water film symposium and cyberseminar programs have proven effective in distributing research, leading to more recent development of virtual training workshops. By refining and building upon CUAHSI's existing programs, new training opportunities, collaborative projects, and community-building activities for the hydrologic sciences have come to fruition, such as the recent National Flood Interoperability Experiment with the NOAA's National Water Center.

Supporting Evidence-Informed Teaching in Biomedical and Health Professions Education Through Knowledge Translation: An Interdisciplinary Literature Review.

Science.gov (United States)

Tractenberg, Rochelle E; Gordon, Morris

2017-01-01

Phenomenon: The purpose of "systematic" reviews/reviewers of medical and health professions educational research is to identify best practices. This qualitative article explores the question of whether systematic reviews can support "evidence informed" teaching and contrasts traditional systematic reviewing with a knowledge translation (KT) approach to this objective. Degrees of freedom analysis (DOFA) is used to examine the alignment of systematic review methods with educational research and the pedagogical strategies and approaches that might be considered with a decision-making framework developed to support valid assessment. This method is also used to explore how KT can be used to inform teaching and learning. The nature of educational research is not compatible with most (11/14) methods for systematic review. The inconsistency of systematic reviewing with the nature of educational research impedes both the identification and implementation of "best-evidence" pedagogy and teaching. This is primarily because research questions that do support the purposes of review do not support educational decision making. By contrast to systematic reviews of the literature, both a DOFA and KT are fully compatible with informing teaching using evidence. A DOFA supports the translation of theory to a specific teaching or learning case, so could be considered a type of KT. The DOFA results in a test of alignment of decision options with relevant educational theory, and KT leads to interventions in teaching or learning that can be evaluated. Examples of how to structure evaluable interventions are derived from a KT approach that are simply not available from a systematic review. Insights: Systematic reviewing of current empirical educational research is not suitable for deriving or supporting best practices in education. However, both "evidence-informed" and scholarly approaches to teaching can be supported as KT projects, which are inherently evaluable and can generate

IAEA Activities supporting education and training at research reactors

International Nuclear Information System (INIS)

Peld, N.D.; Ridikas, D.

2013-01-01

Full-text: Through the provision of neutrons for experiments and their historical association with universities, research reactors have played a prominent role in nuclear education and training of students, scientists and radiation workers. Today education and training remains the foremost application of research reactors, involving close to 160 facilities out of 246 operational. As part of its mandate to facilitate and expand the contribution of atomic energy to peace, health and prosperity throughout the world, the IAEA administers a number of activities intended to promote nuclear research and enable access to nuclear technology for peaceful purposes, one of which is the support of various education and training measures involving research reactors. In the last 5 years, education and training has formed one pillar for the creation of research reactor coalitions and networks to pool their resources and offer joint programmes, such as the on-going Group Fellowship Training Course. Conducted mainly through the Eastern European Research Reactor Initiative, this programme is a periodic sic week course for young scientists and engineers on nuclear techniques and administration jointly conducted at several member research reactor institutes. Organization of similar courses is under consideration in Latin America and the Asia-Pacific Region, also with support from the IAEA. Additionally, four research reactor institutes have begun offering practical education courses through virtual reactor experiments and operation known as the Internet Reactor Laboratory. Through little more than an internet connection and projection screens, university science departments can be connected regionally or bilaterally with the control room o a research reactor for various training activities. Finally, two publications are being prepared, namely Hands-On Training Courses Using Research Reactors and Accelerators, and Compendium on Education and training Based on Research Reactors. These

Patient education and emotional support practices in abortion care facilities in the United States.

Science.gov (United States)

Gould, Heather; Perrucci, Alissa; Barar, Rana; Sinkford, Danielle; Foster, Diana Greene

2012-01-01

Little is known about how patient education and emotional support is provided at abortion facilities. This pilot study documents 27 facilities' practices in this aspect of abortion care. We conducted confidential telephone interviews with staff from 27 abortion facilities about their practices. The majority of facilities reported they rely primarily on trained nonclinician staff to educate patients and provide emotional support. As part of their informed consent and counseling processes, facilities reported that staff always provide patients with information about the procedure (96%), assess the certainty of their abortion decisions (92%), assess their feelings and provide emotional support (74%), and provide contraceptive health education (92%). Time spent providing these components of care varied across facilities and patients. When describing their facility's care philosophy, many respondents expressed support for "patient-centered," "supportive," "nonjudgmental" care. Eighty-two percent agreed that it is the facility's role to provide counseling for emotional issues related to abortion. All facilities valued informed consent, patient education, and emotional support. Although the majority of facilities considered counseling for emotional issues to be a part of their role, some did not. Future research should examine patients' preferences regarding abortion care and counseling and how different approaches to care affect women's emotional well-being after having an abortion. This information is important in light of current, widespread legislative efforts that aim to regulate abortion counseling, which are being proposed without an understanding of patient needs or facility practices. Copyright © 2012 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

A Comparison between LMS tools to support e-health educational activities.

Science.gov (United States)

de Araújo Novaes, Magdala; Soares de Vasconcelos, Gabriel; Florencio da Silva, Jackson Raniel

2015-01-01

The objective of this study is to understand how a Learning Management System (LMS) plataform is used in a telehealth center to support two virtual learning enviroments focused on the education of the healthcare professionals and the students of a medical schoool. The study outcome is expected to provide indications towards choosing a better LSM for the telehelath center to support their educacional activities.

Families of children with special educational needs resources and needs support

Directory of Open Access Journals (Sweden)

Danielli Silva Gualda

2013-06-01

Full Text Available The goal of this research was to investigate what are the resources and needs of parents of preschool children with special educational needs. The participants were eleven parents of children with special educational needs included in pre-elementary school. Most parents had purchasing power medium to medium low. To meet the objectives, parents filled in the “Inventory of Home Environment Resources - RAF” and “Questionnaire on the needs of families - QNF. The results enabled the RAF to note that this study the majority of children with special educational needs and has a stimulating home environment, whereas the mothers accompanied their children in school affairs and the maintenance of a routine to perform activities, and receive care through resource rooms (41.6% and in the care of APAE (25.0%. the data obtained by QNF parents need help to: (a to obtain more information about services and supports that your child may benefit in the future, (b meet regularly with appropriate persons, as professionals, to talk on the child’s disability, (c explain the child’s other children, friends and neighbors, (d find social support services and educational for the child, (e pay expenses and (f to discuss problems and find solutions.

Aging trends -- the Philippines.

Science.gov (United States)

Biddlecom, A E; Domingo, L J

1996-03-01

This report presents a description of the trends in growth of the elderly population in the Philippines and their health, disability, education, work status, income, and family support. The proportion of elderly in the Philippines is much smaller than in other Southeast Asian countries, such as Singapore and Malaysia. The elderly population aged over 65 years increased from 2.7% of total population in 1990 to 3.6% in 1990. The elderly are expected to comprise 7.7% of total population in 2025. The proportion of elderly is small due to the high fertility rate. Life expectancy averages 63.5 years. The aged dependency ratio will double from 5.5 elderly per 100 persons aged 15-64 years in 1990 to 10.5/100 in 2025. A 1984 ASEAN survey found that only 11% of elderly rated their health as bad. The 1990 Census reveals that 3.9% were disabled elderly. Most were deaf, blind, or orthopedically impaired. 16% of elderly in the ASEAN survey reported not seeing a doctor even when they needed to. 54% reported that a doctor was not visited due to the great expense. In 1980, 67% of men and 76% of women aged over 60 years had less than a primary education. The proportion with a secondary education in 2020 is expected to be about 33% for men and 33% for women. 66.5% of men and 28.5% of women aged over 60 years were in the formal labor force in 1990. Women were less likely to receive cash income from current jobs or pensions. 65% of earnings from older rural people was income from agricultural production. 60% of income among urban elderly was from children, and 23% was from pensions. Family support is provided to the elderly in the form of coresidence. In 1988, 68% of elderly aged over 60 years lived with at least one child. Retirement or nursing homes are uncommon. The Philippines Constitution states that families have a duty to care for elderly members.

Changing patterns of tobacco use in a middle-aged population: the role of snus, gender, age, and education.

Science.gov (United States)

Norberg, Margareta; Lundqvist, Gunnar; Nilsson, Maria; Gilljam, Hans; Weinehall, Lars

2011-01-01

In Sweden, the smoking prevalence has declined. In 2007, it was among the lowest in the industrialized world. A steady increase in the use of Swedish oral moist snuff, snus, has occurred in parallel. This development is neither solicited by authorities nor the medical establishment, but rather has occurred along with increased awareness of the dangers of smoking, and has been promoted by product development and marketing of snus. To evaluate time trends in patterns of tobacco use in northern Sweden during 1990-2007. Cross-sectional (99,381 subjects) and longitudinal (26,867 subjects) data from the Västerbotten Intervention Programme (VIP) 1990-2007 were analyzed. All adults in Västerbotten County are invited to a VIP health examination at ages 40, 50, and 60 years, and until 1995 also 30 years. Smoking and use of snus were evaluated by gender, age and educational groups. Intermittent smoking was categorized as smoking. From the period 1990-1995 to the period 2002-2007, smoking prevalence decreased from 26 to 16% among men and from 27 to 18% among women. The differences in prevalence increased between educational groups. The decline in smoking was less and the increase of snus use was greater among those with basic education. The use of snus among basic-educated 40-year-olds reached 35% among men and 14% among women during 2002-2007. Dual smoking and snus use increased among men and women with basic education. Smoking without snus use was more prevalent among women. Gender differences in total smoking prevalence (smoking only plus dual use) were small in all age groups, but increased among those with basic education reaching 7.3% during 2002-2007, with women being more frequent smokers. Smoking prevalences were similar among never, former and current snus users. Among the 30,000 former smokers, 38% of men and 64% of women had never used snus. Longitudinal data showed a decline in total tobacco use from baseline until follow-up and this was mainly due to a smoking

Users’ support as a social resource in educational services: construct validity and measurement invariance of the User-Initiated Support Scale (UISS

Directory of Open Access Journals (Sweden)

Barbara Loera

2016-08-01

Full Text Available Social support is an important resource for reducing the risks of stress and burnout at work. It seems to be particularly helpful for educational and social professionals. The constant and intense relationships with users that characterize this kind of service can be very demanding, increasing stress and leading to burnout. While significant attention has been paid to supervisors and colleagues in the literature, users have rarely been considered as possible sources of social support. The only exception is the Zimmermann et al.’ (2011 research, focused on customer support as a resource for workers’ well-being. This paper proposes the validation of the customer-initiated support scale developed by Zimmermann et al. (2011, translated into Italian and focused on educational services users (children’s parents, to measure the user support perceived by workers: the User-Initiated Support Scale (UISS. In Study 1 (105 teachers, which specifically involved educators and kindergarten teachers, the items and scale properties were preliminarily examined using descriptive analyses and exploratory factor analysis (EFA. In Study 2 (304 teachers, the construct and criterion validity and scale dimensionality were analyzed using confirmatory factor analysis (CFA. In Study 3 (304 teachers from Study 2 and 296 educators, measurement invariance was tested. The EFA results from Study 1 showed a one-factor solution (explained variance, 67.2%. The scale showed good internal coherence (alpha = .88. The CFA in Study 2 validated the one-factor solution (CFI = .987; SRMR = .054. Bivariate correlations confirmed construct validity; the UISS was positively associated (convergent with user gratitude, and not associated (divergent with disproportionate customer expectations. Regarding the criterion validity test, the UISS was strongly correlated with burnout and job satisfaction. The analysis of measurement invariance performed on the Study 3 data confirmed the equality

Users’ Support as a Social Resource in Educational Services: Construct Validity and Measurement Invariance of the User-Initiated Support Scale (UISS)

Science.gov (United States)

Loera, Barbara; Martini, Mara; Viotti, Sara; Converso, Daniela

2016-01-01

Social support is an important resource for reducing the risks of stress and burnout at work. It seems to be particularly helpful for educational and social professionals. The constant and intense relationships with users that characterize this kind of service can be very demanding, increasing stress and leading to burnout. While significant attention has been paid to supervisors and colleagues in the literature, users have rarely been considered as possible sources of social support. The only exception is the Zimmermann et al.’s (2011) research, focused on customer support as a resource for workers’ well-being. This paper proposes the validation of the customer-initiated support scale developed by Zimmermann et al. (2011), translated into Italian and focused on educational services users (children’s parents), to measure the user support perceived by workers: the User-Initiated Support Scale (UISS). In Study 1 (105 teachers), which specifically involved educators and kindergarten teachers, the items and scale properties were preliminarily examined using descriptive analyses and exploratory factor analysis (EFA). In Study 2 (304 teachers), the construct and criterion validity and scale dimensionality were analyzed using confirmatory factor analysis (CFA). In Study 3 (304 teachers from Study 2 and 296 educators), measurement invariance (MI) was tested. The EFA results from Study 1 showed a one-factor solution (explained variance, 67.2%). The scale showed good internal coherence (alpha = 0.88). The CFA in Study 2 validated the one-factor solution (comparative fit index = 0.987; standardized root mean square residual = 0.054). Bivariate correlations confirmed construct validity; the UISS was positively associated (convergent) with user gratitude, and not associated (divergent) with disproportionate customer expectations. Regarding the criterion validity test, the UISS was strongly correlated with burnout and job satisfaction. The analysis of MI performed on the

Users' Support as a Social Resource in Educational Services: Construct Validity and Measurement Invariance of the User-Initiated Support Scale (UISS).

Science.gov (United States)

Loera, Barbara; Martini, Mara; Viotti, Sara; Converso, Daniela

2016-01-01

Social support is an important resource for reducing the risks of stress and burnout at work. It seems to be particularly helpful for educational and social professionals. The constant and intense relationships with users that characterize this kind of service can be very demanding, increasing stress and leading to burnout. While significant attention has been paid to supervisors and colleagues in the literature, users have rarely been considered as possible sources of social support. The only exception is the Zimmermann et al.'s (2011) research, focused on customer support as a resource for workers' well-being. This paper proposes the validation of the customer-initiated support scale developed by Zimmermann et al. (2011), translated into Italian and focused on educational services users (children's parents), to measure the user support perceived by workers: the User-Initiated Support Scale (UISS). In Study 1 (105 teachers), which specifically involved educators and kindergarten teachers, the items and scale properties were preliminarily examined using descriptive analyses and exploratory factor analysis (EFA). In Study 2 (304 teachers), the construct and criterion validity and scale dimensionality were analyzed using confirmatory factor analysis (CFA). In Study 3 (304 teachers from Study 2 and 296 educators), measurement invariance (MI) was tested. The EFA results from Study 1 showed a one-factor solution (explained variance, 67.2%). The scale showed good internal coherence (alpha = 0.88). The CFA in Study 2 validated the one-factor solution (comparative fit index = 0.987; standardized root mean square residual = 0.054). Bivariate correlations confirmed construct validity; the UISS was positively associated (convergent) with user gratitude, and not associated (divergent) with disproportionate customer expectations. Regarding the criterion validity test, the UISS was strongly correlated with burnout and job satisfaction. The analysis of MI performed on the Study 3

Association of Social Support and Cognitive Aging Modified by Sex and Relationship Type: A Prospective Investigation in the English Longitudinal Study of Ageing.

Science.gov (United States)

Liao, Jing; Scholes, Shaun

2017-10-01

We examined whether between-persons differences and within-person changes in levels of social support were associated with age-related cognitive decline and whether these associations varied by sex and by relationship type. Executive function and memory scores over 8 years (2002-2010) were analyzed by mixture models among 10,241 adults aged ≥50 years in the English Longitudinal Study of Ageing. Between-persons differences and within-person changes in positive social support and negative social support were independently associated with cognitive decline in different ways according to sex and relationship type. Among men, higher-than-average positive social support from a spouse/partner was associated with slower cognitive decline (for executive function, βperson-mean×time-in-study = 0.005, 95% CI: 0.001, 0.010; for memory, βperson-mean×time-in-study = 0.006, 95% CI: 0.000, 0.012); whereas high negative social support from all relationship types was associated with accelerated decline in executive function (for all relationships combined, βperson-mean×time-in-study = -0.005, 95% CI: -0.008, -0.002). For women, higher-than-average positive social support from children (β = 0.037, 95% CI: 0.010, 0.064) and friends (β = 0.115, 95% CI: 0.081, 0.150)-but not from a spouse/partner (β = -0.034, 95% CI: -0.059, -0.009) or extended family (β = -0.035, 95% CI: -0.064, -0.006)-was associated with higher executive function. Associations between social support and age-related cognitive decline vary across different relationship types for men and women. © The Author(s) 2017. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health.

Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

Directory of Open Access Journals (Sweden)

Sean A. Kidd

2012-01-01

Full Text Available Cognitive remediation (CR is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work.

Cognitive reserve and emotional stimuli in older individuals: level of education moderates the age-related positivity effect.

Science.gov (United States)

Bruno, Davide; Brown, Adam D; Kapucu, Aycan; Marmar, Charles R; Pomara, Nunzio

2014-01-01

BACKGROUND/STUDY CONTEXT: A frequently observed age-related effect is a preference in older individuals for positive stimuli. The cognitive control model proposes that this positivity effect may be mediated by executive functions. We propose that cognitive reserve, operationally defined as years of education, which tempers cognitive decline and has been linked to executive functions, should also influence the age-related positivity effect, especially as age advances. An emotional free recall test was administered to a group of 84 cognitively intact individuals aged 60 to 88, who varied in years of education. As part of a larger test battery, data were obtained on measures of executive functioning and depression. Multiple regression and moderation analyses were performed, controlling for general cognitive function, severity of depressive symptoms, and executive function. In our data, years of education appeared to moderate the effect of age on the positivity effect; age was negatively associated with recall of positive words in participants with fewer years of education, whereas a nonsignificant positive correlation was observed between age and positivity in participants with more education. Cognitive reserve appears to play a role in explaining individual differences in the positivity effect in healthy older individuals. Future studies should investigate whether cognitive reserve is also implicated in the ability to process a wide range of emotional stimuli and whether greater reserve is reflected in improved emotional regulation.

Transition to independent practice: a national enquiry into the educational support for newly qualified GPs.

Science.gov (United States)

Griffin, Ann; Abouharb, Tareq; Etherington, Clare; Bandura, Induja

2010-09-01

The nature of the work that NQGPs are undertaking in their transition to independent practice is changing; current training may not fully prepare them for this new peripatetic role, as indicated by rising numbers of reports of poor performance in this group. Educational support at the time of transition from general practitioner (GP) training to independent practice had previously demonstrated benefits, but many formal schemes have finished. This study aimed to map out the current provision of educational support provided by the UK deaneries for NQGPs and to explore NQGPs' perceptions of the present transition from registrar to independent practitioner. Questionnaire surveys of deanery provision and semi-structured telephone interviews of a purposeful sample of newly qualified GPs across the UK. Interviews were thematically analysed. Deanery provision of educational support to NQGPs varies across the UK. Telephone interviews highlighted the transformation as problematic; NQGPs perceived that independent practice was substantially different from being in a training post - locum work, isolation and accessing educational opportunities were concerns. NQGPs frequently expressed a desire for more formalised relationships with mentors, senior colleagues or peer groups, to support their shift. As NQGPs increasingly find themselves working as locums, lacking the opportunity for stable work-based relationships, and with an increase in medical errors being reported in this group of doctors, it is suggested that there is a need to reconsider the educational support required to facilitate the transition in the early years of independent general practice.

Emplotment, Embodiment, Engagement: Narrative Technology in Support of Physical Education, Sport and Physical Activity

Science.gov (United States)

Hall, Tony

2012-01-01

This paper is based on a keynote lecture delivered at the International Association of Physical Education in Higher Education 2011 Conference, University of Limerick, on the sub theme: "Technologies in Support of Physical Education, Sport, and Physical Activity." The paper outlines and illustrates a framework: narrative technology, which can be…

A Review of Communication Elements and Learner Support Services in Turkish Distance Education System

Science.gov (United States)

Usun, Salih

2003-01-01

The aim of this study is to review the Turkish distance education system, Open Education Faculty (OEF), from the point of view of the communication' elements and learner support services. The study, firstly, introduces the related literature and the growth of distance education in Turkey; explains generally the communication and interaction…

Comparison of the costs of compliance with nutrition education messages to improve the diets of Bangladeshi breastfeeding mothers and weaning-age children.

Science.gov (United States)

Brown, L V; Rogers, B L; Zeitlin, M F; Gershoff, S N; Huq, N; Peterson, K E

1993-01-01

Local market prices in rural Bangladesh were used to compute the costs of filling the nutrient gaps between actual intakes and safe nutrient requirements, and the costs of compliance with nutrition messages, for 78 lactating mothers and 61 weaning-age breastfed children. (The gap is the difference between the requirement and the amount of nutrient consumed.) To fill the mother's energy gap of approximately 1050 kcal (4393 kJ) would cost an additional 21% of the daily wage, or almost double the value of food she was presently eating. Given social reality, these costs would probably be much greater, as the mother would also need to increase the allocation of food to other household members. The weaning-age children's energy gap could theoretically be closed for less than one-third of the cost of improving the mothers' diets, or about 8% of the daily wage. The increase in food intake equivalent to 2% of the daily wage actually achieved through nutrition education resulted in a significant improvement in child weight gain, though not ideal. These findings suggest that, in the absence of programs which reduce economic barriers, it is economically feasible for families to close the nutrient gaps for weaning-age breastfed children in Bangladesh, but not for lactating women. Thus, education to improve women's diets should be incorporated into programs that make these improvements affordable, whereas education to improve weaning-age children's diets can be implemented with or without other program supports.

Graduating the age-specific fertility pattern using Support Vector Machines

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Anastasia Kostaki

2009-06-01

Full Text Available A topic of interest in demographic literature is the graduation of the age-specific fertility pattern. A standard graduation technique extensively used by demographers is to fit parametric models that accurately reproduce it. Non-parametric statistical methodology might be alternatively used for this graduation purpose. Support Vector Machines (SVM is a non-parametric methodology that could be utilized for fertility graduation purposes. This paper evaluates the SVM techniques as tools for graduating fertility rates In that we apply these techniques to empirical age specific fertility rates from a variety of populations, time period, and cohorts. Additionally, for comparison reasons we also fit known parametric models to the same empirical data sets.

Fertility Decline, Gender Composition of Families, and Expectations of Old Age Support

OpenAIRE

Allendorf, Keera

2014-01-01

Recent fertility declines in non-Western countries may have the potential to transform gender systems. One pathway for such transformations is the creation of substantial proportions of families with children of only one gender. Such families, particularly those with only daughters, may facilitate greater symmetry between sons and daughters. This article explores whether such shifts may influence gendered expectations of old age support. In keeping with patriarchal family systems, old age sup...

Attention and memory evaluation across the life span: heterogeneous effects of age and education.

Science.gov (United States)

Gómez-Pérez, Esther; Ostrosky-Solís, Feggy

2006-05-01

The developmental sequences of attention and memory were studied by utilizing normative data derived from the neuropsychological battery named NEUROPSI ATTENTION AND MEMORY. A sample of 521 Spanish-speaking individuals, aged 6 to 85 years, participated in this study. In the adult sample, educational level ranged from 0 to 22 years of education. Data from subtests measuring orientation, attention and concentration, executive functions, working memory, immediate and delayed verbal memory, and immediate and delayed visual memory were included. The factor structure of the analyzed battery is presented. The effects of age and education on this structure were analyzed. Results suggested that although attention and memory are related, their developmental sequences are separated from one another. During childhood, the development of selective and sustained attention, attentional-working memory, and executive functions showed a fast improvement in performance. Development of verbal memory and place and person orientation showed a slower increment in scores. In the adult sample it was found that factors related to memory are sensitive to age, whereas those related to attention and executive functions are sensitive to education. The consideration of both the developmental sequence, as well as differential effects of education, can improve the sensitivity and specificity of neuropsychological measures, allowing early diagnosis of cognitive dysfunction and implementation of adequate rehabilitation programs.

DISTANCE EDUCATION IN THE AGE OF GLOBALIZATION: An Overwhelming Desire towards Blended Learning

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Satya Sundar SETHY

2008-07-01

Full Text Available ABSTRACT The aim of this paper is to discuss the nature and status of distance education in the age of globalization, i.e. how best it fits for the present educational scenario. In this connection, we will discuss how Blended Learning (hence after, BL is one among the other learning strategies mostly helpful for the learners. Keeping this view in mind, this paper is divided into three sections. The first section aims to discuss the nature of distance education in the age of globalization. The second section devotes a discussion on why we need blended learning in ODL system and in which way it plays a vital role for maximizing the benefit of the learners, tutors, and the institutions. The third section explains the pros and cons of blended learning to evaluate how successfully it can be implemented in the ODL system. The paper concludes with an established view that blended learning is a globalized approach to the distance education.

Implementing Information and Communication Technology to Support Community Aged Care Service Integration: Lessons from an Australian Aged Care Provider

OpenAIRE

Douglas, Heather E; Georgiou, Andrew; Tariq, Amina; Prgomet, Mirela; Warland, Andrew; Armour, Pauline; Westbrook, Johanna I

2017-01-01

Introduction: There is limited evidence of the benefits of information and communication technology (ICT) to support integrated aged care services. Objectives: We undertook a case study to describe carelink+, a centralised client service management ICT system implemented by a large aged and community care service provider, Uniting. We sought to explicate the care-related information exchange processes associated with carelink+ and identify lessons for organisations attempting to use ICT to su...

Glycemic control, cognitive function, and family support among middle-aged and older Hispanics with diabetes: The Hispanic Community Health Study/Study of Latinos.

Science.gov (United States)

Strizich, Garrett; Kaplan, Robert C; González, Hector M; Daviglus, Martha L; Giachello, Aida L; Teng, Yanping; Lipton, Richard B; Grober, Ellen

2016-07-01

To examine among Hispanics in the U.S., a population with increased reliance on informal healthcare support structures, (1) the association between cognitive function and control of diabetes; and (2) whether this association is modified by family support. The Digit Symbol Substitution Test (DSST), word fluency, and learning and delayed recall components of the Spanish English Verbal Learning Test were administered to 1794 Hispanic adults aged 45-76years with diagnosed diabetes. An executive function index and global cognitive function index (GCFI) were derived. Uncontrolled diabetes (HbA1c⩾7% [53mmol/mol]) was compared across quartiles of cognitive function using multivariable logit models with interaction terms for cognitive function and family support. After adjustment, lower DSST scores were associated with uncontrolled diabetes (P=0.03). Family support modified the relationship between other measures of cognition and diabetes control (Pinteraction: 0.002, 0.09). Among individuals with low family support, as cognitive function declined, the odds of uncontrolled diabetes increased (P-trend across quartiles of the GCFI, 0.015). Among those with low family support, persons in the lowest quartile of global cognitive function were more than twice as likely to have uncontrolled diabetes as those in the highest performing quartile (OR=2.31; 95% CI: 1.17, 4.55). There was no similar effect among those with high family support. Family support may buffer the negative association between low cognitive functioning and diabetes control in US Hispanics/Latinos. Educational programs targeted at family members of middle-age and older persons with diabetes regardless of neurocognitive status may help improve population-level glycemic control. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Complex interplay between health and successful aging: Role of perceived stress, resilience, and social support

OpenAIRE

Moore, Raeanne C.; Eyler, Lisa T.; Mausbach, Brent T.; Zlatar, Zvinka Z.; Thompson, Wesley K.; Peavy, Guerry; Fazeli, Pariya L.; Jeste, Dilip V.

2014-01-01

Psychological and psychosocial resources, including resilience and social support, have traditionally been studied in the context of the stress paradigm and, more recently, in the context of successful aging. This study used moderated mediation analyses to examine the role of perceived stress in the relationships between physical and mental health functioning and self-rated successful aging (SRSA), and whether differences between people in level of resilience and social support changes the ro...

The role of income and occupation in the association of education with healthy aging: results from a population-based, prospective cohort study.

Science.gov (United States)

White, Christine M; St John, Philip D; Cheverie, Madelon R; Iraniparast, Maryam; Tyas, Suzanne L

2015-11-25

The beneficial effects of higher education on healthy aging are generally accepted, but the mechanisms are less well understood. Education may influence healthy aging through improved employment opportunities that enhance feelings of personal control and reduce hazardous exposures, or through higher incomes that enable individuals to access better health care or to reside in better neighbourhoods. Income and occupation have not been explored extensively as potential mediators of the effect of education on healthy aging. This study investigates the role of income and occupation in the association between education and healthy aging including potential effect modification by gender. Logistic regression was used to explore the association of education, income (perceived income adequacy, life satisfaction with finances) and occupation (occupational prestige) with healthy aging five years later in 946 community-dwelling adults 65+ years from a population-based, prospective cohort study in Manitoba, Canada. Higher levels of education generally increased the likelihood of healthy aging. After adjusting for education, both income measures, but not occupation, predicted healthy aging among men; furthermore, the association between education and healthy aging was no longer significant. Income and occupation did not explain the significant association between education and healthy aging among women. Perceived income adequacy and life satisfaction with finances explained the beneficial effects of higher education on healthy aging among men, but not women. Identifying predictors of healthy aging and the mechanisms through which these factors exert their effects can inform strategies to maximize the likelihood of healthy aging.

Influence Of Social Support, Duration Of Illness And Age On Quality ...

African Journals Online (AJOL)

This study investigated influence of social support, duration of illness, and age on the quality of life of breast cancer patients. Twenty women with breast cancer drawn from the University of Benin Teaching Hospital (UBTH) and Irrua Specialist Hospital participated in the study. One out of three hypotheses stated was ...

Exploring the role of curriculum materials to support teachers in science education reform

Science.gov (United States)

Schneider, Rebecca M.

2001-07-01

For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

Nuclear education and training in the Internet age

International Nuclear Information System (INIS)

Bereznai, G.; Garland, W.

2001-01-01

Student enrolment in nuclear engineering programs offered by Canadian universities has been declining, and at some universities has fallen below the minimum level needed to sustain the program. At the same time, a significant number of engineers working in the nuclear industry have retired and many more will be reaching retirement age in the next few years. The operation and maintenance of the 14 in-service CANDU units, the refurbishment of the four Pickering 'A' units and of the four Bruce 'A' units will require a significant level of new engineers and scientists. Service support for the CANDU units operating overseas, the construction of two units in China, the completion of Cernavoda 2, and the market for several more CANDU units in Asia, will also require significant numbers of new graduates. The vast amount of information that the future practitioners of the nuclear power industry need to be aware of will be increasingly difficult to disseminate with the traditional classroom-based education and training methods. Almost all of the documents required for the design, analysis, procurement and operation of a nuclear unit are now generated by computer, and increasingly such information is accessible where and when needed via the company lntranet. The authors have developed an lnternet/Intranet compatible self-paced interactive multimedia approach to deliver a course on CANDU Systems and Operations. The course has been offered at ten universities in six countries, including Thailand, China, Indonesia, Vietnam, the Philippines, as well as Canada. (author)

Very preterm born children at early school age: Healthcare therapies and educational provisions

NARCIS (Netherlands)

van Veen, S.; Aarnoudse-Moens, C. S. H.; Oosterlaan, J.; Van Sonderen, L.; de Haan, T. R.; van Kaam, A. H.; van Wassenaer-Leemhuis, A. G.

2017-01-01

To explore changes in motor and cognitive outcomes in very preterm (VP; gestational age <30weeks) born children between ages five and six years, and to determine whether changes in these outcomes were associated with the use of healthcare therapies and educational provisions. Single-center

Effects of peer education, social support and self esteem on breast self examination performance and knowledge level.

Science.gov (United States)

Malak, Arzu Tuna; Bektash, Murat; Turgay, Ayshe San; Tuna, Asli; Genç, Rabia Ekti

2009-01-01

To estimate associations among peer education, social support and self-esteem and their influences on performance of breast self-examination (BSE). Seven volunteer peer educators were given the BSE training programme and in turn educated 65 women students in the university. BSE knowledge evaluation forms developed by Maurer were applied for evaluation. Other data were collected with questionnaires for the Coopersmith Self-Esteem Inventory and Scale of Perceived Social Support over three months. Knowledge level points of students and the BSE practice ratio were increased by peer support. There was a positive relationship between average BSE knowledge points and social support and self-esteem. The results showed positive relationships among BSE knowledge, social support and self-esteem, these affecting the BSE performance level.

Framework for transforming departmental culture to support educational innovation

Directory of Open Access Journals (Sweden)

Joel C. Corbo

2016-02-01

Full Text Available [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow subsets of the university system (e.g., faculty teaching practices or administrative policies and have been largely driven by implicit change logics; both of these features have limited the success of such efforts at achieving sustained, systemic change. Drawing from the literature on organizational and cultural change, our framework encourages change agents to coordinate their activities across three key levels of the university and to ground their activities in the various change perspectives that emerge from that literature. We use examples from a change project that we have been carrying out at a large research university to illustrate how our framework can be used as a basis for planning and implementing holistic change.

The effect of education on age-related changes in three cognitive domains: a cross-sectional study in primary care.

Science.gov (United States)

Martins, Isabel Pavão; Maruta, Carolina; Silva, Cláudia; Rodrigues, Pedro; Chester, Catarina; Ginó, Sandra; Freitas, Vanda; Freitas, Sara; Oliveira, António Gouveia

2012-01-01

The present study aims to investigate the protective effect of formal education on age-related changes in different cognitive domains with the hypothesis that it may attenuate the rate of decline. Individuals aged 50 years or older attending primary care physicians without known brain disease (431 participants, mostly [60.3%] female with 66.3 [±9.1] years of age and 7.7 [±4.1] years of education, on average), were evaluated with a neuropsychological battery including 28 cognitive measures. Cognitive domains identified by factor analysis were subject to repeated multiple regression analyses to determine the variance explained by age and education controlling for gender, depressive symptoms, and vascular risk factors. The slope of the regression equation was compared between two educational groups with an average of 4 years and 11 years of education, respectively. Factors identified corresponded to processing ability (Factor 1), memory (Factor 2), and acquired knowledge (Factor 3). Although education improved performance in Factors 1 and 3, it did not change the slope of age-related decline in any factor. This study suggests that in culturally heterogeneous groups, small increments in education enhance cognition but do not modify the rate of decline of executive functioning with age. These results contradict some clinical findings and need to be confirmed in longitudinal studies.

The Employment and Postsecondary Educational Status of Transition-Age Youths with Visual Impairments

Science.gov (United States)

McDonnall, Michele Capella

2010-01-01

A limited amount of information is available about the employment and postsecondary educational status of transition-age youths with visual impairments. Reports on the employment and postsecondary education tend to focus on overall results and usually do not provide detailed analyses by disability groups. In this article, the author presents the…

Sex Education for my Preschooler (ages 3 to 5? Parents’ Perceptions

Directory of Open Access Journals (Sweden)

Ana Cristina Cevallos-Neira

2014-09-01

Full Text Available This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.