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Ursavaş, Uğur, and Hakan Sarıbaş. "Middle income trap and factors affecting the risk of growth slowdown in upper middle income countries." Economics and Business Letters 9, no. 4 (December 23, 2020): 350–60. http://dx.doi.org/10.17811/ebl.9.4.2020.350-360.
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In this paper, we investigate the macroeconomic, demographic and institutional factors affecting the probability of growth slowdown in upper-middle-income countries within the framework of the growth slowdown methodology developed by Eichengreen et al. (2011). To do so, we use probit regression, and the dataset covers the period 1980-2015. The results show that growth slowdown occurs when per capita income reaches 22 percent of that in the United States. Besides, an increase in the relative income, gross capital formation, trade openness, years of total schooling, old dependency ratio and law and order index increases the risk of growth slowdown, whereas an increase in public debt, inflation variability and years of secondary and higher schooling decreases the risk of growth slowdown.
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Assari MD MPH, Shervin. "Understanding America: Unequal Economic Returns of Years of Schooling in Whites and Blacks Race, Years of Schooling, and Economic Wellbeing." World Journal of Educational Research 7, no. 2 (May 25, 2020): p78. http://dx.doi.org/10.22158/wjer.v7n2p78.
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Background: Higher schooling is associated with higher economic wellbeing. Marginalization-related Diminished Returns (MDRs) framework, however, refers to smaller returns of schooling for non-Hispanic Blacks (NHBs) compared to non-Hispanic Whites (NHWs). Aim: Using a national sample of American adults, the current study compared NHBs and NHWs for the effects of each incremental increase in the years of schooling (gradient of educational level) among American adults. Methods: Data came from the Understanding America Study (UAS), a national online survey with a nationally representative sample. A total of 5715 adults (18+ years old) were included. From this number, 4,826 (84.4%) were NHWs, and 889 (15.6%) were NHBs. Years of schooling was the independent variable. Economic wellbeing was the main outcome. Age and gender were the covariates. Race was the moderator. Results: Overall, each additional year of schooling was associated with higher economic wellbeing, net of age, and gender. A statistically significant interaction was found between race and years of schooling on the outcome, indicating a smaller boosting effect of any incremental increase in the years of education on the economic wellbeing of NHBs compared to NHWs. Conclusion: In line with MDRs, highly educated Black people experience low economic wellbeing. The MDRs of education on economic wellbeing may be why highly educated, and middle-class Black Americans still report poor health. Policy solutions should address multi-level causes of MDR-related health disparities.
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Assari, Shervin. "Prostate Cancer Screening in Middle-Aged and Older American Men: Combined Effects of Ethnicity and Years of Schooling." Hospital Practices and Research 5, no. 2 (June 11, 2020): 64–69. http://dx.doi.org/10.34172/hpr.2020.12.
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Background: Prostate cancer screening is more commonly utilized by highly educated people. As shown by marginalization-related diminished returns (MDRs), the effects of socioeconomic status (SES) such as education on the health outcomes are considerably smaller for ethnic minorities than for Whites. The role of MDRs as a source of ethnic health disparities is, however, still unknown. Objectives: The current study had two aims: first, to explore the association between years of schooling and having taken a prostatespecific antigen (PSA) test among men in the US, and second, to explore ethnic differences in this association. Methods: This study was a secondary analysis of data from the National Health Interview Survey (NHIS-2015). The data of 5,053 men aged 55 years or older who were either Latino, non-Latino, African–American, or White were analyzed. Years of schooling was the independent variable. The dependent variable was taking a PSA test sometime during one’s lifetime. Age, region, and employment were the control variables. Ethnicity was the focal moderating variable. Binary logistic regression was used for data analysis. Results: A higher number of years of schooling was associated with higher odds of having taken a PSA test, net of all confounders. Ethnicity showed a significant statistical interaction with years of schooling on having taken a PSA test. This interaction was suggestive of a smaller slope for Latino men than non-Latino men. White and African American men did not show differential effects of years of schooling on having taken a PSA test. Conclusion: Similar to the MDRs patterns in other domains, non-Latino White men show more health gain from their years of schooling than Latino men. Highly educated Latino men still need programs to encourage their use of prostate cancer screening.
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Galton, Maurice, Linda Hargreaves, and Tony Pell. "Progress in the middle years of schooling: Continuities and discontinuities at transfer." Education 3-13 31, no. 2 (June 2003): 9–18. http://dx.doi.org/10.1080/03004270385200161.
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Faulkner, Val. "Adolescent Literacies Within the Middle Years of Schooling: A Case Study of a Year 8 Homeroom." Journal of Adolescent & Adult Literacy 49, no. 2 (October 2005): 108–17. http://dx.doi.org/10.1598/jaal.49.2.3.
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Gunter, Helen. "Teachers in the middle, reclaiming the wasteland of the adolescent years of schooling." School Leadership & Management 29, no. 3 (July 2009): 333–34. http://dx.doi.org/10.1080/13632430902815461.
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Carvalho, Guilherme Almeida, and Paulo Caramelli. "Normative data for middle-aged Brazilians in Verbal Fluency (animals and FAS), Trail Making Test (TMT) and Clock Drawing Test (CDT)." Dementia & Neuropsychologia 14, no. 1 (March 2020): 14–23. http://dx.doi.org/10.1590/1980-57642020dn14-010003.
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ABSTRACT Normative studies of neuropsychological tests were performed in Brazil in recent years. However, additional data are needed because of the heterogeneity of education of the Brazilian population. Objective: The present study provides normative data of executive function tests for middle-aged Brazilians and investigates the influence of age, sex, education and intelligence quotient (IQ) on performance in these tests. Methods: A total of 120 healthy staff and caregivers from a hospital were randomly selected and submitted to Fluency – animals and FAS, Trail Making Test (TMT) and Clock Drawing Test (CDT). They were divided into six groups of 20: two groups for age (45-54 and 55-64 years) and three groups for years of schooling (4-7; 8-11; 12+ years). Results: Normative data are presented in mean values and percentiles. Education influenced differences in the tests, except the CDT. Post hoc analyses revealed differences between the three educational levels on the TMT and FAS. Age differences emerged on the TMT and fluency letter F. Moderate correlation was found between schooling and results on TMT and Fluency. The correlations for IQ were similar. Conclusion: This study provides normative data for middle-aged Brazilians with four or more years of schooling in frequently used cognitive tests to assess executive functions. The results confirm the strong influence of education, even in the comparison between middle and higher levels.
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CALLINGHAM, ROSEMARY, and JANE M. WATSON. "THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 181–201. http://dx.doi.org/10.52041/serj.v16i1.223.
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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. First published May 2017 at Statistics Education Research Journal Archives
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Foss, Maria Paula, Viviane Amaral de Carvalho, Thais Helena Machado, Geraldo Cássio dos Reis, Vitor Tumas, Paulo Caramelli, Ricardo Nitrini, and Cláudia Sellitto Porto. "Mattis Dementia Rating Scale (DRS): Normative data for the Brazilian middle-age and elderly populations." Dementia & Neuropsychologia 7, no. 4 (December 2013): 374–79. http://dx.doi.org/10.1590/s1980-57642013dn74000004.
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ABSTRACT Objective: To expand norms for the Mattis Dementia Rating Scale (DRS) for the Brazilian middle-age and elderly populations. Methods: The DRS was administered to 502 individuals without cognitive deficits, 312 women and 190 men, aged 50 years or over and with educational level ranging from 0 to 13 years or more. The sample was composed of subjects who participated in other studies, from Caeté (Minas Gerais state), Ribeirão Preto (São Paulo state) and São Paulo (São Paulo state). Participants were divided into four schooling groups (illiterate, 1 to 4 years, 5 to 12 years and 13 years or more). The subjects were divided into four groups according to age (50 to 60, 61 to 70, 71 to 80, and 80 years or over). Results: Normative data for DRS scores are expressed as percentile values. The group with lowest schooling and subjects older than 80 years had the worst scores. Conclusion: As expected, age and education were strongly correlated with DRS scores. Illiterates and older old individuals performed worse than the other groups. These data might help to improve the accuracy of the diagnosis of cognitive impairment and dementia in Brazilian middle-age and elderly populations.
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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.
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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.
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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
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Brito-Marques, Paulo Roberto de, and José Eulálio Cabral-Filho. "Influence of age and scholing on the performance in a modified Mini-Mental State Examination version: a study in Brazil Northeast." Arquivos de Neuro-Psiquiatria 63, no. 3a (September 2005): 583–87. http://dx.doi.org/10.1590/s0004-282x2005000400005.
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Performance in cognitive tests can be influenced by age and education level. In developing countries, formal education is limited for most people. Application of the Mini-Mental State Examination (MMSE) test, in its original version could have an adverse effect on the evaluation of low educated and elderly individuals. OBJECTIVE: To assess the cognitive performance of low and middle educated old people in a modified version of the adapted to portuguese language MMSE. METHOD: A study was carried out enrolling 253 individuals, aged 60 to 90 years included in different schooling levels. Four educational groups were studied: illiterate;1-4 schooling years; 5-8 schooling years and over 8 schooling years. Besides, the sample was also studied according to six classes: 60-65, 66-70, 71-75, 76-80, 81-85 and 86-90 years. The modified version (mo-MMSE) included modifications in copy and calculation items from the adapted MMSE (ad-MMSE) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: mo-MMSE scores were significantly higher than ad-MMSE for every age classes. A negative correlation was observed between age and scores in individuals of 1-4 and in individuals over eight schooling years, both in ad-MMSE and mo-MMSE. However, there was not a significant correlation between age and scores in illiterate group and in individuals of 5-8 schooling years. CONCLUSION: The modification of copy and calculation items of ad-MMSE, are responsible by the best performance in mo-MMSE. Cultural background could have influenced this result. Individuals with more than eight years of formal instruction are protected against a reduction of their capacity to solve cognitive tests. However, low instructed individuals have not this capacity and so they present signals of intellectual aging before they become elderly people.
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Ismail, Abdullah, and Anthony Cashin. "The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling." International Journal of Web-Based Learning and Teaching Technologies 12, no. 3 (July 2017): 34–46. http://dx.doi.org/10.4018/ijwltt.2017070103.
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Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.
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Bridges, Susan, and Cristina Poyatos Matas. "Investigating Multiculturalism as Policy and Practice in the Middle Years of Schooling: An Australian Study." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 6, no. 2 (2006): 89–100. http://dx.doi.org/10.18848/1447-9532/cgp/v06i02/39147.
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Brito-Marques, Paulo Roberto de, and José Eulálio Cabral-Filho. "The role of education in mini-mental state examination: a study in Northeast Brazil." Arquivos de Neuro-Psiquiatria 62, no. 2a (June 2004): 206–11. http://dx.doi.org/10.1590/s0004-282x2004000200003.
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BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations.
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Perumal, Nandita, Mia Blakstad, Goodarz Danaei, Gunther Fink, Mark Lambiris, Lilia Bliznashka, and Christopher Sudfeld. "Human Capital and Wage Income Gains of Scaling-Up Maternal Prenatal Nutrition Interventions in Low- and Middle-Income Countries." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 887. http://dx.doi.org/10.1093/cdn/nzaa053_092.
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Abstract Objectives Scaling-up nutrition interventions during pregnancy may provide human capital gains by lowering the risk of adverse birth outcomes associated with reduced long-term socioeconomic outcomes. We estimated gains in years of schooling and lifetime wages of scaling up prenatal maternal nutrition interventions for a 137 low- and middle-income countries. Methods Through a comprehensive review of the literature, we identified four prenatal maternal nutrition interventions with convincing-level of evidence for improving birth outcomes: prenatal multiple micronutrient supplements (MMS), calcium supplements, iron-folic acid supplements (IFA), and balanced protein energy supplements (BEP) among underweight pregnant women (BMI < 18.5 kg/m2). Effect sizes for intervention impact were derived from systematic reviews and random-effects meta-analysis. We focused on low birthweight (LBW) and preterm birth (PTB) as primary birth outcomes. We used the 2015 LBW and PTB prevalence estimates to calculate country-specific absolute reductions attributable to scaling-up a given prenatal nutrition invention. We then used an effect size based on a de novo review of the economics literature to quantify gains in schooling and lifetime wages due to reductions in LBW/PTB under two hypothetical scale-up scenarios of 50% and 90% coverage. Results For each country, returns on schooling and lifetime wages were estimated for scaling-up each prenatal nutrition intervention. For example, in Bangladesh, scaling-up IFA supplements from current coverage of 26% to 90% was estimated to reduce LBW prevalence by 3.2% contributing to a predicted increase of 0.11 million school years and US$153 million in wages per birth cohort. Similarly, scaling-up MMS, calcium supplements, and BEP to 90% coverage was predicted to increase schooling by 0.25, 0.17, and 0.07 million years, and wages by US$338, US$223, and US$97 million, respectively, per birth cohort. Global, regional, and national-level estimates for schooling and wage gains for each nutrition intervention will be presented. Conclusions Our findings indicate that scaling-up prenatal maternal nutrition interventions will contribute to substantial population-level increases in human capital, particularly in countries with a high burden of low birthweight or preterm birth. Funding Sources Bill and Melinda Gates Foundation.
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Smyth, John, Peter Mcinerney, and Robert Hattam. "Tackling School Leaving at its Source: A case of reform in the middle years of schooling." British Journal of Sociology of Education 24, no. 2 (April 2003): 177–93. http://dx.doi.org/10.1080/01425690301901.
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Prosser, Brenton, Faye McCallum, Philippa Milroy, Barbara Comber, and Helen Nixon. "“I am smart and I am not joking”: Aiming high in the middle years of schooling." Australian Educational Researcher 35, no. 2 (August 2008): 15–35. http://dx.doi.org/10.1007/bf03216881.
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Smith, Bob. "‘Boys Business’: an unusual northern Australian music program for boys in the middle years of schooling." International Journal of Music Education 22, no. 3 (December 2004): 230–36. http://dx.doi.org/10.1177/0255761404047399.
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Blakstad, Mia M., Nandita Perumal, Lilia Bliznashka, Mark J. Lambiris, Günther Fink, Goodarz Danaei, and Christopher R. Sudfeld. "Large gains in schooling and income are possible from minimizing adverse birth outcomes in 121 low- and middle-income countries: A modelling study." PLOS Global Public Health 2, no. 6 (June 8, 2022): e0000218. http://dx.doi.org/10.1371/journal.pgph.0000218.
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While the global contributions of adverse birth outcomes to child morbidity and mortality is relatively well documented, the potential long-term schooling and economic consequences of adverse birth outcomes has not been estimated. We sought to quantify the potential schooling and lifetime income gains associated with reducing the excess prevalence of adverse birth outcomes in 121 low- and middle-income countries. We used a linear deterministic model to estimate the potential gains in schooling and lifetime income that may be achieved by attaining theoretical minimum prevalence of low birthweight, preterm birth and small-for-gestational age births at the national, regional, and global levels. We estimated that potential total gains across the 121 countries from reducing low birthweight to the theoretical minimum were 20.3 million school years (95% CI: 6.0,34.8) and US$ 68.8 billion (95% CI: 20.3,117.9) in lifetime income gains per birth cohort. As for preterm birth, we estimated gains of 9.8 million school years (95% CI: 1.5,18.4) and US$ 41.9 billion (95% CI: 6.1,80.9) in lifetime income. The potential gains from small-for-gestational age were 39.5 million (95% CI: 19.1,60.3) school years and US$113.6 billion (95% CI: 55.5,174.2) in lifetime income gained. In summary, reducing the excess prevalence of low birthweight, preterm birth or small-for-gestational age births in low- and middle-income countries may lead to substantial long-term human capital gains in addition to benefits on child mortality, growth, and development as well as on risk of non-communicable diseases in adults and other consequences across the life course.
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St-Yves, A., F. Contant, M. H. Freeston, J. Huard, and B. Lemieux. "Locus of Control in Women Occupying Middle-Management and Nonmanagement Positions." Psychological Reports 65, no. 2 (October 1989): 483–86. http://dx.doi.org/10.2466/pr0.1989.65.2.483.
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The relationship between locus of control and occupational level was investigated for middle-management ( n = 20) and nonmanagement ( n = 41) women employed at a financial services company. No significant difference was found between the groups for locus of control or for social desirability. Significant correlations were found for the nonmanagement group between externality and schooling ( r = –.39), years of service ( r =.42), and social desirability ( r = –.47), but none were found for women in middle management. A significant moderate correlation of –.39 was obtained between locus of control and social desirability for all 61 women.
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Uddin, Md Nasir, and Saran Sarntisart. "Human capital inequality and economic growth: evidence with sub-national data from Thailand." International Journal of Social Economics 46, no. 7 (July 8, 2019): 938–56. http://dx.doi.org/10.1108/ijse-07-2018-0368.
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Purpose The purpose of this paper is to find the effects of human capital inequality on economic growth. Design/methodology/approach Thailand Labor Force Survey has been used to generate provincial average years of schooling and Gini coefficient of years of schooling for the years 1995‒2012. Econometric techniques have been employed to identify the effects of human capital inequality on economic growth. Findings Economic growth is inversely affected by the distribution of human capital in Thailand. The coefficient of human capital inequality suggests that if Gini coefficient increases by 0.01 points, gross provincial product (GPP) decreases by about 2 percentage points in the long run. However, the effect of average years of schooling in GPP is not significant. Research limitations/implications There is a lack of strong theoretical background for the relationship between human capital inequality and economic growth to support the empirical study. Practical implications The findings of the study help to design and evaluate education policies in developing countries like Thailand and other low- and middle-income countries. Originality/value This paper is among the first attempts to analyze the effect of human capital inequality on economic growth with sub-national level annual data. In addition, it considers cross sectional dependence in panel model.
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Wallace, John, Rachel Sheffield, Leonie Rénnie, and Grady Venville. "Looking back, looking forward: Re-searching the conditions for curriculum integration in the middle years of schooling." Australian Educational Researcher 34, no. 2 (August 2007): 29–49. http://dx.doi.org/10.1007/bf03216856.
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Alexander, Karl L., Doris R. Entwisle, and Nader S. Kabbani. "The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School." Teachers College Record: The Voice of Scholarship in Education 103, no. 5 (October 2001): 760–822. http://dx.doi.org/10.1177/016146810110300502.
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From a life course perspective, high school dropout culminates a long-term process of disengagement from school. The present paper uses data from a representative panel of Baltimore school children to describe this unfolding process. Over 40% of the study group left school at some point without a degree, but this high overall rate of dropout masks large differences across sociodemographic lines as well as differences involving academic, parental, and personal resources. A sociodemographic profile of dropout for the study group shows how dropout rates vary across different configurations of background risk factors including family socioeconomic status (SES), family type, and family stress level. Dropout risk factors and resources in support of children's schooling then are examined at four schooling benchmarks: the 1st grade, the rest of elementary school (years 2–5), the middle school (years 6–8), and year 9 (the 1st year of high school for those promoted each year). Academic, parental, and personal resources condition dropout prospects at each time point, with resources measured early in children's schooling forecasting dropout almost as well as those from later in children's schooling. Additionally, evidence is presented that resources add on to one another in moderating dropout risk, including risk associated with family SES. These patterns are discussed in terms of a life course view of the dropout process.
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Ping, Szu-Ning, and Wen-Yang Chang. "Testing the Association between State Capacity and Primary Schooling in the Middle East and North African (MENA) Region, 1971–2014." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 39–53. http://dx.doi.org/10.2478/jesr-2019-0021.
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Abstract Although the Middle East and North Africa (MENA) region has exhibited substantial progress over the past 40 years in improving primary schooling, marked variations in these achievements are evident within the region. This is an interesting puzzle if we recognize the MENA region is highly homogeneous in terms of religion, politics and socio-economic structure. We argue that in this paper, differences in state capacity–the degree to which MENA states attains desired primary education goals–contribute to these variations. To substantiate our argument, we applied different state capacity indicators and tested their impacts on primary schooling for the period 1971–2014. Empirical findings largely support our observations and results still hold with alternative indicators and model specifications. These findings have policy and academic implications for the study of state capacity, primary education and the MENA region.
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McCaw, Christopher. "Secondary School Students’ Ideas of Learning and Schooling. A Case-Study of an Intensive, Experiential Middle-Years Program." Curriculum Perspectives 37, no. 1 (November 29, 2016): 11–23. http://dx.doi.org/10.1007/s41297-016-0001-7.
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Bertoldi, Andréa Dâmaso, Fernando C. Barros, Pedro R. C. Hallal, Gregore I. Mielke, Paula D. Oliveira, Maria Fatima S. Maia, Bernardo L. Horta, et al. "Trends and inequalities in maternal and child health in a Brazilian city: methodology and sociodemographic description of four population-based birth cohort studies, 1982–2015." International Journal of Epidemiology 48, Supplement_1 (March 18, 2019): i4—i15. http://dx.doi.org/10.1093/ije/dyy170.
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Abstract Background Few low-middle-income countries have data from comparable birth cohort studies spanning over time. We report on the methods used by the Pelotas cohorts (1982, 1993, 2004 and 2015) and describe time trends in sociodemographic characteristics of the participant families. Methods During the four study years, all maternity hospitals in the city were visited daily, and all urban women giving birth were enrolled. Data on socioeconomic and demographic characteristics were collected using standardized questionnaires, including data on maternal and paternal skin colour, age and schooling, maternal marital status, family income and household characteristics. The analyses included comparisons of time trends and of socioeconomic and ethnic group inequalities. Results Despite a near 50% increase in the city’s population between 1982 and 2015, the total number of births declined from 6011 to 4387. The proportion of mothers aged ≥35 years increased from 9.9% to 14.8%, and average maternal schooling from 6.5 [standard deviation (SD) 4.2] to 10.1 (SD 4.0) years. Treated water was available in 95.3% of households in 1982 and 99.3% in 2015. Three-quarters of the families had a refrigerator in 1982, compared with 98.3% in 2015. Absolute income-related inequalities in maternal schooling, household crowding, household appliances and access to treated water were markedly reduced between 1982 and 2015. Maternal skin colour was associated with inequalities in age at childbearing and schooling, as well as with household characteristics. Conclusions During the 33-year period, there were positive changes in social and environmental determinants of health, including income, education, fertility and characteristics of the home environment. Socioeconomic inequality was also reduced.
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Shabbir, Tayyeb. "Mincerian Earnings Function for Pakistan." Pakistan Development Review 33, no. 1 (March 1, 1994): 1–18. http://dx.doi.org/10.30541/v33i1pp.1-18.
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Due to its central role in various debates about the detenninants of individual earnings, the Mincerian earnings function (MEF) as given in Mincer (1974) has attracted the attention of many economists. The MEF has been estimated virtually for every country except Pakistan, where a necessary condition has been missing, i.e., national level data on the exact number of years of schooling completed has not been available; instead, in a majority of the relevant micro-level surveys, schooling has been measured only in terms of a 'categorical' variable with possible values being 'Primary and Incomplete Middle', 'Middle and Incomplete Matric', etc. At best, this data deficiency has restricted the existing estimated earnings functions to what we refer to as the 'Dummies earnings functions' (DEF) since they are constrained to specify schooling in terms of a set of dichotomous dummy variables. Using a nationally representative data on male eameG, this study tries to fill the above gap by estimating the MEF both in its 'strict' as well as the 'extended' forms. In terms of the 'strict' MEF, i.e., the one analogous to Mincer's (1974) specification which essentially treats earnings as a function of schooling and job-market experience, the main fmdings are that the marginal rate of return to schooling is 8 percent, the experience- earnings profile is consistent with the pattern suggested by the human capital theory and as much as 41 percent of the variance in log earnings is accounted for by the strictly defined MEF. By and large, these findings are consistent with those implied by estimated MEFs for comparable LDCs. Further, the present study also estimates 'extended' MEF, whose specification supplements that of the 'strict' MEF by adding variables to control for urban vs rural background, occupational categories, employment status, and provincial heterogeneity. The 'extended' MEFs are also estimated separately for urban and rural samples and for each province. Formal 'Chow-type F tests' conducted to test for homogeneity of the parameters of MEF across different sub-samples reveal 'pervasive' segmentation across the above strata.
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Fonseca, Rochele Paz, Nicolle Zimmermann, Lilian Cristine Scherer, Maria Alice de Mattos Pimenta Parente, and Bernadette Ska. "Episodic memory, concentrated attention and processing speed in aging: A comparative study of Brazilian age groups." Dementia & Neuropsychologia 4, no. 2 (June 2010): 91–97. http://dx.doi.org/10.1590/s1980-57642010dn40200003.
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Abstract Neuropsychological studies on the processing of some specific cognitive functions throughout aging are essential for the understanding of human cognitive development from ages 19 to 89. Objectives: This study aimed to verify the occurrence of differences in the processing of episodic memory, concentrated attention and speed of attentional processing among four age groups of adults. Methods: A total of 136 neurologically healthy adults, aged 19-89, with 9 or more years of schooling, took part in the study. Participants were divided according to four age groups: young, middle-aged, elderly and oldest old adults. Subtests of the Brief Neuropsychological Evaluation Instrument (NEUPSILIN) were applied for the cognitive assessment. Mean score of corrected answers and of response times were compared between groups by means of a one-way ANOVA test with post-hoc Scheffe procedures and ANCOVA including the co-variables of years of schooling and socio-economical scores. Results: In general, differences in performance were observed from 60 years old on. Only the episodic memory task of delayed recall reflected differences from the age of around 40 onwards and processing speed from around the age of 70 onwards. Thus, differences were found between the age groups regarding their cognitive performance, particularly between young adults and elderly adults, and young adults and oldest old adults. Conclusions: Our research indicates that the middle-aged group should be better analyzed and that comparative cross-sectional studies including only extreme groups such as young and elderly adults are not sufficient.
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Sullivan, Peter, Angie Mornane, Vaughan Prain, Chris Campbell, Craig Deed, Sue Drane, Michael Faulkner, Andrea McDonough, and Caroline Smith. "Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling." Australian Journal of Education 53, no. 2 (August 2009): 176–91. http://dx.doi.org/10.1177/000494410905300206.
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Various explanations and solutions have been proposed over the last decade in relation to the implications of students' apparent lack of engagement with middle years schooling in Australia. This article reports on responses to a questionnaire by 333 Year 8 students (aged about 13, in the second year of high school) on perceptions of factors relating to their engagement with the academic curriculum. While the majority of students reported a strong sense of the importance of, and opportunities in, schooling, and saw English, mathematics and science connected to those opportunities, this orientation was not matched by corresponding positive engagement with these same subjects. There was diversity in the responses of students, and it is recommended that schools take steps to identify individual students' perceptions of factors influencing their engagement, and where appropriate, deal with those perceptions.
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Plowman, Sarah, Peter Bowan, and David Williams. "“Okay girl, it’s up to youâ€: a case study of the use of a seizure alert dog to improve the wellbeing of a student with epilepsy." Journal of Student Wellbeing 3, no. 1 (September 11, 2009): 40. http://dx.doi.org/10.21913/jsw.v3i1.427.
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“The relationship between student well-being and the other vital outcomes of schooling is unequivocal. Improved outcomes in all aspects of student well-being are positively associated with improved outcomes in all other aspects of schooling. This educational imperative only serves to strengthen and support the moral imperative for schools and schooling to be inclusive, supportive, and nurturing in order to maintain and support student well-beingâ€
Fraillon, 2005, p. 12)
This paper reports unique insights into the influence of a Seizure Alert Dog on a middle-years student’s well-being and his family, social and school relationships. It does this by examining his and his mother’s experiences with and perceptions of his circumstances during the period of change instigated by the introduction of the Seizure Alert Dog. Although there is documentation about the behaviours exhibited by Seizure Alert Dogs in warning their owners of an impending seizure, there appears to be no research into the nature or consequences of the broader relationship between the dogs and their owners. The research reported here seeks to redress this situation by examining the narrative of the change in the student’s wellbeing.
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Cattley, Georgina. "The Impact of Teacher-Parent-Peer Support on Students' Well-being and Adjustment to the Middle Years of Schooling." International Journal of Adolescence and Youth 11, no. 4 (January 2004): 269–82. http://dx.doi.org/10.1080/02673843.2004.9747935.
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McEwan, Rob. "Secondary student motivation to participate in a Year 9 Australian elective classroom music curriculum." British Journal of Music Education 30, no. 1 (July 2, 2012): 103–24. http://dx.doi.org/10.1017/s026505171200023x.
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Despite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school culture, peer group, family values and student perceptions of teachers as factors shaping student academic motivational orientations.
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Kochhann, Renata, Juliana Santos Varela, Carolina Saraiva de Macedo Lisboa, and Márcia Lorena Fagundes Chaves. "The Mini Mental State Examination: Review of cutoff points adjusted for schooling in a large Southern Brazilian sample." Dementia & Neuropsychologia 4, no. 1 (March 2010): 35–41. http://dx.doi.org/10.1590/s1980-57642010dn40100006.
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Abstract The increase in life expectancy can influence the prevalence of dementias in the population. Instruments that evaluate cognitive functions such as the Mini Mental State Examination (MMSE) are necessary for the investigation of dementia. The supposition that patient score on the MMSE can be influenced by academic level points to the need for establishing cut-off values that take into account educational level. The aim of this study was to review MMSE cut-off values adjusted for schooling in a large southern Brazilian sample. Method: Demographic data and MMSE scores of 968 subjects, of which 162 were dementia patients and 806 healthy participants, were analyzed. The sample was grouped according to education. The cut-off values were established by ROC Curve analysis. Results: The total sample mean age was 70.6±7.3 years, and the mean years of education was 7.2±5.3. The cut-off score of 23 points (sensitivity=86%, specificity=83%) was observed as the optimal level to detect dementia on the MMSE instrument for the overall sample. Regarding level of schooling, the cut-off values were: 21 for the illiterate group (sensitivity=93%, specificity=82%), 22 for the low education group (sensitivity=87%, specificity=82%), 23 for the middle education group (sensitivity=86%, specificity=87%) and 24 for the high education group (sensitivity=81%, specificity=87%). Conclusions: The cut-off values revealed by this analysis, and adjusted for level of schooling, can improve the clinical evaluation of cognitive deficits.
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James, Carl. "Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School." Canadian Journal of Sociology 44, no. 4 (December 29, 2019): 373–98. http://dx.doi.org/10.29173/cjs29518.
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Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions.
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Paterson, Lindsay. "The Reinvention of Scottish Liberal Education: Secondary Schooling, 1900–39." Scottish Historical Review 90, no. 1 (April 2011): 96–130. http://dx.doi.org/10.3366/shr.2011.0005.
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Scottish secondary education was radically extended in size and social reach in the first four decades of the twentieth century, bringing significant new opportunities in secondary schooling to girls, to children of the lower-middle and upper-working classes, and to Catholics. Most of the new secondary schools were based on those parish schools that had in the nineteenth century sent a few boys directly to university, and so this new secondary sector was a modernising of the mythological tradition of the lad o' pairts. The main reason it succeeded was that it sought to extend to new social groups the benefits of the version of liberal education that had come to be regarded as the foundation of professional careers. Thus the reforms also had the effect of transferring to the senior years of the secondary schools the old undergraduate curriculum that had been replaced by more specialist university courses in the late-nineteenth century. The paper offers an evidence-based critique not only of that strand of pessimism which has claimed that Scottish education was stagnant between the wars, but also of George Davie's influential view that the tradition of a broad general education was lost.
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Berezina, K., S. Kotenko, and A. Malysheva. "PSYCHOSOCIAL FUNCTIONING OF PRE-ADOLESCENT CHILDREN IN FAMILIES WITH DIFFERENT ATTITUDES TOWARDS SCHOOLING." Psychology and Personality, no. 2 (September 14, 2021): 46–57. http://dx.doi.org/10.33989/2226-4078.2021.2.239955.
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The article is devoted to the analysis of differences in the psychosocial functioning of adolescents in families with different attitudes to school responsibilities. Modern school education provides a lot of space for creativity, the choice of methods of mastering the program, which, at the same time, is becoming more demanding. It can be difficult for parents to determine the extent to which they give their children homework responsibility. This is especially true for adolescents (9-12 years old), who no longer seem to need help and control in the school process. At the same time, complete lack of control can cause alarm on the part of all participants in this complex process.
An experimental study found that adolescents whose parents do not consider it appropriate to interfere in the school process, show a low level of psychosocial development. This result may mean that these children lack the ability to perform daily activities and enter into relationships with people in a way that satisfies both parties. Most middle school students with low levels of psychosocial functioning usually have internalization problems. That is, it is difficult for them to show themselves and be socially active. Whereas externalized (external) symptoms of psychosocial development disorders are not expressed in both groups.
An additional study of the level of anxiety revealed differences between the groups on the scales "separation anxiety", "social phobia" and "school phobia". In families where parents have dropped out of school for their children, starting in middle school, the level of anxiety on these scales is higher. On the scales "somatic symptoms of anxiety", "generalized anxiety disorder" there are no significant differences between the samples - in both groups, the indicators on these scales do not exceed an acceptable level. Thus, it can be assumed that the complete non-interference of parents in the school process of children in middle school can be perceived by them as a lack of parental attention, which affects the confidence in support in school activities, which, nevertheless, occupies a large place in children's daily lives. school age.
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ROESER, ROBERT W., JACQUELYNNE S. ECCLES, and ARNOLD J. SAMEROFF. "Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school." Development and Psychopathology 10, no. 2 (June 1998): 321–52. http://dx.doi.org/10.1017/s0954579498001631.
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Adopting a motivational perspective on adolescent development, these two companion studies examined the longitudinal relations between early adolescents' school motivation (competence beliefs and values), achievement, emotional functioning (depressive symptoms and anger), and middle school perceptions using both variable- and person-centered analytic techniques. Data were collected from 1041 adolescents and their parents at the beginning of seventh and the end of eighth grade in middle school. Controlling for demographic factors, regression analyses in Study 1 showed reciprocal relations between school motivation and positive emotional functioning over time. Furthermore, adolescents' perceptions of the middle school learning environment (support for competence and autonomy, quality of relationships with teachers) predicted their eighth grade motivation, achievement, and emotional functioning after accounting for demographic and prior adjustment measures. Cluster analyses in Study 2 revealed several different patterns of school functioning and emotional functioning during seventh grade that were stable over 2 years and that were predictably related to adolescents' reports of their middle school environment. Discussion focuses on the developmental significance of schooling for multiple adjustment outcomes during adolescence.
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McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (February 27, 2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.
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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.
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Hammes, Patricia Simone, Maria Aparecida Crepaldi, and Marc Bigras. "Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling." Spanish journal of psychology 15, no. 1 (March 2012): 124–31. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n1.37295.
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The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritability). With respect to the family's ability to resolve problems, it was observed that, especially for middle and upper class families, this aspect is associated with better social skills and fewer internalized behavior problems. Overall, results of the present study suggest that the family functioning at early stage might influence children's abilities to regulate their emotions and to establish/maintain important relationships with peers and teachers in their early school years.
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Doll, Johannes, Francieli Conte, and Karen Lima. "DEBT AMONG OLDER ADULTS: DATA FROM AN EXPLORING STUDY IN SOUTH BRAZIL." Innovation in Aging 3, Supplement_1 (November 2019): S125—S126. http://dx.doi.org/10.1093/geroni/igz038.458.
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Abstract In recent years, Brazil has experienced significant increase in indebtedness rates amongst older adults. This is partly due to prominent forms of credit such as credit cards and payroll deductible credit, a type of credit that accounts for up to 35% of pensions. In addition, indebtedness is aggravated by high interest rates which are charged in Brazil. Exploratory study on the propensity for indebtedness amongst older people in Rio Grande do Sul, Southern Brazil (n = 406; age 46-97 years old; average 68,7 years old) aims to analyze reasons and factors which interfere in the financial-related issue. In general, indebtedness is a complex process that is often triggered by critical life events such as illness, death, separation, accident and unemployment. And, it is mediated by a number of behavioral and sociodemographic factors. The present work aims to analyze the relation between financial problems, income, schooling, age, materialism, consuming habits as well as altruism in two different social groups: a middle class (SESC) and a lower middle-class (FASC). Concerning theoretical reference, data discussion is based on Ronald Inglehart’s theory on Materialism and Postmaterialism. Data analysis has shown differences in factors and relations among the two social groups. Consuming habits and altruism have a significant correlation with financial problems in both groups. However, income, education and materialism has shown a significant correlation only in the lower middle-class group. In the middle-class group, no relation between income, education, materialism and financial problems has been found.
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Nilima, Nilima, Kalaivani Mani, Siddharth Kaushik, and Shesh Nath Rai. "Cervical Cancer Screening and Associated Barriers among Women in India: A Generalized Structural Equation Modeling Approach." Cancers 14, no. 13 (June 23, 2022): 3076. http://dx.doi.org/10.3390/cancers14133076.
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Exploring the barriers and facilitators of cervical cancer screening (CCS) is essential to reduce the incidence and mortality, particularly in low and middle-income countries. The present study investigates the direct, indirect, and total effects of the barriers and facilitators on CCS in India through the generalized structural equation modeling using data from women files of the fourth round of the National Family Health Survey (NFHS-4). Generalized structural equation models were used to quantify the hypothetical pathway via fitting a series of regression equations. Age, body mass index, religion, years of schooling, awareness of sexually transmitted infection, contraception use, lifetime number of sex partners, number of children, and wealth index were shown to have significant direct effects on the CCS. Older women had 1.16 times the odds of getting screened for cervical cancer as compared to their younger counterpart. The odds of CCS among the women in richest wealth quintile is 2.50 times compared to the poorest. Those who are aware of STIs have 1.39 times the odds of getting screened for cervical cancer. Wealth index, years of schooling, and religion have a substantial indirect and total impact on the CCS. The findings will aid in policy formulations for enhancing the CCS in India.
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Radke, Sarah C., Sara E. Vogel, Jasmine Y. Ma, Christopher Hoadley, and Laura Ascenzi-Moreno. "Emergent Bilingual Middle Schoolers’ Syncretic Reasoning in Statistical Modeling." Teachers College Record: The Voice of Scholarship in Education 124, no. 5 (May 2022): 206–28. http://dx.doi.org/10.1177/01614681221104141.
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Background/Context: Bi/multilingual students’ STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant values and exclude the ways of knowing of nondominant groups. Truly promoting equity requires expanding and transforming STEM disciplines. Purpose/Objective/Research Question/Focus of Study: This article contributes to efforts to illuminate emergent bi/multilingual students’ ways of knowing, languaging, and doing in STEM. We follow the development of syncretic literacies in relation to translanguaging practices, asking, How do knowledges and practices from different communities get combined and reorganized by students and teachers in service of new modeling practices? Setting and Participants: We focus on a seventh-grade science classroom, deliberately designed to support syncretic literacies and translanguaging practices, where computer science concepts were infused into the curriculum through modeling activities. The majority of the students in the bilingual program had arrived in the United States at most three years before enrolling, from the Caribbean and Central and South America. Research Design: We analyze one lesson that was part of a larger research–practice partnership focused on teaching computer science through leveraging translanguaging practices and syncretic literacies. The lesson was a modeling and computing activity codesigned by the teacher and two researchers about post–Hurricane María outmigration from Puerto Rico. Analysis used microethnographic methods to trace how students assembled translanguaging, social, and schooled practices to make sense of and construct models. Findings/Results: Findings show how students assembled representational forms from a variety of practices as part of accomplishing and negotiating both designed and emergent goals. These included sensemaking, constructing, explaining, justifying, and interpreting both the physical and computational models of migration. Conclusions/Recommendations: Implications support the development of theory and pedagogy that intentionally make space for students to engage in meaning-making through translanguaging and syncretic practices in order to provide new possibilities for lifting up STEM learning that may include, but is not constrained by, disciplinary learning. Additional implications for teacher education and student assessment practices call for reconceptualizing schooling beyond day-to-day curriculum as part of making an ontological shift away from prioritizing math, science, and CS disciplinary and language objectives as defined by and for schooling, and toward celebrating, supporting, and centering students’ diverse, syncretic knowledges and knowledge use.
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Vulandari, Retno Tri, Sri Siswanti, Andriani Kusumaningrum Kusumawijaya, and Kumaratih Sandradewi. "Classification of Human Development Index Using K-Means." Indonesian Journal of Applied Statistics 2, no. 1 (July 5, 2019): 1. http://dx.doi.org/10.13057/ijas.v2i1.28566.
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<p>Human development progress in Central Java. It is characterized by a continued rise in the human development index (HDI) of Central Java. HDI is an important indicator for measuring success in the effort to build the quality of human life. HDI explains how residents can access the development results in obtaining a long and healthy life, knowledge, education, decent standard of living and so on. HDI is affected by four factors, namely life expectancy, expected years of schooling, means years of schooling, and expenditure per capita. Currently the Central bureau of statistics do grouping HDI, using calculation formula then known how the value HDI each regency or city in Central Java. In this research we classified the regency or city in Central Java based on the HDI be high, middle, and under estimate area. We used cluster analysis. Cluster analysis is a multivariate technique which has the main purpose to classify objects based on their characteristics. Cluster analysis classifies the object, so that each object that has similar characteristics to be clumped into a single cluster (group). One of the cluster analysis method is <em>k</em>-means. The result of this research, there are three groups, high estimate area, middle estimate area, and under estimate area. The first group or the under estimate area contained 12 regencies, namely Cilacap, Purbalingga, Purworejo, Wonosobo, Grobogan, Blora, Rembang, Pati, Jepara, Demak, Pekalongan, and Brebes. The second group or the middle estimate area contained 8 regencies, namely Banjarnegara, Kebumen, Magelang, Temanggung, Wonogiri, Batang, Pemalang, and Tegal. The third group or the high estimate area contained 11 regencies, namely Banyumas, Kudus, Boyolali, Klaten, Sukoharjo, Karanganyar, Sragen, Semarang, Kendal, Surakarta, and Salatiga.</p><p><strong>Keywords</strong><strong> : </strong>cluster analysis, <em>k</em>-means, the human development index.</p>
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Caramelli, Paulo, Maira Tonidandel Barbosa, Emília Sakurai, Etelvina Lucas dos Santos, Rogério Gomes Beato, João Carlos Barbosa Machado, Henrique Cerqueira Guimarães, and Antonio Lucio Teixeira. "The Pietà study: epidemiological investigation on successful brain aging in Caeté (MG), Brazil. Methods and baseline cohort characteristics." Arquivos de Neuro-Psiquiatria 69, no. 4 (August 2011): 579–84. http://dx.doi.org/10.1590/s0004-282x2011000500002.
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OBJECTIVES: To present the methods and baseline characteristics of the Pietà study, a population-based survey investigating successful brain aging in the oldest-old. METHOD: The study was conducted in Caeté (MG), Brazil. In 2007, 1,251 individuals aged 75+ years were living in the city and were invited to participate. Participants responded to a general health questionnaire and were submitted to clinical, neurological, cognitive, psychiatric and functional evaluations. A subgroup was submitted to neuropsychological testing, blood tests and magnetic resonance of the skull. Individuals were classified as having cognitive impairment-no dementia, dementia, parkinsonism, psychiatric disorders or successful brain aging. RESULTS: We evaluated 639 individuals (51.1% of the target population; 64% women), aged 81.4±5.2 years and with 2.7±2.6 years of schooling. Almost 30% of the elderly were illiterates and 82.1% belonged to middle/middle-low socioeconomic levels. Almost 50% were widows, but only 14.3% were living alone. CONCLUSION: The Pietà cohort is representative of the oldest-old Brazilian population. We believe the results of the study may contribute to increase our knowledge about healthy and pathological brain aging in the oldest-old.
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Wheeler, Sharon, Ken Green, and Miranda Thurston. "Social class and the emergent organised sporting habits of primary-aged children." European Physical Education Review 25, no. 1 (May 15, 2017): 89–108. http://dx.doi.org/10.1177/1356336x17706092.
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This paper reports on the patterns of participation in organised sports of youngsters coming towards the end of primary school, with a view to identifying emergent sporting habits in relation to social class gradients. The data for the study were generated via 90 semi-structured interviews with parents and children from 62 families. The data revealed differences in organised activity participation (both at and beyond school) between an ‘under-class’ and combined middle-class groups of children, as well as within-class gradients among the middle-class sub-groups. There were, for example, substantial differences between the under-class group and the combined middle-class group in terms of both the average number of bouts of organised sports participation and the repertoire or variety of sports engaged with. In effect, the mid- and upper-middle-class children were already sporting and cultural omnivores by the final years of primary schooling. We conclude that while the primary school organised sporting ‘offer’ may be neither a sufficient nor even a necessary contribution to the emerging sporting habits of mid- and upper-middle-class children, for under-class children it is likely to be necessary even though it may still prove, in the longer run, insufficient.
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Santos, Lander dos, Igor Roszkowski, Amanda de Carvalho Dutra, Adriana Cunha Vargas Tomas, Fernando Castilho Pelloso, Luciano de Andrade, Raissa Bocchi Pedroso, Maria Dalva de Barros Carvalho, Willian Augusto de Melo, and Sandra Marisa Pelloso. "The mapping of ovarian cancer mortality trends in Brazil." Research, Society and Development 9, no. 10 (October 9, 2020): e5749108828. http://dx.doi.org/10.33448/rsd-v9i10.8828.
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Ovarian cancer is the eighth cause of death by cancer in women worldwide. The objective of this study was to analyze trends in the Brazilian ovarian cancer mortality and the relation to age, schooling, and race. Data was collected in the Brazilian Mortality Information System (SIM), from 2006 to 2016. The polynomial regression model was used for the trends analysis, a significant trend was considered when the estimated model obtained a p-value <0.05. Ovarian Cancer caused 34,003 deaths in Brazilian women in this period, the mortality rate (MR) was 0.46 per 100.000 women aged less than 40; 4.2 in women aged between 40 – 59; 12.2 in women aged between 60 – 79 and 19.4 in women 80 years old or more. About Race, 65% were White, others were declared as Black, Asian, Mixed-race, or Indigenous. Only 26% had 8 years or more of schooling. Mortality rates from ovarian cancer seemed to be rising in Brazil, the major increase happened in the South, the Southeast, and the Middle-West Regions. Women aged between 40 to 59 had the most significant increase. Politics are needed to facilitate the Brazilian population's access to health services, consequently minimizing the time to diagnose and start the treatment. Research about mortality rates could help health workers identify gaps in knowledge and consequently decrease the magnitude of the disease.
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Soto-Corominas, Adriana, Johanne Paradis, Brian V. Rusk, Stefka Marinova-Todd, and Xuan Zhang. "ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE." Studies in Second Language Acquisition 42, no. 4 (March 19, 2020): 697–720. http://dx.doi.org/10.1017/s0272263119000767.
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AbstractIt is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline for convergence with monolinguals, and what factors predict individual differences among L2 learners. Having seven or more years of schooling was insufficient for all L2 learners to converge with monolinguals on all measures; moreover, growth in English abilities slowed after seven years. Regression analyses revealed that use of English with friends, parental education, and cognitive skills predicted individual variation in the L2 learners’ English abilities and, thus, contributed to their potential for convergence with monolinguals.
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Shaeba, Mashrura Kabir, Fariha Farjana, and Subrata Kumar Datta. "Leaving Country for Living: Household Level Welfare Assessment from the Destination Preference Lens in Bangladesh." International Journal of Economics and Finance 12, no. 4 (March 30, 2020): 106. http://dx.doi.org/10.5539/ijef.v12n4p106.
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Down memory lane of the economy of Bangladesh, international migration has been a pillar to the economy. Firstly, the study deals with the factors affecting destination preference of the migrant-sending household and then it tries to screne out the impact of international migration on the household welfare from the lens of diversified destination preferences. Considering sample size of 3782 household, the study conducted the entire research with the secondary data of Household Income and Expenditure Survey Bangladesh, 2016. Sorting the migrated countries among seven regions, Multinomial Logistic Regression has been used to find out the determinants behind migrants’ destination preferences. Additionally, to measure the household welfare based on migrant’s destination preference, the Ordinary Least Squares regression model and Quantile regression model have been used. Therefore, the result exhibits that migrant characteristic like age, gender, years of schooling, and household characteristics like heads’ age, sex, schooling year, region, and earning status plays a significant role in deciding the migration destination. It is also evident that economic and subjective welfare varies among the households for sending migrants in different regions. Total expenditure and wealth index decrease to the households who send migrants to South-East Asia rather than Middle-East. The wealth score is higher for the households who send migrants to Europe, North-America, and Oceania over Middle-East. Subjective welfare index also varies among the household based on choosing migration destination. Therefore, it can be concluded that destination preference affects the economic and subjective welfare of the household.
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Siemon, Dianne. "Learning progressions/trajectories in mathematics: Supporting reform at scale." Australian Journal of Education 65, no. 3 (November 2021): 227–47. http://dx.doi.org/10.1177/00049441211045745.
Full textAbstract:
In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship between curriculum, pedagogy and assessment. This article will draw on current policy documents and the literature to challenge current assumptions at the national level about what constitutes a learning progression. It will draw briefly on the results of a recently completed, large-scale study on mathematical reasoning in the middle years of schooling to make a case for evidenced-based learning progressions/trajectories as boundary objects in reconnecting and rebalancing the curriculum, pedagogy and assessment relationship to support reform at scale.