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Статті в журналах з теми "Educational attainment Social aspects Victoria"
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Warren, John Robert, Chandra Muller, Robert A. Hummer, Eric Grodsky, and Melissa Humphries. "Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312091808. http://dx.doi.org/10.1177/2378023120918082.
Повний текст джерелаАнотація:
What dimensions of education matter for people’s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students’ math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.
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Rassadina, Tatyana A. "Some dysfunctional aspects of social competition in universities." Izvestia of Saratov University. New Series. Series: Sociology. Politology 21, no. 2 (May 25, 2021): 150–55. http://dx.doi.org/10.18500/1818-9601-2021-21-2-150-155.
Повний текст джерелаАнотація:
In modern conditions of profound changes in Russian social reality socio-cultural space and social competition became a powerful factor contributing to the mobilization of the activity of individuals, groups, society as a whole. The desire of people to take a more favorable social position, the struggle for various resources construct new models of human behavior, new practices. Social competition is viewed as a form of social ties and the type of social interactions reflecting the ability of achieving goals in conditions of competition with others. It permeates the entire social fabric inherent in various social groups, organizations, including such high-status and complex ones like universities. The article analyzes the sociocultural mechanisms that accompany social competition, such as pragmatization and rationalization of consciousness and behavior, transformation of traditional values. The mechanisms of flexible-contextual rationality, deviations of values from ideal attitudes are analyzed. The practices simulating (imitating) the processes of organizing and implementing various aspects of the educational process at the university are presented. These practices contribute to the successful attainment of the actors’ goal, but are dysfunctional in the instrumental aspects related to how goal attainment occurs in a competitive environment. The influence of competitive conditions on the growth of authoritarian and bureaucratic tendencies is shown; usage of presentation paradigm and point-rating system; McDonaldized practices in which quantity is synonymous to quality. Some problems social-humanitarian cycle lecturers reducing their competitiveness, are demonstrated. The analyzed practices reflect the process of constructing the sociocultural space of universities, institutionalizing a new normative-value reality.
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Lamm, Kevan W., Maddison Holder, Nekeisha L. Randall, Don W. Edgar, and Alexa J. Lamm. "Agricultural Leadership Development Program Participant Personality and Demographic Characteristics: An Empirical Analysis." SAGE Open 11, no. 4 (October 2021): 215824402110615. http://dx.doi.org/10.1177/21582440211061577.
Повний текст джерелаАнотація:
Although personality has been widely studied within the academic literature, there has been little research into the relationship between personality and leadership development programs, particularly within an agricultural context for adult learners. The purpose of this research was to investigate the nature of relationships among ten aspects of the Big Five personality factors and demographic characteristics including: gender, age, organizational level, educational attainment, and geographic region within a sample of adult agricultural leadership development program participants. Results of the study indicate that there are differences between demographic groups relative to specific aspects of personality. Among the ten aspects analyzed, the most statistically significant differences between groups were observed between age groups, while the fewest statistically significant differences were observed in the educational attainment and geographic region groups. Effect sizes were also calculated with gender having the largest observed effect sizes and age having the largest number of statistically significant effect sizes.
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Ainsworth, Frank. "The social and economic origins of child abuse and neglect." Children Australia 45, no. 4 (August 28, 2020): 202–6. http://dx.doi.org/10.1017/cha.2020.36.
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AbstractThis commentary aims to start a debate about various dimensions of social disadvantage and the relationship to child abuse and neglect (CAN). These dimensions include poverty, educational attainment, employment status, sub-standard housing, disadvantaged neighbourhoods and social isolation from family. Other aspects such as mental health issues, domestic violence and substance misuse are compounding factors that are critical influences on the relationship between disadvantage and CAN. New South Wales is used as the exemplar Australian state.
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Tóth, Olga, and Péter Róbert. "Sociological and Historical Aspects of Entry into Marriage." Journal of Family History 19, no. 4 (September 1994): 351–68. http://dx.doi.org/10.1177/036319909401900403.
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This study analyses the timing of first entry into marriage of Hungarian men and women born between 1916 and 1967. Marriages take place at a considerably earlier age than the West European average, and at the same time show significant differences between cohorts. In the course of the analysis we consider the social and economic circumstances which affect the timing of entry into marriage, and we connect the variables of men and women's educational attainment with their age at marriage. In each cohort we examine the sociological characteristics of those who marry significantly earlier or later than the average for their generation, i.e. than the “normal” age.
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Assari, Shervin. "Parental Educational Attainment and Mental Well-Being of College Students: Diminished Returns of Blacks." Brain Sciences 8, no. 11 (October 29, 2018): 193. http://dx.doi.org/10.3390/brainsci8110193.
Повний текст джерелаАнотація:
Background. According to the Minorities’ Diminished Returns (MDR) theory, the health returns of socioeconomic status (SES) are systemically smaller for Blacks compared to Whites. Less is known, however, about trans-generational aspects of such diminished gains. For example, the differential impact of parental educational attainment on differences in mental well-being between White versus Black college students remains unknown. Aims. With a national scope, this study explored racial differences in the effect of parental educational attainment on the mental well-being of college students in the United States. Methods. The Healthy Mind Study (HMS), 2016–2017, is a national telephone survey that included 41,898 college students. The sample was composed of Whites (n = 38,544; 92.0%) and Blacks (n = 3354; 8.0%). The independent variable was highest parental educational attainment. The dependent variable was mental well-being (mentally healthy days in the past month) which was measured using a single item. Age and gender were covariates. Race was the moderator. Logistic regression was used for data analysis. Results. In the pooled sample, high parental educational attainment was associated with better mental wellbeing, independent of race, age, and gender. Race, however, showed a significant interaction with parental educational attainment on students’ mental wellbeing, indicating a smaller effect of parent education on the mental wellbeing of Black compared to White college students. Conclusions. The returns of parental educational attainment in terms of mental well-being is smaller for Black college students compared to their White counterparts. To minimize the diminished returns of parental education in Black families, policies should go beyond equalizing SES and reduce the structural barriers that are common in the lives of Black families. Policies should also aim to reduce extra costs of upward social mobility, prevent discrimination, and enhance the quality of education for Blacks. As the mechanisms that are involved in MDR are multi-level, multi-level solutions are needed to minimize the racial gaps in gaining mental health benefits from higher socioeconomic levels.
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Banerjee, Sri, G. Michael Szirony, Nina McCune, W. Sumner Davis, Sue Subocz, and Brian Ragsdale. "Transforming Social Determinants to Educational Outcomes: Geospatial Considerations." Healthcare 10, no. 10 (October 9, 2022): 1974. http://dx.doi.org/10.3390/healthcare10101974.
Повний текст джерелаАнотація:
In recovering from one of the worst educational crises in recorded history due to the pandemic, in a mission to rebuild and become more resilient, there has been a heightened urgency to provide resources to communities most in need. However, precisely identifying those needs have become all the more important due to the increase in popularity of e-learning as a suitable option and the improvement of technologies. Most notably, socially disadvantaged and historically marginalized communities were disproportionately and severely impacted by several aspects of the pandemic, in terms of health, economics, access to education, and sustainable well-being. This differential effect was modeled spatially with the combination of aerial photogrammetry, traditional geospatial mapping, and other robust AI-driven techniques to synthesize and analyze the various types of data. In this original research study, we apply various spatial health variables, relate them to educational variables in an initial empirical process of understanding how to address equity-related considerations from the context of the learner’s experience, providing the empirical evidence for the development of locally tailored learner support and assistance, meeting students where they are by specifically identifying and targetting geographically underserved areas. We found that there were clear statistically significant relationships between educational attainment and several physical (p < 0.001), mental (p = 0.003), access to healthy food/food security (p < 0.001), and uptake of preventative health measures (p < 0.001), which also varied geographically. Geographic variations in learning experiences demonstrates the unquestionable need to understand a variety of physical, mental, and dietary factors surrounding the student’s success. Understanding a combination of these factors in a geospatial context will allow educational institutions to best serve the needs of learners.
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Hannover, Bettina, and Lysann Zander. "How Personal and Social Selves Influence the Development of Children and Adolescents at School." Zeitschrift für Pädagogische Psychologie 34, no. 2 (March 2020): 65–85. http://dx.doi.org/10.1024/1010-0652/a000261.
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Abstract. How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves – learners' knowledge about their group memberships and associated evaluations – have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.
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Uecker, Jeremy E., and Lindsay R. Wilkinson. "College Selectivity, Subjective Social Status, and Mental Health in Young Adulthood." Society and Mental Health 10, no. 3 (August 17, 2019): 257–75. http://dx.doi.org/10.1177/2156869319869401.
Повний текст джерелаАнотація:
Research on education and mental health has focused primarily on the benefits of higher levels of educational attainment. Other aspects of education, such as college selectivity, may also be associated with mental health, and higher subjective social status (SSS) is a potential pathway through which college selectivity and mental health could be linked. Using data from the National Longitudinal Study of Adolescent to Adult Health, this study (a) examines whether college selectivity influences mental health independent of objective measures of socioeconomic status and (b) assesses the role of SSS in this relationship. Among college graduates, attending a more selective college is associated with higher ratings of SSS, which in turn are associated with fewer depressive symptoms and lower perceived stress and anxiety. These findings contribute to our understanding of the role of college selectivity and SSS in the mental health of young adults.
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Harvey, Eric, Maria El Bizri, Geoffrey C. Nguyen, Deborah A. Marshall, Raza Mirza, and Maida J. Sewitch. "Health Care Perspectives of Adult Patients with Lower Educational Attainment in Inflammatory Bowel Disease: A Qualitative Study." Journal of Patient Experience 9 (January 2022): 237437352210925. http://dx.doi.org/10.1177/23743735221092557.
Повний текст джерелаАнотація:
Patients with lower educational attainment are underrepresented in inflammatory bowel disease (IBD) research. To increase our understanding of the health care perspectives of patients with less than a university degree, semi-structured interviews were conducted among 23 outpatients at the McGill University Health Centre IBD Centre (Montreal, Canada). Thematic analysis was used to analyze the qualitative data. Perspectives focused on communication with health care professionals, access to care, symptoms and treatment, and outside support. Access to an IBD specialist was the most important aspect of care. Good care, kind and receptive staff, and a lengthy delay to diagnosis were frequently reported experiences. IBD specialists, nurses, and family and friends were most helpful in managing disease. Physical and emotional symptoms, reduced social engagement, and medications were difficult aspects of living with IBD. An ideal IBD clinic would provide access to traditional and non-traditional services and assist with obtaining support to help patients engage in social activities, increase affordability of care, and maintain employment. Study findings may be helpful in designing equitable models of health care delivery.
Дисертації з теми "Educational attainment Social aspects Victoria"
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Badr, Menshawy. "Determinants of educational attainment in Egypt and MENA : a microeconometric approach." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12947/.
Повний текст джерелаАнотація:
Using TIMSS data set on MENA countries, this study examines the determinants of educational outcome and gender inequality of learning in eight selected countries. The complicated structure of the data has been considered carefully during all the stages of the analysis employing plausible values and jackknife standard error technique to accommodate the measurement error of the dependant variable and the clustering of students in classes and schools. The education production functions provide broad evidence from mean and quantile analysis of very low returns to schooling; few school variables are significant and none have effects across countries and quantiles. In general, student characteristics were far more important than school factors in explaining test scores, but there was considerable variability across countries in which specific factors were significant. Strikingly, computer usage was found to influence students’ performance negatively in six MENA countries. Only Turkey and Iran had a significant positive effect of computer usage on maths achievements. Gender inequality of academic achievement has been investigated thoroughly using mean and quantile decomposition analysis. There is mixed picture of gender inequality across the eight countries with three pro-boys, three pro-girls and two gender-neutral. This exercise gives no general pattern of gender inequality across MENA. A detailed analysis of Egyptian students’ achievements explains the differential gap between school types, notably being single or mixed sex and Arabic or language schools. Single-sex schools perform better than mixed schools especially for girls. The single-sex language schools are more effective than the Arabic single sex school. This confirms the dominance of the language schools and is also related to the style and social-economic status of enrolled students.
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Salazar, Amy Michele. "Investigating the Predictors of Postsecondary Education Success and Post-College Life Circumstances of Foster Care Alumni." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/265.
Повний текст джерелаАнотація:
As a group, youth who have spent time in foster care are far behind the general population in postsecondary educational attainment. Nevertheless, most do hold aspirations for higher education. For those who make it to college, foster care alumni face a variety of obstacles related to successful postsecondary completion. However, it is unclear whether the factors that affect postsecondary success in this population are similar to those identified for other college students or more unique to the distinctive experience of being in foster care. Furthermore, while there is general consensus that higher education is beneficial to foster care alumni in overcoming adversity, no study has examined how foster care alumni who graduate from college actually fare in their adult lives compared with the general population of college graduates, or with those in the general population who did not graduate college. The study aims first to identify the predictors of postsecondary retention and success using survey data from a cross-sectional sample of foster care alumni who received Casey Family Scholarship Program or Orphan Foundation of America Foster Care to Success postsecondary scholarships. Second, the study compares adult outcomes of foster care alumni graduates with general population graduates and general population non-graduates to explore the role higher education plays in these youths' lives. Results are interpreted in relation to Bronfenbrenner's Ecological Systems Theory, theories of educational persistence and motivation, trauma theory, and theories related to other difficulties of being in foster care. Analyses include bivariate examinations of postsecondary factors and their relation to college disengagement; discrete-time survival analysis of general college retention factors and factors more unique to the foster care population in predicting college graduation; and multivariate comparisons (ANOVA's, ANCOVA's, and chi-squares) of foster youth graduates and non-foster youth graduates and non-graduates in relation to their post-college life circumstances. In bivariate comparisons of general population factors related to retention, five of the nine factors (academic-related skills, institutional commitment, social support, social involvement, and institutional financial support) had at least one indicator with a significant or trend-level relationship with college disengagement. In bivariate comparisons of foster care-specific factors related to retention, four out of the seven factors (maltreatment/ trauma/PTSD, other mental health problems, independent living stability, tangible support) had at least one item with a significant or trend-level relationship with college disengagement. Comparing the two separate factor models, the general population factor group modeled the data slightly better in predicting college graduation than the foster care-specific factor model. No model improvement was found when foster care-specific factors were added into the general population factor model. Both general population and foster care alumni graduates fared more positively than general population non-graduates for three post-college factors: individual income, financial satisfaction, and happiness. Only the general population graduates were found to be faring better than general population non-graduates on a variety of other factors. Foster youth graduates fared less positively than general population graduates on a variety of post-college outcomes. Results have implications for policy and practice regarding the most effective means of supporting postsecondary aspirations of youth with foster care experience.
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Michinobu, Toshiyuki. "Exploration of Japanese women's patterns of educational attainment : the effect of gender of siblings." Thesis, 1995. http://hdl.handle.net/1957/34692.
Повний текст джерелаАнотація:
Guided by the emerging interest in gender of siblings as one important
sociological component in American family studies, the major objective of this study
was to examine the effect of sex composition of siblings on women's levels of
educational attainment in the Japanese setting. The present study hypothesized
that the presence of brothers poses women a greater obstacle to a high level of
educational attainment than the presence of sisters. For the purpose of gaining
more depth in understanding Japanese women's education, this study also
investigated other factors which differentiate the patterns of educational
attainment between men and women.
Two major methods were employed for the exploration. First, in order to
examine the effect of sibling gender, this study analyzed quantitative data obtained
from a sample of 518 young women. Second, face-to-face interviews were
conducted with 15 mothers and 15 young women individually. In the interviews,
in addition to several issues surrounding women's education, the mothers were
asked their experiences about their children's education whereas the young women
were asked their own educational experiences.
The quantitative results identified gender of siblings as one important
family characteristic in explaining women's levels of educational attainment.
While providing some support for the quantitative findings, the qualitative data
revealed the importance of other factors including parental attitudes toward gender
role ideology and the notion of an appropriate marriage age. Implications of the
findings for future research are discussed.Graduation date: 1996
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Meza, Discua Jose Luis. "Factors that motivate Latino students to pursue higher education in selected colleges in the state of Oregon." Thesis, 2011. http://hdl.handle.net/1957/26755.
Повний текст джерелаАнотація:
Latinos are the largest and most rapidly growing ethnic minority in the United States, and they have the highest dropout rates of any major ethnic group in the country (U.S. Department of Labor, 2003). Latinos' educational attainment is consistently lower than that of other students (Gandara, 2008). The majority of Latino college students in the state of Oregon are of Mexican origin and have parents with low income and low levels of education, which ultimately influences the students' decisions in whether or not to pursue higher education. This study examines these and other factors which motivate Latino students to pursue higher education in selected colleges in the state of Oregon. Quantitative data was gathered and evaluated to determine their academic self-efficacy, an idea grounded in Social Cognitive Theory (Bandura 1997). Accordingly, this dissertation analyzed personal, environmental, and demographic factors as determinants of the academic self-efficacy of Latino college students. The results indicated that mothers (family being one of the environmental factors) were the most motivating persons for Latino college students pursuing higher education, followed by the influence of friends. The results also revealed that another
influencing factor in academic self-efficacy of Latino college students was their own self-efficacy and their personal goal orientation. Female students reported the highest scores of self-efficacy for a four-year institution, followed by students of both genders aged between 18 and 22 years old. Latino college students' choice of agriculture as a program to pursue in higher education was also analyzed, despite the fact that the majority (92 %) of Latino college students did not choose an agriculture-related career.Graduation date: 2012
Книги з теми "Educational attainment Social aspects Victoria"
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Kettley, Nigel C. Educational attainment and society. London: Continuum, 2006.
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J, Barro Robert. International data on educational attainment updates and implications. Cambridge, MA: National Bureau of Economic Research, 2000.
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Yossi, Shavit, and Blossfeld Hans-Peter, eds. Persistent inequality: Changing educational attainment in thirteen countries. Boulder, Colo: Westview Press, 1993.
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Cameron, Stephen V. The dynamics of educational attainment for Blacks, Hispanics, and Whites. Cambridge, MA: National Bureau of Economic Research, 1999.
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Moss, Gemma. Literacy, gender, and attainment: Theory and research. New York: Routledge, 2007.
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Schmitt, John. Is there an impact of household computer ownership on children's educational attainment in Britain? London: Centre for Economic Performance, London School of Economics and Political Science, 2004.
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Tobbell, Jane. Goal Attainment Scaling for people with learning disabilities. Bicester: Winslow, 1997.
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Hyde, Karin A. L. Girls' Attainment in Basic Literacy and Education Project: Knowledge, attitudes, and practices pilot survey : final report, August 1994. [Zomba, Malawi]: University of Malawi, Centre for Social Research, 1994.
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Bildung und soziale Differenzierung in der Gesellschaft. Frankfurt am Main: Peter Lang, 2012.
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Angrist, Joshua David. Long-term consequences of Vietnam-era conscription: Schooling, experience, and earnings. Cambridge, Mass: National Bureau of Economic Research, 2007.
Знайти повний текст джерелаЧастини книг з теми "Educational attainment Social aspects Victoria"
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Haindorfer, Raimund, and Max Haller. "Does Citizenship Promote Integration? An Austrian Case Study of Immigrants from the Former Yugoslavia and Turkey." In Dual Citizenship and Naturalisation. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/978oeaw87752_chapt12.
Повний текст джерелаАнотація:
This paper addresses the question of whether or not naturalisation promotes the integration of immigrants. The empirical basis for the study is a standardised survey comprising 600 immigrants from Turkey and the former Yugoslavia living in Austria. We investigate the differences in four aspects of (social) integration: structural integration (access to the labour market), social integration (the building-up of social relations with members of the host society), cultural integration (acquiring German-language skills and support for modern gender-role attitudes) and identificative integration (strengthening the feeling of belonging to Austria). Our hypothesis is that the attainment of citizenship supports all of these. Immigrants who became Austrian citizens are compared with those who did not – across indicators of all four aspects of integration. In multivariate regression analyses, we also include migration experience (migration background and generation as well as the length of stay in Austria) as explanatory and socio-demographic characteristics (gender, age, educational level) as control variables. The findings show the expected effects in most regards. In addition, a significant interaction effect emerges between migration background and gender, whereby Turkish women have fewer chances of finding employment than ex-Yugoslavian women in comparison with men of the same nationalities as the women. In the conclusion, we point out the methodological limitations of the study and indicate avenues for further research, both in theoretical terms and concerning empirical research designs.
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Senchenko, Natalia. "DIGITATING THE DOCUMENTARY HERITAGE AS A WAY TO SAVE IT: A WORLD EXPERIENCE." In Theoretical and practical aspects of the development of modern scientific research. Publishing House “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-195-4-21.
Повний текст джерелаАнотація:
For many countries around the world in the period of rapid development of digital technologies, the problems of creating digital resources, expanding the communication space and ensuring free access to digital documentary heritage, providing a regulatory framework for electronic resource management. The cultural heritage of any country is an important component of world cultural attainment. For decades, projects aimed at pre serving and effectively using cultural heritage as a valuable resource for strategic development of states have been developed and implemented. The solution to these problems lies in digitizing monuments, creating digital copies of them, providing online access to digital collections, long-term maintenance and management of digital resources. In this context, foreign experience in implementing digital initiatives is important. Successful projects to digitize documentary monuments are one of the key imperatives of the cultural policy of many countries around the world. A significant number of artifacts are of honorable age, which makes additional demands on the possibility of their use, including monuments of documentary heritage. The conditions stored in the original documents are in many cases far from ideal. It is unknown how long these priceless monuments may still exist. Paper breaks down, ink disappears and information is lost forever. For these reasons, a significant number of artifacts still remain inaccessible. The implementation of projects for the digitization of cultural heritage is aimed primarily at solving the problems of preservation, accounting, providing access to digital copies of monuments, thus expanding the opportunities for effective use of their strategic potential. The subject of the research is the development and implementation of projects for the digitization of cultural heritage sites abroad. The purpose of the study is to focus attention on the legal and methodological support for the development and implementation of foreign projects on documentary heritage. The aim of the article is to focus on the main stages and features of the development and implementation of foreign projects for the digitization of cultural heritage sites. Objectives of the research: to identify and explore the features of development and implementation of foreign projects to create digital content of documentary heritage; to reveal the main stages of creation of digital resources; highlight the possibilities of providing online access to digital copies (images) of documents; reveal ways to maintain and manage digital resources. The methodological basis of the research is a set of general scientific principles of historical, systematic, objectivity, based on an interdisciplinary approach. The main provisions of this work are based on the convergence of museum, archival, library and information and communication technologies. The use of historical and logical approaches provided an opportunity to consider the process of development and implementation of projects for digitization of documentary heritage abroad, to analyze their transformations and dependence on the development of new information technologies. The method of information modeling provided an opportunity to predict the development of electronic libraries and the corresponding management of digital resources. Among the empirical methods in the study, methods of description and comparison were used to gather information. Information-analytical and source-based methods were also used to analyze the legal framework. From empirical-theoretical methods abstraction, analysis, synthesis, induction, deductions are used – to reveal the stages of development of digitization projects. The purpose of the projects of digitization of cultural heritage is to address current issues in modern documentary communications: expanding access to documentary heritage; virtual reconstruction of scattered funds and collections; providing access to unique materials of archives, museums, libraries; preservation of artifacts, especially those at risk of destruction; support of scientific and educational programs, etc. Problems of preservation and access to digitized cultural heritage on the websites of museums, archives and libraries remain relevant in time, in particular in the context of transparency, accessibility, reactivity, availability of electronic images, feedback from users of the website, the volume of digitized documents, social responsibility and trust in the site. The practice of presenting cultural heritage on the sites of museums, libraries and archives of Ukraine indicates the need to develop a single concept of digitization of cultural heritage and the creation of relevant sites. The research, analysis and use of world experience will contribute not only to the most effective implementation of projects to digitize the cultural heritage of Ukraine, but also to ensure its proper preservation and proper presentation on the Internet for public use.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.
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A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.
Тези доповідей конференцій з теми "Educational attainment Social aspects Victoria"
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Khaled, Salma, Peter Haddad, Majid Al-Abdulla, Tarek Bellaj, Yousri Marzouk, Youssef Hasan, Ibrahim Al-Kaabi, et al. "Qatar - Longitudinal Assessment of Mental Health in Pandemics (Q-LAMP)." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0287.
Повний текст джерелаАнотація:
Aims: Q-LAMP aims to identify risk factors and resilience factors for symptoms of psychiatric illness during the pandemic. Study strengths include the 1-year longitudinal design and the use of standardized instruments already available in English and Arabic. The results will increase understanding of the impact of the pandemic on mental health for better support of the population during the pandemic and in future epidemics. Until an effective vaccine is available or herd immunity is achieved, countries are likely to encounter repeated ‘waves’ of infection. The identification of at-risk groups for mental illness will inform the planning and delivery of individualized treatment including primary prevention. Methodology: Longitudinal online survey; SMS-based recruitment and social media platforms advertisements e.g. Facebook, Instagram; Online consent; Completion time for questionnaires: approx. 20 to 30 minute; Baseline questionnaire with follow up at 3, 6, 9 and 12 months; Study completion date: Sept. 2021. Inclusion criteria: Currently living in Qatar; Qatari residents: citizens and expatriates; Age 18 years; read Arabic or English (questionnaire and consent form available in both languages). Instruments: Sociodemographic questionnaire including personal and family experience of COVID-19 infection; Standard instruments to assess psychiatric morbidity including depression, anxiety and PTSD; research team-designed instruments to assess social impact of pandemic; standard questionnaires to assess resilience, personality, loneliness, religious beliefs and social networks. Results: The analysis was based on 181 observations. Approximately, 3.5% of the sample was from the sms-recruitment method. The sample of completed surveys consisted of 65.0% females and 35.0% males. Qatari respondents comprised 27.0% of the total sample, while 52% of the sample were married, 25% had Grade 12 or lower level of educational attainment, and 46.0% were unemployed. Covid-19 appears to have affected different aspects of people’s lives from personal health to living arrangements, employment, and health of family and friends. Approximately, 41% to 55% of those who responded to the survey perceived changes in their stress levels, mental health, and loneliness to be worse than before the pandemic. Additionally, the wide availability of information about the pandemic on the internet and social media was perceived as source of pandemic-related worries among members of the public. Conclusion: The continued provision of mental health service and educational campaigns about effective stress and mental health management is warranted.