Hasil untuk "Education (General)"

Nosipho Faith Makhakhe

The distribution of oral pre-exposure prophylaxis (PrEP) in South Africa was instituted in 2016. Female sex workers (FSWs) were targeted as a priority group to curb the rise in new HIV infections. Certain organizations working with FSWs were tasked to distribute PrEP. Some used a peer-education approach to initiate FSWs on PrEP. This study aimed to understand the role of peer support in encouraging the uptake of PrEP among FSWs. Key informant interviews were conducted with thirteen (13) participants, eleven (11) peer educators, and two (2) healthcare workers from a research and sex work organization. Consent was obtained from all participants. Data were thematically analyzed. During the outreach, peer educators gave information on PrEP to FSWs; however, most felt that more efforts are needed to create greater awareness and knowledge dissemination of PrEP. FSWs willing to test for HIV were tested on-site in a mobile facility. Once PrEP was initiated, support was provided through telephone calls, and reminders for treatment top-ups were sent via text messages. Medication was delivered to those who missed their site visit. Each peer provided FSWs with practical suggestions for managing side effects. FSWs traveling periodically were given an extra supply of PrEP or linked to another distribution site. Some FSWs suggested the need for long-acting PrEP to foster retention. Reaching FSWs with PrEP through peers has ensured ongoing use of PrEP, which is further sustained through follow-ups and efficient side-effect management.

Ángel C. Moreu Calvo

Elizabeth K. Farkouh, Loren L. Toussaint, Brian A. Lynch

Introduction/Objectives: Social determinants of health (SDOH) have the potential to differentially impact child developmental outcomes. This study examined whether scores on the Environmental Screening Questionnaire (ESQ), a newly developed SDOH screening tool, were associated with scores on the Brigance and Ages & Stages Questionnaires-Social-Emotional (ASQ:SE-2) child development assessments. Methods: Brigance, ASQ:SE-2, and ESQ scores from children enrolled in a Head Start Program in Northeast Iowa were collected during the 2021 to 2022 and 2022 to 2023 school years. Associations between scores in each ESQ domain and Brigance and ASQ:SE-2 scores were assessed. Results: Education-Employment and Community concerns on the ESQ were associated with reduced Brigance scores ( r  = −.21, P  < .001; r  = −.17, P  = .001). Concerns related to Housing, Child and Family Health, and Community were associated with more concerning ASQ:SE-2 scores ( r  = .14, P  = .005; r  = .18, P  < .001; r  = 0.27, P  < .001). In multivariable models controlling for sex and ethnicity, Education-Employment concerns were significant predictors of lower Brigance scores, while Child and Family Health and Community concerns were significant predictors of ASQ:SE-2 scores. Conclusions: ESQ scores in certain SDOH domains correlate significantly with child developmental outcomes. The ESQ domains of Child and Family Health and Community appear to be particularly important for appropriate child socio-emotional development. Interventions should focus on addressing critical SDOH domains to promote child resilience and counteract the non-medical factors that can interfere with child developmental outcomes.

Edward Rosenbaum, Judith Lasker, Shailendra Prasad et al.

Participating in Short-Term Experiences in Global Health (STEGHs) has become an increasingly popular way for dental students to learn about the global burden of disease and health inequalities by traveling to a low-income community. However, there is little information available in the dental education literature providing guidelines on best practices for STEGHs. Often little is known about the local dental practice laws and ethics guidelines. One useful resource is the Brocher Declaration. The Brocher Declaration, created by the Advocacy for Global Health Partnerships (AGHP), is a comprehensive document outlining best practices for developing ethical and sustainable global health partnerships. The six guiding principles are: (1) mutual partnership with bidirectional input and learning, (2) empowered host country and community-defined needs and activities, (3) sustainable programs and capacity building, (4) compliance with applicable laws, ethical standards, and code of conduct, (5) humility, cultural sensitivity, and respect for all involved, and (6) accountability for actions. The principles of the Brocher declaration can serve as a foundation for ethics and sustainability and can be easily applied to STEGHs in dental education. The authors present a set of recommendations specific to each principle to guide dental schools in offering STEGHs to their students. Participating in STEGHs represents a unique opportunity for students to learn about the global burden of oral disease, its risk factors, and the population and public health strategies to reduce oral disease in diverse populations. When done ethically, they may serve as a spark for students to become future leaders in global health.

José-María Campillo-Ferrer, Pedro Miralles-Martínez

IntroductionThis study examines the effectiveness of learning processes developed through a technology-enhanced approach in higher education. Therefore, we analyzed Webquests together with other gamification resources, considered relevant research studies on the impact and advantages of this inquiry-oriented learning approach, and examined students’ perceptions of the effects of these online learning tools on developing their organizational skills and effective planning for learning.MethodsParticipants in the study were 73 student teachers enrolled in the core unit of Social Studies, in the second year of the Primary Education degree at the University of Murcia (Spain). In this study, a pre-test and posttest design was applied and questionnaires were administered to students at the beginning and end of the term to examine the impact of this inquiry-oriented approach on the development of students’ learning processes. Their perceptions of the learning achieved were analyzed using statistical software for Excel (XLSTAT).ResultsThe results indicate that these online tools effectively promote technology-enhanced learning and collaborative work, especially among the most motivated and digitally literate students, underlining the importance of motivation and digital literacy as catalysts for learning.DiscussionThe study also highlights the need for further research on the impact of digital resources in promoting competency-based learning alongside other motivational online approaches in tertiary education.

Lutfi Syauki Faznur, Wika Soviana Devi, Bunga Tisya Marwa

The background of the writing is the lack of students' ability in speaking skills. In addition, the application of learning models and learning media that are less than optimal in developing materials for presenting novel review texts. The purpose of this study was to determine the effect of the MASTER learning model on the ability to present review texts assisted by Instagram, and student learning outcomes. This research was conducted at SMAN 47 Jakarta, in class XI MIPA 3 and XI MIPA 4. The research method used in this study was True Experiment with Posttest Only Control Design. The results showed that there was an effect of the MASTER learning model with the help of Instagram on the ability to present review texts. This is based on the results of the Independent Sample Test hypothesis, there are sig 0.000 ˂0.05 and a Thit value of 7.627 Ttab 1.998. Therefore, Ha is accepted and H0 is rejected, meaning that there is an effect of the MASTER learning model on the ability to present novel review texts with the help of Instagram. Keywords: master model; novel review; instagram

Amoolya Kandettu, Divya Adiga, Vasudha Devi et al.

Ovarian cancer (OC) is one of the most common and fatal types of gynecological cancer. OC is usually detected at the advanced stages of the disease, making it highly lethal. miRNAs are single-stranded, small non-coding RNAs with an approximate size ranging around 22 nt. Interestingly, a considerable proportion of miRNAs are organized in clusters with miRNA genes placed adjacent to one another, getting transcribed together to result in miRNA clusters (MCs). MCs comprise two or more miRNAs that follow the same orientation during transcription. Abnormal expression of the miRNA cluster has been identified as one of the key drivers in OC. MC exists both as tumor-suppressive and oncogenic clusters and has a significant role in OC pathogenesis by facilitating cancer cells to acquire various hallmarks. The present review summarizes the regulation and biological function of MCs in OC. The review also highlights the utility of abnormally expressed MCs in the clinical management of OC.

Misfi Laili Rohmi

The problem of poverty is still an important issue in Indonesia. The Indonesian government has made various efforts to tackle the problem of poverty, one of which is through the Family Hope Program (PKH), which is a cluster of policies based on social assistance and protection in the form of meeting the basic needs of health and education for poor individuals and households . The hope is that with quality health and education, it will break the chain of poverty. In its implementation, PKH does not escape various problems , starting from the input aspect to the output aspect . Thus, this study aims to see the effectiveness of PKH in terms of program input, process, and output aspects. This research is a type of quantitative descriptive research with a questionnaire instrument guided by the researcher. The data analysis technique uses a scoring questionnaire which is then compared with the ideal criteria that have been set in PKH. m The results showed that PKH was effective from the input aspect , process aspect and output aspect in the education sector . However, PKH has not been effective in terms of output in the health sector on several indicators. In addition, PKH has implications for the economic aspect in the form of increasing labor productivity through improving the quality of human resources by increasing the percentage of students who continue to junior high and high school levels. During the 6 (year) program, there was an increase in education participation from SD to SMP by 20% and participation from SMP to SMA levels by 19%.

Conway J, Trehan N, Vedagiri P

Joel Conway, Neev Trehan, Praneeth Vedagiri Faculty of Medicine, Imperial College London, London, UKCorrespondence: Neev TrehanFaculty of Medicine, Imperial College London, London, UKEmail neev.trehan16@imperial.ac.uk We read with interest this observational study by Dutta et al1 which investigated the&nbsp;satisfaction of medical and nursing students in India receiving online teaching&nbsp;during the COVID-19 pandemic. The authors aimed to assess satisfaction and&nbsp;analyse problems with online learning in the medical field. Our personal experience,&nbsp;and Rajab et al2 support online learning as a source of both great potential and&nbsp;challenges for medical students. Identifying such problems is a necessary first step&nbsp;to addressing the current challenge of medical education. Here we discuss the aims,&nbsp;analysis and implications of their research. &nbsp; View the original paper by Dutta and colleagues

Yuduo Wu, Hairui Sun, Yihua He et al.

Abstract Marfan syndrome (MFS) is one of the most common hereditary connective tissue diseases, with great individual heterogeneity. We reported a Chinese pregnancy with Clinical diagnosis of MFS, performed whole-exome sequencing, and screened for the genetic abnormality. We also conducted an in vitro mini-gene splicing assay to demonstrate the predicted harmful effects of an intronic variant of FBN-1. Exome sequencing identified a novel intronic variant (c.6497-13 T>A) in intron 53 of the FBN-1 gene (NM_000138.4). It’s predicted to insert 11 bp of intron 53 into the mature mRNA. The mini-gene splicing experiment demonstrated that c.6497-13 T>A could result in 11 bp retention in intron 53 to exon 54 (c.6496_6497ins gtttcttgcag) and the use of an alternative donor causing the frameshift p.Asp2166Glyfs*23. According to the results, the pregnant woman chose to continue the pregnancy and gave birth to a healthy baby. This study expands the genetic mutation spectrum of MFS patients and indicates the importance of intron sequencing.

Shengnan Li, Shih-Hsin Ho, Tao Hua et al.

Microbial fuel cells (MFCs) have gained remarkable attention as a novel wastewater treatment that simultaneously generates electricity. The low activity of the oxygen reduction reaction (ORR) remains one of the most critical bottlenecks limiting the development of MFCs. To date, although research on biochar as an electrocatalyst in MFCs has made tremendous progress, further improvements are needed to make it economically practical. Recently, biochars have been considered to be ORR electrocatalysts with developmental potential. In this review, the ORR mechanism and the essential requirements of ORR catalysts in MFC applications are introduced. Moreover, the focus is to highlight the material selection, properties, and preparation of biochar electrocatalysts, as well as the evaluation and measurement of biochar electrodes. Additionally, in order to provide comprehensive information on the specific applications of biochars in the field of MFCs, their applications as electrocatalysts, are then discussed in detail, including the uses of nitrogen-doped biochar and other heteroatom-doped biochars as electrocatalysts, poisoning tests for biochar catalysts, and the cost estimation of biochar catalysts. Finally, profound insights into the current challenges and clear directions for future perspectives and research are concluded.

David Rose

According to Universal Design for Learning (UDL), learning and teaching should be easy, open to everyone, and effective for all students. This is done by considering how different and unique each learner is. Science and the idea that there are many ways to interact, reflect, and talk about yourself are what UDL is based on. It says that goals, methods, tools, and tests should be adaptable so that people can get past problems and build on their own skills. By considering the different learning styles, backgrounds, and skills of students, UDL helps teachers plan lessons that get everyone involved, keep students interested, and get better results. For example, it can be used to help make systems that are fair and open to new ideas in general and special education, higher education, and digital learning. UDL is shown to help students from all walks of life, not just those with disabilities. It also helps students who speak more than one language, are smart, or come from different cultural and socioeconomic groups. There is a lot of focus on personalization and including everyone in education systems around the world right now. UDL is a proactive, evidence-based way to rethink how to teach for the 21st century.

Aygun Sulhiddin Azimova

The main focus of the article is on the study of relationship between teaching achievements and the manifestations of suicidal behavior –depression, aggression and anxiety. The study was conducted with 302 adolescents studying in Baku and Ganja.One of the main hypotheses of the study was the relationship between student achievement and depression, mental state and suicidal risk.It is believed that there is an inverse relationship between students’ learning achievement and the three characteristics mentioned. That is, if these three features are at high level, it will negatively affect students’ academic achievement and the students’ academic achievement will be low. The study showed that there is a positive correlation between adolescents’ learning activities, including their achievements, and suicidal behavior. The correlation coefficient between all three features is significant at 0.01. That is, in all three tables, P = 0.000, which indicates that the relationship is significant at the level of 0.01. We believe that it is possible to reduce this dependence by overcoming the depressive state and directing the mental state in a positive direction.

Adriano Lopes Romero, David Lucas Zegolan Marcondes, Rafaelle Bonzanini Romero

O ensino da disciplina Química Orgânica tem se tornado cada vez mais mecânico, com ênfase em memorização, e contribuído pouco para entender nosso entorno, ainda que estejamos vivenciando um período de grande produção na área de Ensino de Química. Diante dessa problemática, torna-se fundamental que os/as professores/as busquem e se apropriem das novas metodologias e instrumentos que venham a os auxiliar no processo de ensino-aprendizagem em sala de aula. Uma alternativa promissora e que tem se tornado cada vez frequente no âmbito educacional, é o uso de ferramentas computacionais (estudos in silico) para estudar substâncias bioativas. Entre esses recursos destaca-se o programa OSIRIS, ferramenta online e de acesso livre, que pode ser utilizada por professores/as de Química em diferentes níveis de ensino. Essa ferramenta realiza a predição de efeitos tóxicos - mutagenicidade, tumorigenicidade, efeitos irritantes e na reprodução humana - a partir de um algoritmo preditivo baseado em fragmentos estruturais de compostos que possuem e não possuem os efeitos mencionados, e os resultados para os quatro modelos de efeitos toxicológicos são apresentados por meio de cores (vermelho = alto risco; amarelo = risco moderado e verde = sem risco). Neste contexto, o presente trabalho relata o uso da ferramenta OSIRIS, que foi utilizada em várias situações de ensino, para contribuir para a conscientização acerca dos efeitos toxicológicos causados por fármacos, corantes alimentícios artificiais e inseticidas de uso doméstico. Os estudos in silico ora apresentados consistem na predição de toxicidade para nove substâncias (três anti-inflamatórios, três corantes artificiais e três inseticidas) amplamente utilizadas/consumidas. Observamos que a ferramenta OSIRIS é utilizada de forma relativamente simples e apresenta resultados fáceis de serem compreendidos nas mais variadas situações de ensino. Além disso, permite ser explorada com qualquer outra substância orgânica que o/a professor/a queira contextualizar em sua sala de aula. Em diferentes momentos observamos a externalização oral dos indivíduos participantes das várias situações de ensino indicando semelhanças e diferenças presentes nas estruturas das substâncias avaliadas e sua relação com a presença ou ausência de resposta positiva para um efeito toxicológico, o que a nosso entender, é um forte indício de aprendizagem de conhecimentos inerentes à Química Orgânica. Nossa experiência, ao longo dos anos, trabalhando com ferramentas computacionais para explorar a relação entre estrutura molecular, grupos funcionais e estereoquímica com a toxicidade apresentada por substâncias orgânicas (tais como as discutidas no presente trabalho) revela que esse tipo de discussão se faz necessária em cursos de formação inicial e continuada de professores/as de Química, assim como no ensino de Química na educação básica.

Jasmin Schlax, Claus Jünger, Manfred E. Beutel et al.

Abstract Background Socioeconomic status (SES) has a strong association with depression or physical and mental health in general. However, as SES is a multifaceted construct these associations are not easy to explain. Further, there are several indicators and many studies only investigating two or less indicators at the same time. Therefore, this study aims to analyze the cross-sectional and longitudinal association of three defined SES dimensions (education, occupational position and household net-income) with the occurrence of elevated symptoms of depression relative to the impact of important covariates. Methods The study included observational data from 12,484 participants of the Gutenberg Health Study. The outcome was “elevated depressive symptoms” as defined by Patient Health Questionnaire (PHQ-2) ≥ 2 at the 2.5-year follow-up. Regression coefficients were adjusted for baseline covariates (age, sex, partnership, depression, anxiety, medical history of depressive or anxiety disorder and major medical diseases (MMD)) in addition to SES sum score and the three single indicators. We further examined interaction terms of the SES with sex, partnership and major medical diseases. We analyzed the sample stratified by elevated depressive symptoms at baseline, as we expected different trajectories in both subgroups. Results SES, education and household net-income were lower in the group of persons with PHQ-2 ≥ 2 at baseline, and they predicted the occurrence of PHQ-2 ≥ 2 at 2.5 year follow-up in the group of persons without elevated depressive symptoms at baseline after multivariable adjustment (SES: Odds Ratio (OR) 0.96, 0.95–0.98, p <  0.0001; education: OR 0.96, 0.93–0.99, p = 0.036; household net-income: OR 0.96, 0.92–0.99, p = 0.046) but not in the group of persons with elevated depressive symptoms at baseline. Further, we found that the impact of major medical diseases on the development of elevated depressive symptoms was buffered by high income. In addition, living in a partnership buffered the impact of a low occupational position. Conclusions Regarding the SES, the dimensions education and household net-income seem to play the most important role for socioeconomic inequalities in persons in Mid-West Germany with depressive symptoms. Trial registration Reference no. 837.020.07; original vote: 22.3.2007, latest update: 20.10.2015

D. Gowin, J. Schwab, Ian Westbury et al.

L. H. Reyes

Per Adman, Per Strömblad

Abstract This paper empirically evaluates the idea that individual level political tolerance is influenced by the overall tolerance in a given society. The expectation is that more tolerant attitudes would be developed as a consequence of exposure to a social environment in which people in general are more inclined to accept freedom of speech, also when a specific message challenges one’s own values and beliefs. A theoretical learning model is formulated, according to which more broad-minded and permissive attitudes, from a democratic point of view, are adopted as a result of (1) an adjustment stimulated by mere observation of an overall high-level of political tolerance in society (‘passive learning’), and (2) an adjustment due to cognition and interaction within important spheres in society (‘active learning’). Using survey data, we explore empirically how length of residence among immigrants in the high-tolerance country of Sweden is related to measures of political tolerance. Further, we examine to what extent a time-related effect is mediated through participation in a set of ‘learning institutions’—focusing on activities related to education, working-life, civil society and political involvement. In concert with expectations, the empirical findings suggest that a positive effect of time in Sweden on political tolerance may be explained by a gradual adoption of the principle that political rights should be recognized. Importantly, however, such an adoption seems to require participation in activities of learning institutions, as we find that passive learning in itself is not sufficient.

Gil-Mastalerczyk Joanna

In education of architects and urban planners, it is important to rely on interdisciplinary approach to many factors involved in the process. Especially in the built environment context, the awareness of the interaction of different components is of key importance. In their future work, architecture students need to have responsible and socially-oriented standpoint. It will be demonstrated in the creation of architectural objects in the natural landscape surroundings, and in the attitude to different type of architectural and urban spaces. Safety, the use of natural resources, the relations between architecture and the surrounds, the evaluation of the environmental components and their impact on the creative process are extremely important. The paper discusses examples of space solutions in the urban areas and those located outside cities. Those solutions involve daring architectural and urban forms that make use of the natural environment assets, and also quality architectural work and design. The presence of such objects is a response to the demand from the society, consequently it seems reasonable to explore the issues related to architectural education.

M. Schwimmer, B. Thoilliez, J. Tillson

<p>En este ensayo, introducimos los diferentes contenidos de los que se ocupa este número monográfico dedicado a la filosofía de la educación que edita Bajo Palabra. Revista de Filosofía. El proyecto pretende introducir la filosofía de la educación como una nueva sección en esta publicación y dar a conocer en el ámbito de trabajo más estrictamente filosófico qué temáticas y aproximaciones circulan en el área de la filosofía de la educación. Se ha buscado, además, establecer el perfil de la filosofía de la educación con respecto, en primer lugar, a los trabajos que se han venido haciendo en su nombre y, en segundo lugar, a lo que queda aún por hacer. Estas preguntas son respondidas por los diferentes colaboradores a lo largo de tres secciones. En la primera se ofrecen diferentes visiones de lo que es la filosofía de la educación, en la segunda se presentan varios trabajos representativos de lo que se está investigando actualmente en la filosofía de la educación y en la tercera, se ofrecen tres recensiones críticas sobre publicaciones recientemente aparecidas en tres contextos lingüísticos diferentes relativas a la filosofía de la educación. Esperamos que los lectores de este número monográfico, disfruten de la riqueza de pensamiento y las inesperadas relaciones que aparecen cuando se inicia una conversación en el campo de la filosofía de la educación</p><p>Palabras clave: Filosofía de la educación, área de conocimiento, líneas temáticas, enfoques filosóficos.</p><p><strong><br /></strong></p><p><strong>Abstract:</strong></p><p>In this paper we introduce this special issue of Bajo Palabra. Journal of Philosophy, devoted to philosophy of education. The project marks the introduction of philosophy of education as a new section within the Bajo Palabra, and aims to present to a broader philosophical audience those themes and approaches which are circulating within the field of philosophy of education. It has been our intention to raise the profile of philosophy of education in respect of both the work which has been done and is being done in its name on the one hand and the work that ought to be done in its name on the other. Happily, these intentions have been addressed by the various contributors. We have arranged the contents of this edition into three sections. The first offers different visions of what the philosophy of education is and ought to be, the second presents several papers which are representative of what is currently being investigated in the philosophy of education, and the third offers three book reviews of recent introductions to the philosophy of education, each from a different linguistic context. We hope readers of the present volume will by stimulated to further reflection by the fruitful thoughts and unexpected relations that emerge when a conversation within the field of philosophy of education starts up.</p>Keywords: Philosophy of education, area of knowledge, research lines, philosophical approaches.