Hasil untuk "Education"

Rachel M. Friedberg

Sandra E. Black, P. Devereux, Kjell G. Salvanes

Parents with higher education levels have children with higher education levels. However, is this because parental education actually changes the outcomes of children, suggesting an important spillover of education policies, or is it merely that more able individuals who have higher education also have more able children? This paper proposes to answer this question by using a unique dataset from Norway. Using the reform of the education system that was implemented in different municipalities at different times in the 1960s as an instrument for parental education, we find little evidence of a causal relationship between parents' education and children's education, despite significant OLS relationships. We find 2SLS estimates that are consistently lower than the OLS estimates with the only statistically significant effect being a positive relationship between mother's education and son's education. These findings suggest that the high correlations between parents' and children's education are due primarily to family characteristics and inherited ability and not education spillovers.

S. C. Ehrmann

Caroline C. Wang, M. Burris

M. Fine

Tony Wagner

Sharon Price Bonham, L. Sharp

H. Marrou, George Lamb

Md Tanvir Hossain, Tunvir Ahamed Shohel, Md Nasif Ahsan et al.

The resources of the Sundarbans mangrove forest have provided livelihoods for communities in Bangladesh and India that depend on it. However, the role of the Sundarbans in ensuring the household dietary diversity of Sundarbans mangrove forest resource-dependent communities (SMFRDCs) remains unexplored. Considering the Sustainable Livelihood Approach, this cross-sectional survey study was conducted in three coastal districts (Khulna, Satkhira, and Bagerhat) to assess the prevalence and determinants of dietary diversity among SMFRDCs. Data were collected using a structured interview schedule from 782 households selected through a multistage stratified random sampling process over three months in 2023. Relevant statistical tests were conducted to assess the prevalence of dietary diversity and identify its determinants among households in the immediate vicinity of the Sundarbans. The one-sample binomial test showed that honey collectors and households in Shyamnagar Upazila had higher dietary diversity than those involved in other occupations and residing in other areas. The results of the binary logistic regression analysis indicated that individuals with higher education and those involved in multiple seasonal occupations were more likely to have diversified diets; however, spatial location had an inverse effect on the diets of SMFRDCs. Household assets, including domestic, transport, and livestock assets, as well as livelihood capitals such as social, natural, financial, and political, were positively associated with a diversified diet. In contrast, human and physical capital were negatively associated with household dietary diversity. The findings further show that physical vulnerability, along with household food insecurity, negatively affected dietary diversity among forest-proximate households. To ensure a sustainable, proper, and protein-enriched diet for forest-resource dependent people in the Sundarbans mangrove forest, context-specific, tailored, and well-integrated strategies are needed, including promoting alternative livelihoods, such as climate-smart agriculture, along with awareness regarding the consumption of locally available nutritious foods and government-aided food assistance programs, specifically during seasonal unemployment. Moreover, to improve access to diversified food items essential for the physical and mental development and well-being of forest-adjacent marginalized communities in coastal Bangladesh, certain factors suggested by the Sustainable Livelihood Approach, such as vulnerability, assets, policies and structures, and livelihood strategies, should be considered to ensure the sustainability of livelihood and resources, especially for climate-vulnerable communities.

Patrick Mero, Aaron Pepsin, Chris Kreider

With a global shortage of cybersecurity students with the education and experience necessary to fill more than 3 million jobs, cybersecurity education is an international problem. Significant research within this field has explored this problem in depth, identifying a variety of shortcomings in the cybersecurity educational pipeline including lack of certifications, security clearances, and appropriate educational opportunities within institutions of higher education. Additional research has built on this, exploring specific gaps within what cybersecurity opportunities are provided within institutions of higher education. We build an ordinal scale for assessing this, the cybersecurity education maturity model scale (CEMMs), and provide evidence of reliability and validity. We then calculate the CEMMs score for all public four-year universities in the state of Virginia between 2017 and 2025, with 2017 marking a year in which the state started the Commonwealth Cyber Initiative (CCI). We find that the scale proposed provides a consistent and reliable way to compare the cybersecurity offerings available between universities. When comparing year to year average CEMMs score, we find that public four year universities in Virginia are increasing their program offerings in the area of cybersecurity, with potential to make an impact on the cybersecurity jobs gap.

Jianhua Li, Yin Paradies, Trina Myers et al.

The underrepresentation of First Peoples in computing education reflects colonial legacies embedded in curricula, pedagogies, and digital infrastructures. This paper introduces the \textbf{Decolonial Mindset Stack (DMS)}, a seven-layer framework for educator transformation: \textbf{Recognition, Reflection, Reframing, Reembedding, Reciprocity, Reclamation}, and \textbf{Resurgence}. Grounded in Freirean critical pedagogy and Indigenous methodologies, the DMS aligns with relational lenses of ``About Me,'' ``Between Us,'' and ``By Us.'' It fosters self-reflexivity, relational accountability, and Indigenous sovereignty in computing education, reframing underrepresentation as systemic exclusion. The DMS provides both theoretical grounding and pathways for practice, positioning indigenisation not as an endpoint but as a sustained ethical commitment to transformative justice and the co-creation of computing education with First Peoples.

Aleksei Opacic

Conventional research on educational effects typically either employs a "years of schooling" measure of education, or dichotomizes attainment as a point-in-time treatment. Yet, such a conceptualization of education is misaligned with the sequential process by which individuals make educational transitions. In this paper, I propose a causal mediation framework for the study of educational effects on outcomes such as earnings. The framework considers the effect of a given educational transition as operating indirectly, via progression through subsequent transitions, as well as directly, net of these transitions. I demonstrate that the average treatment effect (ATE) of education can be additively decomposed into mutually exclusive components that capture these direct and indirect effects. The decomposition has several special properties which distinguish it from conventional mediation decompositions of the ATE, properties which facilitate less restrictive identification assumptions as well as identification of all causal paths in the decomposition. An analysis of the returns to high school completion in the NLSY97 cohort suggests that the payoff to a high school degree stems overwhelmingly from its direct labor market returns. Mediation via college attendance, completion and graduate school attendance is small because of individuals' low counterfactual progression rates through these subsequent transitions.

Sazin Islam, Md. Shariful Islam, Sharmin Akter et al.

Male infertility is an escalating global health concern, yet it remains under-researched in Bangladesh. The factors contributing to this issue have not been thoroughly studied. This study aims to identify the factors associated with male infertility in the Chuadanga district of the Khulna division of Bangladesh. A cross-sectional study design was employed, involving 690 male participants seeking infertility treatment at community clinics and hospitals within the district. Participants were recruited through a two-stage sampling technique and interviewed using a structured questionnaire. The infertility status of the males served as the outcome variable, while sociodemographic characteristics, contextual factors, lifestyle behaviors, and health-related information were treated as explanatory variables. Data analysis employed descriptive statistics, Chi-square tests, and binary logistic regression models. The study revealed that 16.5% of participants were classified as infertile, while a substantial majority (83.9%) was aware of their condition. Key factors significantly associated with male infertility included educational attainment (AOR = 0.239, p = .032), occupation (AOR = .317, p = .044), monthly income (AOR = 6.324, p = 0.032), monthly expenditure (AOR = 0.184, p = 0.031), type of residence (AOR = 0.139, p < 0.001), sources of drinking water (AOR = 11.615, p < 0.001), and smoking habits (AOR = 3.304, p < 0.001) in the study area. This study underscores critical factors contributing to male infertility in Chuadanga, emphasizing the need for targeted public health interventions. Strategies should emphasize promoting healthy lifestyles, ensuring environmental safety, and improving access to clean drinking water. Raising awareness and enhancing education on male reproductive health can help improve outcomes and reduce infertility rates in low-resource settings.

Silja Weber

This is not a study, but a research note on academic writing practices in our field, whose purpose it is to serve as a foundation for discussion. It provides a brief introduction into researcher reflexivity, my own positioning towards the topic, and a numerical thematic overview of authorial presence (pronouns, third-person terms, and their semantic functions) in data-based research articles published in the Scenario journal over the last ten years. I do not draw conclusions, but from the angle of researcher reflexivity, I submit questions with respect to clarity of premises and ethics, for possible consideration by future authors in our field.  

J. Rose

A. Lam

Shen Wang, Tianlong Xu, Hang Li et al.

The advent of Large Language Models (LLMs) has brought in a new era of possibilities in the realm of education. This survey paper summarizes the various technologies of LLMs in educational settings from multifaceted perspectives, encompassing student and teacher assistance, adaptive learning, and commercial tools. We systematically review the technological advancements in each perspective, organize related datasets and benchmarks, and identify the risks and challenges associated with deploying LLMs in education. Furthermore, we outline future research opportunities, highlighting the potential promising directions. Our survey aims to provide a comprehensive technological picture for educators, researchers, and policymakers to harness the power of LLMs to revolutionize educational practices and foster a more effective personalized learning environment.

Anis Ernawati

Introduction: Children with special needs are often considered to be cursed. They are frequently ostracized from society thus making them feel lonely. This paper aims to help patients, especially children with special needs, find good friends through the review of current studies. Methods: This study used a descriptive quantitative method and data that was retrieved from Child and Adolescence Psychiatric Outpatients Daycare, Dr. Soetomo General Academic Hospital, Surabaya with 80 children with ADHD and 160 children with ASD. Results: A common intervention used in Indonesia is applied behavior analysis (ABA), a method that trains children to have social skills such as how to communicate, interact, and express themselves in social settings. Besides personal intervention, the need for integrated care for children with special needs such as pharmacological therapy, speech and behavioral therapy, occupational therapy, and special education, is needed to support them in helping them make friends. Conclusion: To help children with special needs make friends, we can give support, appreciation, and motivation. However, children with special needs need different treatment from their peers, so special attention and understanding are needed so that children with special needs can socialize and make friends well. Keywords: Children, Special Needs, Friends, Mental Health, Loneliness

Rebecca A Ziolkowski, Lara Balian, Shreya Sridhar et al.

Objectives Access to healthcare and accurate health information is a persistent issue for people experiencing homelessness (PEH), one heightened by the COVID-19 pandemic and exacerbated by issues of health literacy and mistrust. Strategies involving community health workers (CHWs) have the potential to improve education and service delivery for PEH. The objective of this study is to assess PEH knowledge, attitudes and barriers to COVID-19 testing and vaccination, and the impact of CHW-led education within a homeless shelter in Indiana.Design/setting Between November 2021 and April 2022, 15 sessions were held at a homeless shelter that combined focus group discussions with COVID-19-related education. Pre-/post-tests measured knowledge gains and attitude shifts among PEH. Guided by the socioecological model, thematic analysis of focus group transcripts identified key motivators and barriers to COVID-19 vaccination and testing.Participants 78 PEH (73% male, 74% white, mean age=48).Outcome measures COVID-19-related knowledge gains and willingness to receive testing and vaccination among PEH.Results Completion of an educational session was associated with a significant increase in knowledge scores (mean pre-test score=10.76/15, SD=2.16; mean post-test score=13.58/15, SD=1.72; p&lt;0.001), with most participants (91%) improving by up to 10 points. The proportion of unvaccinated participants (42%) willing to be vaccinated increased from 21% to 39%. Participants willing to get tested for COVID-19 after a known exposure increased from 83% to 92%. Qualitative findings from the sessions provided insights into key knowledge gaps and revealed participant preferences towards health education format and topics.Conclusion CHW-led COVID-19 education increased knowledge gains and positively influenced attitudes towards vaccination and testing among PEH. Findings highlight the importance of tailored, community-driven interventions for pandemic response and emphasise the crucial role of education in building trust and promoting health literacy to improve health outcomes for vulnerable populations.

Marcin Rojek, Jakub Kufel, Michał Bielówka et al.