Foldscope Versions: Educational Benefits and Limitations

School attendance and the perceived value of formal education: Evidence from Tanzania

Collective or Individual Benefits?: Measuring the Educational Benefits of Race-Conscious Admissions Programs


 
 The benefits of Islamic Education are for the future, that is, it can increase or expand our knowledge of Allah and His creation, in religious science or general science can also strengthen and increase the faith of students in instilling islamic teachings and can directly, the benefits of Islamic education in the effectiveness of the Qur'an are interpreted in Surah al-Taubah verse 122 and al-Mujadalah verse 11 these verses are found in it about the benefits of Education then interpreted and was unfaithfully munasabahkan by well-known mufassir. So that these verses can be used as a reference basis in conveying and explaining the importance of the benefits of Islamic education.
 Keywords: Islamic Education, Benefits of Qur'anic verses. 

The external benefits of higher education

The goal of this study is to demonstrate the extent of applying legitimate procedures and their accounting treatments for lease-to-own (lease purchase) transactions ending in the transfer of ownership (possessing) and in financing of education and health benefits by Islamic Banks. In order to achieve the objectives of this study, the scholars have prepared a questionnaire containing the legitimate executive procedures, the operations, the accounting records (accounting processes) and the time proved for each of these lease transactions ending in the transfer of ownership and in financing of health and education benefits by Islamic Banks. The population of study as a whole has been considered as a sample of the study, because the volume of the study population is small, represented by the only four Islamic banks in Jordan. The Questionnaire was distributed among these banks. The study reached to a conclusion that the Islamic Banks in Jordan apply the legitimate procedures in the lease-to-own (lease purchase) transactions and in financing health and education benefits. And that the processes and accounting records (accounting processes) that are in harmony with the legitimate procedures of lease-to-own (lease purchase) transactions and financing of health and education, and in accordance with standard No.8 of the Accounting and Auditing Organization For Islamic Financial Institutions. The researchers recommend a guide to the Islamic Banks in Jordan towards increasing their attention in the sphere of financing health and education, due to their positive effect on the society, in respect of meeting the needs of the society and keeping the society away from forbidden financial means.

Introduction A weak relation between an increase in education and improved health knowledge was observed among those who attended college, but not among those whose highest educational level attainment was high school (Altindag, Cannonier, & Mocan, 2014). Alachantis and colleagues (2005) had applied cognitive reserve theory (Stern, 2002) to help explain why OSA patients with higher intelligence scores perform well on cognitive tasks. The resource substitution theory (RST; Ross & Mirowsky, 2006) posits that higher education compensates for background disadvantages rather than magnifying background advantages. The goals of the current study were to examine the interaction between educational level and obstructive sleep apnea (OSA) on cognitive functions such as verbal fluency, psychomotor vigilance, executive functions, visuospatial ability, and attention span and to determine whether the results would support the RST. Methods One hundred and nine participants (47 ApneaLinkTM -screened controls and 62 untreated OSA patients) participated in the study and completed the Wisconsin Card Sorting Test, WAIS-III digit span and block design, semantic and phonemic fluency tests, and a psychomotor vigilance task. Subjective sleep (PSQI and ESS) and health measures (depression, anxiety, mood disturbance, diabetes, hypertension) were assessed. A hierarchical regression was conducted to test for the additional variance explained by the interaction term even after accounting for the covariates. Results In semantic fluency and visuospatial ability tasks, patients with higher education performed better than patients with high school or less education. This moderation effect of education was not observed for the control group. A significant interaction effect was not observed for vigilance, phonemic fluency, attention span, or executive functions although education was a significant predictor for all cognitive tasks. Conclusion The resource substitution theory was supported as the benefit of education seemed more crucial for OSA patients than for controls, specifically in semantic fluency and visuospatial ability. This benefit of higher education contributing to larger cognitive reserves in patients with OSA helped buffer some cognitive deficits but not for others, but this buffer no longer works when the cognitive demand gets larger. Support (if any) A grant from the Center for Integrative Research on Cognitive Neural Science, Southern Illinois University Carbondale was received.

Reviewed by: Higher Learning, Greater Good: The Private and Social Benefits of Higher Education David Shulenburger Walter W. McMahon. Higher Learning, Greater Good: The Private and Social Benefits of Higher Education. Baltimore: The Johns Hopkins University Press, 2009, 432 pp. Cloth: $45.00. ISBN-13: 978–0801890536. "Higher education markets do not function well if there is poor information," says Walter McMahon (p. 176); and with this book, he provides evidence that the information individuals and governments work with is poor. He corrects that deficiency and makes many public policy recommendations to ensure that the problems caused by poor information are likewise corrected. This extraordinary book patiently, thoughtfully, and thoroughly provides the conceptual framework for understanding the higher education market, the empirical findings about what that market produces and the policy prescriptions needed to make it work better in the future. Walter McMahon's summary and synthesis of both his research and that of others is a marvelous capstone to his career and a great service to higher education. McMahon opens with chapters intended to contextualize for the reader the detailed analyses that follows. My sole criticism of the book is that these first two chapters would have served the reader and the argument better had they been terser, launching the reader more quickly into the extraordinary presentation of evidence on returns on higher education that follow. While the arguments and evidence in these two chapters have worth, the path-breaking value to most will be found in the chapters on the direct market returns, nonmarket returns, and social returns that follow. The third chapter focuses on the individual and social rates of return on higher education and the relationship between higher education and economic growth. His robust conclusion is: "[T]here are significant increases in the earnings of college graduates over those of high school graduates of the same age and sex that persist throughout their life cycles … with increments … growing very significantly since 1980" (pp. 115–116). McMahon readily rules out the possibility that these differentials are attributable to screening or to job market signaling by referring to both empirical work and common sense economics: "[F]ew employers are likely to be so out of touch with their own bottom line that they continue to pay higher wages … to those with a college degree … even though they are unproductive" (p. 113). He examines the murkier relationship between higher education and economic growth; and once the interaction effect between technology and higher education and the indirect effects from education or growth are accounted for, McMahon concludes that there is a robust relationship between higher education and growth (p. 117). The title of one chapter, "Private Non-Market Benefits of Higher Education and Market Failure," telegraphs McMahon's thesis that failure to account for nonmarket benefits of education and the consequent failure to let young people know about them accounts for much underinvestment in education by individuals. The four-page Table 4.3, "The Value of Private, Non-Market Returns to Higher Education," and the accompanying text is itself worth the price of the book. Here McMahon extracts from his own empirical work and that of others the monetary value to recipients of bachelor's degrees, benefits ranging from smoking cessation to cogitative development, to family size and happiness, and finally to "consumption efficiency." [End Page 300] He concludes (p. 159) that the nonmarket individual benefits of a bachelor's degree ($38,080) amount to 122% of the market benefits of that degree ($31,747). Obvious to any economist is the difficulty inherent in summing into a single number benefits from many diverse studies, but McMahon acknowledges these difficulties and explains (with a degree of rigor appropriate to a work intended for generalists) how he overcame the interpretative and statistical difficulties. His strong recommendation is that universities and the U.S. Department of Education make every effort to communicate estimates of these benefits to students so that they may use the knowledge as they make their higher education decisions. The chapter on the social benefits of higher education is equal in importance to the nonmarket chapter. Table 5.4, "The Direct Social Benefits Externalities of Education" (pp. 232–235), details...

Physical inactivity and coronavirus disease 2019 (COVID-19) signify two pandemics with negative physical, mental, and economic consequences. Younger and older people have not reached the recommended physical activity level for years. Societal restrictions due to COVID-19 additionally reduce opportunities for physical activity, and they increase social isolation. Here, we outline how playing exergames with others (social exergaming) at home could foster physical and mental health and promote communication and discussions on exergaming. Accordingly, we highlight the educational and social benefits of exergaming at home and delineate the concept of Educational and Social Exergaming (EASE). We outline specific benefits and pitfalls of exergaming regarding its physical and nonphysical effects, including educational values of discussing exergaming experiences and related topics. Moreover, we discuss the relevance of practical guidelines for educational and social exergaming at home as well as prospects for future research. Overall, educational and social exergaming could alleviate several detrimental effects of both pandemics on the health and well-being of people of all ages.

Young people from marginalized communities are applying newly acquired technical knowhow to leapfrog the socioeconomic levels of their families and communities. This article explores the impact of basic computer education on the lives of young men and women from a Muslim minority community of India. Twenty-seven young women and 25 young men (median age = 23 years) were interviewed 2 months after they completed a 1-year diploma course, and their reports were content analyzed. It was found that the basic skills program results in multiplier, psychological, social, educational, and economic benefi ts and also increases computer ownership and usage. Computer education of an individual contributes to a social climate conducive for family, friends, and neighbors to become computer literate and provides a valuable focus on computer literacy programs. Computer education can be a key gender equalizer, as through it women see new possibilities open for them. The psychological and economic impact is greater for young women; young men, on the other hand, register more social and educational benefits. Through application of computer knowledge, women experience a boost in self-confidence and see a possibility of an independent income. On the other hand, young men experience higher positive cues from family and friends. The pursuit of college along with computer learning and their stated aspiration to go in for high-end computer courses gives men a distinct advantage in a knowledge-based society.

There is limited knowledge on the impact of education on veterans' health in the United States. This study specifically examines the relationship between the education benefits from the G.I. Bill and veterans' health. This study used data from the 2010 National Survey of Veterans. The subjects for this study were 5,052 veterans who were eligible to receive G.I. Bill benefits, representing a total of about 12.7 million non-institutionalized veterans in the United States in 2010. The dependent variables included self-reported health status and smoking behavior. The key independent variable was whether veterans used the education benefits from the G.I. Bill compared with those who were eligible but did not use them. Results from multivariate regression analyses showed that those who used the education benefits from the G.I. Bill were 4% less likely to report fair/poor health (p < 0.01) and 3% less likely to report any smoking (p < 0.05) compared with those who did not use the education benefits. Additional analyses showed that using the education benefits to attend college decreased the probability of being in fair/poor health by 4% (p < 0.10) and being a smoker by 4% (p < 0.05) compared with those who did not attend college but used their benefits for non-college attainment such as business, technical, or vocational schools. More importantly, a larger association was found between the use of the education benefits from the G.I. Bill to obtain a college degree and fair/poor health (7%, p < 0.05) and smoking behavior (9%, p < 0.01) compared with those who attended college but did not obtain a college degree. This study shows that providing opportunities for service members to complete their education also has important health benefits.

Willingness to pay for ecosystem benefits of green stormwater infrastructure in Chinese sponge cities

Public art is increasingly recognised for its pedagogical value, especially in higher education, where it enhances institutions’ educational outcomes and expands students’ learning experiences. However, its potential in basic education remains under‐exploited. This study aims to bridge the gap by investigating how public art is effectively integrated into school curriculums and the educational benefits it offers students in their learning journey. Researchers, therefore, designed a student‐centred public art intervention project, Dreams and Hopes, at a Chinese nonprofit primary school incorporating the school's educational goals. The project recruited 5th and 6th graders to create a giant mosaic mural for the campus’ public space during the school's club and regular curriculum. To determine the educational benefits of the public art practice, researchers collected qualitative data using ethnographic methods in the project. The results showed that students at different stages (design, making, exhibition) gained competencies in three key themes: creativity (divergence, convergence, expression), practical ability (operation, innovation, collaboration), and self‐identity (satisfaction, achievement, confidence). These competencies align with the school's educational goals and enhance students’ learning experience. Problem‐based guidance, a relaxed and enjoyable atmosphere, effective communication and a connection to reality are essential to these critical competencies. The study reveals that public art may support educational goals and benefit students. It also enhances the practical experience of public art in basic education and provides a model of intervention to educators. The study recommends that schools actively collaborate with external resources, emphasise the art practice's educational value, and provide platforms for student arts participation.

This study examines how post-secondary educational attainment among young veterans of the first gulf war affects their mental health status. The all-volunteer military attracts recruits by offering them veterans' educational benefits. Education should help veterans adjust to civilian life. Few studies have shown whether education following military service helps improve veterans' mental health, however. Viewing resiliency, life span and life course, and social geography theories through the lens of social ecology, it is hypothesized that selected contextual factors in the personal, interpersonal, and organizational domains could mediate or moderate the relationship between education and veterans' mental health. Informational social networks showed an association with obtaining mental illness treatment. Recent treatment for post-traumatic stress disorder (PTSD) showed an association with use of veterans' educational benefits. Residing with a small nuclear family in conjunction with having higher levels of health and educational benefits and a higher family income was associated with higher educational attainment.

A Timely Change in CKD Delivery: Promoting Patient Education

Studies of community college finance often focus on revenue sources from the state and local government, private foundations, and tuition. While these resources are important, an often-neglected source of revenue is employer-sponsored educational assistance benefits for students. Given the dearth of literature on the benefits of this funding source, especially for community college students, our study shines light on the topic. Specifically, this study reports on the impacts of Section 127 of the Internal Revenue Code, employer-sponsored educational assistance benefits, on degree-seeking public community college student outcomes based on a propensity score matching analytic strategy. Our results suggest that the majority of two-year public college students (over 90%) do not receive these educational assistance benefits, but those who do have better retention and attainment outcomes than a comparable group that do not. Because we did not find an impact of employer-sponsored educational assistance benefits for more immediate outcomes (such as GPA and total credit hours by the end of students’ first year), the evidence suggests that employer-sponsored educational assistance benefits positively impact longer-term student outcomes rather than more immediate ones. Our findings have potential implications for student aid policies, especially as they relate to improving the awareness, advocacy and availability of employer-sponsored educational assistance benefits and support, as well as encouraging further investment from employers or legislation promoting to promote its use.