Impact of State Laws: CPR Education in High Schools

Objectives: Herein, we aimed to determine the comprehensibility levels of written informed consent forms in a state hospital internal medicine clinic. Methods: Twenty-eight informed consent forms for diagnostic interventions, treatment applications, and hospitalization processes in a state hospital internal medicine clinic were evaluated with the comprehensibility indexes developed by Ateşman and Bezirci-Yılmaz. We evaluated comprehensibility in four main groups: primary (1st-8th grade), high school (9th-12th grade), undergraduate (13th-16th grade), and graduate education (over 16th grade). Results: According to both comprehensibility indexes, all forms required at least a high school education. According to Ateşman, median comprehensibility was at the 13th-14th grade; according to Bezirci-Yılmaz, a median of 14.6 years of education was required for comprehensibility. Conclusion: For comprehensibility of the informed consent forms used in the internal medicine clinic, at least high school and median university-level education were required. Considering the rate of population with a high school or higher education degree in Turkey was 43% in 2020, it is predicted that the patients’ comprehensibility of the written informed consent would be seriously low. Immediate regulations are required ethically and legally to increase the comprehensibility of existing written informed consent forms throughout society.

High school art education is not only the core carrier of aesthetic education, but also an important part of quality education. At present, although China's high school art education has achieved a 96.8% national class opening rate (data source: the Ministry of Education's 2023 national report on the development of school art education), it still faces prominent problems such as uneven resource distribution, unbalanced teacher allocation, and rigid teaching models. As a key force in coordinating education reform, educational leadership has a direct impact on the quality of art education in terms of policy implementation, curriculum construction, resource integration and other aspects. Based on the public statistics of the Ministry of Education and the practice cases of art education in many high schools, this paper analyzes the current difficulties in the development of art education in high schools from the perspective of educational leadership, and proposes multiple paths of curriculum innovation, teacher empowerment, resource integration, evaluation reform, and digital-intelligence integration, so as to provide practical solutions for promoting the high-quality development of art education in high schools and help achieve the core goal of "educating people with aesthetics and culture".

This study used data from the National Education Longitudinal Study of 1988-1994 (NELS:88-94) to compare postsecondary outcomes between students with and without disabilities and participation in secondary vocational education. Differences in postsecondary outcomes are reported for four groups of students: (a) students with a disability who participated in vocational education in high school, (b) students with a disability who did not participate in vocational education in high school, (c) students without a disability who participated in vocational education in high school, and (d) students without a disability who did not participate in vocational education in high school. Students without a disability who did not participate in vocational education in high school are treated as the comparison group (reference category). Findings concerning predictor variables are reported and recommendations for practice and research in the area of transition are discussed in light of public policy and the new economy.

The education system includes educational organizations of all classes and varieties set up according to the stipulation of the constitution or the law. Step by step, the Ministry of Education set up and completed Taiwan's current full school system based on the ”New School System” (Ren-she School System, 1922). The system consists of four stages: kindergarten education, civil education (elementary school and junior high school), senior high school and tertiary education. Music education can be roughly classified into three kinds: general music education, professional music education and social music promotion education. This paper looks in detail at the first two. General music education includes general music education at elementary schools, junior high schools, senior high schools, vocational high schools, colleges and universities. Music-related activities of students' organizations in these schools are also included. Professional music education includes special music provision for the musically gifted students at elementary schools, junior high schools, senior high schools, vocational high schools and advanced music education in the department of music at colleges and universities. ”The curriculum standard” is the rules for designing courses, which consist of the overall objectives, teaching hours, course materials and the delivery methods for different levels of schools set by the Ministry of Education to ensure the schools' educational goals. It can be used as the basis for schools to design, select and edit their course materials and to implement the courses. The curriculum standard of Taiwan has been revised many times since the Nationalist government moved to Taiwan. From the revisions, one can understand the development of Taiwan's traditional music in its educational system. The article will describe the development of Taiwan's traditional music in its educational system after the Nationalist government moved to Taiwan. Aspects covered include the ”general music education” and ”professional music education” in the three levels of education: elementary, junior/senior high school education and tertiary education; the revisions, characteristics and contents of the ”curriculum standard” and ”course principles” that are related to ”traditional music”; the establishment of music-related departments or colleges, their curricula; the founding of music-related student organizations in schools; the sources of teachers, the professional cultivation of teachers and the results.

To describe the need for high school sleep education from the perspective of undergraduate university students. Undergraduate students who completed an online course on sleep and circadian health were surveyed 6months after course completion. Students were asked whether a similar course would have benefited them as high school students, and about the need for sleep education in high schools. Thematic analysis of this qualitative data was carried out. Eighty-nine students who had attended 71 unique high schools provided responses. Eight-one per cent thought they would have benefitted from a similar course during high school and identified domains of sleep knowledge particularly relevant to high school students. They cited environmental barriers to healthy sleep present during high school and believed that sleep education could improve students' lifestyle, sleep and performance. Nineteen per cent of students said they would not have benefited, because they perceived sleeping patterns during high school to be nonmodifiable or believed that previous sleep education was sufficient. Of the respondents who did not think students would benefit, 53% would still tell their high school principal that there was a need for sleep education. The findings support the need for engaging sleep education for high school students. Future studies should examine the perspectives of students in high school directly, rather than undergraduate students who have already shown an interest in sleep health. SO WHAT?: Sleep health is missing from the Australian school curriculum. Online courses may be an engaging method of promoting sleep and circadian health to high school students.

The article is devoted to the analysis of the genesis of the implementation of the ideas of specialized education in school education of Ukraine in the period from the end of the XX – beginning of the XIX century. The list of normative-legal documents regulating the reforms of education and general secondary education in Ukraine is given, in particular: the Law of Ukraine “On General Secondary Education” (1999), the “Resolution of the Cabinet of Ministers on the transition of secondary schools to new content, structure andannual term of study” (2000); “National Doctrine of Education Development” (2002), The Concept of specialized education in high school (2003), Order of the Ministry of Education and Science of Ukraine № 834 “On approval of Standard curricula of secondary schools” (2010). The peculiarities of the process of profiling the content of education in the senior secondary school are determined. The priority tasks for the introduction of specialized education in school education of Ukraine, which are given in these documents, are outlined. Levels of mastering the content of education are determined, such as: general theoretical idea; subject; educational material; practical training activities; the content of education as a learning outcome. The complex of modern general scientific methods used in the process of research implementation is presented. The essence of the concept of “specialized training” from the point of view of different scientific approaches is revealed. The author’s definition of the concept of “profile education” is given, which is interpreted as a type of differentiated education, which takes into account the educational needs, inclinations and abilities of students and creates conditions for high school students in accordance with their professional self-determination. teaching. The analysis of levels of mastering by students of general educational institutions of the maintenance of profile subjects (standard, academic level, level of profile preparation) is carried out and the specified data in the table of distribution of hours for studying subjects in profile school (10-11 grades) are visualized. The conditions that will effectively influence the process of implementation of specialized education in high school are characterized.

The purpose of this research is to determine the proficiency levels of teachers giving computer education in high schools regarding blended learning. In this study, the competencies of teachers who give computer education in high schools regarding blended learning were handled in accordance with the survey model, which is one of the quantitative research methods. The study group of the research consists of 345 computer teachers who teach in high schools in the city of Almaty, Kazakhstan in the 2021–2022 academic year. The data of the study were collected with the blended learning proficiency scale developed by the researchers. As a result of the research, it was seen that the teachers giving computer education in high schools were high in the motivation sub-dimension of blended learning and moderate in the application sub-dimension. It has been determined that the blended learning competencies of the teachers are at a moderate level throughout the scale. Teachers’ competencies in blended learning show a significant difference according to the gender variable. As a result of the research, it was determined that the blended learning competencies of female teachers were higher than male teachers. It was concluded that teachers’ blended learning competencies did not show a significant difference according to the seniority variable. In-service training courses should be organised to increase the blended learning competencies of teachers giving computer education in high schools.
 
 Keywords: Blended learning, learning technologies, teacher competencies;

Objective: Attention-deficit/hyperactivity disorder (ADHD) is associated with an increased smoking prevalence and impairments in executive function, which may negatively affect the validity of self-reported smoking rates. This study compares the utility of self-reported smoking with salivary cotinine in adult smokers and nonsmokers with and without ADHD. Methods: Participants (N = 82) were adult smokers and nonsmokers with and without ADHD (n = 35 ADHD and n = 47 controls) from an observational study. Odds ratios (ORs) for accuracy of self-reported smoking compared to salivary cotinine were calculated using diagnosis (ADHD vs. control), gender, age, education, employment, and number of cigarettes per day as predictors. Post-hoc analysis stratified sensitivity, specificity, and accuracy of self-reported smoking in individuals with ADHD and without ADHD. Results: The initial analysis identified education as a significant independent predictor of odds of accuracy, OR = 6.22, p = .013, after adjusting for diagnosis, gender, age, employment, and cigarettes per day. Post-hoc analysis revealed that sensitivity, specificity, and accuracy of self-reported smoking was 100% for individuals with ADHD who had more than high school education compared to those with high school or less, which was 83.3%, 45.5%, and 65.2%, respectively. Self-reported smoking of control participants with greater than a high school education had a sensitivity of 85.7%, a specificity of 91.7%, and an accuracy of 88.5%. Control participants with a high school or lower education had a sensitivity of 54.6%, a specificity of 90%, and an accuracy of 71.4% for their self-reported smoking. Conclusions: Individuals with ADHD and high school or lower education showed the lowest specificity and accuracy in their self-reported smoking, which may affect documented smoking prevalence rates. This is a secondary analysis of data collected as part of a clinical trial registered as NCT00915798 at www.clinicaltrials.gov.

The article reveals the essence of the concepts: “differentiated education”, “differentiation of the content of education”, “the differentiation of the content of education in high school” in terms of different scientific approaches. The specifics of the course of the process of differentiating the content of education in the senior general education school are determined. The importance of differentiation of the content of education in high school for modern secondary school education is revealed. The analytical and historical aspects of the formation, development and introduction of differentiated teaching in pedagogical theory and practice are determined. The trends of the implementation of the individual and differentiated approaches to the content of training since the 60’s of the twentieth century to the present are described. The importance of pre-professional training in accordance with the Concept of profile education in high school is disclosed. The purpose of pre profile training of pupils in high school is identified. Five levels of assimilation of the content of education: a general theoretical representation; an educational subject; an educational material; practical training activities; the content of education as a result of learning identified.The profiles of the differentiation of the content of education are characterized. The information on the important directions of differentiation of the content of teaching in school education is presented. Such forms of organization of differentiation of the content of education in high school are distinguished and characterized as: the internal differentiation, the external differentiation, the semi-open differentiation, the hidden differentiation. The description of the types of differentiation of the content of education by the level of the organization is given.

Considering the globalization of the economy and education, the development of moral education in high schools across the globe has increasingly become a focus of research. In order to bring traditional moral education in Chinese high schools into line with globalisation, to overcome the challenges based on the concept of traditional moral education in China, and to build a social and moral education that belongs to the context of globalisation and is suitable for Chinese high schools.

Introduction: Education, a key modifiable social determinant of health, plays a significant role in shaping outcomes related to ischemic stroke. Higher educational attainment has been linked to improved management of risk factors and greater adherence to medical treatments. However, the impact of education on patients suffering from intracerebral hemorrhage (ICH) remains underexplored. Methods: We conducted a post-hoc analysis of the Ethnic/Racial Variations of Intracerebral Hemorrhage (ERICH) study to examine the impact of educational attainment on good functional outcome (modified Rankin Scale score of 0-3 at 90 days after ICH). A logistic regression model was adjusted for age, sex, race/ethnicity, insurance status, mechanical ventilation, systolic blood pressure, smoking status, diabetes mellitus, atrial fibrillation, hypertension, congestive heart failure, Glasgow Coma Scale, ICH location (side and deep), ICH volume on CT, and presence of intraventricular hemorrhage. Results: Among 1894 individuals included in this study, 584 patients (30.8%) had less than a high school (HS) education, 539 patients (28.5%) had a HS education, 641 patients (33.8%) had more than HS or a college education, and 130 patients (6.9%) had postgraduate education. See Table 1 for demographics by education group. The predicted probability of good outcome by education level was significantly different (Figure 1). Compared to those with <HS education, the odds ratio for good outcome in those with more than a HS or college education was 1.42 (95%CI 1.04-1.94, p=0.028) and for those with postgraduate education was 2.27 (95%CI 1.34-3.85, p=0.002). Conclusion: Our study demonstrated that higher educational attainment was associated with a greater likelihood of favorable outcome (mRS 0-3 at 90 days) in ICH patients, with the most significant effect observed in those with postgraduate education. Further study is needed to understand the mediators of this observation (i.e. socioeconomic status, medication adherence, etc.).

The research has purpose on searching structural connection among enjoyment factor, exercise commitment, and exercise adherence intention of physical education in high school. the objects for the research was student of high school in Seoul and samples of 382 questionnaires by simple random sampling is used as final research materials. The results by using frequency analysis, reliability analysis, exploratory factor analysis, correlation analysis, covariance structure analysis with SPSS 17.0 and AMOS 7.0 are as follow; First, the enjoyment factor of physical education in high school has influence on the exercise commitment. Second, the enjoyment factor of physical education in high school has influence on the exercise adherence intention. Third, the exercise commitment of physical education in high school has influence on the exercise adherence intention.

The importance of environmental education of the younger generation is recognized at the national and international levels. It is noted that the integration of environmental education into the system of general, professional and supplementary education as a steady interdisciplinary educational process helps continuous development of environmental literacy, environmental awareness, environmental thinking, environmental behavior, environmental culture and, in general, an environmentally oriented personality. In this regard, the aim of our research was to green engineering education in Higher School. Research methods: a theoretical analysis of scientific publications and a summary of advanced experience on ecological education, pedagogical observation and conversation, content analysis of studentsꞌ written assignments and project works. As a result, the paper generalizes theoretical knowledge about environmental education and substantiates that environmental education in Higher School is possible through enriching curricula with environmental topics and applying IT and interactive technologies that involve university engineering students in environmentally oriented activities. It concludes that IT and ecology oriented interactive technologies contribute to an increase in social and ecological knowledge, development of skills for interpreting information in the field of ecology and increasing experience in dealing with various environmental problems of local, regional, national or international significance. The results presented in research supplement the theory and practice of environmental education in Higher School and can be applied to the greening of curricula of various university disciplines, which is relevant in the context of the greening of higher education.

Impact of Video Discharge Instructions for Pediatric Fever and Closed Head Injury from the Emergency Department

Background and Aims: Individual-level socioeconomic are rarely available for enrollees of health care systems in the US. Research to selectively target participation from, or to balance recruitment across, specific socioeconomic subgroups must rely on other measures. We used of area-based measures from US Census tract records to target participant recruitment by level of formal education and race into a health literacy study. Our objectives were to obtain balanced proportions of participants: with a high school (HS) education or less, and who were African American (AA) or white. Methods: Kaiser Permanente Georgia (KPG) is one of 3 sites participating in an NCI-funded study to develop and evaluate a computer-based assessment of health literacy. At KPG, the goal is to recruit 300 participants from enrollees 25–74 years of age who were geocoded to their US Census tract using residential addresses (N=185,150). Census tracts were linked to US Census SF-3 data to obtain percent AA) residents and percent of adults with a HS education or less in each tract. Approximately 400 participants were randomly selected from each of 9 strata defined by high, moderate, and low tertiles of percent AA residents and, within each tertile of AA, into tertiles of percent of adults with a HS education or less. Results: 189 assessments have been completed among 1,947 invited to date. 58.7% (N=111) of participants were AA; 34.9% (N=66) were white. Self-reported race and formal education of participants paralleled the percent AA residents and percent adults with a HS education or less in the US Census tracts. By race tertiles, 85%, 57%, and 16% of participants were AA compared to 86%, 24%, and 4% of US Census tract residents. By education tertiles, 33%, 19%, and 10% of participants had a HS education or less compared to 56%, 32%, and 22% of US Census tract adults. Conclusions: Initial results indicate this sampling strategy is achieving study goals of recruitment of proportional numbers of AA and white participants and, within race, adequate numbers with a HS education or less. Area-based measures of race and education may facilitate targeted recruitment in the absence of individual-level data.