Different Levels Of Formal Education Research Articles

Выезд на учебу как продленная утечка мозгов: «стремление к» или «бегство от»?

In the context of the problem of the dynamics of intellectual losses in Russia, the structure of the main flows of outbound educational migration is determined on the basis of quarterly data from the FSB border service for the period from 2010 to the second quarter of 2023, broken down by goals and host countries. Aggregated statistics do not allow us to isolate the shares of different age groups or holders of different levels of formal education among those leaving the country, to determine returnable and irrevocable migration losses. However, the assessment of the stability or variability of the quantitative and qualitative aspects of outbound migration flows allowed us to test the null hypothesis of the absence of significant changes before and after the start of the special warfare. In the first quarter of 2022, the inertia of Russians’ orientation towards European education was still preserved, the blocked access to which during the pandemic created a situation of deferred demand. Germany and the United Kingdom maintained leading positions among foreign countries in terms of the number of Russians who left. Over the past year and a half, the flow to European countries has dried up, Turkey, the UAE and Kazakhstan have taken the first places, and the intensity of outflow to the leading country, measured on average per quarter, has increased 1.5 times. Accordingly, migration flows are transformed as a result of changes in the geopolitical situation after the start of special warfare, not only in quantitative terms, but also in qualitative terms (at the level of the composition of recipient countries), which indicates the dominance of non-academic motivation to leave the country.

SOCIO-ECONOMIC ANALYSIS OF THE ADOPTION OF SELECTED IMPROVED SOYBEAN (Glycine max) VARIETIES IN TOFA LOCAL GOVERNMENT AREA OF KANO STATE, NIGERIA

Adoption of improved production practices is the key to higher production of crops by farmers. The technical knowledge of farmers appears to be the key link to higher level of adoption. This study aimed at socio-economic analysis of the adoption of improved soybean (Glycine max) varieties in Tofa local government area of Kano state. Multistage sampling technique was used to select 98 soybean farmers; which were interviewed with the use of structured questionnaire. Descriptive statistics and logit regression model were used for data analysis. The finding of the study revealed that majority of the farmers were males (99%) and married (96.9%) that have 1hectare farm size average devoted for soybean production and 43% of them have farming as their major occupation also about 81% of them have different levels of formal education. Adoption level of soybean varieties was on the average for the two varieties in the study area, the socioeconomic factors that positively affected the adoption of the TGX-1448-2E Soybean variety were income level (P < 0.1), farm size (P < 0.05), and extension contact (P < 0.1). While for TGX-1448-2E Soybean variety none of the socio-economics factors were significant, Improved soybean variety adoption was due to the major characteristics of the variety, however major constraint’s to both varieties technology adoption include high cost of labor and inputs. Hence, improving farmer’s access to financial support or credit will enhance soybean adoption in the study area.

The importance of formal education for the medication dispensing process: a cross-sectional study

Background: The dispensing of medications, if performed by professionals who do not have specific knowledge in relation to legislation, health problems, medications, and patient interaction, can result in damage to health. Objective: This study aims to assess knowledge about medication dispensing by pharmacists and in the non-pharmaceutical workforce and to compare according to the different levels of formal education received. Methods: This is a cross-sectional study carried out in community pharmacies, and in educational institutions that offer the pharmacy technician course in Brazilian municipalities. In employees of community pharmacies who worked directly with the dispensing of medication (pharmacists, pharmacy technicians, and clerks), and in students who will shortly graduate from the pharmacy technician, a questionnaire titled CDM-51 (Questionnaire for the Assessment of Knowledge about Drug Dispensing) was applied. Results: 146 employees answered the questionnaire, and 131 students completing the pharmacy technician course participated in the survey. This study showed that there is evidence that pharmacists had a higher score in the CDM-51 than the other participating professional categories. Conclusions: This research presents evidence on the importance of training to carry out the dispensing of medications, as in addition to highlighting the role of the pharmacist in this activity, it also promotes the training of professionals at a technical level to assist in the dispensing of medications, thus contributing to the improvement of services offered by community pharmacies.

Guidelines In the Work of Operating Room Nurses

Introduction. The use of guidelines in the work of operating room nurses makes daily tasks easier and enables treatment in accordance with set procedures based on scientific evidence. Additionally, the use of set guidelines in the work of operating room nurses enables traceability of healthcare and the best care for the patient, which also increases the safety of the patient in the operating room during the perioperative period. Aim. The goal of this article is to investigate and determine if operating room nurses are aware of the guidelines, if they use them in their daily work, and if the guidelines are available at their workplace. The goal is also to determine the opinion of operating room nurses about legal protection that the guidelines provide in case of unforeseen events, as well as the necessary level of education of the personnel setting the guidelines, and the effect of the guidelines on the patient's safety in the operating room. Additionally, it is to determine if the use of the guidelines reduces inconsistencies in the work of operating room nurses in different hospitals, and which institutions are in charge of setting them. Methods. The survey for this research was conducted by the author of this paper and was distributed at the Congress of Operating Room Nurses in October of 2019. 210 operating room nurses completed the survey, being of different levels of formal education, and are employees of various Clinical Hospital Centres, Clinical Hospitals and General Hospitals in the Republic of Croatia. Results. According to the results of the survey, 90 respondents were Bachelors of Nursing, 60 respondents had a university degree, and 60 respondents had a high school diploma. The length of work experience of the operating room nurses who participated in the survey was between 1 and 30 years. The results of the research showed that the majority of operating room nurses were familiar with the existence of the guidelines and recommendations, and they used them in their work. Results show that most respondents are aware of the need to use the guidelines, and that they are available at their work place. Results also show that operating room nurses feel that the use of the guidelines has a very strong influence on the level of patient safety. Operating room nurses know that the guidelines provide legal protection and that the level of the nurses' education is important for setting the guidelines. Conclusion. Operating room nurses use the guidelines in daily work whenever they are applicable. Respondents have also developed an awareness of the obligation to use the guidelines, as well as their benefits in improving patient safety. They also provide legal protection in the event of unforeseen circumstances.

Null Direct Object Clitics in Basque Spanish: A Study Across Four Generations

AbstractThe null direct object clitic is described as one of the distinctive morphosyntactic features of Basque Spanish (e.g.,compré el libroi, pero se me ha olvidado traerøi). However, no study to date has explored the variable usage of this form in cross-generational terms. The present inquiry aims to fill this void by analyzing and contrasting the results of two studies by four generations of Spanish-Basque bilinguals with the following age ranges: 85–96 (Generation 1), 55–75 (Generation 2), 35–45 (Generation 3), 18–25 (Generation 4). The education level of the participants was also taken into consideration. The first study consisted of an acceptability judgment task, in which the participants rated the acceptability of sentences with a null direct object using a 5-point Likert scale. The independent linguistic variables in this study were the semantic features [+/-definiteness] and [+/-specificity]. The acceptance rate of null direct object clitics was significantly higher among Generation 1 and 2 speakers than among those of Generation 3 and 4, with no effect of definiteness or specificity. In the second study, based on an elicitation task, older speakers (Generation 1 and 2) produced significantly more null direct object clitics than their younger counterparts (Generation 3 and 4). By contrasting the differential behavior of the participants across and within the same generation, it is shown that the generational effects observed are mainly due to the participants’ different levels of formal education.

The Role of Museum Education in Raising Undergraduate Pre-service Teachers’ Disability Awareness: the Case of an Exhibition by Disabled Artists in Greece

In the frame of the worldwide policies towards inclusion there is a need of changes, systematic strategies and actions at different levels and settings of the society including education and cultural organizations. Museums, culture and arts have a constantly increasing role towards a more cohesive and inclusive society in terms of educational, social and cultural impact and for diverse social groups that face various barriers in their full participation in social life. Furthermore, museums as nonformal learning environments and art activities can complement different levels of formal education and courses towards a better understanding of diversity. The aforementioned are of particular importance for disabled people as well as for teachers who work with disabled children and for the enrichment of student teachers’ training in issues of disability. The aim of the present study was to investigate issues of cultural representations and the reflections of undergraduate Primary Education teachers regarding disabled artists, arts, museum and education after a visit in a temporary art exhibition of disabled artists. The participants were 33 student teachers of a University Department in Greece who attended a Museum Education course and the data were obtained via questionnaires. The results revealed the value and the need for further learning opportunities in museums and other cultural environments as well as their potential contribution in combating stereotypes, enriching and broadening undergraduate Primary Education teachers’ perceptions regarding disability with implications in the fields of Museum Studies and Museum Education, Arts, Higher Education, Special and Inclusive Education.

Efecto de la Escolarización en la Producción de Relaciones Causales y Contracausales: Evidencia Psicolingüística para el Ámbito Educativo

In order to promote the practical application of psycholinguistic data in educational fields and expecting that this transfer would enhance the development of both the pedagogical field and the investigation in experimental psycholinguistics, we present two experiments to analyse the production of semantic relations in discourse, especially the causality/countercausality dimension. We found that the pattern of causal advantage is cross-wise and consistent in subjects with different levels of formal education, so it could be a suitable scaffold to develop other aspects of discourse comprehension and production. We compare our results with previous findings about discourse comprehension and interpret the data in the framework of educational processes. To use of empirical evidence about language processing on educational fields allows not only to review specific issues such as the characteristics of teaching materials, but also to improve educational process in a comprehensive way, making possible to adapt different approaches to populations with different characteristics.

Construcción de causalidad y contracausalidad en sujetos con distinto nivel educativo

This work is part of a larger project in which we seek to analize how Spanish speakers produce and understand causal and counter-causal relations. Our general hypothesis is that causality is a basic conceptual / semantic relation that is processed “by default” and more easily than other relations, such as counter-causality. On this occasion, our specific objectives were: 1) to evaluate the extent to which formal education influences this process; 2) what is the effect of the absence / presence of specific connectives, especially in relation to the level of formal education of the subject. We carry out a psycholinguistic experiment designed to elicit causal and counter-causal continuations of short texts with and without connective. We evaluated two groups of subjects with different levels of formal education. The results show that: a) in the absence of connective, the tendency to establish causality is strong and consistent; b) with connective, error levels are higher for counter-causal relations and the time required to process them is significantly higher. This pattern holds for the two groups of subjects analyzed, so do not depend on schooling but, instead, seems to be a more basic linguistic process shared by all speakers.

Investigating the Effects of Different Levels of Formal Education on Iran’s Economic Growth

Human capital accumulation affects economic growth and education is one of the main elements of human capital. Different levels of formal education can leave different effects on economic growth. I used data from the time period of 1981-2013 and vector auto regression method to study the effects of different levels of formal education on Iran’s economic growth. The results showed that increasing schooling at elementary, secondary and higher education levels have a significant effect on growth and in the long run, employees with university degrees, those with secondary and primary school qualifications had the greatest impact on GDP growth, respectively.

Impact of Educational Level on Performance on Auditory Processing Tests.

Research has demonstrated that a higher level of education is associated with better performance on cognitive tests among middle-aged and elderly people. However, the effects of education on auditory processing skills have not yet been evaluated. Previous demonstrations of sensory-cognitive interactions in the aging process indicate the potential importance of this topic. Therefore, the primary purpose of this study was to investigate the performance of middle-aged and elderly people with different levels of formal education on auditory processing tests. A total of 177 adults with no evidence of cognitive, psychological or neurological conditions took part in the research. The participants completed a series of auditory assessments, including dichotic digit, frequency pattern and speech-in-noise tests. A working memory test was also performed to investigate the extent to which auditory processing and cognitive performance were associated. The results demonstrated positive but weak correlations between years of schooling and performance on all of the tests applied. The factor “years of schooling” was also one of the best predictors of frequency pattern and speech-in-noise test performance. Additionally, performance on the working memory, frequency pattern and dichotic digit tests was also correlated, suggesting that the influence of educational level on auditory processing performance might be associated with the cognitive demand of the auditory processing tests rather than auditory sensory aspects itself. Longitudinal research is required to investigate the causal relationship between educational level and auditory processing skills.

Ethnicity and Parenting Styles Among Singapore Families

Despite the hopes for an enlightened 21st century expressed by some scholars and observers, and despite the undeniable technological progress of humankind, culture or ethnic divide will not go away in the foreseeable future. Although each generation of parents tends to differ from the preceding generation in its approach to parenting, the pace and nature of change across generations is restrained or mediated by culture or ethnicity and by level of formal education and other factors. More specifically, within the context of continued social change and change within the family as a group of interactive individuals, it is expected that parents with (a) different ethnic backgrounds, and (b) different levels of formal education, differ significantly in their parenting styles.

Informed consent for cancer screening with prostate-specific antigen: how well are men getting the message?: Chan EC, Vernon SW, O’Donnell FT, Ahn C, Greisinger A, Aga DW, Division of General Internal Medicine, University of Texas-Houston Medical School, Houston, TX. Am J Public Health 2003;93:779–785

Objectives This study examined knowledge about prostate-specific antigen (PSA) screening among African Americans and Whites: Because PSA screening for prostate cancer is controversial, professional organizations recommend informed consent for screening. Methods Men ( n = 304) attending outpatient clinics were surveyed for their knowledge about and experience with screening. Results Most men did not know the key facts about screening with PSA. African Americans appeared less knowledgeable than Whites, but these differences were mediated by differences in educational level and experience with prostate cancer screening. Conclusions Public health efforts to improve informed consent for prostate cancer screening should focus on highlighting the key facts and developing different approaches for men at different levels of formal education and prior experience with screening.

The Role of Educational Background, Activity, and Past Experiences in Mexican-Descent Families’ Science Conversations

Debate exists regarding the extent to which Mexican-descent parent-child conversations are explanatory. Moreover, suggestions have been made that differences in the amount of explanatory conversation may be based on parents’educational background. This article reports on two studies investigating conversations between parents and children in two different contexts. Results of an observational study conducted at a children’s museum reveal that although parents with high levels of formal education used more explanations about science than did parents with lower levels of formal education, both groups engaged in causal conversations with their children. In a second study examining parents’ reports of science talk after attending family science workshops, results indicated no difference in the explanation frequency between two groups of families with different levels of formal education. Overall, the findings suggest that Mexican-descent parents across differing educational backgrounds encourage their children’s developing understanding of the scientific world.

Formal education as an effect modifier of the relationship between Mini-Mental State Examination score and IADLs disability in the older population.

The objective of this retrospective, case-series study was to examine the relationship between disability in Instrumental Activities of Daily Living (IADLs) and cognitive impairment measured by the Mini-Mental State Examination (MMSE), and how this relationship was influenced by different levels of formal education. The setting of the study was the Cognitive Disorders Center of the Local Sanitary Unit (USL) No. 4 in Prato (Italy). Independence in IADL was strongly related to MMSE scores. A score of less than 24 at the MMSE was predictive of disability in at least one IADL with 0.82 sensitivity and 0.73 specificity. However, when only people with a very low level of formal education were considered, the best threshold predicting IADL disability was 17 (sensitivity 0.76, specificity 0.75). Thus, scholastic achievement is an effect modifier of the relationship between cognitive status, as measured by the MMSE, and IADL disability. Subjects with low education level and poor performance at the MMSE are often independent in activities making demand on cognitive function, such as IADLs. These results suggest that a lower MMSE cut-off score should be considered when screening for cognitive impairment in these persons.

TRENDS IN THE TEACHING AND STUDY OF AFRICAN LANGUAGES IN SOUTHERN AFRICA

During the period of “Missionary Education”, the African languages were not merely neglected, but actually relegated to a very lowly position. At present there is a re-awakening, a recognition of the fact that these languages have been neglected, particularly as literary languages. Particular reference is made to the University of the North, in this regard. Any claim to specialization in an African language should have as its basis, mastery of the language itself. Those who teach these languages, be it to native speakers or foreigners, should carry out their task from a position of strength. The employment or greater deployment of speakers of the African languages at different levels of formal education, including white schools, wil go a long way towards putting these languages on the right footing.