Education Of People Research Articles

Socialization and Training on Making Vegetable Pesticides from Papaya Leaves (Carica Papaya. L) and Garlic (Allium Sativum) with the Community of Taba Air Pauh Village

The purpose of this community service project is to transfer information and skills about the art of producing aromatherapy candles using natural ingredients like coffee, lemongrass, and lime to the residents of Tapak Gedung Village, Tebat Karai District, Kepahiang Regency. The technique used for community service projects in Tapak Gedung Village, Tebat Karai District, Kepahiang Regency, including teaching people how to make aromatherapy candles out of lime and coffee beans. The residents of Tapak Gedung Village, Tebat Karai District, Kepahiang Regency, have learned how to make aromatherapy candles from natural materials nearby, and this could lead to the residents of Tapak Gedung Village becoming financially independent. This is based on the outcomes of community service activities involving training in the production of aromatherapy candles from coffee beans and lime.

An empirical study of the personality factors and individual characteristics of older adult participation in third age education

ABSTRACT In China, the innovative development of education for older people is an important response to the aging population, and an important way to meet the spiritual, cultural, and social needs of older people. Current academic research mainly focuses on the social factors that affect the participation of older people in education and there are few empirical studies on the individual psychological characteristics of older adult learning behavior. This study takes a positive psychology approach to the exploration of the factors influencing the participation of older adults in education in a number of universities of the Third Age in Fujian Province, China. The study is based on curriculum preferences and frequency of participation in extracurricular activities. The results show that the personality traits of extraversion and neuroticism, as well as gender, age, level of educational attainment, and family economic status significantly affect frequency of participation in extracurricular activities and the curriculum preferences of older learners. The results of this study suggest that we can strengthen personality matching to promote the learning enthusiasm of older people in education, and adhere to the demand-oriented to promote the Third age education curriculum personalized. Furthermore, we should increase the scope for popularizing Third age education, improve the accessibility of education for the older people, accelerate the integration of older adult education with the Internet, innovate the form of older adult education, and then promote the development of customized curricula.

The Illusion of European Emancipation and/or a Study on the Spiritual “Ambivalence” of the Romanian Diaspora

One of the most significant problems faced by Romania is the alienation of its diaspora citizens from their language, faith, culture and popular traditions. In the first part of this short essay, I will discuss the servile attitude adopted by many Romanians in the West to be accepted more easily into a different society organized according to other principles, risking the loss of their identity. I will also make a few remarks about the danger of ideological imports. In the second part, I will refer to the bizarre situation in which educated young people, under the influence of progressive anti-Christian ideologies, convinced of opportunism, strangely confuse Christian principles and communist doctrine.

The Impact of Artificial Intelligence on Unemployment among Educated People with Disabilities: An Empirical Analysis

The impact of artificial intelligence (AI) on unemployment is a subject of debate among researchers and policymakers. This study investigates how AI affects unemployment among educated people with disabilities in 33 countries from 2004 to 2021. Several conclusions have been reached. First, both static and dynamic panel data estimators show that AI reduces aggregate unemployment and unemployment among educated men with disabilities. In contrast, there is no significant impact on the unemployment of educated women with disabilities. Second, the panel smooth transition regression model provides compelling evidence for the existence of two regimes and a nonlinear impact of AI on unemployment among educated women with disabilities. The impact is not significant when AI is low (first regime), but the situation changes when AI exceeds a given threshold level (second regime). Therefore, educated women with disabilities may have more opportunities to integrate into the job market due to the increased adoption of AI. Countries are recommended to foster an employment-friendly environment that promotes inclusion and equitable opportunity for educated people with disabilities by developing and encouraging the adoption of AI technologies.

Learnings from Racialized Adolescents and Young Adults with Lived Experiences of Cancer: "It's Okay to Critique the System That Claims to Save Us".

Interest in AYA cancer care has increased globally over the recent past; however, most of this work disproportionately represents white, heterosexual, middle-income, educated, and able-bodied people. There is recognition in the literature that cancer care systems are not structured nor designed to adequately serve people of colour or other equity-denied groups, and the structural racism in the system prevents prevention, treatment, and delivery of care. This work seeks to examine structural racism and the ways that it permeates into the lived experiences of AYAs in their cancer care. This article represents the first phase of an 18-month, patient-oriented, Participatory Action Research project focused on cancer care for racialized AYAs that is situated within a broader program of research focused on transforming cancer care for AYAs. Semi-structured interviews were completed with 18 AYAs who self-identify as racialized, have lived experiences with cancer, and have received treatment in Canada. Following participant review of their transcripts, the transcripts were de-identified, and then coded by three separate authors. Five main themes were identified using thematic analysis, including the need to feel supported through experiences with (in)fertility, be heard and not dismissed, advocate for self and have others advocate for you, be in community, and resist compliance.

Living well with AI: Virtue, education, and artificial intelligence

Artificial intelligence technologies have become a ubiquitous part of human life. This prompts us to ask, ‘how should we live well with artificial intelligence?’ Currently, the most prominent candidate answers to this question are principlist. According to these approaches, if you teach people some finite set of principles or convince them to adopt the right rules, people will be able to live and act well with artificial intelligence, even in an evolving and opaque moral world. We find the dominant principlist approaches to be ill-suited to providing forward-looking moral guidance regarding living well with artificial intelligence. We analyze some of the proposed principles to show that they oscillate between being too vague and too specific. We also argue that such rules are unlikely to be flexible enough to adapt to rapidly changing circumstances. By contrast, we argue for an Aristotelian virtue ethics approach to artificial intelligence ethics. Aristotelian virtue ethics provides a concrete and actionable guidance that is also flexible; thus, it is uniquely well placed to deal with the forward-looking and rapidly changing landscape of life with artificial intelligence. However, virtue ethics is agent-based rather than action-based. Using virtue ethics as a basis for living well with artificial intelligence requires ensuring that at least some virtuous agents also possess the relevant scientific and technical expertise. Since virtue ethics does not prescribe a set of rules, it requires exemplars who can serve as a model for those learning to be virtuous. Cultivating virtue is challenging, especially in the absence of moral sages. Despite this difficulty, we think the best option is to attempt what virtue ethics requires, even though no system of training can guarantee the production of virtuous agents. We end with two alternative visions – one from each of the two authors – about the practicality of such an approach.

Critical analysis of the use of extended reality XR for training in civil engineering

AbstractConstruction 4.0 promotes digital transformation through automation, robotisation, and the integration of systems and processes into digital environments, with direct links to real systems, using a wide range of technologies. The risk here is centred on having very advanced machines with people not prepared to use them. If the training is centred on teaching people, however, the risk is transferred to having overqualified equipment. In search of this balance, the study, analysis, and evaluation of human–machine interaction are crucial, as are correctly identifying the tools through which this interaction is achieved. Extended reality (XR), emerging technology within Construction 4.0, seems to be a tool that offers an environment conducive to achieving these interactions and meeting the objectives sought. In civil engineering, efforts have been directed towards the study and development of applications of XR experiences rather than the application of this technology in a transcendental way in civil engineering training. This research identifies developments in XR experiences and analyses their use, application methodologies, and training areas that include immersive training, as well as the relationship between XR and construction industry methodologies and technologies, such as building information modelling.

The association between quality of clinical education and assertiveness in operating room and anesthesia nursing students: A cross-sectional study

BackgroundAssertiveness provides a nurse with the foundation for establishing successful relationships with patients, family members, and healthcare team members. Clinical education creates a unique opportunity to prepare students for professional identity because knowledge alone is not enough to provide safe care, and without clinical education, training efficient and competent people will be very difficult and impossible. This study aimed to determine the association between the quality of clinical education and assertiveness of operating room and anesthesia students. MethodIn this analytical cross-sectional study, 230 students who were in the second year of undergraduate education participated. The research was conducted in the 2022 academic year at the Department of Nursing School, Shiraz University of Medical Sciences. Clinical Education Quality Assessment Questionnaire and Gambler and Ritchie Assertiveness Questionnaire were data collection instruments. Statistical methods used included descriptive statistics such as mean, standard deviation, independent t-test, Chi-square test, and regression analysis. ResultsOut of 230 students participating in this study, 103 were operating room nursing students, and 127 were anesthesia nursing students. One hundred forty-one students were female, and 89 were male, 79 % of whom were aged 18–32 years. A significant relationship was found between the quality of clinical education and interest in the field, the number of children, and employment during education (P = 0.01). Also, a significant relationship was observed between decisiveness and the main variables (P = 0.01). The correlation analysis results showed students who scored higher on assertiveness had reported the quality of their clinical training higher (r = 0.23, p < 0.001). ConclusionAssertiveness as a communication style can play an important role in improving performance and quality of care in tense, stressful care settings. Improving assertiveness can be considered as a useful factor in the clinical training of the operating room and anesthesia nursing students. Therefore, it is suggested that the instructors should include instruction on assertiveness in nursing education courses.

Dismantling Gender Binaries: An Emergent Model for Nonbinary Identity Development

The purpose of this article is to describe an emergent model that conceptualizes common experiences for nonbinary people as they explore and navigate their identities by synthesizing existing nonbinary identity development literature. We ground our manuscript epistemologically in queer theory, queer of color critique, and intersectionality theory. Our model traces stars that make up nonbinary identity development constellations: embracing fluidity and ambiguity, exploring transition, navigating disclosure, witnessing and mirroring, developing kinship networks, and worldmaking. We guide our conversations to practitioners, administrators, and policymakers in higher education and student affairs to complicate their understanding of gender identity development processes with goals of creating more gender-affirming practices and policies for nonbinary people in higher education.

Penerapan Budaya Baayun Mulud pada Masyarakat Suku Banjar dalam Membentuk Pendidikan Karakter pada Anak

This study aims to find out 1) the application of the baayun mulud culture to the Banjar people in shaping character education for children in Kota Rantang Village, 2) the supporting factors in forming character education for children through the baayun mulud culture 3) the inhibiting factors in forming character education for children through the baayun mulud culture in Kota Rantang Village, Hamparan Perak District. The type of research used in this research is descriptive qualitative research. The results of this study indicate that 1) The results of the study indicate that the application of the baayun mulud culture in shaping children's character education in Kota Rantang Village can form religious, honest, tolerant, disciplined and responsible characters in children through the baayun mulud tradition, 2) Supporting factors namely the recitation of prayers, al-barzanji and marhaban prayers which are played to the child during the baby boy. Listening to the chanting of prayers and praise that benefits his memory when he grows up and is supported by parental education. Meanwhile 3) Inhibiting factors are lack of belief in tradition, economic factors as for parents who do not have the costs to attend the baayun mulud event, busy parents, and parenting styles

Acknowledging Sámi as indigenous people in early childhood teacher education in Finland – A study in the light of values, knowledge, and competencies

The study examines if and how the Sámi, their languages, culture, and rights as indigenous people are acknowledged in early childhood teacher education in Finland. In addition, it assesses what kinds of competencies connected to language, culture and rights are taught in early childhood teacher training programmes and what competencies future teachers need to develop. The data consists of focus group discussions with teacher educators from two universities. The discussions, led by the corresponding authors, included semi-structured questions, analysed using inductive content analysis. The results show that early childhood teacher educators see a discrepancy between the idealistic formulations in the different steering documents and the, at times, more complex real world. While the languages, culture, and rights of the indigenous Sámi people are acknowledged in different courses at both universities, teacher educators find it difficult to have more in-depth discussions because of their position as outsiders and a lack of knowledge. However, they also see the importance of better acknowledging the Sámi and their rights so that future early childhood teachers have a deeper understanding of the Sámi people, linguistic and cultural diversity within Finland, and additional competencies to support children and their identity construction.

Virtual schools for care‐experienced learners in Scotland: Reflections on an emerging concept in a new context

AbstractThe ‘virtual school’ is an approach to supporting care‐experienced children and young people in education. The Virtual School Head (VSH) has been a statutory role within the education landscape in England since 2014. In Scotland, where the education, social care and legal systems are distinct from those in England, there has been a recent increase in the number of local authorities utilising this concept. This research aimed to explore the role and remit of Virtual School Head Teachers (VSHTs) in Scotland, and to identify similarities and differences with those of VSHs in England, to uncover learning about the emergence of this concept and role in a new context. We conducted semi‐structured interviews with relevant post‐holders in Scotland, using key concepts from the published literature on virtual schools in England, and analysed these qualitatively to identify themes. We discuss some of the similarities and differences we identified, noting that while the purpose of the role, and the means by which it functions, were largely common to both countries, there were also nuanced differences. Key similarities included the importance of positioning within the local authority, and the development of relationships with social work. Differences were largely underpinned by the educational and legal contexts in which the post‐holders operated, and included control of budgets and specificity of remit. This research contributes to our understanding of the role of the VSHT in Scotland, and identifies some emerging features as the virtual school concept is translated to a new context.

Community-Driven Media Literacy And Resilience Building

During the Covid-19 pandemic in Indonesia, social media and mainstream mass media have been flooded with viral content, challenging the dichotomy of acceptance and resistance to prevention programs. To create resilience, education-preventive efforts are needed to empower vulnerable communities. A community service program aims to educate the public about digital media dynamics and teach people to create content about preventing transmission and creating resilience. The program focuses on raising community awareness, particularly among young children, and demonstrates that people's perceptions and constructions towards COVID-19 prevention programs vary

The deadliest local police departments kill 6.91 times more frequently than the least deadly departments, net of risk, in the United States.

I use data linking counts of homicides by police to police department (PD) and jurisdiction characteristics to estimate benchmarked (i.e. risk-adjusted) police homicide rates in 2008-2017 among the 711 local PDs serving 50,000 or more residents, a sample with demographics resembling all mid-to-large Census places. The benchmarked rate estimates capture PD deadliness by comparing PDs to peers whose officers face similar risks while adjusting for access to trauma care centers to account for differential mortality from deadly force. Compared to existing estimates, differences in benchmarked estimates are more plausibly attributable to policing differences, speaking to whether the force currently used is necessary to maintain safety and public order. I find that the deadliest PDs kill at 6.91 times the benchmarked rate of the least deadly PDs. If the PDs with above-average deadliness instead killed at average rates for a PD facing similar risks, police homicides would decrease by 34.44%. Reducing deadliness to the lowest observed levels would decrease them by 70.04%. These estimates also indicate the percentage of excess police homicides-those unnecessary for maintaining safety-if the baseline agency is assumed to be optimally deadly. Moreover, PD deadliness has a strong, robust association with White/Black segregation and Western regions. Additionally, Black, Hispanic, foreign-born, lower income, and less educated people are disproportionately exposed to deadlier PDs due to the jurisdictions they reside in. Police violence is an important public health concern that is distributed unevenly across US places, contributing to social disparities that disproportionately harm already marginalized communities.

The Youth Guarantee, Vulnerability, and Social Exclusion Among NEETs in Southern Europe

Young people neither in employment, education, or training (NEETs) are particularly vulnerable to social and economic exclusion. Indeed, recognition of this fact was a key motivating factor underlying the development of the Youth Guarantee. This article uses data from the EU Labour Force Survey and EU Statistics on Income and Living Conditions to examine how the characteristics of the NEET population and their associated vulnerability to social exclusion vary across different sub-groups of young NEETs and how this has changed in Italy, Portugal, and Spain since 2015. The analysis focuses on the determinants of NEET status, youth vulnerability to poverty and social exclusion, and also examines the propensity of young NEETs to engage with public employment services in order to assess the extent to which young people most at risk of social exclusion are within the purview of the Youth Guarantee’s activities. The article highlights how the composition and vulnerability of young NEETs have altered between 2015 and 2021. While the risks of poverty and social exclusion of long-term unemployed NEETs have remained unchanged since 2015, the vulnerability of the most at-risk subgroup of young people, those who are NEET due to family responsibilities, has become more pronounced. Moreover, the engagement with public employment services of the most at-risk NEET sub-groups has remained persistently low. The findings suggest that greater efforts are needed to remove the obstacles to labour market re-integration faced by the most vulnerable groups within the purview of the programme and, above all, young women with family responsibilities.

Teacher's Challenge to Attract the Interest of the Semoq Beri Indigenous People in Education at SK Sungai Berua

Teacher's Challenge to Attract the Interest of the Semoq Beri Indigenous People in Education at SK Sungai Berua

Impacts of workplace automation on energy poverty: The new challenge of achieving SDG 7 in the context of technological revolution

This paper systematically examines how workplace automation impacts energy poverty from a demand-side perspective, revealing a new challenge for Sustainable Development Goal 7 (SDG 7) in the context of technological revolution. Our research demonstrates that workplace automation significantly increases household energy poverty. This finding is robust when using the instrumental variable approach to tackle endogeneity, as well as employing different automation and energy poverty measures, placebo tests, and machine learning methods for robustness checks. Automation's impact mechanism is that it reduces people's income and work-related social capital, thus exposing households to higher risks of energy poverty. Moreover, its consequences are more prominent for rural households, less educated people, non-migrants, those without labor contracts, non trade-union members, and out-of-system workers. Thus enhancing human capital, promoting free movement of workers, and providing better labor protection contribute to weakening the adverse impact of the technological shock. Meanwhile, we find that improving the price reasonability, stability, security and accessibility of energy supply can also mitigate the negative effects of workplace automation on household energy consumption. In the dual context of the fourth technological revolution promoting industrial automation as well as the increasing urgency to achieve SDG 7, findings of this paper have important policy implications.

The “pedagogy of personality”: becoming better people in the English language teaching and learning space

Abstract This paper interrogates how English language teaching and learning spaces become a locus for a “pedagogy of personality”: spaces where ideal forms of personhood can be transmitted, taught and learned. We draw on ethnographic accounts of moments produced in a municipal English language teaching programme in Rionegro, Colombia, and in the English language class of an elite international school near Barcelona, in Catalonia. We explore discourses mobilised by teachers, students, and school administrators that glorify personality traits that should enable students to become “good community members”, “good citizens” and to reflect on the ways in which language learning spaces are imagined to have an effect on learners’ personalities. We claim that it is not necessarily the English competence acquired in these spaces, or the act of speaking English itself, which is imagined as automatically triggering the enactment of ‘better’ forms of personality. Rather, we believe that our ethnographic data point to the fact that language curricula provide the space to construct, spread and normalise moral values which are associated to idealised forms of subjectivity, and desired forms of being. The discourses circulated through landscapes and classroom interactions show how the mere act of being in an English language learning space is expected to raise students’ awareness of the moral duty to become better, more responsible individuals. We make a key contribution to critical sociolinguistic research by placing a focus on how “good personality” is informed by the pedagogic trajectories of each space, beyond neoliberal projects of self. Moralising catholic discourses, values and ideologies, and broader humanist educational discourses inform ideas about personality and personality development in these spaces. Thus, we call for a slower sociolinguistics, that takes pause before reaching for the explanatory power of neoliberalism and makes room for the complex, historically sedimented logics of our research sites.

Should The More Highly Educated Get More Votes? Education, Voting and Representation

ABSTRACT This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity.

Analysis on passive smoking exposure in adults aged 40 years and above in China, 2019-2020

Objective: To understand the passive smoking exposure status in adults aged ≥40 years in China. Methods: Local residents aged ≥40 years were enrolled as study subjects from 125 areas of chronic obstructive pulmonary disease (COPD) surveillance during 2014-2015 and 2019-2020 in 31 provinces of China. A total of 74 559 adults aged ≥40 years were selected through multi-stage stratified cluster sampling for a face to face questionnaire survey and the data from 64 142 study subjects were used for the analysis. The passive smoking exposure rate, the proportions of the adults reporting passive smoking exposure at four types of places and the proportion of the adults living with daily smokers were described by using complicated sampling weighting method, the related factors were analyzed and the results were compared with the data of COPD surveillance during 2014-2015. Results: The passive smoking exposure rate in the adults aged ≥40 years was 46.4% (95%CI: 44.1%-48.8%) in China during 2019-2020, and the rate was higher in women (47.2%, 95%CI:44.8%-49.7%) than in men (44.8%, 95%CI:42.0%-47.6%) and lower in the older people. The office workers had the highest passive smoking exposure rate. The proportions of those reporting passive smoking exposure at homes, workplaces, restaurants, and public transports were 24.3% (95%CI:22.2%-26.4%)、23.3% (95%CI:21.1%-25.5%)、6.6% (95%CI:5.3%-7.9%) and 2.2% (95%CI:1.6%-2.7%). The higher education level the adults had, the less passive smoking exposure at home they reported. The proportions of those living with daily smokers before 14 years old and since 14 years old were 56.4% and 59.2%. Compared with the data during 2014-2015, the overall passive smoking exposure rate in the adults aged ≥40 years during 2019-2020 showed an increase, and the difference was not significant (P=0.356); The passive smoking exposure rate at homes declined, but the exposure rate at workplaces increased, with the biggest increase found in those being engaged in farming, forestry, husbandry, fishery and water conservancy. Multivariate analysis indicated that the factors influencing the passive smoking exposure and the exposure proportions at different places included gender, age, occupation, and education level. Conclusions: The passive smoking exposure rate in China is still high, especially in those being engaged in farming, forestry, husbandry, fishery and water conservancy. It is necessary to strengthen supervision of the enforcement of current smoking bans in public places and promote the legislation of ban smoking in public places. More attention should be paid to smoking ban and protection against passive smoking exposure in women, people with lower education level and people being engaged in in farming, forestry, husbandry, fishery and water conservancy.