Individual Education Research Articles

Clothes consumption and disposal practices: a look at the profile of Brazilian apparel consumers

Purpose This paper aims to contribute to understanding Brazilian fashion consumer behavior. The subsequent research question is formulated as follows: How are the consumers purchasing new clothes and disposing of used ones, and how is their awareness of sustainable fashion consumption and disposal of used clothes? Design/methodology/approach An online questionnaire was sent to nearly one thousand e-mails. A database was formed with 182 complete answers to 13 questions concerning consumer behavior toward sustainability, especially clothing acquisition, use and disposal. A multimethod approach was used to analyze the initial attributes, applying descriptive statistics, cluster analysis and data mining. Findings This survey obtained valuable answers from Brazilian fashion consumers grouped into four clusters. Age and yearly income were more critical in determining the clusters. Only four attributes were chosen by the algorithm to build the trees (age, annual income, yearly spending on clothes and how long the clothes are worn). The consumer's profile may help the fashion industry redirect investments in sustainability. The most critical factor leading to the sustainability of clothing fashion was the duration of the clothes. The study dealt with a limited sample size that was not representative of Brazil's broader population. Despite numerous attempts to seek responses through e-mail, the participant pool was predominantly composed of highly educated individuals. Originality/value This assessment of Brazilian consumer behavior toward sustainability and fashion presents essential knowledge to understand the relationships among variables affecting the purchase and discharge of clothes.

Slaveholder ancestry and current net worth of members of the United States Congress.

Whether and how much past slavery affects contemporary social and economic conditions in the United States is an area of active debate. Newly available data on which members of the United States Congress are descendants of slaveholders provides an opportunity to examine this topic. This study sought to determine the relationship between slaveholder ancestry and net worth among members of Congress. Total assets and liabilities were collected from financial declarations of all members of Congress as of April 15, 2021. Net worth was estimated as the difference between total assets and liabilities. Information on slaveholder ancestry was obtained from a Reuters investigative series based on an extensive review of historical documents and verification by board-certified genealogists. Quantile regression was used to determine the association between net worth and slaveholder ancestry after adjustment for demographic factors. The median net worth of the 535 members of Congress was $1.28 million (interquartile range $0.11-5.87 million). On univariate analysis, net worth was associated with increased age, White race, increased education, and number of individuals enslaved by ancestors. On multivariate analysis, net worth was independently associated with age, White race, and number enslaved. Legislators whose ancestors enslaved 16 or more individuals had a $3.93 million (95% confidence interval 2.39-5.46) higher net worth compared to legislators whose ancestors were not slave owners after adjustment for age, sex, race, ethnicity, and education. Past slaveholding practices are independently associated with current wealth among members of Congress. Because members of Congress are a highly selected group, further work is needed to understand how slaveholder ancestry affects current wealth in the general population to inform efforts to reduce social and economic disparities.

Educational Programs Supporting Higher Education Individuals with Autism Spectrum Disorder: A Systematic Literature Review

Young individuals with autism spectrum disorder (ASD) seem to attend higher education more frequently. Yet, the academic performance of students with ASD and the graduation rate appear to be poorer than those of typical development students. Moreover, college students with ASD face several challenges in their everyday and social lives. Students with ASD seem not to receive the appropriate social and educational support in higher education. This article reports the results of a systematic literature review of research programs and services designed to meet the needs of students with ASD enrolled in higher education. Several interventions are available and appear to be effective in supporting students with ASD in higher education (e.g., social planning intervention, focus groups, coaching paired with behavioral skills training, video feedback, visual framework, peer mentoring, and virtual reality). In addition, this article shows that colleges and universities face the challenge of preparing for these students and the need to provide psychological support for them. Moreover, studies of experiences and opinions of college students with ASD from their perspectives are included.

A Review of “Next level grammar for a digital age: Teaching with social media and online tools for rhetorical understanding and critical creation”

Next level grammar for a digital age by Darren Crovitz, Michelle D. Devereaux, and Clarice M. Morgan has made a valuable contribution to English Language Arts (ELA) education by delineating how grammar instruction can be situated within real-life contexts using digital technologies and media, as well as emphasizing the importance of critical digital literacy in ELA education. The book provides educators with a wide range of approaches to guide students in utilizing language in digital spaces and understanding rhetorical grammar to create digital content, aiming to raise learners to become more conscious digital readers and writers and to grow up to be engaged citizens. With its concrete and practical lesson ideas, the book helps language teachers to prepare for teaching complex and challenging topics that emerge in digital realms and to guide students to incrementally develop their literacy skills. Individuals in language education will find valuable insights for engaging discussions on how language teaching can be updated to meet requirements of an increasingly digital media landscape.

Comparative Analysis of Accuracy, Readability, Sentiment, and Actionability: Artificial Intelligence Chatbots (ChatGPT and Google Gemini) versus Traditional Patient Information Leaflets for Local Anesthesia in Eye Surgery.

Eye surgeries often evoke strong negative emotions in patients, including fear and anxiety. Patient education material plays a crucial role in informing and empowering individuals. Traditional sources of medical information may not effectively address individual patient concerns or cater to varying levels of understanding. This study aims to conduct a comparative analysis of the accuracy, completeness, readability, tone, and understandability of patient education material generated by AI chatbots versus traditional Patient Information Leaflets (PILs), focusing on local anesthesia in eye surgery. Expert reviewers evaluated responses generated by AI chatbots (ChatGPT and Google Gemini) and a traditional PIL (Royal College of Anaesthetists' PIL) based on accuracy, completeness, readability, sentiment, and understandability. Statistical analyses, including ANOVA and Tukey HSD tests, were conducted to compare the performance of the sources. Readability analysis showed variations in complexity among the sources, with AI chatbots offering simplified language and PILs maintaining better overall readability and accessibility. Sentiment analysis revealed differences in emotional tone, with Google Gemini exhibiting the most positive sentiment. AI chatbots demonstrated superior understandability and actionability, while PILs excelled in completeness. Overall, ChatGPT showed slightly higher accuracy (scores expressed as mean ± standard deviation) (4.71 ± 0.5 vs 4.61 ± 0.62) and completeness (4.55 ± 0.58 vs 4.47 ± 0.58) compared to Google Gemini, but PILs performed best (4.84 ± 0.37 vs 4.88 ± 0.33) in terms of both accuracy and completeness (p-value for completeness <0.05). AI chatbots show promise as innovative tools for patient education, complementing traditional PILs. By leveraging the strengths of both AI-driven technologies and human expertise, healthcare providers can enhance patient education and empower individuals to make informed decisions about their health and medical care.

Behavioral risk profiling: Measuring loss aversion of individual investors

Loss aversion has been shown to be a key driver of people's investment decisions. Encouraged by regulators, financial institutions are seeking ways to integrate this behavioral factor into client risk classifications. A critical obstacle is the lack of a valid measurement method for loss aversion that can be straightforwardly incorporated into existing processes. This paper reports on two large-scale implementations of such a method within the risk-profiling application of an established financial institution. We elicit loss aversion for 1,040 employees and 3,740 clients, observing distributions that align with existing findings. Importantly, our results demonstrate that loss aversion is largely independent of the risk-return preferences commonly used for investor classification. Furthermore, the correlations we observe between these two preferences and individuals’ background characteristics align with previous research: loss aversion is strongly correlated with education—higher educated individuals exhibit greater loss aversion—whereas risk aversion is related to gender, age, and financial status—women, older individuals, and those less financially secure are more risk averse. These findings support the conjecture that risk and loss aversion are complementary in capturing investor intent.

Perceptions of and beliefs about stuttering in the Hispanic/Latino community

PurposeThe aim of this exploratory study was to investigate perceptions of people who stutter and beliefs about the causes and cures of stuttering within the Hispanic/Latino community. MethodsRespondents who were 18 or older and of Hispanic/Latino origin were invited to respond to a 24-question online survey. Questions involved exploring familiarity with and beliefs regarding etiologies, treatment approaches, treatment providers, stereotypes, and perceptions of people who stutter. Data from 151 respondents were analyzed using descriptive statistics. ResultsResults revealed that the most commonly held beliefs regarding the causes of stuttering were being “born with it”, an “emotional disturbance or trauma”, a “brain disorder”, and/ or a “sensory impairment”. The most frequently cited beliefs regarding treating stuttering were “therapy”, “rehabilitation”, and “tell them to slow down”. Over 75 % of respondents believed that “speech therapists” can cure or treat stuttering. Respondents' perceptions of people who stutter are that they are generally “nervous” and “shy”. ConclusionsCommon beliefs and perceptions relative to stuttering were identified in the Hispanic/Latino community. The beliefs one holds about the cause of stuttering as well as their negative perceptions of stutterers may contribute to the continued stigmatization of people who stutter. Implications are discussed regarding the need for culturally appropriate education for individuals who stutter, their families, and the general public.

Influenza Vaccination Uptake and Associated Factors among Individuals with Diabetes Mellitus in Spain: A Cross-Sectional Study Using Data from the European Health Interview Survey 2020.

Vaccination against influenza has proven to reduce influenza-caused hospital entries, treatment times in intensive care units and hospitalisation costs for treating people with Diabetes Mellitus (DM). Despite the existing influenza vaccination recommendations for all persons with DM, in Spain, vaccination hesitancy remains substantial, and vaccination rates lag behind target. We aimed to assess predictors for influenza vaccination uptake and reasons for non-adherence among individuals with DM. Data from the 2020 European Health Interview Survey were analysed using uni- and multivariable logistic regression models, stratified by age group and including possible confounders and vaccination as an outcome. Associations with the sociodemographic profile, healthcare access and substance use were explored. Our analysis included 2194 individuals with DM over the age of 15, showing an influenza vaccination rate of 53%. The findings revealed significant predictors of vaccination uptake, including age over 60 years and robust social support. Conversely, younger age, higher education levels, infrequent healthcare interactions and economic barriers emerged as significant obstacles to vaccination. To enhance vaccination rates, targeted public health interventions should emphasise the importance of vaccination for younger, more educated individuals with DM, those facing economic barriers and those with lower levels of social support, which could bridge the existing gap in vaccination coverage.

Teacher expertise in early childhood instruction: Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners

This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.

Awareness Regarding Screening Programs in General Population to Improve Health Indicators: Genetic Counselors as Facilitators

Public health screening programs are crucial for early disease detection, but limited awareness hinders their effectiveness in India, regardless of literacy. This study assessed awareness levels for key programs among 294 literate and illiterate individuals via an online survey. Results showed high awareness for antenatal care (96%). Newborn screening (NBS) and thalassemia screening awareness were higher in females, particularly regarding thalassemia's hereditary nature (73% vs 61% and 73% vs 57%). Cervical cancer awareness increased with education (83% for graduates). Interestingly, even those with no education displayed some awareness of breast cancer screening. Prostate cancer awareness was similar across genders, with limited knowledge even among highly educated individuals (66% for Ph.Ds). These findings highlight a critical gap in public health education. Genetic counselors can bridge this gap by implementing targeted campaigns, partnering with schools and communities, and collaborating with healthcare professionals. Empowering individuals with knowledge is essential for improved population health outcomes in India.

Conditions for higher education study: the perspectives of prospective students from rural areas

ABSTRACT Background Access to higher education in rural areas has been a recurring theme of debates and government inquiries in many countries in recent decades. Previous research is relatively unequivocal regarding the importance of higher education for regional or national development, identifying the local presence of highly educated individuals in a municipality as crucial for its prosperity and development. Purpose This study aims to contribute to the development of scientific knowledge regarding linguistic discursive representations by rurally located prospective university students in Sweden, of the conditions for further study at university level. Method A total of 23 qualitative interviews and/or discussion groups were held with 34 prospective university students in three rural municipalities in Sweden. Data were collected and analysed to answer the research question: How do prospective university students in rural areas describe the conditions for further study at the university level? Findings Prospective university students created and reproduced a series of linguistic representations in two discursive categories: (1) proximity/distance to study; and (2) education offerings. In the first category, narratives related to the physical distance to study; commuting by public transport or private car; and moving to the home city of a higher education institution. In the second category, narratives focused around the importance of location; remote learning; and doubts about pursuing higher education and/or making the right choice. Conclusion Linguistic representations in both categories were tense, balancing depictions of conflict and consensus. This balancing act represents a linguistic means of creating and re-creating cohesion, involvement, integration, participation, unity, and normality in the discourse and can be interpreted as a form of social pedagogical recognition that is important for the individual’s success in the context that the narratives reflect.

HE in FE mature students’ experiences of labour, learning and lockdowns: a feminist narrative inquiry

ABSTRACT A significant proportion of mature undergraduates study at further education colleges (HE in FE) in England. This inquiry builds on research which explores the effect of paid work or unpaid care work on mature students’ learning but offers a new perspective by considering the interaction of both forms of labour on learning in the home during COVID-19 lockdowns. The study broadens theoretical perspectives on this group by using Gouthro’s critical feminist theory of the homeplace. The research makes an original contribution by arguing that the key lenses through which we understand mature students’ experiences of learning at home are labour and relationships. Online life history interviews with 15 HE in FE mature students and a research diary were analysed using a feminist framework, The Listening Guide. Findings indicate individual further education college staff played a major role in supporting students; however, the thesis recommends that colleges recognise unpaid work as a legitimate contributor to HE learning. To enhance social justice and gender equity, a reimagination of work-based learning which develops students’ capacity to critique structural inequality at work is needed. The study recommends that colleges work on new narratives for and about mature students which counter deficit perspectives.

Beyond a Buzzword: Student Perspectives on what Contributes to Engaging Educators and Classroom Experiences

In a changing educational landscape, student engagement remains a prominent issue in research and practice. This study explores engagement from the student’s perspective across multiple disciplines, year levels and delivery modes. It draws on 13,125 Student Evaluation of Teaching survey comments where students have used the word “engage” (or derivative) in response to individual educators. Part of speech tagging was used to identify surrounding words that helped to contextualise the inclusion of the term. Through content analysis, key words were then grouped into six themes (approachability; synonyms for good; clarity; enjoyment and enthusiasm; relevance; and subject matter expertise) that highlighted both individual educator attributes and the overall learning experience. This research provides practical considerations for educators and administrators in relation to what students find engaging and how to support such positive environments. Additionally, it reinforces the role students play as major stakeholders in their learning and ongoing discussions around engagement.

A shared point of care ultrasound curriculum for graduate medical education

BackgroundPoint of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution.MethodsPost-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum’s effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment.ResultsOf the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum.ConclusionIn this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs.

Pattern of substance abuse among patients in a rehabilitation center

Background: Substance use disorders have profound implications for individuals, their families, and society as a whole. At present, drug trafficking and addiction have ensnared every corner of the globe, impacting millions of individuals worldwide. This pressing issue of drug abuse is concerning due to the underlying conditions fueling it, including shifting cultural values, increasing economic stress, and weakened social support networks. Aims and Objectives: This study aimed to identify the trends in drug abuse and its influencing factors among patients undergoing treatment for addiction in rehabilitation centers in Telangana. Materials and Methods: The study, a descriptive cross-sectional analysis, involved 222 individuals grappling with drug addiction at the primary rehabilitation center for drug addiction treatment in Telangana. Information was gathered using a pre-tested, structured questionnaire between September and December 2022 under the Department of Pharmacology. Results: Among the respondents, 95% were male and 5% were female, with a majority falling in the 21–30 age brackets. The religious breakdown comprised 151 Hindus, 32 Muslims, and 30 Christians, while 41% hailed from tribal regions. Injection emerged as the most prevalent method of substance abuse among 194 participants. The onset of drug abuse mostly occurred between ages 11 and 20, primarily driven by self or peer pressure. Notably, 89% of participants reported being compelled to consume substances. Conclusion: The study found a significant correlation between male gender and drug consumption (P&lt;0.05), as well as between the 21 and 30 age group and drug intake (P&lt;0.05). Additionally, the research highlighted a high prevalence of drug dependence among educated individuals, with familial conflicts and peer pressure being cited as common triggers for various forms of substance abuse.

Fall Prevention Model at a Local Nonprofit Equipment Exchange Program Utilizing the STEADI: A Compilation of Two Pilot Studies

Abstract Date Presented 03/23/24 Collective research to determine the predictive validity of the Stopping Elderly Accidents, Deaths &amp; Injuries (STEADI), parallel-forms reliability between the 3-item and 12-item STEADI, and the efficacy of pamphlets in the education of individuals using a nonprofit equipment exchange program. Primary Author and Speaker: Karen Probst

Experts and Expertise in Organizations: An Integrative Review on Individual Expertise

Experts and expertise contribute to consequential organizational decisions from recruitment to CEO succession, but these constructs are inconsistently operationalized and poorly understood. To better explicate how experts and expertise function in organizations, we first conduct an integrative review of the general literature to describe what is known about these phenomena in cognitive science, psychology, and the clinical and technical professions. This review of the general literature indicates that expertise represents domain-specific hierarchical knowledge structures developed by an individual over time. The quality of the individual's domain-related education, training, and opportunities for practice and learning affect the level of expertise acquired. We then review what is known about experts and expertise in organizations. Many organizational studies on expertise focus on an individual's years of experience rather than the nature of that experience or its contribution to expertise. Conflating expertise with years of experience generally leads to less consistent effects on performance than operationalizing expertise in terms of individual cognitive processes, knowledge, and capabilities. Findings from organizational studies that do assess expertise are in line with the general literature, indicating that the quality of practice and learning experiences are particularly important to developing expertise. We then offer ways for scholars to better study how expertise functions in organizations and conclude by developing implications for practice.

Disparities and Determinants of Testing for Early Detection of Cervical Cancer among Nepalese Women: Evidence from a Population-Based Survey.

Cervical cancer presents a considerable challenge in South Asia, notably in Nepal, where screening remains limited. Past research in Nepal lacked national representation and a thorough exploration of factors influencing cervical cancer screening, such as educational and socioeconomic disparities. This study aims to measure these gaps and identify associated factors in testing for early detection of cervical cancer among Nepalese women. Data from the 2019 Nepal Noncommunicable Disease Risk Factors survey (World Health Organization STEPwise approach to noncommunicable risk factor surveillance), involving 2,332 women aged 30 to 69 years, were used. Respondents were asked if they had undergone cervical cancer testing through visual inspection with acetic acid, Pap smear, or human papillomavirus test ever or in the past 5 years. The slope index of inequality (SII) and relative concentration index were used to measure socioeconomic and education-based disparities in cervical cancer test uptake. Only 7.1% [95% confidence interval (CI): 5.1-9.9] Nepalese women had ever undergone cervical cancer testing, whereas 5.1% (95% CI: 3.4-7.5) tested within the last 5 years. The ever uptake of cervical cancer testing was 5.1 percentage points higher (SII: 5.1, 95% CI: -0.1 to 10.2) among women from the richest compared with the poorest households. Education-based disparities were particularly pronounced, with a 13.9 percentage point difference between highly educated urban residents and their uneducated counterparts (SII: 13.9, 95% CI: 5.8-21.9). Less than one in ten women in Nepal had a cervical cancer testing, primarily favoring higher educated and wealthier individuals. Targeted early detection and cervical cancer screening interventions are necessary to address these disparities and improve access and uptake.

Health determinants among participants in targeted health dialogues offered to all 40-year-old individuals in a metropolitan region of 1.4 million people

Objective To examine cardiovascular risk factors in 40-year-old participants in the health screening program targeted health dialogues (THDs). Design Cross-sectional study. Setting 99 Swedish healthcare centers. Intervention Metabolic risk factors and health behaviors were assessed. THDs were provided. Subjects 1831 (62.3%) THD participants that consented to take part in the research project. Main outcome measures (1) Prevalence of metabolic risk factors (blood pressure, LDL cholesterol, fasting plasma glucose, BMI, waist-hip ratio) and unhealthy behaviors (tobacco, alcohol, diet, physical activity) by sex, education, and place of birth. (2) Associations between different health behaviors and between the number of unhealthy behaviors and prevalence of metabolic risk factors. (3) THD participation by sociodemographics compared to age-matched controls. Results Men had a higher prevalence of all metabolic risk factors, excessive alcohol use and tobacco use than women. Lower educated individuals had a higher prevalence of metabolic risk factors (except for LDL cholesterol) and tobacco use than highly educated. Participants born outside Sweden had a higher prevalence of obesity, high waist-hip ratio, and tobacco use. Participants with 3–4 unhealthy behaviors had significantly higher prevalence of each of the metabolic risk factors except BMI. Women, highly educated and Swedish-born participants were slightly over-represented in the THDs. Conclusion Considering the associations between unhealthy behaviors and metabolic risk factors, the THD method, covering lifestyle as well as objective health measures, may be an appropriate method for early identification of individuals at risk for future non-communicable diseases in the whole population with a specific focus on certain groups. ClinicalTrials.gov NCT04912739

Education and character reformation in Nigeria contemporary society: Challenges and prospects

Background: Education is a transformative tool that is critical to the progress and development of a nation. The goal of true education is more than the cognitive development and creative thought processes. It is also about character molding of a person, making a holistic individual. It is true that the foundation of a quality education is character. An individual's education cannot be complete without character, and the knowledge they have acquired will not benefit Nigerian society or themselves unless their character is transformed. Method: This study identifies character deficit as a major challenge in Nigeria contemporary society. The research examines the issues and prospects, and how education can be applied through character reformation to address the problems. The study relies on secondary data collected from text books, journal articles, and was analyzed in relation to the scope of the study (Nigeria). Findings: The theoretical framework is drawn from the social learning theory of Albert Bandura’s and moral development theory of Jean Piaget which set out the progressive model on how the Nigerian society can be morally re-engineered to produce citizens that will contribute to the progress and growth of Nigeria. This study shows that mapping the level of landslide vulnerability in the Kebomas District can help plan and manage disaster risks more effectively, especially in areas with high vulnerability. The results of this study provide a basis for creating more targeted landslide mitigation and handling strategies, as well as the need for special attention in areas with moderate to high vulnerability. Conclusion: It concludes and recommends that an integrative and consensus approach be adopted to achieve this objective. Novelty/Originality in this article: This study offers an innovative approach to integrating character building into the Nigerian education system by combining social learning theory and moral development. This study opens up new avenues for holistic education reform, focusing on cognitive development and character building as the foundation for building a more ethical and productive society.