Education Plus Research Articles

Software systems supporting remote education – Fuzzy assessment using a multi-criteria group decision-making method

During the COVID-19 pandemic, the demand for systems supporting remote education increased significantly, and after the pandemic this form of education remained in place to supplement the stationary education. Among the tools that comprehensively support remote learning, there are two most popular systems, i.e. Google Workspace for Education and Microsoft Office 365, available in several different variants, differing in the functionalities offered. The aim of the article is to analyse the functionality, as well as to compare and evaluate this software. Since the assessment of e-learning systems is based on the subjective judgements of experts, and the assessment criteria are qualitative in nature, a new MCGDM (Multi-Criteria Group Decision Making) method called NEAT F-PROMETHEE GDSS (New Easy Approach To Fuzzy PROMETHEE – Group Decision Support System) was developed for the purposes of the study. This method captures the uncertain and imprecise qualitative assessments expressed by many experts and aggregates them into an overall quantitative assessment. As a result of the assessment, it was found that all variants of Google Workspace for Education and Microsoft Office 365 meet the basic requirements for tools for conducting remote learning. In addition, the use of the NEAT F-PROMETHEE GDSS method made it possible to create a ranking of individual software variants. Based on the group evaluation, it was determined that the best system in terms of the relationship between the offered capabilities and the cost of use is Google Workspace for Education Plus, with other variants of Google Workspace for Education taking subsequent positions in the ranking. In turn, Microsoft Office 365 solutions received a worse group rating, largely due to the higher cost of use and slightly less ability to control student work.

Demystifying Reintegration: A Legal Education Plus Trauma-Informed Therapy Multicentred Randomised-Control Trial to Improve Communities’ Reintegration of Former Boko Haram Members in Nigeria

Demystifying Reintegration: A Legal Education Plus Trauma-Informed Therapy Multicentred Randomised-Control Trial to Improve Communities’ Reintegration of Former Boko Haram Members in Nigeria

A Study of Factors Affecting Boys’ Dropout

School dropout is a major hindrance in attaining the goals of education in India. From time to time several policy pronouncements have been made, but it’s not yielding the desired outcome. Over a decade, the dropout rates for both boys and girls are reflecting a decreasing trend. Several reports reveal that more boys are now dropping out of schools, mainly at the primary level. As per a Unified District Information System for Education Plus (UDISE+) report, the rate of dropout for boys in primary classes was 1.7 percent and that of girls was 1.2 percent. Similarly, the rate of dropout for boys in secondary classes was 18.3 percent which is higher than that of girls with 16.3 percent (TOI, Jul 2, 2021). In this context, attempts have been made to study the patterns of boys’ dropouts and to explore the nature of relationships among different familial and institutional factors with dropouts. This paper is based on the empirical study carried out in one of the most backward districts of West Bengal. A questionnaire on the school dropout factors having 24 items was designed and administered among 93 respondents. The items of the questionnaire were identified through a review of the extant literature. Frequency distribution and ordinal logistic regression were used to analyse the data. Results indicate that key determinants of dropouts are expiry of breadwinner, household works, personal health problems, lack of interest and failure in examinations in studies.

Pain Neuroscience Education Plus Usual Care Is More Effective than Usual Care Alone to Improve Self-Efficacy Beliefs in People with Chronic Musculoskeletal Pain: A Non-Randomized Controlled Trial

Self-efficacy beliefs are associated with less physical impairment and pain intensity in people with chronic pain. Interventions that build self-efficacy beliefs may foster behavioral changes among this population. A non-randomized trial has been carried out to evaluate the effectiveness of pain neuroscience education (PNE) plus usual care in modifying self-efficacy beliefs, pain intensity, pain interference and analgesics consumption in people with chronic musculoskeletal pain. Participants were allocated to an experimental (PNE plus usual care, n = 49) and a control (usual care alone, n = 51) group. The primary outcome was self-efficacy beliefs (Chronic Pain Self-Efficacy Scale), and the secondary outcomes were pain intensity, pain interference (Graded Chronic Pain Scale) and analgesics consumption. The participant’s pain knowledge (revised Neurophysiology of Pain Questionnaire) after PNE intervention was also assessed to analyze its influence on every outcome measure. All the outcome measures were assessed at the baseline and at four-week and four-month follow-ups. PNE plus usual care was more effective than usual care alone to increase self-efficacy beliefs and decrease pain intensity and pain interference at all follow-up points. No differences between groups were found in terms of analgesics consumption. Knowledge of pain neurophysiology did not modify the effects of PNE plus usual care in any of the outcome measures. These results should be taken with caution because of the non-randomized nature of this design, the limited follow-ups and the uncertainty of the presence of clinical changes in self-efficacy for participants. Larger, methodological sound trials are needed.

The Function of The System “Education Plus Upbringing” In the Context of The Purpose of a Person

This paper deals with the definition of the “Education plus upbringing” system in the context of the purpose of the human being. The paper draws a demarcation line between the concepts of EDUCATION (in the sense of ’to educate’, ’to form’) and UPBRINGING (’the development of qualities’, ’the establishment of qualities’). This distinction has a clear quantified character. While education implies influencing a person through knowledge to form a scientific world view, the process of upbringing involves influencing them through images and examples to instill certain qualities that are in demand by the society and the state. The author demonstrates a semantic connection between the terms ’education’ and ’upbringing’ thought the concept of perception. The paper defines the purpose of life as an integral biosystem and the place and the role of the human being and ethnic groups within it. Based on this methodological message, the author outlines the purpose of the “Education plus upbringing” system.

Impact of Tailored Interventions to Reduce Drug Use and Sexual Risk Behaviors Among Homeless Gay and Bisexual Men.

A randomized controlled trial was conducted with homeless gay and bisexual men to assess the impact of two culturally sensitive intervention programs on reduction of drug use and risky sexual behavior. In this study, gay and bisexual men between 18 and 46 years of age were randomly assigned to one of two culturally sensitive behavioral intervention programs: a Nurse Case Management Plus Contingency Management (NCM + CM; n = 204) or a Standard Education Plus Contingency Management (SE + CM; n = 210) program. Regardless of group assignment, significant and clinically relevant reductions were observed in stimulant use over time. Multivariable predictors of stimulant use at 4- and 8-month follow-up evaluations were recent injection drug use, tested positive for HIV, or for use of amphetamine. Data revealed a significant linear decline over time for those who had sex with multiple partners. Furthermore, being HIV positive was associated with reporting multiple partners, while higher homophobia scores and having children were inversely related to reports of having sex with multiple partners at follow-up. Culturally sensitive approaches are needed to successfully reduce drug use and risky sexual activities among gay and bisexual populations.

Theological Education Plus

Theological Education Plus

Evaluation of Achieving a College Education Plus: A Credit-Based Transition Program

This ex post facto study evaluated Achieving a College Education (ACE) Plus program, a credit-based transition program between a high school district and a community college. Achieving a College Education Plus is an early outreach program. It is designed to aid at-risk students in graduating from high school and making a smooth transition to higher education, while taking college courses and earning college credit. The authors examined the efficacy of Achieving a College Education Plus with respect to retention rates, graduation rates, and rate of transfer to colleges. Sixty high school students who had participated in Achieving a College Education Plus were matched to a sample of 60 non-Achieving a College Education Plus students. Archival records, postgraduate survey, and school district transcript information comprised three sources of data for this study. Using a series of logistic regression analyses to assess data and provide adequate controls for prior academic achievement, the authors determined that there were no differences in the findings with respect to gender, ethnicity, and language spoken in the home. However, statistically significant differences were found in favor of the Achieving a College Education Plus program with regard to student retention, graduation, and college enrollment. With an increasing emphasis on college readiness and student retention, this study is timely and contributes empirical data and findings to the community college literature.

Program Overcomes Obstacles To College Education

Program Overcomes Obstacles To College Education

Education Plus Helps Dream Come True

Education Plus Helps Dream Come True

BOOK REVIEWS

Books review in this article: The Staff Nurse's Survival Guide Austen Cornish Oncology edited by Ann Faulkner Making Connections — Reflecting on the Lives and Expenences of People with Learning Difficulties edited by Ann Brechin & Jan Walmsley Working and Learning by Margaret E Ogier Models for Nursing Volume 2, edited by Jane Salvage & Betty Kershaw Statistics and Quantitative Methods in Nursing — Issues and Strategies for Research and Educahon by I L Abraham, D M Nadzam & J J Fitzpatnck Patient Education Plus Austen Cornish

Psychoanalytic Education's Plus

Psychoanalytic Education's Plus

Consumer Education Plus

Consumer Education Plus

Art Education Plus

Art Education Plus