Socio-educational Characteristics Research Articles

Socio-educational characteristics are associated with the choice of operation in additive questions and in multiplicative questions

The term socio-educational constitutes something that at the same time relates education and society, in which it extends to any dimensions that include these two aspects of the individual. Therefore, to guide the research conducted in this thesis cut, the following guiding research question was created: Do socio-educational factors interfere in the process of choosing the operation in additive or multiplicative issues? To answer this guiding question, the objective of the research was to analyze whether the student's socio-educational characteristics interfere in the choice of operation to solve additive and multiplicative questions. The instrument used to perform this analysis if there is a statistical association between the objects studied was the Chi-Square association test. The data obtained by the socio-educational questionnaire processed through the association test indicated that there was a statistical association between the choice of operation in questions and factors referring to the student's relationship with mathematics and its study.

NIVEL DE ADOPCIÓN DE TÉCNICAS SILVOPASTORILES EN LA SIERRA MADRE DE CHIAPAS, MEXI

<p><strong>Background</strong>. Silvopastoral systems are viable agroforestry option to move toward sustainable livestock and rural development. <strong>Objective</strong>. to analyze the level of adoption of silvopastoral techniques by beneficiary producers of three converging projects in the Sierra Madre de Chiapas region (Mexico), during the 2008-2017 period. <strong>Methodology</strong>. Forty-two Cattle Production Units (UPP, for its acronym in Spanish) from the municipalities of Villaflores, La Concordia and Pijijiapan (Chiapas) were diagnosed by socioeconomic and technical variables. A Silvopastoral Systems Development Index (IDESSP, for its acronym in Spanish) was used to evaluate their level of adoption. <strong>Results.</strong> The global IDESSP of UPP was 52%. UPP in the “High” level of adoption reached an IDESSP of 74% (± 6.2), “Medium” an index of 56% (± 5.3) and located in the “Low” group was 42% (± 3.1). The socio-educational characteristics (age of the producer, years of experience in livestock activity, education level) and the productive variables (land area, herd size, milk production / day, annual income) were different (P <0.05) between the groups. The significant variables (P> 0.001) that allowed a greater adoption of silvopastoral practices were the average annual income of each family, the availability of total land, and the collaboration that the rancher had with other social sectors. <strong>Implications</strong>. The low adoption of silvopastoral techniques encourages the continuation of conventional livestock practices with negative effects on natural resources, diminishes the capacities for strengthening and social organization, and limits the processes of scaling-up or massification of SSP. <strong>Conclusions.</strong> The level of adoption of silvopastoral techniques among the UPP was intermediate, which was subject to availability of land, years of experience, educational level and number of links for the production of each owner of the production units, the area under actions of conservation were greater than silvopastoral techniques.</p>

Abstract ES9-1: Discussing risk & uncertainty with patients in the context of GEP testing

Abstract Many discussions between physicians and their patients about the logic and rationale for different treatment recommendations are increasingly complex. The information required to aid educated decision-making requires careful balancing of the likely absolute benefits in terms of cure or preventing recurrence versus any treatment-related side effects. Few realise that medicine is an uncertain science where most facts are probabilities defined and refined by repeated hypothesis testing. In the context of life-threatening disease this can make communication with patients about risk and uncertainty challenging. Health literacy and numeracy skills in the general population are often poor, creating other communication difficulties; furthermore confusion increases when such conversations are set against a backdrop of fear and anxiety. Clinico-pathologic features traditionally help determine which women with early stage breast cancer are most likely to benefit from adjuvant chemotherapy, but many patients still believe that in life-threatening situations, more treatment must be better. Scores from gene expression profiling tests such as OncotypeDX®, EndoPredict® and Prosigna® may reduce some of the uncertainty and anxiety about omitting chemotherapy and increase the confidence of doctors helping patients with their decision-making.(1) However explaining high, intermediate and low risk test scores is not always straightforward especially when patients have widely varying personality and socio-educational characteristics. Both clinicians and their patients may also have a measurable intolerance to uncertainty that may contribute (irrespective of the recurrence score) to seemingly irrational decisions about treatment. This interactive session will incorporate materials from Talking About Risk in the context of Genomic Testing (TARGET), an evidence-based program (2) funded by the BCRF- This includes didactic presentations (PPT) exercises and video clips of doctors explaining risk scores from genomic tests. After attending the session participants should:- a) recognise how poor literacy and numeracy in general populations affects understanding about risk and decision-making b) understand how their own intolerance to uncertainty may ‘leak’ through into communication with patients and c) increase their repertoire of skills when explaining GEP scores to patients

Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement.

Relatively little attention has been given to understanding different social and emotional behavior (SEB) profiles among students and their links to important educational outcomes. We applied latent profile analysis to identify SEB profiles among kindergarten students based on five SEBs: cooperative, socially responsible, helpful, anxious, and aggressive-disruptive behavior. In Study 1, we identified SEB profiles among the population of students who attended kindergarten in New South Wales (NSW; Australia’s most populous state comprising Australia’s largest education jurisdictions), Australia in 2012 (N = 100,776). We also examined whether profile membership was differentially associated with students’ socioeducational characteristics (gender, age group, language background, neighborhood socioeconomic status, and learning disability status). Results revealed four different SEB profiles: social-emotional prosocial (SE-Prosocial), SE-Anxious, SE-Aggressive, and SE-Vulnerable groups. Profile membership was associated with the socioeducational characteristics in different ways (e.g., female and older students tended to be in the SE-Prosocial profile). In Study 2, we undertook replication with a different sample of children who attended kindergarten in 2009 in NSW (n = 52,661). We also examined whether the SEB profiles were associated with academic achievement in Grades 3 and 5 using standardized test scores. Results revealed the same four profiles as Study 1 and similarities in how profile membership was associated with the socioeducational characteristics. Moreover, profiles were associated with significantly different levels of achievement in Grades 3 and 5—highest for the SE-Prosocial and lowest for the SE-Vulnerable profiles. Together, the findings have implications for healthy student development and academic intervention. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Abstract P4-11-04: Talking about risk in the context of GEomic profiling tests (TARGET)

Abstract Background: Risk of recurrence scores from genomic profiling tests such as OncotypeDX® and EndoPredict® are being used increasingly with other clinico-pathologic features to help determine the likely benefit of adjuvant chemotherapy in early stage breast cancer. Decision-making requires the balancing of likely absolute benefits in terms of preventing recurrence versus the treatment related side effects. Health literacy and numeracy skills in the general population are often poor thus explaining risk and uncertainty can be confusing especially when set against a backdrop of fear and anxiety. As clinicians are facing more of these types of conversations with their patients we developed an educational program to help when discussing genomic test results. Methods: The development of the educational package followed discussions with key clinicians who routinely used genomic profiling tests, clinician-scientists and a review of the risk literature. We mapped out the difficulties they encountered when explaining high, intermediate and low risk test results together with the added challenges faced when communicating with patients with different personality and socio-educational characteristics. As clinicians and their patients may both have a measurable intolerance to uncertainty this may contribute irrespective of the recurrence score (RS) to seemingly irrational decisions about treatment. We rehearsed simulated patients (actors) experienced in improvisation to create different characters and filmed unscripted genomic test result consultations with cancer clinicians. This process proved successful in previous educational initiatives aimed at improving communication about clinical trials. (Jenkins et al 2006; Fallowfield et al 2012). Results: The educational package comprises an interview with Professor Mitch Dowsett explaining the science behind gene expression profiling tests, a lecture on the psychology of risk with group exercises and strategies on how to communicate together with 5 filmed scenarios with a timecoded facilitator handbook. The scenarios depicted are based on real clinical situations and demonstrate some of the issues discussing RS with low risk patients who nevertheless wish to have chemotherapy as well as high risk patients who are averse to chemotherapy. Conclusion: Discussions about the logic and rationale behind different treatment recommendations for breast cancer have become increasingly complex. Clinicians need an increased repertoire of communication skills to explain risks and benefits. We are now evaluating the efficacy of TARGET prior to training facilitators to roll the program out. Citation Format: Fallowfield LJ, Jenkins VA. Talking about risk in the context of GEomic profiling tests (TARGET) [abstract]. In: Proceedings of the 2017 San Antonio Breast Cancer Symposium; 2017 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2018;78(4 Suppl):Abstract nr P4-11-04.

Supplemental Material for Social and Emotional Behavioral Profiles in Kindergarten: A Population-Based Latent Profile Analysis of Links to Socio-Educational Characteristics and Later Achievement

Supplemental Material for Social and Emotional Behavioral Profiles in Kindergarten: A Population-Based Latent Profile Analysis of Links to Socio-Educational Characteristics and Later Achievement

The impact of personal interactions on the stress of school administrators: The validation and application of an assessment tool

Purpose: To analyze personal interactions as one of the possible factors that can generate greater stress in school administrators. For this purpose, we present the design, validation and application of a survey that intends to measure the type of managerial functions that are associated with higher rates of personal interaction and their possible measurement as stressors of those performing administrative functions.Design/methodology/approach: To develop, validate and apply an assessment tool to measure the stress of school administrators. To this end, a mixed analysis methodology has been adopted, involving the selection of a group of experts, the calculation of an “expert proficiency coefficient” (Cabero & Barroso, 2013) and the subsequent validation of the survey using the modified Delphi method in two phases, with a sample of 30 school administrators and educational supervisors. The survey has also been subjected to a process to determine the trustworthiness and validity of the construct through exploratory and confirmatory factor analysis.Findings: The result is a 5-dimension, 31-item survey with a total score of 155 points and three measurements: low stress (1-50 points), medium stress (51-100 points) and high stress (101-155 points). The areas that generate the greatest amount of stress can be summarized in two categories: reprimanding teachers for non-performance of their duties and discipline management at the center (expulsions, bullying, fighting and drugs).Research limitations/implications: The survey was designed according to the socio-educational characteristics of the Spanish context. Further research in other educational contexts would require an adaptation of different items on the scale.Practical implications: Measuring the school administrator’s stress makes it possible to identify those functions that are more susceptible to intervention, both formative and administrative. This improves one of the key areas of school organization.Social implications: The improvement of the school institution and its governance starts with identifying those aspects that require educational interventions, but also social ones that imply a reflection on how schools in the 21st century are managed and organized.Originality/value: There are no Spanish studies that propose assessment tools to measure the stress of school administrators; in this sense, this study provides a framework for the Spanish context.

Elementary school students as authors of a description: stages in the learning of writing and linguistic-discursive styles / Alumnos de tercer y séptimo grado de nivel primario como autores de una descripción: etapas en el aprendizaje de la escritura y estilos lingüístico-discursivos

This paper explores the variety and integration of linguistic resources used by third and seventh graders in elementary schools with different socio-educational characteristics in Northern Patagonia (Argentina), when composing a description about a familiar topic. Texts were analysed according to two steps: a category analysis was performed from a lexicogrammatical and morpho-orthographic approach (unit of analysis: the word), and then a correspondence analysis and a following ascendant hierarchical cluster analysis were applied. Five clusters revealed three stages of learning to write a descriptive text — initial literacy, confirmation, writing to learn — and five linguistic-discursive styles — enumerative, intimate, protagonist, historical-contextual, external observer. These patterns were interpreted in terms of different modes of appropriation and the use of writing, related to the specific characteristics of the written task and the particular socio-educational traits of each grade/school. Students favoured different perspectives, types of information and linguistic formulations in their texts, in a continuum between particularistic, context-dependent principles, and universalistic standard-oriented principles, whose characteristics were closer to the prototypical descriptive text.

Internet addiction and its correlates among high school students: A preliminary study from Ahmedabad, India

PurposeInternet addiction (IA) is an upcoming and less researched entity in psychiatry, especially in low and middle income countries. This is the first such effort to study IA amongst Indian school students of class 11th and 12th and to find its correlation with socio-educational characteristics, internet use patterns and psychological variables, namely depression, anxiety and stress. MethodsSix hundred and twenty one students of six English medium schools of Ahmedabad participated, of which 552 (88.9%) who completed forms were analyzed. Young's Internet Addiction Test and 21 item Depression Anxiety and Stress Scale were used to measure IA and psychological variables respectively. Logistic regression analysis was applied to find the predictors of IA. ResultsSixty-five (11.8%) students had IA; it was predicted by time spent online, usage of social networking sites and chat rooms, and also by presence of anxiety and stress. Age, gender and self-rated academic performance did not predict IA. There was a strong positive correlation between IA and depression, anxiety and stress. ConclusionsIA may be a relevant clinical construct, and needs extensive research even in developing nations. All high school students suffering from depression, anxiety and stress must be screened for IA, and vice versa.

What kind of critical university education for sustainable development

In the course of the institutional integration of education for sustainable development (ESD), university courses have been going through rapid changes, but this process can be blocked or aided by each country’s particular features, whether institutional, financial, cultural or other. This article proposes an examination of the specific socio-educational characteristics of the implementation of ESD based on a study of the social representations of students in three European countries (Germany, France and Poland), and in two types of Master’s level university education. The analysis initially focuses on the differences and similarities in the student research groups. It then analyzes the representational components in terms of the possible impacts on the implementation of ESD at the university from a critical, citizenship perspective. Despite the differences in the students’ representational structures in the various countries, we can see that, in the three national groups, the social representations of sustainable development are highly focused and have a highly fragmented character. The lack of systematization of the different elements of the representation poses barriers to critical education, although this takes different forms in the different countries.

Auto-percepción del profesorado sobre su formación en educación emocional

Las últimas investigaciones en el ámbito emocional apuntan como, muchas de las características socio-educativas que presenta el alumnado de los PCAs están íntimamente relacionadas con la eficacia en competencias emocionales. Esto pone de manifiesto la conveniencia de introducir programas de educación emocional, con docentes formados al respecto.El objetivo de este estudio es mostrar la brecha existente, en cuanto a la formación y la designación del profesorado de los itinerarios no-ordinarios, y la idoneidad percibida, por parte de este colectivo, sobre dichos aspectos.

Formação de professores no Brasil: características e problemas

Este artigo aborda a formação de professores no Brasil, considerando quatro aspectos: o da legislação relativa a essa formação; as características sócio-educacionais dos licenciandos; as características dos cursos formadores de professores; os currículos e ementas de licenciaturas em Pedagogia, Língua Portuguesa, Matemática e Ciências Biológicas. Os três últimos aspectos são tratados a partir de pesquisas publicadas nos anos de 2008 e 2009. A interação dos diferentes fatores abordados sinaliza um cenário preocupante sobre a resultante dessa formação. Mereceriam maior atenção as ambiguidades das normatizações vigentes, a fragmentação da formação entre e intracurso, a parte curricular dedicada à formação específica para o trabalho docente, aqui incluídos os estágios na forma como hoje se apresentam na maioria das instituições.

The hospital discharge as evaluated by patients and their caregivers: an integrative literature review

OBJECTIVE: To evaluate hospital discharge among patients and their caregivers. METHODS: A integrative literature review was performed in the database of Pubmed, CINAHL and Lilacs from 2000 and 2005, focusing on the adult patient discharge and elderly with clinical-surgical problems, published in the English or Portuguese language. RESULTS: The population was made up of 54 publications and the sample was made up of 23 papers, which were sorted into two theme categories: 13 focused on the effectiveness and 10 on the process inefficiency. CONCLUDING REMARKS: In the subjects standpoints, the effectiveness of the discharge planning stems to the provision of information related to the disease and its treatment, contents suitable to their socioeducational characteristics and needs, through individual educational strategies, visual and written, and suitable communication among professionals, patients, caregivers and services.

Gender, type of education, family background and overweight in adolescents

To examine gender-specific socio-educational correlations of overweight in adolescents enrolled in post-mandatory education. Data were drawn from the Swiss Multicenter Adolescent Survey on Health, a cross-sectional study conducted on a representative sample of 3439 females and 4109 males aged 16 to 20 and enrolled in either vocational education (apprentices) or full time school (students). Adolescents reporting a body mass index (BMI) > 85th percentile for age and gender were compared with those reporting a BMI around the median (25th-75th percentile). Multivariate logistic regression showed that apprentices of both genders were more likely to report a BMI > or = 85th percentile than students: odds ratio (OR) in females 1.49 (95% confidence interval [CI] 1.11, 1.99), OR in males 1.61 (95%CI 1.19, 2.19). In females, but not in males, reported BMI was associated with parental education level (father with baccalaureate or university degree, OR = 1.00; father with vocational proficiency certificate, OR = 1.48 [95% CI 1.06, 2.07] and father without post-mandatory education, OR =3.44 [95% CI 2.20, 5.38]). The observed differences in the correlation of parents' and adolescents' own educational status with overweight suggest that parental and adolescents' own education represent distinct risk factors for overweight. Apprentices' higher risk of being overweight might be of particular interest for prevention, as they represent a large number of adolescents, who enter the adult workforce at a young age. Overall, socio-educational characteristics explained only a small fraction of the variance in overweight, particularly in males.