Success Of Young People Research Articles

Acreditación de saberes e inclusión digital en Uruguay: la incidencia de las habilidades digitales en la aprobación de AcreditaCB

This article presents some findings on the impact of the digital component on the performance and success of young people and adults who seek to accredit basic secondary education in Uruguay through the AcreditaCB test. The aim of the research that supports this article is to explore if the fact that the test is taken online, especially in a computer, represents an additional difficulty for the people who take it. It is concluded that digital skills and the frequency of computer use are the most relevant variables to approach the phenomenon.The work intends to give some answers not only for the implementation and evaluation of these political actions, but of all those that contribute to the citizenship training of people, which, in these times, undoubtedly, implies considering the digital dimension.

ДОСЛІДЖЕННЯ СТАНУ ТРИВОГИ СТУДЕНТСЬКОЇ МОЛОДІ В ПЕРІОД РОСІЙСЬКО-УКРАЇНСЬКОЇ ВІЙНИ

Anxiety is a reflection of an emotional state or a set of reactions that occur in a person who perceives the situation as personally dangerous; it is characterized by subjective feelings of tension, worries, gloomy anticipation, and activation of the autonomic nervous system. The main functions of anxiety are signaling, stimulation, and adaptation. Anxiety has three forms of expression: physiological, psychological, and behavioral. Anxiety as a process of developing the set of symptoms has the following stages: feeling of inner tension, reactions of hyperesthesia, a sense of incomprehensible danger, fear, a sense of the inevitability of impending catastrophe, excitement of anxiety, and timidity. Studentship is a sensitive period for the development of main human sociogenic potency. The state of the heightened anxiety has a negative impact on the success of young people’s educational activities. The display of the medium level of student’s youth anxiety was diagnosed, which is determined by the manifestation of psychological symptoms of the studied phenomenon. The display of the lowest level of physiological symptoms of student’s youth anxiety was recorded. The authors’ recommendations and techniques of modern practicing specialists in the field of psychology are described, aiming to help students cope with the symptoms of anxiety during the Russian-Ukrainian war.

ДОПУСТИМОСТЬ ДОКАЗАТЕЛЬСТВ И АКТИВНОСТЬ СУДА В СОВРЕМЕННОМ ПРОЦЕССЕ ДОКАЗЫВАНИЯ

In 1988 I was lucky to attend advanced training (4 months) at the department of civil procedure of the Lomonosov Moscow State University, which was headed by Mikhail Konstantinovich Treushnikov, an amazing man: a talented scholar, a former judge, intelligent, calm, who managed to preserve the Volga language and himself as he was – a Person and a Teacher for many generations of lawyers, among which not only Moscow State University graduates. Being already a teacher, I listened to his lectures with pleasure together with my students, and I truly enjoyed the content and the manner in which the material was presented. By the way, I used some examples later in my lectures, they were so colorful and multifaceted. Three decades later I found myself again at the department of civil procedure of Moscow State University, when I was congratulating a successfully defended scholar: the same atmosphere of intelligent staff, kind and very talented scientists, headed by the timeless Mikhail Konstantinovich. Mikhail Konstantinovich’s contribution to procedural science and to the development of procedure law is invaluable. It so happened that in scientific terms I joined a large number of proceduralists working on questions of evidence. And I have always learned from our great Scientist and Person, Mikhail Konstantinovich Treushnikov. Mikhail Konstantinovich was also a talented teacher and organizer. Textbooks, commentaries, practical works of the department are invariably interesting and executed at the highest level. There are already several generations of talented and successful scholars in the department of civil procedure, who themselves became teachers for the next generations – to open the way to the development and success of young people is also a talent of the Head and the Scientist.

Work and resilience: Care leavers' experiences of navigating towards employment and independence

AbstractPoor education and employment outcomes have long been associated with care experienced young people transitioning into independence, even after adjusting for prior disadvantage. In the United Kingdom, such young people are generally referred to as care leavers. Policies that aim to reduce the gap between care leavers and non‐care experienced young people's success transitioning to employment and independence have had limited success. This paper draws on a qualitative methodology that utilized theories of resilience, to glean a range of perspectives from both care leavers and their employers. All the participants were engaged in a U.K. local authority's initiative to support care leavers into employment. Drawing on resilience theory, resilience was found to be located in a complex interaction between a resilience enabling environment and, crucially, emotionally supportive networks. Uniquely, we argue that emotional support, drawn from such networks, is the key factor that facilitates young people navigating towards such resources, leading to successful outcomes. Previous studies have underplayed this aspect in favour of more tangible resources. Attention to strengthening emotional support networks is thus identified as a significant factor that supports transition to employment and successful independence for care leavers.

The Transition to Adulthood for Young People with Autism Spectrum Disorder.

The transition to adulthood for individuals with autism spectrum disorder is difficult and outcomes are suboptimal. Social cognition deficits and executive dysfunction continue to be barriers to young people's success, lack of societal acceptance and loss of previous support can exacerbate the condition, and mental health issues increase. All areas of adult functioning are affected. To help manage the transition and improve outcomes for this population, psychiatrists and other health care providers need to be aware of the issues and possible interventions, including social skills training, educational transition programs, and supported employment programs.

Using Peer Assessment to Enhance Higher Order Thinking Skills

One of the priorities in the European Higher Education area is the task of attracting young people wishing to engage in science and development of their creative potential. The aim is to promote the interest of children, young people and the public in researches and their application in business. Essential for young people's success are their critical thinking skills, knowledge application and problem-solving skills, as well as assessment skills. The article proposes a methodology for assessment of higher order thinking skills based on Bloom’s Taxonomy. It provides a mechanism for systematic assessment of diverse skills from different levels of Bloom's cognitive domain. It is suitable for training students who have ambitions to become highly qualified specialists - scholars, medics, pedagogues, economists, legal practitioners, criminologists, etc.

School and Vulnerable Families

In many ways, a person's educational path depends on their family background. Families' living conditions and current living situation affect the educational opportunities of children and young people, whose lives are influenced by the problems, inequalities or privileges that stem from their origins.For example, there are differences in families' educational aspirations, i.e., their expectations and demands regarding the children and young people's success in school, and this undoubtedly affects their educational path. In the same way, parents have very different opportunities and a varying capacity for helping their children with school matters. Finally, the sociocultural and habituated dispositions resulting from the way families live their everyday lives are highly relevant to access to education. The family and the school are thus profoundly interdependent.Within every family, a family-specific develops, which depends on how families are involved in their milieu and extends beyond socialisation processes to produce a kind of basic comprising of specific capabilities for action, preferences and adopted lifestyles (Brake & Buchner, 2011; Ecarius 2013; Grundmann et al., 2010). These family-related adopted lifestyles correspond to the behavioural expectations of schools in varying degrees. The expectations include factors such as students' rationality, cognitive approach, diligence, forward planning and capacity for considered communication. Depending on their milieu, families may meet these behavioural expectations to various extents, leading some students to have problems fitting into the school system (Lange & Xylander 2011, 23; Sting 2016, 128). At the same time, families' habituated dispositions meet with varying levels of social acceptance, greater or lesser degrees of social recognition and prestige. Bourdieu's studies on the socially differentiating function of the habitus showed that family lifestyles are one element of a hierarchical set of social positions that produce unequal educational opportunities (Bourdieu, 1994). For the acquisition of legitimate education, an unequal background in terms of habitus goes hand in hand with an unequal socioeconomic background, which considerably limits the opportunities of low social status families to attain advanced levels of education.Recent international educational studies have all shown a connection between family background and scholastic success. In the countries these studies investigate, links can be seen between the social status of children and young people's families and their educational opportunities. Although these links vary in extent, one thing is clear: education and social support systems manage to reduce background-related educational inequalities to varying degrees (c.f., for example, Hartas, 2011; OECD, 2016, 74-89; OECD, 2016a, 63-78). One group that is the focus of particular attention is vulnerable families.This special edition of the CEPS Journal, dedicated to vulnerability, clearly reflects the needs of our time: it comes at a point when the state is shirking its responsibility towards the vulnerable and underprivileged, when discourse on shouldering personal responsibility for one's own fate has intensified, and when responsibility for vulnerable families has shifted onto non-governmental, volunteer and philanthropic organisations.Vulnerable families usually suffer from two levels of disadvantage: firstly, they mostly have a low social status, and secondly, they are affected by acute or chronic problems or crises that impact their involvement in and willingness to deal with school requirements. The contributions in this edition address the pressing need for collective responsibility and the concerted action of all experts and institutions in the fields of education, social care and health.Contemporary work on vulnerability is currently facing a number of contradictions. Even though the understanding that priority should be given to policies and approaches that address the needs of the vulnerable in a holistic manner has been widely accepted, the various services and organisations very rarely communicate with one another, and infrequently share their experiences and findings or discuss the challenges and dilemmas that they encounter; they seldom establish common, intersecting areas of work or interdisciplinary response practices. …

МЕТОДИ СТИМУЛЮВАННЯ І МОТИВАЦІЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ ПРИ ВИВЧЕННІ ФАРМАКОГНОЗІЇ

<p>Успіх молодих людей у майбутній професійній діяльності істотно залежить від якості їх підготовки у вищому навчальному закладі. Автор статті розглядає проблеми підвищення мотивації до навчальної діяльності студентів, визначає ступінь мотивації, аналізує і виділяє мотиваційні аспекти, як критерій інтенсифікації вивчення фармакогнозії студентами фармацевтичного факультету.</p>

Believing the Unbelievable: Understanding Young People's Information Literacy Beliefs and Practices in the United States

Young people are increasingly turning to the Internet more than to traditional media and information sources to find information. Yet, research demonstrates suboptimal online information literacy among youth today, suggesting potential shortcomings in young people's information consumption behaviors. To assess this, this study investigates several predictors of young people's success in online information evaluation, including their awareness of credibility problems associated with digital information, their use of specific information evaluation practices, and their accuracy in credibility assessment. Results from a study of 2,747 11–18-year-old Internet users indicate both expected and surprising influences of young people's cognitive development, decision-making style, demographic background, and digital information literacy training on their information evaluation awareness, skills, and practices. Theoretical implications and those for redesigning online information literacy interventions are discussed.

It Takes a Network to Raise a Child: Improving the Communication Infrastructure of Public Education to Enable Community Cooperation in Young People's Success

Background/Context In this essay, I propose a design research agenda that braids equity research and technology research in education. More specifically, I propose that researchers join educators, youth, families, and community partners in tackling a central challenge for education research today: figuring out how and when low-cost and commonplace technologies, in combination with face-to-face talk and paper, can support necessary communications between the range of supporters who share students, schools, a district and a diverse community. I call such work improving the communication infrastructure of public education. This Essay discusses this research agenda as forged in the OneVille Project, a participatory design research effort engaging people of all ages in exploring the potential of low cost and commonplace technologies (cell phones, computers, free software) for connecting people in youth support efforts in the diverse community of Somerville, MA. In the OneVille Project, educators, parents, young people, and research partners together designed and tested new communication infrastructure, including new data displays for communicating ready/reliable information about young people to educators, students and families, online portfolios for sparking robust communication about the whole student, student-teacher text messaging for affording rapid/routine communication about students’ well-being, and multilingual phone and face-to-face parent networks for enabling far-reaching communications across language and technology barriers. Purpose/Objective/Research Question/Focus of Study In education, much research suggests that to support young people's talent development, students and the diverse people who share education communities need to communicate information regularly with student support in mind, and to build relationships supporting this communication. But often a support network goes underutilized – like a city at night, with half of the bulbs gone dark. Who in a diverse community needs to communicate what to whom in order to support young people? What barriers prevent such communication? Which channels and habits of communication might enable these necessary communications? Encouraging others to ask such questions in their local school systems is the purpose of this essay. Research Design In the OneVille Project, we attempted a key design task in education: testing how, if at all, low-cost and commonplace technologies might enable necessary communications to support young people's success. We found people motivated to improve a specific necessary communication - teachers wanting to view student data more easily or reach absent students; administrators, teachers and students wanting to communicate more about students’ learning interests and lives; parents wanting to communicate across languages - and then shaped specific design projects around these desires. Conclusions/Recommendations In the OneVille Project, I came to understand how when educators, youth, and families help design and embed tools and strategies for enabling necessary communications in their own diverse schools and communities, they can make it more normal for ready and reliable, robust, routine and rapid, and far-reaching communications to happen. Technology can't be treated as if it will automatically enable such necessary communications; instead, researchers and school community members need to test which channels, which detailed designs of channels, and which habits and ground rules for using channels enable specific communications necessary for student support.

Análise fatorial confirmatória da prova de avaliação de competência social face à carreira

A competência social diz respeito à forma como as pessoas percebem e atuam face a uma variedade de situações sociais. Este estudo avalia as características métricas da Prova de Avaliação de Competência Social face à Carreira (PACS-Car). Participaram 572 adolescentes (M=13,28 anos; DP=0,59), do 8º ano de escolaridade¹ de escolas portuguesas. Os resultados da Análise Fatorial Confirmatória apontam para uma solução fatorial constituída por oito fatores. Os índices globais de adequação registados para o modelo são bastante robustos, comprovando a sua qualidade no ajustamento aos dados empíricos (X²/gl=4,097, CFI=0,895, GFI=0,851, RMSEA=0,079). Estes resultados estimulam ao desenvolvimento de pesquisa e intervenções que abordem as competências sociais para a promoção de comportamentos socialmente inteligentes de adaptação, progresso, e sucesso de carreira dos jovens.

Alliance celebrates success of young people in aerospace

Alliance celebrates success of young people in aerospace

Fulfilling Private Dreams, Serving Public Priorities: An Analysis of TRIO Students' Success at Independent Colleges and Universities

As the nation prepares to welcome and introduce an increasingly more diverse student population to higher education, many challenges must be addressed to ensure these young people's success -and consequently the future of our nation. A good number of these prospective collegebound students will be counted among TRIO's traditional target group. This article examines the role of private colleges and universities in contributing to the success of the TRIO target student population. The analysis focuses on how TRIO participation at private institutions affects student success in enrollment and persistence to baccalaureate degree attainment. INTRODUCTION The education of and low-income youth will be a key dimension of the nation's economic and social future. The size and face of America's youth population is changing rapidly. As a result, access to higher education for and low-income students is gaining even more importance and producing new challenges. Demographic studies show that by 2010, four states-California, Florida, New York, and Texas-will contain fully one-third of the nation's youth population. Perhaps even more significantly, all four of these states will have minority youth populations of more than 50%. Three additional states will have youth populations of more than 40% (Hodgkinson, 1993). Nationwide, nearly 35% of the youth population will be members of groups in 2010 (Bureau of the Census, 1995). As the nation prepares to welcome and introduce these students to higher education, many challenges must be addressed to ensure these young people's future and successand consequently the future of our nation. A college education is more important than ever, yet many of these students will come to our institutions of higher learning from low-income households with limited exposure to postsecondary education. Many of them will be the first members of their families to attend college. Various policymakers and authors have detailed the unique barriers to success facing these first-generation-college and low-income students (Gladieux, 1996). How can we best prepare them for the challenges and opportunities ahead? What types of outreach and institutional support will best equip them to access and achieve at our nation's colleges and universities? The 1,600 independent (or private) colleges and universities in the United States play an important role in serving students from widely diverse backgrounds. Private institutions enroll 2.3 million undergraduates, including approximately 500,000 students from families earning less than $25,000, nearly 650,000 students, and more than 500,000 students who are the first in their families to attend postsecondary education. These institutions include traditional liberal arts colleges, major research universities, churchand faith-related institutions, historically Black colleges and universities, women's colleges, and schools of law, medicine, business and other professions. Enrolling but 21% of all students in the U.S., independent colleges and universities award 31% of all degrees, 26% of all undergraduate degrees, 43% of all graduate degrees, and 61% of all first professional degrees in fields such as law, medicine, engineering, and business (National Association of Independent Colleges and Universities, 1998). They offer students from diverse backgrounds access to higher education and a choice in the type of educational experience that will uniquely meet their individual interests, needs, and aspirations. They also offer a learning environment that has been proven successful, year after year. The nation's TRIO programs were established by the federal government in 1965 to ensure equal educational opportunity for all Americans, regardless of race, ethnic background, or economic circumstances. As mandated by Congress, two-thirds of TRIO participants are low-income, first-generation-college students-specifically, students from families with incomes under $24,000 and in which neither parent attended college. …