Parental Perspectives on the Implementation of House Dust Mite Avoidance Measures for Children with House Dust Mite Sensitization

ABSTRACTObjective: The avoidance of house dust mite (HDM) is crucial in the management of HDM allergies. We aimed to demonstrate the implementation and perspective of the parents whose children had HDM allergy/sensitization to HDM avoidance measures. Materials and Methods: Parents of the patients with HDM sensitization were interviewed via telephone questionnaires.Results: One hundred and three patients with asthma (73.8%), allergic rhinitis (AR) (77.7%) and/or atopic dermatitis (AD) (29.1%) aged four to 18 years were included in the study. Seventy-one patients had multiple allergic diseases (68.9%). Of the parents, 39.8% fully adhered to HDM avoidance measures, and their education status was as follows: 41.5% illiterate/elementary/middle school, 31.7% high school, and 26.8% associate’s degree/university. In addition, 32.2% of the mothers who were partially adherent (n=62) were illiterate or had graduated from elementary/middle school, 33.9% had graduated from high school, and 33.9% had an associate’s degree or had graduated from university. Forty-one (39.8%) mothers were working, and most of them (61%) had graduated from university or had an associate’s degree. Nearly half of the mothers who were partially adherent to HDM measures were working (n=32). In the multivariate analysis, the risk factors for partial adherence to measures was to be a working mother [OR:4.072, 95%CI: 1.350-12.882, p=0.013] and to have the belief that the measures were useless [OR:4.886, 95%CI: 1.499-15.923, p=0.008]. However, no relationship was shown between adherence to the measures and the severity of AR or AD, asthma control status and having multiple allergic diseases.Conclusion: Full adherence to HDM avoidance measures was considerably dependent on the mothers’ working status and belief in the ineffectiveness of the measures whereas there was no relationship to the severity of allergic diseases. This study also revealed how the education status of the mothers affected the adherence to allergen avoidance measures in real life.Keywords: Children, Dermatophagoides pteronyssinus,Dermatophagoides farinae, house dust mites, avoidance measures, parents, pediatrics, questionnaire

Avrupa’da Üniversite Düzeyinde Önoloji Eğitiminin Yapısı ve Türkiye ile Karşılaştırılması

Turkey is an appropriate country for viticulture due to its favourable climatological characteristics. Although Turkey produces plenty of grapes in the fertile soil and is one of the world's leading countries in terms of vineyard area, it is known that only 11% of the grapes produced are used in wine production. The difficulties encountered at every stage of the wine sector in Turkey are reflected in oenology education briefly defined as the science of wine and it is observed that the number of schools training qualified personnel in the field of wine is low. However, Turkey's closest rivals in terms of vineyard area and production quantities of grapes take place on the European continent where the situation is quite different. In these countries, the education of oenology is of great importance, and those who have completed the oenology education are given the title of oenologist. The purpose of this study prepared with content analysis method was to compare the oenology education in Turkey to oenology education in Europe and put forward some suggestions for oenology education in Turkey. As a result of the study, the following conclusions have been reached: Oenology education in Turkey is a neglected area of study for a lot of different reasons, oenology education is not given at undergraduate, graduate, and doctoral levels, and wine production technology education is given only in one state university at the associate's degree level. It is thought that the study will contribute to the literature, next researchers, the wine sector, and especially the institutions that provide education on wine.

Education Differences in Older Adults' Performance on Online Assessments of Inductive Reasoning and Verbal Memory

Paper-and-pencil measures of inductive reasoning and verbal memory administered in-person are well-established methods for measuring cognitive ability in adults. However, given recent increases in the use of online surveys, particularly during the COVID-19 pandemic when in-person research with older adults became difficult, we investigated whether these cognitive measures could be administered effectively online and whether older adults’ performance on these measures of inductive reasoning and verbal memory might differ by education level. Data were collected online between mid-May and mid-June of 2020 from 292 individuals aged 66-90 years (M=69.1, SD=3.3). The sample was primarily White (91%) and had more women (62%) than men; 83 participants had a graduate-level education (master’s/doctoral degree), 101 had an associate’s or bachelor’s degree, and 108 had less than an associate’s degree. Three measures of inductive reasoning (Number Series, Letter Sets, and Word Series) and two measures of verbal memory (Immediate Recall and Delayed Recall of a list of 20 words) were completed by participants on an online platform. One-way MANOVA found a significant main effect for education group on the inductive reasoning measures (Wilks’ lambda=.93, p=.001). However, follow-up univariate ANOVAs indicated significant differences by education group only for Number Series, with Tukey post hoc tests showing that the graduate-level and college-degree groups performed significantly better than the group with less than an associate’s degree. Factorial repeated-measures ANOVA found a significant decline between immediate and delayed recall (p<.001) and that this difference varied by education group (p=.003). Implications of these findings will be discussed.

Standards and Guidelines for Associate's Degree Programs in Gerontology

Associate degree programs in gerontology occupy a unique space in higher education. They must prepare students for a wide variety of careers and opportunities from technical and vocational training to preparation for further gerontology education at a four-year college. It is widely known that there is great variability among the numerous associate degree programs in gerontology; this presentation gives an overview of the revised standards and guidelines for associate degree programs. Associate degree programs will vary based on the faculty, the leadership, the program, and institutional support, this presentation discusses best practices for a variety of program types paying particular attention to competency-based educational strategies.

Continuing Education and Stratification at Midlife

We ask whether patterns of racial ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: More than 6 of 10 continued their formal training during this period, and 4 of 10 earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor’s degree level and beyond. However, African Americans gained on whites during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate’s degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes.

Analisa Kebutuhan Tenaga Rekam Medis Berdasarkan Beban Kerja dengan Metode ABK-Kes di Bagian Case Mix Rumah Sakit X Palembang Tahun 2021

The role of coders is important for hospitals. The available coders to achieve harmony in a job. As a process to get the number of hours of work needed to complete the workload in a certain time an analysis of the workload is needed.This study was conducted to calculate the number of PMIK personnel needed at Hospital X Palembang according to workload analysis. This was a descriptive study with qualitative approach. Data collection is using observation and interview to the Coder employee at X Hospital Palembang.The education qualification of Coder employees at X Hospital Palembang are 4 (four) PMIK with Associate’s Degree of Medical Records. Human Resources SDM of SIK’s calculation (Case Mix) uses the medical workload analysis (ABK-Kes) method are 4 (four) PMIK and at X Hospital Palembang there are 4 (four) PMIK, so that the amount is still relatively safe to complete tasks according to the existing workload. The conclusion of this study is the number of PMIK coders in Hospital X Palembang there are 4 (four) PMIK coders. Calculation of HRK needs in the SIK (Case Mix) section using the Health Workload Analysis (ABK-Kes) method of 4 (four) PMIK and in X Palembang Hospital there are 4 (four) PMIK so that the number of officers is still relatively safe to complete tasks according to existing workloads.

Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States

This paper presents new estimates of the effects of the City University of New York’s ( CUNY’s) Accelerated Study in Associate Programs ( ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.

Examining the Educational and Employment Outcomes of Reverse Credit Transfer

Reverse credit transfer (RCT) is an emerging policy designed to award associate’s degrees to students who transfer from 2-year to 4-year colleges after transfer. The purpose of this study is to estimate the impact of RCT degree receipt on students’ university and labor outcomes using data from Texas, where the legislature passed RCT policy in 2011. We find that posttransfer associate’s degree recipients are significantly more likely to persist and attain in universities compared to their peers who were eligible for RCT but did not receive the degree, and these benefits are often larger for students from populations historically marginalized from higher education. However, these estimates are suggestive given the potential of self-selection biasing the estimates upward, and the results are sensitive to moderate bias from unobserved variables. We find limited evidence of additional benefit of these associate’s degrees, which are largely academic and transfer-oriented degrees, on labor outcomes.

Examining the effects of a self-improvement instruction on empathetic thinking and communication skills

The purpose of the current study was to examine the effects of self-improvement instruction on empathetic thinking and communication skills. It was conducted with pre-test – post-test quasi-experimental design with no control group. The participants were 44 associate’s degree students studying at Gaziosmanpaşa University, Tokat. The participants were given a 30-hour self-improvement instruction after the pre-test, in order to determine the change in their empathetic thinking and communication skills level. The instruction contained the concepts behavior, communication, empathy and self-criticism, reinforced by precedents and dramas. Subsequently, post-tests were performed. The results showed that the participants’ communication and empathetic thinking skills were positively significantly different after the self-improvement instruction. Basing on this finding, effects of self-improvement instruction on various skills may be researched.

Context Matters: Outcome Assessments for Associate’s Degree Psychology Programs

The article highlights the importance and challenges of identifying program-level outcome assessment strategies for associate’s degree psychology programs. We discuss the value of such program outcomes for quality assurance, improved teaching and learning, and efficient transfer. However, as we document, there is little uniformity in the psychology courses offered in associate’s degree programs, which are tailored to the unique context of the institution. As a result, the foundational outcomes offered in the American Psychological Association Guidelines for the Undergraduate Psychology Major 2.0 may not apply to all institutional contexts. The Associate’s Integration subcommittee of the Summit on National Assessment in Psychology developed new outcomes aligned to the foundational ones in Guidelines 2.0 to address the need for assessments across all institutional contexts. We conclude with suggestions for future discussion, research, and policy regarding program assessment for associate’s degree students.