Work, Income and Human Capital: Beliefs and Knowledge of Urban Elementary Schoolchildren

1996 ◽  
Vol 1 (3) ◽  
pp. 175-193
Author(s):  
Barbara J. Phipps
Keyword(s):  
Human Capital ◽  
Elementary School ◽  
School Children ◽  
Economically Disadvantaged ◽  
Descriptive Study ◽  
Economic Success ◽  
Advanced Education ◽  
Disadvantaged Children ◽  
The Relationship ◽  
And Training

This is a descriptive study of the beliefs and knowledge that eighty 8- to 11-year-old US urban school children from low- to moderate-income households hold about the economic concepts of work, income, and human capital. A structured 15-minute, one-on-one interview was used to gather data. The researcher found that by the 3rd grade, the majority of children in the sample visualise themselves in careers often requiring advanced education and training, and even the most economically disadvantaged children are optimistic about their futures. While their reasoning about the set of economic concepts was not fully developed, it could be characterised as emerging. Although most of the children did not fully understand the relationship between human capital acquisition and economic success, many showed understanding of the work-income relationship. Curricular implications for reinforcement of these concepts at the elementary school levels is discussed.

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

1969 ◽  
Vol 12 (2) ◽  
pp. 319-325 ◽  
Author(s):  
Thomas H. Shriner ◽  
Mary Sayre Holloway ◽  
Raymond G. Daniloff
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Control Group ◽  
Normal Children ◽  
The Relationship ◽  
Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

scholarly journals THE RELATIONSHIP BETWEEN AUDITORY REACTION TIME AND BODY BALANCE IN ELEMENTARY SCHOOL CHILDREN AT BAHA VILLAGE

2019 ◽  
Vol 7 (3) ◽  
pp. 5
Author(s):  
Putu Rian Pradhiva ◽  
Ari Wibawa ◽  
Ni Wayan Tianing
Keyword(s):  
Elementary School ◽  
Reaction Time ◽  
School Children ◽  
Elementary School Children ◽  
Pearson Correlation ◽  
Body Balance ◽  
Increased Risk ◽  
Data Output ◽  
Auditory Reaction Time ◽  
The Relationship

Balance in children is one of the most important things to notice during its development. Increased risk of loss ofbalance is often associated with a slow reaction time. The purpose of this study was to determine the relationshipbetween auditory reaction time and body balance in students at Elementary School in Baha village. This research wasconducted in March 2018 with cross sectional analytic study design. Samples were taken by simple random samplingmethod with 96 samples. The sample age range is 8 - 10 years. The independent variable is auditory reaction timemeasured using computerized reaction time test software. Dependent variable is body balance measured usingPediatric Balance Scale. The relationship between two variables was analyze using Pearson Correlation test. There isa significant correlation between auditory reaction time to body balance, based on data output from analysis withsignificance <? (p = 0,006). Furthermore, based on data output known Correlation Coefficient of -0.228 which meansthe existence of negative and linear relationship. There was a significant relationship between auditory reaction timeand body balance in elementary school children in Baha Village.Keywords: Reaction Time, Auditory, Balance, Children

Development of children’s reading and writing skills at level of primary education in Azerbaijan

2020 ◽  
Vol 56 (07) ◽  
pp. 93-95
Author(s):  
Sevinj Mais Nurullayeva ◽  
Keyword(s):  
Primary Education ◽  
School Children ◽  
Reading Skills ◽  
Writing Skills ◽  
Primary School Children ◽  
Human Beings ◽  
Reading And Writing ◽  
Relationship Of ◽  
The Relationship ◽  
And Training

Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading and writing

The Formation of Human Capital and Its Relationship With the Knowledge Society in Mexico

2019 ◽  
pp. 50-63
Author(s):  
María del Rocío Soto Flores ◽  
Ingrid Yadibel Cuevas Zuñiga ◽  
Susana Asela Garduño Román
Keyword(s):  
Human Capital ◽  
Social Life ◽  
New Technologies ◽  
Knowledge Society ◽  
Main Element ◽  
Global Level ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The Relationship ◽  
And Training

The processes of economic globalization and accelerating technological change have led to changes in economic and social life at a global level. New technologies, such as the TICs, systems of artificial intelligence, scanning, connectivity, nanotechnology, and biotechnology, among others, have transformed the national productive structures and human capital that require technologies disruptive today. In this context, education has become the main element of the knowledge society and training of human capital that demands a knowledge-based economy. The objective of the chapter is to analyze the relationship between human capital formations in the construction of a society of knowledge in Mexico. The structure is organized in three sections: 1) an analysis of the knowledge society, 2) the formation of human capital and the institutions of higher education in the knowledge society, and 3) human capital formation and its relationship in the construction of a society of knowledge in Mexico.

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