Functional Limitations and Perceived Neighborhood Walkability Among Urban Dwelling Older Adults

Older adults with functional limitations (FLs) often experience obstacles to walking. Although health promotion programs targeting physical activity are available in lower-income areas, few studies have compared the walking experiences of older adults who have FLs with those who do not in the community. The purpose of this cross-sectional survey was to compare perceptions of neighborhood walkability among older adults living in lower-income communities with and without FLs. Participants (N = 132) were recruited in 2018 at regional health clinics in Flint, Michigan. To be eligible, participants had to be 65 years of age or older, report no cognitive decline, and be Flint residents. Of the 132 participants, the mean age was 69.74 (SD = 4.97). The majority were female (66%); African American (77%); single, divorced, or widowed (72%); educated below the General Education Development level (57%), and had a FL (67%). Older adults with FLs were significantly (p < 0.05) less likely than those without to visit many places within walking distance, to have well-lit neighborhoods at night, and to reside in neighborhoods where sidewalks were separated from the road and traffic. Multiple regression analyses revealed that having a FL was associated with poorer neighborhood perceptions of mixed-land-use (b = −0.19, p < 0.05) and more walking hazards (b = −0.26, p < 0.05). Findings suggest that a FL is associated with perceptions of walkability. It is essential to develop disability-friendly support systems and accommodations to encourage walking in lower-income communities.

Social Resources Mobilization for General Education Development: A Case Study for Secondary Schools in Ho Chi Minh City, Vietnam

The mobilization of social resources for educational development in schools is considered an important demonstration of the roles and responsibilities of parents and the community for the cause of education. This paper describes the frequency and efficiency of nine categories of social resources mobilization used in secondary schools in the South of Vietnam. The research team identified the reasons for and methods by which the mobilization of social resources takes place in six secondary schools in Southern Vietnam. We combined a questionnaire, completed by 202 school teachers and school managers, with in-depth interviews, observation and document analysis. The results showed high levels of both implementation and efficiency (scale reliability Cronbach’s alpha 0.93 and 0.92) of the mobilization of social resources, revealing a high interest in and engagement with social resources mobilization by social educational forces. Based on those results, we make a number of suggestions for improving the efficiency of this work, particularly in the South of Vietnam in reality.

Social resources mobilization for general education development: A case study for secondary schools in Ho Chi Minh city, Vietnam

The mobilization of social resources for educational development in schools is considered an important demonstration of the roles and responsibilities of parents and the community for the cause of education. This paper describes the frequency and efficiency of nine categories of social resources mobilization used in secondary schools in the South of Vietnam. The research team identified the reasons for and methods by which the mobilization of social resources takes place in six secondary schools in Southern Vietnam. We combined a questionnaire, completed by 202 school teachers and school managers, with in-depth interviews, observation and document analysis. The results showed high levels of both implementation and efficiency (scale reliability Cronbach alpha 0.93 and 0.92) of the mobilization of social resources, revealing a high interest in and engagement with social resources mobilization by social educational forces. Based on those results, we make a number of suggestions for improving the efficiency of this work, particularly in the South of Vietnam in reality.

A City College’s GED Students—Factors and Unanswered Questions

The goal of this study is to have a better understanding of today’s general education development (GED) students so proper services and support can be provided to meet their needs. Through students enrolled in GED programs in a health science career pathway–focused city college, the study learned the students’ employment status, career intention, and sources of finding the GED programs. It tracked academic year gaps between the students’ very first and current GED enrollment in the city college and found a mild correlation between student age and year gap. It also identified GED students’ unbalanced learning skills in math and reading.

Variation in Formula Supplementation of Breastfed Newborn Infants in New York Hospitals

OBJECTIVES We examined the variation between 126 New York hospitals in formula supplementation among breastfed infants after adjusting for socioeconomic, maternal, and infant factors and stratifying by level of perinatal care. METHODS We used 2014 birth certificate data for 160 911 breastfed infants to calculate hospital-specific formula supplementation percentages by using multivariable hierarchical logistic regression models. RESULTS Formula supplementation percentages varied widely among hospitals, from 2.3% to 98.3%, and was lower among level 1 hospitals (18.2%) than higher-level hospitals (50.6%–57.0%). Significant disparities in supplementation were noted for race and ethnicity (adjusted odds ratios [aORs] were 1.54–2.05 for African Americans, 1.85–2.74 for Asian Americans, and 1.25–2.16 for Hispanics, compared with whites), maternal education (aORs were 2.01–2.95 for ≤12th grade, 1.74–1.85 for high school or general education development, and 1.18–1.28 for some college or a college degree, compared with a Master’s degree), and insurance coverage (aOR was 1.27–1.60 for Medicaid insurance versus other). Formula supplementation was higher among mothers who smoked, had a cesarean delivery, or diabetes. At all 4 levels of perinatal care, there were exemplar hospitals that met the HealthyPeople 2020 supplementation goal of ≤14.2%. After adjusting for individual risk factors, the hospital-specific, risk-adjusted supplemental formula percentages still revealed a wide variation. CONCLUSIONS A better understanding of the exemplar hospitals could inform future efforts to improve maternity care practices and breastfeeding support to reduce unnecessary formula supplementation, reduce disparities, increase exclusive breastfeeding and breastfeeding duration, and improve maternal and child health outcomes.

The Concept of A Religious Humanis Values Education

the study in this paper discusses the concept of a religious Humanist Values Education. Islam never experienced a heyday into the study of various disciplines, this is evident by the presence of muslim scientists. But with the passage of time that Islamic intelektualisme begin to Dim along with the understanding and the culture of taqlid. Whereas the Qur'an gave instructions in order to examine all the scientific disciplines, it can be seen from the verses of the Qur'an which was ordered to examine the nature and seisinya. Religious Humanist Values education which leads to the study of the komprehenshif of good science is both religious and General Education Development Concept is as Islam that humanizing of man in accordance with the duties of man as abdullah and the Caliph in the face of the Earth.

Routes and Reasons Out, Paths Back

Dropout is a major issue facing our country’s schools; however, many students who drop out of school later go on to finish their degree either by returning to high school or by earning a General Education Development (GED) credential. Despite this, there has been relatively little research on these students who “stopout” of high school. Drawing on a sample of high school dropouts, we build on research conceptualizing dropouts as having been “pushed” or “pulled” out of school by examining how routes out of school influence the process of return. Our analysis reveals that being either pushed or pulled has little differential impact on the reengagement process. But, particular reasons within the categories have strong effects on keeping students out of school and on the pathways that they take if they return. Implications are suggested for both school practice and for how researchers should best conceptualize dropouts.

ANALISIS RELEVANSI KURIKULUM KEJURUAN D3 TEKNIK MESIN DENGAN TUGAS AHLI MADYA DISAIN REKAYASA DI INDUSTRI PERMESINAN

Tujuan penelitian ini adalah menemukan besarnya relevansi kurikulum D3 Teknik Mesin FT UNY dengan tugas lulusan D3 Teknik Mesin yang bekerja sebagai Ahli Madya disain rekayasa di industri permesinan. Penelitian ini menggunakan pendekatan task analysis (analisis tugas) dengan analisis prosentase untuk mengukur tingkat relevansi kurikulum dan tugas Ahli Madya Disain Rekayasa di industri permesinan. Instrumen pengukuran tingkat kesulitan kurikulum dan tugas di industri mengacu pada buku “A Guide to Job Analysis” dengan mengambil skala General Education Development (GED). Skala GED terdiri dari Reasioning Development, Mathematical Development dan Language Development. Hasil perjodohan didapatkan 17,6% materi kuliah Perencanaan Mesin kurang relevan, 17,6 % relevan dan 74,7 % sangat relevan dengan dengan tugas Ahli Madya Disain Rekayasa, namun demikian dari 74,7% yang sangat relevan hanya 33,6 % yang mempunyai kontribusi sedangkan 41,1 % hanya bersifat komplementer dan tidak memberikan kontribusi dalam implementasinya. Kata kunci : relevansi, kurikulum D3, tugas ahli madya disain rekayasa Abstract The purpose of this study is to find the amount of curriculum relevance postgraduate Mechanical Engineering Study Program, Technical Faculty of Yogyakarta State University with the task of Mechanical Engineering postgraduate who worked as an Associate Expert in design engineering machinery industry. This research use task analysis with the percentage analysis to quantify the level of relevance between curriculum and engineering tasks in the machining industry. The Instruments measuring the level of difficulty curriculum and tasks in the industry refer to the book "A Guide to Job Analysis" by taking the General Education Development (GED) scale. GED scale consist of Reasioning Development, Mathematical Development and Language Development. The results obtained 17.6% matchmaking Design Engineering course material is less relevant, 17.6% relevant and 74.7% very relevant to the task of Design Engineering Associate Expert, however, from 74.7% very relevant only 33.6% have contributed whereas only 41.1% is complementary and does not contribute to its implementation. Keywords: relevance, curriculum postgraduate, tasks of design engineering associate expert

ANALISIS RELEVANSI KURIKULUM KEJURUAN D3 TEKNIK MESIN DENGAN TUGAS AHLI MADYA DISAIN REKAYASA DI INDUSTRI PERMESINAN

Tujuan penelitian ini adalah menemukan besarnya relevansi kurikulum D3 Teknik Mesin FT UNY dengan tugas lulusan D3 Teknik Mesin yang bekerja sebagai Ahli Madya disain rekayasa di industri permesinan. Penelitian ini menggunakan pendekatan task analysis (analisis tugas) dengan analisis prosentase untuk mengukur tingkat relevansi kurikulum dan tugas Ahli Madya Disain Rekayasa di industri permesinan. Instrumen pengukuran tingkat kesulitan kurikulum dan tugas di industri mengacu pada buku “A Guide to Job Analysis” dengan mengambil skala General Education Development (GED). Skala GED terdiri dari Reasioning Development, Mathematical Development dan Language Development. Hasil perjodohan didapatkan 17,6% materi kuliah Perencanaan Mesin kurang relevan, 17,6 % relevan dan 74,7 % sangat relevan dengan dengan tugas Ahli Madya Disain Rekayasa, namun demikian dari 74,7% yang sangat relevan hanya 33,6 % yang mempunyai kontribusi sedangkan 41,1 % hanya bersifat komplementer dan tidak memberikan kontribusi dalam implementasinya. Kata kunci : relevansi, kurikulum D3, tugas ahli madya disain rekayasa Abstract The purpose of this study is to find the amount of curriculum relevance postgraduate Mechanical Engineering Study Program, Technical Faculty of Yogyakarta State University with the task of Mechanical Engineering postgraduate who worked as an Associate Expert in design engineering machinery industry. This research use task analysis with the percentage analysis to quantify the level of relevance between curriculum and engineering tasks in the machining industry. The Instruments measuring the level of difficulty curriculum and tasks in the industry refer to the book "A Guide to Job Analysis" by taking the General Education Development (GED) scale. GED scale consist of Reasioning Development, Mathematical Development and Language Development. The results obtained 17.6% matchmaking Design Engineering course material is less relevant, 17.6% relevant and 74.7% very relevant to the task of Design Engineering Associate Expert, however, from 74.7% very relevant only 33.6% have contributed whereas only 41.1% is complementary and does not contribute to its implementation. Keywords: relevance, curriculum postgraduate, tasks of design engineering associate expert