Validity and Reliability of the Persian Versions of Primary and Secondary Screening Instrument for Targeting Educational Risk Questionnaires

Background and Aim: Hearing loss in children leads to speech and language delays, low academic achievement, literacy delays, and psychosocial difficulties. Screening instrument for targeting educational risk (SIFTER) is one of the questionnaires used for evaluation of students’ performance in schools. The current study aims to develop Persian versions of primary and secondary SIFTER questionnaires and assessing their validity and reliability. Methods: The main English versions of primary and secondary SIFTER questionnaires were translated into Persian named as P-SIFTER and secondary P-SIFTER. Then, their face validities were determined based on the options of related experts. The final versions were completed by 55 teachers of 150 students (64 primary and 86 secondary school students) divided into two groups of hearing-impaired (HI) and normal-hearing (NH) students. The test- retest reliabilities were assessed in 117 students (64 primary and 53 secondary school students). Results: The results revealed that these questionnaires had high face validity. The content validity index for P-SIFTER and secondary P-SIFTER were obtained 0.94 and 0.92, respectively. The total score of P-SIFTER was 51.85 and 65.41 in HI and NH students, respectively. For the secondary P-SIFTER, it was 58.75 and 67.48, respectively. The test-retest reliability showed high correlation for NH and HI students between P-SIFTER and secondary P-SIFTER scores. The Cronbach’s alpha value for the overall score of P-SIFTER was 0.96 for both HI and NH students; for secondary P-SIFTER, the values were 0.94 and 0.93, respectively. Conclusion: The Persian versions of primary and secondary SIFTER questionnaires have acceptable validity and reliability.

Objective and subjective factors of educational risks for students

Analyzed is the concept of risk as an inevitable fact of our time. They researched conceptual approaches to risk of foreign and domestic scientists who substantiate risk as a way of mastering reality, a condition, and stimulus of activity. The article presents an understanding of risk as a new opportunity, which is provided by competent use of information, an ability to make high-quality decisions in society of risk. The article attempts to show some aspects of education not only through its involvement in the risk system, but also as product and risk generator. Attention is focused on the fact that the concept of “educational risk” has not finally formed in science; most scientists research it through factors that affect processes and outcomes of education. Educational risks exist in the sphere of interests and competences of the state, employers, and youth. The authors provide a classification of educational risk and substantiate the relationship of risk groups. The authors propose specific measures for educational risk management, which require systemic multi-level solutions involving participation in risk management of risk groups. It is concluded that students are able to manage educational risk due to a set of knowledge, awareness of the labor market, and understanding of state policies related to education.

The Usage of GIS in Realizing Engineering Education Quality

The chapter has considered research and instructional methodology aspects for development of methodological, informational, and instrumental, ensuring of the education quality management system which are necessary to be taken into account in modern conditions. Mathematical bases of the geoinformation system application for monitoring of the education process realization quality have been developed. Model, method, and algorithm for quality assessment of the educational process realization in institutions have been unfolded. A way of representing some fuzzy production rules in solving application tasks of fuzzy modeling and executing the process of approximate reasoning on educational risks has been introduced. A fuzzy production system of educational risk analysis on the basis of using modified fuzzy Petri nets has been realized. Analysis of possibilities to apply suggested approaches for monitoring of institutions at various levels has been conducted.

Examining the Educational Gap for Children with ADHD and Subthreshold ADHD

Objective: The present study examined the impact of Attention Deficit Hyperactivity Disorder (ADHD) on core educational outcomes in two large community cohorts of Australian school children. Method: Academic (reading and numeracy) and non-academic (school engagement, attendance, peer victimization, and parental expectations) outcomes were compared between children with ADHD, subthreshold ADHD, and controls when children were in grade 5 (M age = 10.5). Data were drawn from the Longitudinal Study of Australian Children birth cohort (LSAC; N = 3,540) and the Children’s Attention Project (CAP; N = 356). Results: Both subthreshold ADHD and ADHD groups had poorer outcomes on all measures, with medium effects sizes. Differences were not evident between subthreshold ADHD and ADHD groups. Conclusions: Educational outcomes examined in this study highlight the educational risk for upperprimary school children with ADHD or subthreshold ADHD, in comparison to their peers. Monitoring these outcomes is necessary to inform policy, practice, and intervention.

A Conceptual Overview of Risk Management in Education Sector Projects

Risk management is one of the important areas for implementation of any project and more precisely in the education sector. The conceptual research on risk management in projects within education sector is one of the key focus areas, which helps in identifying the circumstances leading to actualization. The outcomes that can arise while establishing a risk management framework in education projects can reduce the chances of effective reduction of risks. This requires a leading approach like categorization of risks to implement the same. Furthermore, in the perspective of modern educational risk management, rationality leading to risks formulates the effective risk handling process in a methodical and organizational condition. The outcome of risk management can favour the creation of effective and efficient risk management models along with strategies in the sphere of education. The present research study focuses on helping the educational employees into designing, planning, implementing, monitoring and evaluating the educational projects at various levels of the organization in order to manage the risks associated with it.

Understanding why at-risk population segments do not seek care for tuberculosis: a precision public health approach in South India

IntroductionDelaying care-seeking for tuberculosis (TB) symptoms is a major contributor to mortality, leading to worse outcomes and spread. To reduce delays, it is essential to identify barriers to care-seeking and target populations most at risk of delaying. Previous work identifies barriers only in people within the health system, often long after initial care-seeking.MethodsWe conducted a community-based survey of 84 625 households in Chennai, India, to identify 1667 people with TB-indicative symptoms in 2018–2019. Cases were followed prospectively to observe care-seeking behaviour. We used a comprehensive survey to identify care-seeking drivers, then performed multivariate analyses to identify care-seeking predictors. To identify profiles of individuals most at risk to delay care-seeking, we segmented the sample using unsupervised clustering. We then estimated the per cent of the TB-diagnosed population in Chennai in each segment.ResultsDelayed care-seeking characteristics include smoking, drinking, being employed, preferring different facilities than the community, believing to be at lower risk of TB and believing TB is common. Respondents who reported fever or unintended weight loss were more likely to seek care. Clustering analysis revealed seven population segments differing in care-seeking, from a retired/unemployed/disabled cluster, where 70% promptly sought care, to a cluster of employed men who problem-drink and smoke, where only 42% did so. Modelling showed 54% of TB-diagnosed people who delay care-seeking might belong to the latter segment, which is most likely to acquire TB and least likely to promptly seek care.ConclusionInterventions to increase care-seeking should move from building general awareness to addressing treatment barriers such as lack of time and low-risk perception. Care-seeking interventions should address specific beliefs through a mix of educational, risk perception-targeting and social norms-based campaigns. Employed men who problem-drink and smoke are a prime target for interventions. Reducing delays in this group could dramatically reduce TB spread.