Educational Differences in Cycling: Evidence from German Cities

Cycling is an environmentally sustainable social practice that contributes to liveable cities and provides affordable and healthy transport. People with lower education could particularly benefit from cycling, as they tend to fare worse regarding finances and health. However, in bivariate analyses, those with lower education cycle less. This article discusses the social meaning of cycling and investigates whether the education–cycling association holds after accounting for (1) confounders and (2) factors that determine decision leeway between different transport modes. I analyse approximately 80,000 short-distance trips (0.5–7.5 km) reported by 28,000 working-age individuals from cities in Germany using multilevel linear probability regression models. Results support that higher education systematically and substantially increases the propensity to cycle. This education gap implies major untapped potential for environmental sustainability, that current pro-cycling policies in cities disproportionally favour the highly educated and that cycling patterns contribute to inequalities in finances and health.

Antibiotic stewardship for nurses: Using e-learning modules to bridge the education gap

Objective: The Centers for Disease Control and Prevention has called for an interdisciplinary approach to antibiotic stewardship implementation that includes front-line nurses. The literature to date has identified key factors preventing uptake by nurses: lack of education, poor communication among providers, and unit culture. Three e-learning modules were developed to address the nurses’ education regarding the roles nurses play in antibiotic stewardship, antibiotic resistance, allergy assessment, medication side effects and interactions, pharmacokinetics–pharmacodynamics, culture interpretation, specimen collection, and the antibiogram. A survey was used to assess whether nurses felt more prepared to participate after finishing the modules. Setting: Front-line staff nurses in acute care were assigned e-learning modules as part of their pharmacy’s introduction of an antibiotic stewardship program for nurses. Methods: Nurses viewed the modules and completed a survey designed to rank their usefulness and to assess their attitudes. Results: Overall, 81% of nurses felt that they should be part of the antibiotic stewardship team. After completing the modules, 72% felt more empowered to participate in stewardship discussions and an additional 23% requested more education. Also, 97% felt that the information they learned could be utilized in everyday work regardless of the new program. The most cited barriers to stewardship activities were lack of education (45%) and hospital and/or unit culture (13%). Conclusion: Education and culture need to be addressed to overcome the barriers to nurses’ involvement in antimicrobial stewardship. E-learning can provide a simple and effective first step to educate nurses, with minimal time investment.

Critical care ultrasound training: a survey exploring the “education gap” between potential and reality in Canada

Background Critical care ultrasound (CCUS) is now a core competency for Canadian critical care medicine (CCM) physicians, but little is known about what education is delivered, how competence is assessed, and what challenges exist. We evaluated the Canadian CCUS education landscape and compared it against published recommendations. Methods A 23-item survey was developed and incorporated a literature review, national recommendations, and expert input. It was sent in the spring of 2019 to all 13 Canadian Adult CCM training programs via their respective program directors. Three months were allowed for data collection and descriptive statistics were compiled. Results Eleven of 13 (85%) programs responded, of which only 7/11 (64%) followed national recommendations. Curricula differed, as did how education was delivered: 8/11 (72%) used hands-on training; 7/11 (64%) used educational rounds; 5/11 (45%) used image interpretation sessions, and 5/11 (45%) used scan-based feedback. All 11 employed academic half-days, but only 7/11 (64%) used experience gained during clinical service. Only 2/11 (18%) delivered multiday courses, and 2/11 (18%) had mandatory ultrasound rotations. Most programs had only 1 or 2 local CCUS expert-champions, and only 4/11 (36%) assessed learner competency. Common barriers included educators receiving insufficient time and/or support. Conclusions Our national survey is the first in Canada to explore CCUS education in critical care. It suggests that while CCUS education is rapidly developing, gaps persist. These include variation in curriculum and delivery, insufficient access to experts, and support for educators.

Gender Inequality in Education

Education is a critical factor in achieving social equality, including gender equality. For this reason, ensuring equality in the provision of education should not only be a social priority but something natural and obvious. This topic was the subject of considerable debate among scholars for many decades. The beginnings of the struggle for equality of women are based primarily on the battle for access to education, which was essential in this regard. Therefore the gender education gap is decreasing, and nowadays, contemporary rarely persists in educated countries. As a result of the struggle of feminists, today, women around the Globe are more educated than at any point in history. Nevertheless, the phenomena such as “gender inequality” or “gender gap” understood more broadly than education, are still relevant problems. Thereby, men are still more educated and privileged. The problem is not only the degree of accessibility to education but also its content. Yet, current gender inequality is the result of super imposed stereotypical patterns, as well as prejudices and discriminations embodied in the system. This article was written to introduce the issue of gender inequality in education. The given research problem in this study is as follows: where do gender inequalities in education become apparent? The aim of the study is to overview the current state of knowledge. Exploring this topic is crucial because this phenomenon has many negative consequences. This article aims to present the initial characteristics of the problem and draw attention to the issue. The method used is a literature review.

Rol de la familia en la educación virtual del nivel inicial

The pandemic severely widened the education gap worldwide and particularly in Ecuador. As is known, the educational institutions of the different levels were affected, they suspended the face-to-face modality and implemented virtuality. This situation led the families to assume the role of support and control to the students in a direct way. Hence, this work analyzes the integration strategies used institutionally to promote the participation of families in virtual education at the initial level. The information was collected through a broad theoretical study, considering that it is a qualitative research of descriptive level and; It was analyzed using the Atlas ti 9.0 software. The data reveal that parents have difficulties to adequately support the education of their children or represented. It is also found that a high number of schoolchildren remain alone in their homes during the day or accompanied by older adults and even siblings, due to the fact that adults are involved in work activities. What has been described, leads to conclude that the deficient support of parents to schoolchildren in virtual education processes significantly affects their learning and consequently their comprehensive training.

Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic

The shutdown of schools in response to the rapid spread of COVID-19 poses risks to the education of young children, including a widening education gap. In the present article, we investigate how school closures in 2020 influenced the performance of German students in a curriculum-based online learning software for mathematics. We analyzed data from more than 2,500 K-12 students who computed over 124,000 mathematical problem sets before and during the shutdown, and found that students’ performance increased during the shutdown of schools in 2020 relative to the year before. Our analyses also revealed that low-achieving students showed greater improvements in performance than high-achieving students, suggesting a narrowing gap in performance between low- and high-achieving students. We conclude that online learning environments may be effective in preventing educational losses associated with current and future shutdowns of schools.

Educational Assimilation of First-Generation and Second-Generation Immigrants in Germany

Using data from the German Socio-Economic Panel for 1984–2018, we analyze the intergenerational education mobility of immigrants in Germany by identifying the determinants of differences in educational stocks for first- and second-generation immigrants in comparison to individuals without a migration background. Our results show that on average, first-generation immigrants have fewer years of schooling than native-born Germans and have a disproportionate share of lower educational qualifications. This gap is strongly driven by age at immigration, with immigration age and education revealing a nonlinear relationship. While the gap is relatively small among individuals who migrate at a young age, integrating in the school system at secondary school age leads to large disadvantages. Examining the educational mobility of immigrants in Germany, we identify an inter-generational catch-up in education. The gap in education between immigrants and natives is reduced for the second generation. Finally, we find that country of origin differences can account for much of the education gap. While immigrants with an ethnic background closer to the German language and culture show the best education outcomes, immigrants from Turkey, Italy, and other southern European countries and especially the group of war refugees from Syria, Afghanistan, Iraq and other MENA countries, have the lowest educational attainment.

Brecha educativa con las clases virtuales en México durante la pandemia del Covid-19.

In “Education gap with virtual learning in Mexico during Covid-19 pandemic” we analyze the shutting down of schools around the world because of the coronavirus pandemic, the institutional projects of global and local virtual education, in universities of Mexico and Spain, and the teachers’ challenges in this period of distance and blended learning. Through an anthropological approach we analyze the school community’s sociocultural situation in Mexico during virtual education. Therefore, with this article we will understand that it is necessary to strength the state education system to battle education gap, educational lagging and ensure technology access to low-income students. Key words: Covid-19. Virtual education. Blended learning. Challenges. Institutional projects. Educational lagging. Low-income students. Education gap.