318Earlier migration, better cognition? The role of urbanization in bridging the urban-rural cognition gaps

Background With the process of population aging and urbanization, a vast amount of studies has confirmed the increasing urban-rural cognitive inequality. While less is known about the extent to which cognition gaps can be explained by birth inequality and urbanization. This study aimed to examine the role of urbanization and related factors in bridging the cognition gaps for middle-aged and older adults in China. Methods Based on the national representative China Health and Retirement Longitudinal Study (CHARLS) 2015, the Blinder-Oaxaca decomposition method was employed to decompose the cognition gaps. We quantified both the explained and unexplained parts of the cognition gaps, as well as the absolute and relative attribution of related factors. Results We found significant cognition gaps between urban and rural samples. Among the rural sample, the fully-urbanized and the semi-urbanized had better cognition than the non-urbanized. The fully-urbanized migrating at the age of 0-17 years old showed higher cognition scores than those migrating at 18+ years old. Besides urban-rural inequality and urbanization disparities, the cognition gaps could be largely explained by their socioeconomic status, and in part by their demographic background, physical functioning, life styles, social support and childhood status. Conclusions Urban-rural migration have a lasting effect in bridging the cognitive gaps in middle-aged and older adults, and those who migrating had more improvements in cognition than those migrating in adulthood. Public health actions targeting cognitive disparities could benefit from focusing on inequalities in urban-rural social and economic recourses. Key messages Rural-to-urban migration can bridge the urban-rural cognitive gaps in Chinese middle-aged and older adults. In the rural-to-urban migration groups, people migrating in childhood had more improvements in cognition than those migrating in adulthood.

Mechanisms for acquiring mathematical in integrated way

There is a growing talk of a reorientation of education. Educational innovations aim to revolutionize the field of information, its transfer and storage. It will re-establish education to provide the tools of guidance in this ever-changing society. Quality learning can only take place by developing students’ skills. In order to acquire these skills, it is necessary to select the acquisition mechanisms to eliminate the problems that the student may face, the theoretical or practical difficulties, the cognitive gaps that intervene in the thinking path that are required to be solved.

Creating or Destructing Value in Use? Handling Cognitive Impairments in Co-Creation with Serious and Chronically Ill Users

Theoretically based on public service logic (PSL), this article addresses how users’ cognitive impairments can affect co-creation processes and value outcomes in a public sector environment, and how the service providers can handle this issue. It directs attention to value creation in the context of vulnerable and unwilling service users and contributes to understanding how cognitive gaps between public health care services and users inhibit value co-creation. Based on qualitative interview data, findings substantiate that cognitive impairments reduce the users’ health literacy and therefore affect both their ability and willingness to participate in co-creation. The study recognizes that there is a built-in asymmetry between the involved actors and that failing to reduce this asymmetry through adequate facilitation by the service providers, can result in co-destruction of value in use. It is acknowledged that the users might not be cognitively able to determine whether they actually come better or worse off in the end. Therefore, it is suggested that the service provider might need to play a larger role in determining what is positive or negative value in use. Hence, this article adds to PSL by clearly emphasizing the key role played by public service organizations (PSOs) in facilitating the value creation process, which takes place during service delivery.

Role of Competences of Graduates in Building Innovations via Knowledge Transfer in the Part of Carpathian Euroregion

Cross-border cooperation within the framework of the Carpathian Euroregion provides the possibility of building the processes of education at universities that would facilitate knowledge transfer from the universities to the business sphere, which is particularly significant in terms of forming innovations. The aim of the research conducted was the analysis of the key competences that have an impact on the level of innovativeness of the graduates of the universities of a business profile in Poland, the Czech Republic, Slovakia, and Romania. In the methodology used, a systematic literary review of the acquired references from the databases of ProQuest, Emerald, SCOPUS, and the Jagiellonian Library was applied from the outset. Subsequently, a small number of foreign and Polish research works conducted in the sphere of the stipulated subject matter of the competences of graduates, as well as their innovativeness were identified and ascertained. This facilitated the specification of the cognitive gaps as follows: There was no prior research relating to the Carpathian Euroregion and the transnational cooperation, with particular consideration given to the role of graduates of universities in terms of shaping change in this area. In empirical research, a survey method was chosen as it enabled, among other things, the quantitative description of specific aspects declared as the competences of graduates in the chosen research group. The research conducted reveals that there are no stipulated ways of ranking the essential competences directed at innovativeness, thus the decision-makers at the universities in the Carpathian Euroregion must consider what way and what activities they may use to connect the development of competences. The results acquired and the conclusions drawn may serve the transfer and adoption of good practices from individual countries and regions to other European and non-European ones.

The challenges of communicating vaccination benefit and risk in the family

Public perceptions of vaccination are complex and ambivalent. People often fear the vaccine more than the disease itself. They fear the unknown substance or adjuvants, worry that vaccines weaken their immunity system, or resent the involuntariness of mandated vaccination. The risk of the disease, on the other hand is often attenuated. Many vaccine-preventable diseases are rarely encountered in everyday situations and remain abstract concepts. Others, like influenza, may not be taken seriously; it is often seen as nothing worse than a “bad cold”. The sensationalist coverage of disease outbreaks is often perceived first as apocalyptic, then as “false alarms”. To fight these cognitive biases many risk communicators have focused on top-down persuasion, for instance telling parents that they must give the vaccine to their children and blaming them for not doing so. From a risk science perspective, however, it is well established that top-down persuasion that neglects to address negative perceptions is counter-productive. Any effort to bridge cognitive gaps and improve vaccine communication requires to understand perceptions. It is essential to understand the drivers that motivate parents' decision making and the dilemma they face between vaccinating and not vaccinating. The immunisation of children is particularly difficult because the communication's recipient are typically adults, which calls for strategies to talk to parents as well as reach children. Variations are observed across age as well as countries, which raises questions about national attitudes towards different types of vaccination affecting different age groups. This creates a more complex environment that is particularly challenging for healthcare professionals who have been identified as the primary “go to” authoritative source of information for adults. Obstacles to effective communication therefore needs to be addressed in a science-informed manner, if the objective is truly to ensure better uptake rates.

Keterkaitan Pendidikan Kristiani di Sekolah dan Gereja

This article aims to map the polarization in Indonesia between Christian Education (or: Christian Religious Education) as it takes place within the domains of church and of school. Within the ecclesial arena, Christian education (Pendidikan Kristiani/PK) is often associated with the activity of teaching children. On the other hand, within the setting of a school, PK is often associated with a course of study assigned to students—one that mostly emphasizes the filling of cognitive gaps for the students yet (intentionally) ignores the affective and psychomotor domain that is integral for instruction. By examining this polarization, I argue that the polarizing divide between PK as implemented in a school and PK as implemented in the church can be overcome by virtue of the fact that both school and church are learning spaces for PK. This article is divided into three parts. The first will demonstrate certain misunderstandings about PK in the context of school and of church that lead to polarization. The second part shows how PK is presently practiced in the context of Indonesia’s churches and schools. Based on descriptions in this second part, the final section will offer a number of basic principles, in an effort to bridge the gap between PK as it takes place in school and in church.

No support for the genetic hypothesis of the Black-white achievement gap using polygenic scores and tests for divergent selection

A protracted debate about the cause of IQ score gaps between Black and white populations has persisted within genetics, anthropology, and psychology. Public genomic data have changed these fields in many ways; as a side effect they have encouraged a new generation of race science. Recently, authors have claimed polygenic scores provide evidence a significant portion of differences in cognitive ability between Black and white populations are caused by genetic differences, frequently claiming these differences are due to natural selection. In light of recent calls for cautious interpretation of polygenic-score analyses, I apply methods to detect genetic differentiation and polygenic selection that address biases in polygenic scores, testing the claim that genetic differences explain cognitive gaps and that divergent selection occurred between populations with African and European ancestry. I provide evidence inconsistent with divergent selection and genetic differences driving the Black-white gap in cognitive ability, demonstrating that past results were inflated.