Academic Psychiatrists

1975 ◽  
Vol 127 (5) ◽  
pp. 499-505 ◽  
Author(s):  
Peter Brook
Keyword(s):  
Economic Status ◽  
Educational Background ◽  
Postal Questionnaire ◽  
Socio Economic Status ◽  
Academic Group

SummaryThe training experiences of 35 academic psychiatrists first appointed in the years 1966–72, obtained by a postal questionnaire, are reported and compared with those of N.H.S. consultant psychiatrists appointed in the same period. The academic group reported less satisfactory training in a number of important areas, including psychogeriatrics and work in the community. Academics also differ from consultants in their fathers' socio-economic status and educational background.

Oral Language Behavior of Older Cerebral Palsied Children

1964 ◽  
Vol 7 (4) ◽  
pp. 349-359 ◽  
Author(s):  
Russell J. Love
Keyword(s):  
Oral Language ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Language Behavior ◽  
Hearing Acuity

A battery of six tests assessing various aspects of receptive and expressive oral language was administered to 27 cerebral palsied children and controls matched on the variables of age, intelligence, sex, race, hearing acuity, socio-economic status, and similarity of educational background. Results indicated only minimal differences between groups. Signs of deviancy in language behavior often attributed to the cerebral palsied were not observed. Although previous investigators have suggested consistent language disturbances in the cerebral palsied, evidence for a disorder of comprehension and formulation of oral symobls was not found.

Impact of Parents’ Socio Economic Status on Academic Achievement of Secondary School Agricultural Students in Konshisha Local Government

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Reliability Method ◽  
Agricultural Students ◽  
The Impact

This study was on the impact of parents’ socio economic status on academic achievement of secondary schools agricultural students in Konsisha Local Government. Specific objectives for the study were: identify the impact of family structure on academic achievement of secondary school agricultural students in Konshisha Local Government, investigate the impact of parents’ educational background on academic achievement of secondary school agricultural students in Konshisha Local Government and ascertain the impact of parents’ income on academic achievement of secondary school agricultural students in Konshisha Local Government. Three research questions were raised and answered by the study. The design for the study was survey research design. Population for the study was 440 while purposive sampling technique was adopted for this study. A structured questionnaire titled: Parents’ Socio-economic Status Questionnaire (PSESQ) was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and a coefficient of 0.81 was obtained. All the administered copies of the questionnaire were retrieved and analyzed using Mean, Standard Deviation and t – test. It was found out that academic achievement of students in secondary schools could be impacted by 4 family structures, 6 parents’ educational background and 6 impact of parents’ income on academic achievement of students in secondary schools. It was therefore, recommended that, Students from good socio economic background should use the opportunity to attain good academic heights, parents should provide basic school needs for their children to enable them attain good academic heights and parents should seek varying sources of income so that they can meet up with the school needs of their children.

scholarly journals When labeling L2 users as nativelike or not, consider classification errors

2019 ◽  
Vol 36 (4) ◽  
pp. 709-724
Author(s):  
Jan Vanhove
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Error Rate ◽  
Second Language Learners ◽  
Native Speakers ◽  
Economic Status ◽  
Educational Background ◽  
Classification Error ◽  
Classification Error Rate ◽  
Socio Economic Status

Researchers commonly estimate the prevalence of nativelikeness among second-language learners by assessing how many of them perform similarly to a sample of native speakers on one or several linguistic tasks. Even when the native (L1) samples and second-language (L2) samples are comparable in terms of age, socio-economic status, educational background and the like, these nativelikeness estimates are difficult to interpret theoretically. This is so because it is not known how often other native speakers would be labeled as non-nativelike if judged by the same standards: if some other native speakers were to be labeled as non-nativelike, then it is possible that some second-language learners that were categorized as non-nativelike are actually nativelike. Two methods for estimating the classification error rate in nativelikeness categorizations – one conceptually straightforward but practically arduous, and one involving the re-analysis of the original studies’ data – are proposed. These approaches underscore that, even if one conceives of nativelikeness as a binary category (nativelike vs. non-nativelike), the data collected in any given study may not allow for such neat categorizations.

scholarly journals Influence of family background on students’ drop out from secondary schools in Yakurr local government area.

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Effiong, OJI Ekpo ◽  
Edet, MONDAY Inah
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Family Size ◽  
Family Background ◽  
Economic Status ◽  
Educational Background ◽  
T Test ◽  
Local Government Area ◽  
Drop Out ◽  
Socio Economic Status

The study examined the influence of family background on students’ dropout from secondary schools in Yakurr local government area of Cross River State. The study adopted the descriptive survey design and paired t-test and independent t-test were used in analyzing the data collected. The instrument for data collection was a structured questionnaire known as the family background and students’ dropout questionnaire (FBSSDQ)made by the researcher. One hundred and fifty (150) students were randomly sampled from five (5) selected secondary schools from the study area. Fifty (50) students were used for trial testing outside the population of the study. Kuder Richardson 20 (KR20) reliability estimate was used to determine the reliability indices of the three sub variables as follows: family size = 0.78, parents’ attitude = 0.81 and parents’ socio-economic/educational status = 0.73 respectively. The results showed students do drop out from schools and that this situation is attributed to certain factors such as family size, parents’ attitude, parents’ socio-economic status and educational background. It was recommended that parents should be fully educated on population size and education, there should be a massive education campaign to enlighten the parents and the general society on alternative ways of checking school dropout and the government should not shift the whole responsibility of financing education to parents since most of the parents are financially handicap and poor. Keyword: family size, parents’ attitude, parents’ socio-economic status, dropout.

scholarly journals Development of narrative macrostructure in monolingual preschoolers in Germany and impact of socio-economic status and home literacy environment

2019 ◽  
Vol 62 ◽  
pp. 52-75
Author(s):  
Carina Marie Wehmeier
Keyword(s):  
Economic Status ◽  
Educational Background ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Story Comprehension ◽  
Literacy Environment ◽  
Story Structure ◽  
Socio Economic Status ◽  
Comprehension Skills ◽  
The Impact

The aim of this paper is to analyse the development of narrative macrostructure and the impact of socio-economic status (SES) and home literacy environment (HLE) on the narrative macrostructure of monolingual preschoolers in Germany when retelling and telling a story. The analysis of narrative macrostructure includes three components: story structure, story complexity, and story comprehension. Oral narratives were elicited via Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). 198 monolingual children between age 4;6 and 5;11 participated (M=63 months, SD=5 months). The comparison of narrative macrostructure in three age groups (4;6 to 4;11 years, 5;0 to 5;5 years, 5;6 to 5;11 years) illustrate significant age effects in story structure, story complexity and story comprehension skills. There were weak significant positive correlations of some of these skills with aspects of socio-economic status and home literacy environment, for example between story comprehension skills and the educational background, the frequency and duration of the child’s exposure to books and the number of books in the household.  

scholarly journals Socioeconomics Influences on the Water Competencies of Young Adult Polish Males

2017 ◽  
Vol 74 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Kevin Moran ◽  
Robert Podstawski ◽  
Stefan Mańkowski ◽  
Dariusz Choszcz ◽  
Zoran Sarevic
Keyword(s):  
Economic Status ◽  
Educational Background ◽  
Monthly Income ◽  
Parental Income ◽  
Socio Economic Status ◽  
Discretionary Time ◽  
Experience Levels ◽  
Anonymous Questionnaire ◽  
Economic Barriers ◽  
Male University Students

AbstractDespite the popularity of aquatic recreation and its well-promoted prophylactic and therapeutic values, not a lot is known about how socio-cultural background influences the acquisition of water competency. The aim of this study was to assess the influence of socio-economic and environmental factors on the swimming and rescue skills of male university students (n = 521) aged 19-20 years residing in the Region of Warmia and Mazury, Poland.An anonymous questionnaire was used as a diagnostic tool to elicit information on participants’ social backgrounds (such as parental income and level of education). Participants provided self-estimates of swimming and rescue competency that included non-stop distance swimming, familiarity with selected swimming strokes, and their estimated rescue ability.The results suggest that students’ self-estimated swimming competency, the distance they could swim non-stop, and the capacity to swim various strokes increased in association with higher levels of educational background of the father, higher levels of monthly income, and increased size of residential agglomeration. The level of rescue skills also improved with increases in the educational background of both parents, the size of residential agglomeration, and the monthly budget. No significant differences were found in rescue competency levels when analyzed by the mothers’ educational experience. Levels of both swimming and rescue competencies were lower than those reported in comparable studies.Socio-economic status (such as a lack of discretionary time and income for families with a lower socio-economic status) and place of residence (such as lack of facilities in small villages and towns) mediated the opportunity to acquire water competencies or gain experience with aquatic activity. Methods for addressing socio-economic barriers to the acquisition of swimming and rescue competency are discussed and recommendations for further research are made.

Role of family in child preparation to participate in physical activity in free time

2017 ◽  
Vol 21 ◽  
pp. 37-48
Author(s):  
Eligiusz Madejski ◽  
Grażyna Kosiba ◽  
Roger Madejski
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Economic Status ◽  
Educational Background ◽  
Survey Method ◽  
Chi Square ◽  
Number Of Children ◽  
Socio Economic Status

Purpose: The purpose of the study was to determine the relation between parents’ physical activity and a child’s physical activity in leisure time and to identify the extent parents engage in physical education of their children. Methods: The research was conducted among randomly selected parents of children aged 7-10 years living in Cracow. The study involved 334 parents (children aged 7-8 years), 365 (children aged 8-9 years) and 317 (children aged 9-10 years). The diagnostic survey method was used in the study, and the basic technique was a questionnaire. The questionnaire was designed to evaluate the level of parents’ physical activity, their children’s physical activity, and parents’ interest in their children’s physical education. The SPSS 21 (IBM Corp., 2012), chi-square signifi cance test and Spearman rho correlation analysis were used for the statistical analysis of the data. Results: The results have shown that the level of parents’ engagement in the physical activity of children at a school age (85.1%) was very low. The parents’ physical activity was clearly aff ected by their education and socio-economic status. The fi ndings have also indicated that the highest number of children aged 7-10 (39.8%) pursue physical activity at an average level. The highest level of physical activity was detected in a small group of children (4.1%) and low and very low in 34.7% of participants. The level of parents’ interest in the physical activity of children was mostly moderate (45.4%). However, a considerable number of parents (41.4%) exhibited a low level of interest. Conclusion: The level of physical activity of parents and their children in leisure time is low. It was found that a child’s depends on family socio-economic status, parents’ educational background, their physical activity and engagement in physical education of a child.

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