Educational Status For Facebook
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Background: The rise of social media has led to growing concerns about the potential implications of 'unprofessional' postings by physicians and medical students on individuals, institutions, and the medical profession. Relevant and effective guidelines have been difficult to develop and enforce, and there is a need for students and physicians to consider how their online activities may be perceived in the context of their professional roles. The purpose of this project was to examine the Internet presence of a graduating Canadian medical school class by scanning students' public profiles on the social media site Facebook, incorporate this information into an educational activity addressing professionalism and social media, and evaluate the impact of this activity on student behavior.
Methods: A systematic search for public Facebook profiles of each member of the class was conducted, and data were collected on the types of publicly visible material. These were presented as part of an educational session on social media and professionalism. One month later, the Facebook search was repeated.
Results: Of 152 students in the class, profiles were found for 121 (79.8%). The majority of students used appropriately restrictive privacy settings; however, a significant minority had publicly visible information, including comments, photographs, location, and status as a medical student. The educational innovation was well received with more than 90% of students agreeing that this topic was important and well addressed. A follow-up search found that many students had altered their privacy settings to make less information publicly available.
Conclusions: A small but significant proportion of students share potentially unprofessional content on social media. An interactive educational intervention, which includes specific disclosure of how participants appear to others on social media, resulted in a significant change in student behavior.
The mechanism how educational status is biologically transduced into HTN development is still elusive. A previous study indicated the BP in early life of the subjects with low parental educational attainment might track into adulthood26, while the rationale for elevated BP during childhood and adolescent period is lacking. Another study proved that the educational status of the young individual subjects overcomes the impact of parental educational attainment on BP25, although the biological explanation to link parental educational status and HTN development was not presented. In this regard, we hypothesized the contribution of sodium intake to HTN development in relation to educational status of individual subjects and their parents. Indeed, it has been believed that high sodium intake is closely linked to HTN development. Experimental evidences demonstrated that high dietary salt inhibits normal function of vascular endothelial cells to reduce nitric oxide synthesis and promote arterial stiffness18, leading to the elevation of BP. Cross sectional analysis of clinical data revealed that the excess amount of daily sodium intake is associated with poor BP control rate19. Most importantly, interventional studies to restrict dietary sodium intake alone or along with body weight reduction have proved the benefits in SBP and DBP control5,6,7. We demonstrated that random urine Na+/Cr is significantly associated with parental educational status specifically in young adults (Table 4), proving the hypothesis that high sodium intake of the young individuals with low parental educational status contributes to HTN development. Nevertheless, our results do not exclude the possible role of other factors in the development of HTN of individuals with low parental educational status, and the precise mechanism should be further clarified to more delicately guide the prevention of HTN in the vulnerable population.
Designed to empower educational institutions to gain better visibility into IT operations and assist with regulatory requirements, these solutions assist establishments to operate efficiently both on-campus and online.
Even after accounting for the effects of other variables such as income, level of education was still the best predictor of YPLL. Each educational step obtained led to 1.37 fewer years of lost life expectancy, the study showed.
These education categories reflect only the highest level of educational attainment. They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates. For more information on training, see: -training-system.htm.
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To meet our mission the NJDOE requires committed educators to ensure students achieve postsecondary success. This webpage provides information on how to obtain New Jersey certification for teachers, school leaders, educational services personnel, career and technical educators and substitutes.
"Today the Department of Education's (ED) Senior Department Official (SDO) informed nine accreditors about the status of their recognition. The following agencies were approved for renewal of recognition for five years:
Two years ago, Pew Research Center found that Republicans and Democrats were more divided along ideological lines than at any point in the previous two decades. But growing ideological distance is not confined to partisanship. There are also growing ideological divisions along educational and generational lines.
The change in attitudes among Republicans and Republican leaners has followed a very different trajectory over the past two decades. As noted in the 2014 Polarization report, the overall share of Republicans with predominantly conservative political values declined between 1994 and 2004, before rebounding in recent years. This pattern is seen across all educational categories.
Moreover, the gap in ideological consistency among Republicans with different levels of educational attainment is much smaller than among Democrats. In the new study, comparable shares of Republican postgrads (26%), college graduates (23%), and those with some college experience but no diploma (24%) express consistently conservative values, as do 18% of Republicans with a high school degree or less education. In contrast, there is a 43-precentage-point gap in the shares of Democratic postgrads (54%) and Democrats with no more than a high school education (11%) that express consistently liberal attitudes.
The viral message claims that it contains a Right to Information reply from the Bihar Government. The text reads, 'Bihar Cabinet Members... Their Departments... Educational Qualifications..' The rest of the message is a long list of several political leaders in Bihar and their respective educational qualifications.
The Logical Indian fact-check team verified the viral claim and found it to be misleading. We found that the educational qualifications of several political leaders in Bihar have been misleadingly conveyed.
From the list, we first checked the educational qualifications of Nitish Kumar. As per the Bihar Chief Minister's official website and an Economic Times profile, Kumar's highest education qualification is a BSc in Engineering from Bihar College of Engineering, Patna.
Madan Sahni, as per the viral post, has the highest educational qualification of 10th pass and is the minister for fertilisers. As per data on the ECI website, he is a graduate and currently serves as an MLA.
As per the viral post, Ashok Chodhary, has the highest educational qualification of 10th pass. According to data on the MyNeta website, Chodhary has an MA from Patna University and a PhD from Magadh University in Bodhgaya. He is an MLA and not an education minister.
We found that the educational qualifications of several political leaders in Bihar have been misleadingly conveyed. Their political portfolios have also been shared misleadingly. The viral message is attempting to create a misleading image of the Bihar government led by Nitish Kumar, claiming that all the members of the cabinet are under-qualified in terms of education. We found this message to be misleading.
Facebook is a social networking site created in 2004 which has since obtained over a billion users, and it has the potential to facilitate learning in the classroom. With the widespread use of Facebook in society, it simply makes sense to look into ways it might be used in higher education. In fact, a number of studies have been done by scholars in different disciplines regarding the use of Facebook (in general and in academia). These include studies by scholars in library science, education, media and communication, psychology, management information systems, business, political science, marketing, instructional technology, and commerce and accounting. Students come to school wired and are willing and eager to use technology, but higher education has a well-established trend toward non-adoption of new technologies. A variety of studies on the use of Facebook, however, indicate that there are a wide number of potential benefits to using Facebook as an educational tool. There are four inter-related potential benefits: creating a sense of community and promoting collaboration, enhancing communication between instructors and students, developing computer literacy and language skills, and incorporating current student culture into the learning environment. In addition, Facebook is particularly well suited for sharing and discussion of current events in the news. 2b1af7f3a8