ライフサイエンスコーパス: educational

1 o had a higher proportion of people with low educational achievement (p=0.0195), unemployment (p=0.01

2 dolescents' behavior problems (~0.6%) and in educational achievement (~2%) but psychiatric GPS were a

3 ores on an age-16 UK national examination of educational achievement and half of the correlation betw

4 netic influence on differences in children's educational achievement and its association with family

5 in education accounted for ~3.0% variance in educational achievement and ~2.5% in family SES.

6 One of the best predictors of children's educational achievement is their family's socioeconomic

7 Years GPS and family socioeconomic status on educational achievement or on general cognitive ability.

8 GPS explained greater amounts of variance in educational achievement over time, up to 9% at age 16, a

9 ciation between this latest EduYears GPS and educational achievement scores at ages 7, 12 and 16 in a

10 The MPS approach predicted 10.9% variance in educational achievement, 4.8% in general cognitive abili

11 l outcomes in our independent target sample: educational achievement, body mass index (BMI) and gener

12 istosomiasis or co-interventions) on growth, educational achievement, cognition, school attendance, q

13 tention/hyperactivity, conduct problems, and educational achievement.

14 potential of exercise as an intervention in educational and clinical settings.

15 health and emotional well-being, and reduced educational and employment achievements.

16 Relevance: An appropriate use criteria-based educational and feedback intervention reduced the number

17 d diagnostic tests, which (when coupled with educational and institutional initiatives) will enable t

18 just as part of the bedside, but as part of educational and management organization and infrastructu

19 They also had lower educational and occupational attainment (p values betwee

20 Life skills play a key role in promoting educational and occupational success in early life, but

21 odular, tiered, and scalable, as well as new educational and organizational structures to improve sys

22 rbidity and mortality conference is a common educational and quality improvement activity performed i

23 The results provide a template for educational and research projects geared toward the deve

24 itation at Society of Critical Care Medicine Educational and Scientific Symposia (2006-2014).

25 e my own experience as an example of how the educational and scientific systems in this country benef

26 cludes investing in the societal, political, educational, and environmental underpinnings of health,

27 ection, we review research on hedonic (work, educational, and life satisfaction) and eudaimonic (care

28 c correlations with a series of psychiatric, educational, and metabolic phenotypes.

29 To describe and analyse educational approaches used to teach quality improvement

30 The game is meant to be both educational as well as challenging and fun.

31 ng complying with medical advice, completing educational assignments, and voting in upcoming election

32 sality between later life cognitive ability, educational attainment (as a proxy for cognitive ability

33 g (beta = -0.94; 95% CI, -1.46 to -0.42) and educational attainment (beta = -1.00, 95% CI, -1.57 to -

34 difications-in our case, CpG methylation-and educational attainment (EA), a biologically distal envir

35 genotypes to predict their body mass index, educational attainment (EA), glucose concentration, heig

36 cant inverse genetic correlation of ASB with educational attainment (r = -0.52, P = .005) was detecte

37 d cognitive function (rg = -.341, p = .001), educational attainment (rg = -.324, p = 1.15e-5), and wi

38 in childhood (rg = .360, p = .0009) and for educational attainment (rg = .322, p = 1.37e-5) but not

39 etic correlations of 0.78 were observed with educational attainment and 0.86 with population IQ.

40 published GWA studies of cognitive function, educational attainment and childhood intelligence.

41 Factor Inventory), and different measures of educational attainment and cognitive aptitude.

42 P hits reported previously in GWA studies of educational attainment and cognitive function.

43 cs significantly associated with VF were low educational attainment and lack of autonomy regarding me

44 erlying genetic pathways with schizophrenia, educational attainment and possibly BMI.

45 s diagnosis also increased consistently with educational attainment and were between 3.07 and 4.56 hi

46 s indicate that the genetic contributions to educational attainment are useful in the prediction of h

47 Those with educational attainment beyond a high school degree or a

48 c white males had nearly 3 times the odds of educational attainment compared with African American (O

49 erence greater than 10% in four populations; educational attainment for 26 of 27 populations with a d

50 and find that genetic variants that increase educational attainment have a positive effect on lifespa

51 hievement in middle childhood and to greater educational attainment in adolescence and early adulthoo

52 aptitude is calculated from the SA, IQ, and educational attainment in biological relatives.

53 ssessed from SA in siblings and cousins, and educational attainment in parents-on risk for 12 major p

54 nic risk for ASD, schizophrenia, and greater educational attainment is over-transmitted to children w

55 Educational attainment is strongly influenced by social

56 Individuals with higher educational attainment live healthier and longer lives.

57 Primary outcomes were total years of educational attainment lost as well as the net present v

58 We show that an educational attainment polygenic score, POLYEDU, constru

59 In the other direction, higher educational attainment predicted lower BMI, systolic blo

60 f a genome-wide association study (GWAS) for educational attainment that extends our earlier discover

61 nalyses indicated no causal association from educational attainment to physical health.

62 what was expected on the basis of income and educational attainment using an econometric model.

63 der specific assumptions, of birth weight on educational attainment using instrumental variable analy

64 In particular, older patients with low educational attainment wanted to delegate the decision-m

65 ars, 67% (193) were women, and the mean (SD) educational attainment was 14.6 (2.7) years.

66 with prior GWAS of cognitive performance and educational attainment yielded several additional signif

67 nment (i.e. cognitive reserve as measured by educational attainment) and genetic background (i.e. TME

68 hildhood (composite score including parents' educational attainment), early adulthood (high-school or

69 We also determined the extent to which sex, educational attainment, and apolipoprotein E epsilon4 al

70 for tobacco smoking, serum cotinine levels, educational attainment, and BMI [OR, 1.52; 95% confidenc

71 mporal tau on SCD, controlling for age, sex, educational attainment, and Geriatric Depression Scale s

72 exia nervosa and schizophrenia, neuroticism, educational attainment, and high-density lipoprotein cho

73 ear, region, age, marital status, insurance, educational attainment, and indicators of access to care

74 usal associations between cognitive ability, educational attainment, and physical health could be exp

75 l characteristics (age, sex, race/ethnicity, educational attainment, annual household income, employm

76 t diagnoses of psychiatric disorders and low educational attainment, approximately 5% for disability

77 s), socioeconomic (eg, personal and parental educational attainment, current employment), and behavio

78 emale sex, single cohabitation status, basic educational attainment, diabetes, high level of somatic

79 icant after adjusting for age, sex, smoking, educational attainment, exercise, levels of non-high-den

80 ity, economic productivity, child health and educational attainment, food security, and agriculture i

81 ated with self-identified white race, higher educational attainment, lower religiosity, perceiving mo

82 o used genome-wide association study data on educational attainment, n = 95,427, to examine the valid

83 Next we show that giving up smoking, educational attainment, openness to new experience and h

84 hievement of positive outcomes in 8 domains: educational attainment, residential independence, gainfu

85 rrelations between cognitive performance and educational attainment, several psychiatric disorders, b

86 ment was significantly associated with lower educational attainment, unemployment, and nonindependent

87 e, sex, alcohol intake, smoking history, and educational attainment.

88 ty according to region, season, age, sex, or educational attainment.

89 ated with both the risk of schizophrenia and educational attainment.

90 mains highly significant after adjusting for educational attainment.

91 published GWA analyses of normal-range IQ or educational attainment.

92 in tests of three cognitive functions and in educational attainment.

93 an health and life-history variables such as educational attainment.

94 for reaction time and 21% (s.e.m.=0.6%) for educational attainment.

95 d to demographic measures, including age and educational attainment.

96 fe expectancy is greater at higher levels of educational attainment.

97 idering the role of (i) genetic status; (ii) educational attainment; and (iii) TMEM106B genotype on g

98 Despite considerable differences in educational background, surgical training characteristic

99 12 weekly yoga classes, 15 PT visits, or an educational book and newsletters.

100 hy certain children are able to overcome the educational burdens that may follow preterm birth.

101 duction via improved access to safe water or educational campaigns are also analyzed.

102 Findings highlight the need for educational campaigns regarding harms related to heroin

103 ucation agencies, alongside other social and educational changes, has probably contributed to a subst

104 nal intervention (pretest, ROP tutorial, ROP educational chapters, and posttest), and 29 of 58 traine

105 Sustainable, capacity-building educational collaborations are essential to address the

106 r text messages containing short videos with educational content about infant safe sleep practices (i

107 ulation would be useful to streamline future educational development and evaluation.

108 ent beyond a high school degree or a general educational development certificate (IRR, 1.29; 95% CI,

109 ith at least a high school degree or general educational development certificate had greater eye heal

110 -educated participants led to a narrowing of educational differences (mean +/- SD scores in 1993: -0.

111 these challenges into account as part of its educational efforts to provide on-site training and deve

112 t in novel modalities that may improve their educational experience and quantified educational resour

113 which individuals actively create their own educational experiences in part based on their genetic p

114 Dust samples from a mixed-use athletic and educational facility were subjected to microbial and che

115 This educational gap can have significant implications for pa

116 placed by what we have described as maternal educational immunity such that by young adulthood, all i

117 We have dubbed this process "maternal educational immunity" to distinguish it from passive cel

118 he pup spleen were produced through maternal educational immunity.

119 sistent stratification, including pronounced educational inheritance and disparities in participation

120 While policy and educational initiatives appear to be effective in decrea

121 A number of policy and educational initiatives at the state and federal governm

122 Importance: Appropriate use criteria-based educational initiatives have been shown to improve trans

123 primary care should help guide the design of educational initiatives to meet those needs.

124 oted to AYAs with cancer, with complementary educational initiatives, will strengthen the advances ma

125 While educational institutions are continually being challenge

126 ective on the importance of diversity in our educational institutions as well as on the traditional m

127 wo decades old, and the faculty ranks at our educational institutions remain sparsely diverse.

128 en and people of color in science and in our educational institutions to create an inclusive environm

129 ral authority for oversight of land use near educational institutions, state and local governments sh

130 for population, employment and enrollment in educational institutions.

131 mised (1:1) to receive a quality improvement educational intervention (intervention group) or usual c

132 of 58 trainees (50%) were randomized to the educational intervention (pretest, ROP tutorial, ROP edu

133 randomized controlled trial of an AUC-based educational intervention aimed at reducing rA outpatient

134 vention; the intervention group received the educational intervention before their second scenario.

135 The educational intervention consisted of a 1-day seminar co

136 from the pretest and posttest results of the educational intervention group versus control group.

137 tidisciplinary team conducted a multifaceted educational intervention in our tertiary-care hospital o

138 A patient-centered counseling and educational intervention may help to address racial vari

139 effect of an appropriate use criteria-based educational intervention on ordering of outpatient TTEs

140 ht to investigate the impact of an AUC-based educational intervention on outpatient TTE ordering by c

141 This pre-post educational intervention pilot study compared the gains

142 approach; however, attributing causality to educational intervention proves difficult in light of po

143 An educational intervention reduced the number of rA TTEs o

144 Sepsis study, a Spanish national multicenter educational intervention to improve antibiotherapy in se

145 NTERPRETATION: A multifaceted and multilevel educational intervention, aimed to improve use of oral a

146 We assessed the impact of a multifaceted educational intervention, versus usual care, on oral ant

147 and category of ROP after completion of the educational intervention.

148 Educational interventions can be implemented in the pren

149 ing early diagnosis, as well as for adequate educational interventions focused on these issues.

150 ctiveness of preventive psychological and/or educational interventions for anxiety in varied populati

151 ctiveness of preventive psychological and/or educational interventions for anxiety in varied populati

152 ctiveness of preventive psychological and/or educational interventions for anxiety in varying populat

153 Psychological and/or educational interventions had a small but statistically

154 uctory courses, demonstrating a need for new educational interventions to reverse this trend.

155 uman factors engineering approach as well as educational interventions to understand aspects of multi

156 h children aged 6-9 years were provided with educational interventions-the STRIPES trial).

157 two-stage (Model B), and one-stage (Model C) educational interventions.

158 ity of the program consisted of peer-to-peer educational interviews between counselors and prescriber

159 type of journal, nursing speciality, type of educational issue addressed, method used, geographic sco

160 The attention control consisted of weekly educational lectures by clinicians for 6 months.

161 epression (1.72; 95% CI, 1.55-1.90), and low educational level (2.61; 95% CI, 2.34-2.91).

162 x (145 [63.6%] vs 161 [51.8%] were females), educational level (40 [17.5%] vs 80 [25.7%] had complete

163 iated with higher odds of GERD, while higher educational level (OR = 0.53, 95%CI = 0.36,0.77) and reg

164 y associated with odds of GERD, while higher educational level (OR = 0.55, 95%CI = 0.33, 0.91) was as

165 white: OR, 0.50; 95% CI, 0.34-0.74), higher educational level (OR, 1.69; 95% CI, 1.20-2.40), family

166 s of interest independently of age, sex, and educational level (P </= 0.05).

167 ration status, income quartile (since 1980), educational level (since 1981), diabetes mellitus, modif

168 Educational level (two lowest groups) was related to thr

169 The groups did not differ in the highest educational level achieved or in family and partner rela

170 te and positively associated with the higher educational level and awareness.

171 thnic minorities, and individuals with lower educational level and family income.

172 in includes sociodemographic factors such as educational level and financial status.

173 associations with smoking, drinking alcohol, educational level and number of births.

174 Along with educational level and use of internet support groups, un

175 ot significant after adjustment for parental educational level and whole-blood DHA.This study showed

176 Similarly, those with a lower educational level appeared to have an increased risk of

177 eling that accounted for age, sex, race, and educational level found significant differences on the i

178 Educational level may be a protective factor against the

179 SD) age of 33.4 (11.7) years and a mean (SD) educational level of 7.2 (4.2) years.

180 ye donation [AOR = 1.38, 95% CI: 1.01-1.92], educational level of high school [AOR = 2.90, 95% CI: 1.

181 household income of <$50,000/y and household educational level of less than a Bachelor's degree) and

182 ontrol individuals matched for age, sex, and educational level were collected from June 1, 2013, thro

183 Race and educational level were not significantly associated with

184 trauma-exposed controls matched for age and educational level were presented with regular auditory p

185 e found a significant disparity for race and educational level with African American patients less li

186 by patient characteristics (marital status, educational level) and tumor characteristics (serum pros

187 age, sex, smoking status, diabetes mellitus, educational level, alcohol consumption, body mass index,

188 participants had a low income, 40% had a low educational level, and 17% had high perceived stress lev

189 Income, educational level, and census tract measures of concentr

190 terval: 0.1, 4.8) after controlling for age, educational level, and health care insurance status.

191 pediatric age, sex, racial/ethnic, household educational level, and income groups.

192 atistics based on age, race, marital status, educational level, and income.

193 Place of birth, race, educational level, and midlife vascular risk factors dat

194 ing age and BMI, an urban environment, lower educational level, and pan masala chewing appear to be r

195 ses were adjusted for sex, study center, and educational level, as well as vascular risk factors and

196 Educational level, cigarettes smoking and physical exerc

197 justing for maternal age, country of origin, educational level, cohabitation with a partner, height,

198 justing for maternal age, country of origin, educational level, cohabitation with partner, height, sm

199 with cognitive outcomes were independent of educational level, depression, and other SVD MRI markers

200 lyses were performed to adjust for age, sex, educational level, history of skin cancer, and history o

201 index, race, supplement use, smoking status, educational level, income, and aspirin use.

202 SES indicators were educational level, income, and home ownership status (da

203 Among Hispanic/Latino people, age, educational level, income, and mental health may be impo

204 core, mean SAP MD, age, sex, race/ethnicity, educational level, income, and number of SAP tests, each

205 ting visual acuity in the better-seeing eye, educational level, income, smoking status, hypertension,

206 ent in several confounders, such as maternal educational level, maternal smoking during gestation, bi

207 he differences associated with sex, maternal educational level, or month of birth during the same yea

208 ied by age, sex, and center and adjusted for educational level, physical activity, smoking status, an

209 y, parity, maternal smoking status, maternal educational level, pregnancy complications, and ambient

210 ementia incidence as a function of age, sex, educational level, race, and birth cohort, with profile

211 Learning Test, adjusted for age, race, sex, educational level, smoking, alcohol use, body mass index

212 After adjustment for age and educational level, there was no difference in the postop

213 ations of SES, measured by annual income and educational level, with elevated high-sensitivity cardia

214 he United States, and 16 age-, sex-, highest educational level-, and body mass index-matched control

215 points per year faster than age-, sex-, and educational level-matched controls.

216 including age, sex, race, APOE genotype, and educational level.

217 t significant differences by patient race or educational level.

218 uch as adolescent IQ, family background, and educational level.

219 ion models after adjusting for sex, age, and educational level.

220 reater fast-food outlet exposure and a lower educational level.

221 Groups were matched for age and educational level.

222 We explore the effects of sex; educational level; socioeconomic status; residence area;

223 communities with lower household incomes and educational levels (both P < .001); however, their clini

224 In women, low educational levels and alcohol use were associated with

225 low-birth-weight survivors achieved similar educational levels and family and partner relationships,

226 and LGA incidence across different maternal educational levels and residence location.

227 compared to Whites whilst those with greater educational levels were more likely to start on APD (Odd

228 ar score at 5 minutes, maternal and paternal educational levels, annual taxable household income, coh

229 rence in dietary intake across the different educational levels.

230 was delivered via the Internet and included educational material, 7 videoconferencing (Skype [Micros

231 ning method reinforced learning by embedding educational material, and initial (test 1) and additiona

232 The control was Internet-based educational material.

233 anguages helps increase comprehensiveness of educational materials and/or survey questionnaires, and

234 PDB-101 educational materials have been reorganized into a searc

235 ools for pediatric weight management, parent educational materials, a Neighborhood Resource Guide, an

236 The BPA had associated educational materials, order set, and streamlined access

237 ally destructive ways, have adverse work and educational motivation, and report lower personal and ph

238 6.16), more commonly had a record of special educational need (adjusted odds ratio [OR], 8.62; 95% CI

239 y with a correspondingly high self-expressed educational need.

240 udy assessed fellows' perceptions of current educational needs and interest in novel modalities that

241 Educational needs assessments for nephrology fellowship

242 ions with no identified or suspected special educational needs for whom EAP-ECDS scores for five or m

243 Allergy and Clinical Immunology undertook an educational needs survey to better understand what they

244 Special educational needs, academic attainment, unauthorized abs

245 sponding had perceived gaps in knowledge and educational needs.

246 y in the percentage of children with special educational needs.

247 llectual disability, or statement of special educational needs.

248 sical and mental health and their social and educational needs.

249 those followed up had a statement of special educational needs.

250 ng specific symptoms, or aimed at supporting educational or lifestyle considerations, make a positive

251 unintentional childhood exposure; decline in educational or occupational functioning after early adol

252 veloped over the past two decades to improve educational outcomes in higher education.

253 th poor long-term mental health, social, and educational outcomes.

254 ined to use the PC101 management tool during educational outreach sessions delivered by health depart

255 Educational outreach visits (1 of 1 review) and provider

256 Educational outreach visits (2 of 2 reviews), reminders

257 The strategies of audit and feedback and educational outreach visits were generally effective in

258 Audit and feedback and educational outreach visits were generally effective in

259 intervention strategies: (1) reminders, (2) educational outreach visits, (3) audit and feedback, and

260 This article intends to give an educational overview on the current status of PSMA ligan

261 , mobile phone appointment reminders, health educational packages, and noncash financial incentives.

262 Because of country specific educational pathways and limited upward job mobility in

263 ities; however, variation in their long-term educational performance has not been well described.

264 ional age has long been associated with poor educational performance, a sufficient proportion of chil

265 The eBioKit is a stand-alone educational platform that hosts numerous tools and datab

266 Educational posters were displayed on each unit.

267 nisational component of the nursing role for educational, practice and research purposes.

268 in presumptions in policy making and current educational practices are believed to be the crux of the

269 kably effective because they target specific educational problems and the processes that underlie the

270 dividually learned trait and that individual educational programmes are unlikely to be successful in

271 tings alike, there often remains a dearth of educational programming for health-care professionals in

272 However, many people drop out of educational programs, such as community college and onli

273 tasks depend and which constrains a child's educational progress.

274 rst sexual intercourse include reproductive, educational, psychiatric and cardiometabolic outcomes.

275 ed knowledge, for computer analyses, and for educational purposes.

276 tive tool for pharmaceuticals as well as for educational purposes.

277 yses adjusted for mother's highest completed educational qualification, nulliparity, polycystic ovary

278 These factors, including having no educational qualifications (risk ratio [RR], 1.86 [95% C

279 ding to the severity of CHD, we linked state educational records with a birth defects registry and bi

280 articipants' knowledge scores increased with educational reinforcement (test 2) compared with control

281 dex to Nursing and Allied Health Literature, Educational Resources Information Center, and PsychINFO.

282 Common educational resources used by fellows included UpToDate,

283 their educational experience and quantified educational resources used by programs and fellows.

284 rategies for shared decision-making, patient educational resources, process evaluations of trials, cl

285 This educational review presents a contemporary approach for

286 e work force, and (c) well-being in work and educational settings.

287 an intensely debated and researched topic in educational, social, and organizational psychology.

288 oup (including age, sex, race/ethnicity, and educational status), and were weighted to be nationally

289 Controlling for sex, educational status, and year of birth, the mortality haz

290 It has also identified educational status, eye examination at least once in lif

291 own by the patients independently from their educational status.

292 ors sent a cross-sectional, closed survey to educational superintendents in 32 states with CPR laws i

293 the Society calls for increased outreach and educational support for SGM patients; increased SGM cult

294 A secure web-based educational system was created using clinical cases (20

295 , not only making the eBioKit an exceptional educational tool but also providing small research group

296 Here, we present an interactive online educational tool called TeachEnG (acronym for Teaching E

297 at the Diabetes Conversation Map program, an educational tool that engages patients with diabetes in

298 e sought to investigate the effectiveness of educational training in an outpatient setting on coping

299 h disorders and negative outcomes, including educational underachievement, difficulties with employme

300 sers, we have also introduced a live monthly educational webinar series and a Gramene YouTube channel