ライフサイエンスコーパス: educational

1 Educational achievement appears to be linked to better Q

2 differences may contribute to differences in educational achievement both across countries and within

3 dity and mortality(2,3), impaired health and educational achievement in childhood(4,5) and with a ran

4 -SZ and 28-controls of similar age, sex, and educational achievement.

5 ata on socioeconomic background and previous educational achievements can better predict how students

6 national travel, suspending all training and educational activities from kindergartens to universitie

7 cellent medical assistance, (b) coordinating educational activities to disseminate expertise and esta

8 = 1,970) or enhanced standard care involving educational advice (n = 1,989).

9 and challenges; and second, to put forth an educational agenda regarding opportunities for an intern

10 are useful tools for future research and as educational aids.

11 integration of disciplines leads to improved educational and career outcomes for undergraduate and gr

12 uality educational research to guide ongoing educational and competency assessment development.

13 More generally, diversity in educational and cultural backgrounds is important becaus

14 s, and we estimate the proportion of adverse educational and health outcomes attributable to ACEs or

15 ttributable fractions (PAFs) for the adverse educational and health outcomes range from 5%-15% for 4+

16 beneficial, would miss most cases of adverse educational and health outcomes.

17 iscrimination in the workplace as well as in educational and healthcare settings.

18 These educational and infrastructure developments occur while

19 other school years also tended to have lower educational and occupational attainment than their male

20 fore has direct applications in the realm of educational and rehabilitative contexts.

21 targeting is emphasized, as well as relevant educational and research implications.

22 ications to cardiovascular risk factors, and educational and screening programmes) at individual and

23 Nurses were uncertain but enthusiastic about educational and technological interventions preferring p

24 ions of drowsy driving, countermeasures, and educational and technological interventions.

25 h should address the psychological, medical, educational and vocational needs of AYA in the developme

26 effects on speech, language, developmental, educational, and cognitive outcomes in children.

27 rocesses that may be applicable to clinical, educational, and machine learning work targeting cogniti

28 ople should be offered help by primary care, educational, and other services to find safer ways to de

29 s persist after controlling for demographic, educational, and practice type variables with MLR and PS

30 The ethical, educational, and regulatory challenges that will govern

31 We aimed to develop an IRD educational animated video culturally responsive to AAs

32 al gyrus (0.90[0.86; 0.96]; p = 5 x 10(-4)), educational attainment (0.86[0.82; 0.91]; p = 2 x 10(-7)

33 Alleles associated with educational attainment (EA) showed the most clustering,

34 Here we used a polygenic score for educational attainment (EduYears-PGS), as well as SES, i

35 the major part of individual differences in educational attainment (heritability: a(2) = 0.43; 0.41-

36 .59, 95% CI 0.56-0.63, p < 0.001); had lower educational attainment (HR 0.50, 95% CI 0.46-0.55, p < 0

37 CI, -0.42 to -0.14]; P = 6.6x10(-5)), lower educational attainment (most significant for mRNFL: -0.3

38 for ADHD (19,099 cases and 34,194 controls), educational attainment (N = 842,499), and general intell

39 but has a negative genetic correlation with educational attainment (r(g) ~-0.1).

40 ved examining the potential causal impact of educational attainment (schooling years) on a variety of

41 expectancy per P90-P10 change unit-level of educational attainment 8.0 years [95% CI 5.8-10.3] for m

42 ionalizing SES as either levels of income or educational attainment also found significant associatio

43 ings suggest that continued trends in female educational attainment and access to contraception will

44 We explore associations of ACEs with educational attainment and adolescent health and the rol

45 F50 as a time-series random walk function of educational attainment and contraceptive met need.

46 ive scenarios based on the pace of change in educational attainment and contraceptive met need.

47 that parental characteristics, such as age, educational attainment and employment substantially dete

48 personality traits, cognitive function, and educational attainment and enriched for CNS gene express

49 Educational attainment and fluid intelligence were mainl

50 ce-level prediction accuracy for trait-level educational attainment and fluid intelligence.

51 There were associations of ACEs with lower educational attainment and higher risk of depression, dr

52 nstrates associations between ACEs and lower educational attainment and higher risks of depression, d

53 We investigated the heritability of educational attainment and how it differed between birth

54 netic overlap between voter turnout and both educational attainment and intelligence test performance

55 sources for politics' (as indexed notably by educational attainment and intelligence test performance

56 Educational attainment and intelligence test performance

57 5-19 years old in rural areas and with lower educational attainment and riskier sexual behavior in ru

58 effect" is as strong among those with higher educational attainment and science literacy and among re

59 ple occasions between birth and age 16) with educational attainment at 16 years (n = 9,959) and healt

60 including 193,518 twins with information on educational attainment at 25 years of age or older.

61 d in utero and during early childhood affect educational attainment at ages 12 to 16.

62 Associations with educational attainment attenuated after adjustment but r

63 randomization analysis to determine whether educational attainment causally affected drinking behavi

64 OR after adjustment for confounders for low educational attainment comparing 4+ ACEs with no ACEs wa

65 fic SEIFA descriptors such as occupation and educational attainment correlating with each biomarker.

66 Educational attainment explained 9%-55% of the associati

67 Mother's educational attainment explained significant district le

68 ctories of cognitive functioning and whether educational attainment explains this relationship.

69 The effect of genetic factors on educational attainment has decreased from the cohorts bo

70 hborhood conditions throughout childhood and educational attainment in adulthood.

71 VD and strengthen the argument for including educational attainment in prediction algorithms and prim

72 recently conducted GWAS in intelligence and educational attainment indicate that our phenotypes do n

73 i-ancestry meta-analyses accounting for gene-educational attainment interactions using two variables,

74 Educational attainment is most strongly related to infla

75 Educational attainment is often considered the most impo

76 Educational attainment is widely used as a surrogate for

77 ge part to the greater religiosity and lower educational attainment of individuals from larger famili

78 up with disruptions in the cohort trends of educational attainment of women after the postindependen

79 t may mediate the beneficial effects of high educational attainment on adaptability to cope with, or

80 1), of which 30 were shared between ADHD and educational attainment or general intelligence (conjunct

81 llectively, these findings suggest a role of educational attainment or SES in further dissection of t

82 alyses of different types of alcohol, higher educational attainment showed the strongest causal relat

83 ales will have achieved significantly higher educational attainment than males in 18 countries.

84 Subtype 1 had lower educational attainment than Subtype 2 (chi-square = 6.38

85 Recent analyses have shown educational attainment to be associated with a number of

86 matter volume at baseline; moreover, higher educational attainment was associated with slower loss o

87 addition, we found that 1 additional year of educational attainment was causally related to higher dr

88 ty and frequency of social interactions, and educational attainment were significant mediators of the

89 lation-level estimates of the association of educational attainment with CVD.

90 enetic (APOE) and demographic (sex, age, and educational attainment) risk factors.

91 t (Black race, social isolation); education (educational attainment); economic stability (annual hous

92 ene variations associated with intelligence, educational attainment, ADHD, autism, and bipolar disord

93 Lower income, lower educational attainment, and a higher level of glaucoma-r

94 scores (PGSs) for schizophrenia, cognition, educational attainment, and attention deficit hyperactiv

95 ual-level characteristics, particularly age, educational attainment, and BMI.

96 atus (SES) inequalities play a large role in educational attainment, and both have been associated wi

97 atric disorders and cortical brain measures, educational attainment, and fluid intelligence, testing

98 disentangle the complex etiologies of ADHD, educational attainment, and general intelligence.

99 mation on patient diagnosis, race/ethnicity, educational attainment, and income (34%-36%).

100 ns with higher cognitive performance, higher educational attainment, and light levels of physical act

101 lyses controlled for age, gender, ethnicity, educational attainment, and long-term health conditions.

102 (HDI) based on under-five survival, maternal educational attainment, and measures of a child's househ

103 re") included younger age, Black race, lower educational attainment, and not having received the infl

104 ing with lower levels of school achievement, educational attainment, and resilience, and higher rates

105 We show that independently of age, sex, educational attainment, and socioeconomic status, higher

106 e neighbors in childhood was associated with educational attainment, and that the associations were s

107 operties of cortical regions associated with educational attainment, as a commonly used proxy for cog

108 ) and summary data from large GWA studies of educational attainment, cognitive ability and smoking be

109 d explored the impact of intelligence level, educational attainment, early life environment and famil

110 approach, we predicted individual scores for educational attainment, fluid intelligence and dimension

111 individual-level characteristics (age, sex, educational attainment, household wealth quintile, and b

112 Black race, low educational attainment, low annual household income, zip

113 ies, women who lived in rural areas, had low educational attainment, or had low household wealth were

114 Shared polygenic risk exists between ALS and educational attainment, physical activity, smoking, and

115 0(-6)), which was previously associated with educational attainment, risk-taking behaviors, and schiz

116 may be limited by the gender imbalance, high educational attainment, survival bias, and lack of ethni

117 ed that taller height and lower BMI increase educational attainment, these effects were strongly atte

118 ed based on the 1DF test of interaction with educational attainment, while the remaining 16 loci were

119 lso differ in their genetic correlation with educational attainment-the relationship is positive in b

120 me, insurance type, geographical region, and educational attainment.

121 lation trends, overall and by household-head educational attainment.

122 y correlated with a polygenic risk score for educational attainment.

123 for maternal age, sex, smoking history, and educational attainment.

124 depression to 0.008 (95% CI: 0.004-0.01) for educational attainment.

125 autism spectrum disorder, intelligence, and educational attainment.

126 consistently associated with lower levels of educational attainment.

127 rtant influence on individual differences in educational attainment.

128 rowing up in low-class neighborhoods lowered educational attainment; growing up in high-class neighbo

129 -economic status, political orientation, and educational background-endorse at least some aspects of

130 e and prepare for enhanced service delivery, educational campaigns, and advocacy that match the need

131 ith respect to reading at the time of making educational choices plays a key role in the process lead

132 ggests five promising features to include in educational computer games: modality, personalization, p

133 However, the rate of an ideal educational condition was 32%, and the rate of people wh

134 il Survey to examine whether school context, educational content, and academic ability were associate

135 r mixed models revealed that school context, educational content, and academic ability were significa

136 idence of their effectiveness across diverse educational contexts is limited.

137 an be usefully applied and modified for many educational contexts.

138 Both type and timing of educational credentials may influence physical health.

139 st to adjustment for childhood advantage and educational credentials.

140 ws (beta 2.034; p = 0.0482), those with less educational debt (beta -2.920; p = 0.0115), those neutra

141 Much of the increasing educational differences in years of life lost may be rel

142 iply disadvantaged and typically suffer from educational difficulties, social deprivation, socio-econ

143 uce the inequalities induced by economic and educational disadvantage.

144 We assess the magnitude of the effect of educational discontinuity through a comparison of the ac

145 for by PTB or SGA could reflect unaddressed educational disparities in infant care or other factors.

146 men in the USA, and would reduce racial and educational disparities in mortality.

147 The ECMOed Taskforce identified seven educational domains that would benefit from internationa

148 hed various health care providers through an educational e-mail, communication in a weekly newsletter

149 ocal physicians and prioritizing sustainable educational efforts.This is an open access article distr

150 wn nearly every aspect of their research and educational enterprises.

151 evelop targeted efforts that may enhance the educational experience and emotional well being of nephr

152 and on new areas of focus including enhanced educational experience of residents and fellows.

153 taxa richness that can impact the students' educational experience.

154 there is a pressing need for a more flexible educational experience.

155 %-55% of the association between these early educational experiences and level of cognitive functioni

156 along with information on respondents' early educational experiences collected in the 2015 and 2017 H

157 dementia, yet significant variation in early educational experiences exists among midlife and older U

158 nd citizenship is to provide broad, holistic educational experiences that integrate the STEM discipli

159 Our results suggest that educational experiences that span childhood and adolesce

160 tion to AI-ML through a flexible schedule of educational, experiential, and research activities.

161 holds are at increased risk for poor health, educational failure, and behavioral problems.

162 act on long-term survival, health, or social/educational functioning.

163 ults from differences in clinical protocols, educational gaps, and/or equipment factors.

164 ny online students struggle to achieve their educational goals.

165 dy of Diabetes, supported by an unrestricted educational grant from AstraZeneca.

166 alence of use between the lowest and highest educational groups was 20 percentage points.

167 Differences in outcomes between educational groups were not explained by differences in

168 greater progress toward their professional, educational, health, and fitness goals (Study 2); and re

169 Relative educational inequalities were significant for all countr

170 Reducing educational inequality is one way to promote a fairer di

171 of schooling, and use this model to explore educational inequality since 1970 and to forecast progre

172 ospitals should implement organizational and educational initiatives to encourage healthy lifestyles.

173 two persons or people co-living), closure of educational institutions (e.g., schools), and retail out

174 ng gathering sizes and closing businesses or educational institutions to stay-at-home orders.

175 Closing all educational institutions, limiting gatherings to 10 peop

176 r randomized 1:1 to receive either a 4-month educational intervention (the SI!

177 uage peer-reviewed journal that described an educational intervention conducted at more than one inst

178 ventions did not reduce seizure rates, but 1 educational intervention decreased a composite of seizur

179 An educational intervention did not improve agreement in IO

180 This multidimensional school-based educational intervention may be an effective strategy fo

181 Incorporating an interactive online educational intervention prior to a clinical rotation ma

182 OpTrust, an educational intervention to increase faculty entrustment

183 mized 3:2 to receive either a 4-month (50 h) educational intervention to instill healthy behaviors in

184 In this study, a simple educational intervention was able to improve adherence.

185 An educational intervention was implemented for the technic

186 d administered correctly before and after an educational intervention with inpatient providers.

187 nce support the use of virtual reality as an educational intervention.

188 Current educational interventions about increased risk donors (I

189 vide impetus for the development of targeted educational interventions aimed at improving the knowled

190 General educational interventions demonstrated significantly imp

191 ulation's BMI distribution and suggests that educational interventions that boost global brain energy

192 ded to better establish an evidence-base for educational interventions to improve this groups' emerge

193 Educational interventions were a decision/teaching aid a

194 In California, statewide legislative and educational interventions were associated with a decreas

195 es to grow, and the increased development of educational interventions which help patients to better

196 ere psychological (k = 9); e-health (k = 8); educational (k = 4); peer-led (k = 5); breathing re-trai

197 ells from the bottom up, and next-generation educational kits.

198 ical sequelae: neuropsychiatric morbidities, educational landmarks, use of hospital services, employm

199 ying memory enhancement, which has value for educational learning.

200 [highest group] 1.50, 1.24-1.82), and higher educational level (5.17, 3.02-8.83); however, physical m

201 oximately 40%, was inversely associated with educational level (p value for linear trend <0.0001), an

202 Relative changes in ORs of hypertension or educational level on unilateral or bilateral VI were > 1

203 the confounders of the VI-hypertension or VI-educational level relationships.

204 Educational level was used as the measure of socioeconom

205 th being infected with SARS-CoV-2 were lower educational level(aOR of 1.93;95%CI1.03-3.60), using pub

206 nd control groups were matched for age, sex, educational level, IQ, reading abilities (measured by AP

207 HRs were adjusted for age, sex, educational level, marital status, and CVD risk factors.

208 rsus close contacts, adjusting for age, sex, educational level, marital status, and healthcare worker

209 Our HRs were adjusted for age, baseline educational level, marital status, leisure time physical

210 r age, rural region of habitation, and lower educational level, while it was statistically independen

211 adjustment for intelligence test scores and educational level.

212 mplementation strategies, care pathways, and educational links for achieving impactful weight reducti

213 edagogical questions are a relatively simple educational manipulation to improve memory, learning, an

214 e part of a pool of open-source software and educational materials for large-scale, reproducible fMRI

215 ent informed the event logistics, messaging, educational materials provided, and follow-up plans.

216 A 2015 campaign provided educational materials to school staff on the proper appl

217 The AE group received educational materials via mail every 2 weeks.

218 es), clinical practice guidelines (1 study), educational meetings (1 study), interprofessional educat

219 rology have been published to date, and this educational model still represents a challenge for stude

220 data contained in such a notebook to form an educational narrative.

221 ing region-specific competition barriers and educational needs would improve the regulatory approval

222 includes strength and endurance training and educational, nutritional, and psychosocial support, impr

223 rted that the fellowship effectively met its educational objectives.

224 ng a mechanism for evaluating the quality of educational offerings; 4) utilizing validated assessment

225 ctors modified the associations of ACEs with educational or health outcomes.

226 ty, who we observed had significantly poorer educational outcomes compared to children with 1 conditi

227 ons) among Scottish schoolchildren and their educational outcomes compared to peers.

228 ent-child relationship-will lead to improved educational outcomes for both.

229 Prediction of educational outcomes from polygenic scores were inferior

230 sity, schizophrenia, teen pregnancy and poor educational outcomes in high-risk neighbourhoods, includ

231 elopmental science framework to consider the educational outcomes of parents and children together in

232 It appears that virtual reality leads to educational outcomes similar or superior to traditional

233 pants (49.5% female) included in analysis of educational outcomes, 84% reported at least one ACE, 24%

234 tion was evident for teen pregnancy and poor educational outcomes, suggesting that neighbourhood effe

235 The YSW is a low-cost, high-reward educational outreach event amenable to all disciplines o

236 hnology, engineering, and mathematics (STEM) educational outreach to students in classrooms is challe

237 change techniques within audit and feedback, educational outreach, and computerised support, with con

238 nometry-assisted biofeedback, and a standard educational pamphlet, but this is likely to result in on

239 ut increased protein production and improved educational participation in some states.

240 lygenic scores predict an individual pupil's educational performance conditional on other phenotypic

241 ted use for accurately predicting individual educational performance or for personalised education.

242 development and adoption of a comprehensive educational platform that would teach the principles of

243 Health and educational practitioners should be aware of the increas

244 Educational programmes have definite benefits for patien

245 al rigorous research to test multi-component educational programmes, customised to meet entry-level a

246 tennial Year, we review how our research and educational programs have changed.

247 Educational programs to inform of the danger are now req

248 riorities include capacity building for both educational purposes and to provide further resources fo

249 n neuroanatomy for diagnostic, research, and educational purposes.

250 home ownership, mother and partner's highest educational qualification, household social class, parit

251 periments to evaluate the joint influence of educational quantity and quality on late-life physical a

252 A with modifications specifically to support educational research and decision-making with examples i

253 Development of clinical and educational research initiatives based on these recommen

254 Ongoing high-quality educational research is needed to evaluate the impact of

255 certification; and 5) promoting high-quality educational research to guide ongoing educational and co

256 ussions with patients, 17% distributed print educational resources, and 3% used intensive education a

257 bed dose calculation software, together with educational resources.

258 Non-fee-paying, co-educational schools including Year 9 students in the UK

259 canals of the Otrar oasis, a United Nations Educational, Scientific and Cultural Organization (UNESC

260 axonal pathway atlas that can be applied to educational, scientific, or clinical investigations.

261 re included if they compared a behavioral or educational self- care intervention to usual care or ano

262 oid/pain brochures setting expectations, and educational seminars to residents, advanced practice pro

263 administrative meetings, support groups, and educational seminars were converted to teleconferencing

264 We identified 24 unique educational sequence clusters on the basis of highest le

265 olds in the control arm were offered a short educational session on IPV.

266 trol arm households were offered a short IPV educational session.

267 ntervention components included: group based educational sessions, telemonitoring and telephone suppo

268 ts involved in using Jupyter notebooks in an educational setting for teaching in the bio/health infor

269 ciplinary research is required to understand educational-setting-specific implementation challenges.

270 aborative genome annotations in research and educational settings.

271 ng effect was not influenced by the relative educational status of the biological and adoptive parent

272 Higher educational status, positive family history of glaucoma,

273 tio adjusted for baseline age, gender, race, educational status, smoking, and AMD severity level for

274 Educational status: primary education [AOR; 2.89: 1.41,

275 re extremely common but that operational and educational strategies can result in sustained improveme

276 in medical education require new, efficient educational strategies.

277 owledge were more likely to use >1 intensive educational strategy (OR: 1.011.271.60) while providers

278 he fellowship model represents an innovative educational strategy by providing a virtual AF training

279 at hypnotherapy would be more effective than educational supportive therapy, and that group hypnother

280 herapy, 150 to group hypnotherapy, and 54 to educational supportive therapy.

281 Inguinal hernia repair is the prototype educational surgical procedure.

282 fication, and experiment, is adaptable as an educational tool, and provides insight on the possible c

283 models for critical care delivery, cultivate educational tools for team training, and embrace technol

284 1; p = 0.0226), those comfortable discussing educational topics with faculty (beta 3.078; p = 0.0197)

285 on Gordis became chair in 1975, and multiple educational tracks were developed.

286 ological preventive interventions (including educational training about healthy lifestyle-eg, healthy

287 date has likely underestimated the impact of educational trajectories on health.

288 marginalized groups benefited more from some educational trajectories than did advantaged groups (e.g

289 sed hierarchical clustering to group similar educational trajectories.

290 018793) to facilitate future discoveries and educational use.

291 h and a surgeon-focused platform to maximize educational value.

292 The proportions of educational variation explained by genetic and shared en

293 An educational video promoting organ donation resulted in i

294 A culturally responsive IRD educational video was developed in collaboration with ke

295 ost, African American-centric organ donation educational video.

296 ific messaging and patron consumption of the educational video.

297 Educational videos can improve, standardize, and democra

298 Educational websites that are easier to understand are a

299 Older age and lower educational were associated with higher risk for unilate

300 organ donation education preceded a control educational workshop or a late arm with the order revers