text
stringlengths 9
3.55k
| source
stringlengths 31
280
|
|---|---|
Past users were not at increased risk. The risk in current users was increased about 1.2 fold; for every 1000 women using HRT, 2.6 developed ovarian cancer over 5 years, compared with 2.2 in those not taking HRT.
|
https://en.wikipedia.org/wiki/Million_Women_Study
|
The risk was the same for estrogen-only, combined estrogen-progestogen and other types of HRT (including tibolone) and did not vary by specific type of estrogen or progestogen, or between oral and transdermal (patch) administration. These results are equivalent to one extra case of ovarian cancer for every 2500 women taking HRT, and one extra death from ovarian cancer per 3300 women taking HRT, over 5 years. Publishers of these studies say that the results need to be looked at in the context of the other risks and benefits of HRT.
|
https://en.wikipedia.org/wiki/Million_Women_Study
|
In particular, an estimation of the overall effect of HRT use on three common cancers in women: breast cancer, endometrial (womb) cancer and ovarian cancer. Together, these cancers account for about 4 in 10 cancers in women in the UK. According to the findings, in women aged 50–69, about 19 of these cancers will develop over 5 years in every 1000 women not taking HRT. In women taking HRT the estimate is for the number of cancers to be increased to about 31. The overall increased risk is higher in women using combined estrogen-progestogen HRT than in women using estrogen-only HRT because most of the overall increase is due to an increase in breast cancer, and users of combined HRT have a higher risk of breast cancer than users of estrogen-only HRT.
|
https://en.wikipedia.org/wiki/Million_Women_Study
|
The study has also found that low to moderate alcohol consumption increases the risk of a variety of types of cancer in women, including breast cancer.
|
https://en.wikipedia.org/wiki/Million_Women_Study
|
Results from the Million Women Study, together with those from other studies such as the Women’s Health Initiative trial from the USA, have influenced national policy, including recent recommendations on the prescribing and use of hormone replacement therapy from the Royal College of Obstetricians and Gynaecologists and from the Commission on Human Medicines. Public awareness of the study and its findings has led to significant behavioural changes, predominately resulting in the swift decline of HRT prescriptions throughout Europe and the US from 2003. In contrast to the increase in HRT prescriptions between 1991 and 1996, which remained stable through to 2001, sales of HRT fell by 50% between 2002 and 2005 following the publication of the Million Women Study and the Women's Health Initiative study.A number of recent studies have shown that the Million Women Study continues to impact women’s health and behavioural patterns in Europe. Research examining breast cancer incidence trends in Sweden between 1997 and 2007, showed that the prevalence of HRT use in women aged 50–59 years decreased from a peak of 36% in 1999 to 9% in 2007, a parallel decrease in incidence of breast cancer was also reported between 2003 and 2007. A recent report assessing breast cancer incidence in Belgium between 2007 and 2008 also showed a significant drop in breast cancer incidence attributed to the decrease in HRT use in Belgium during and leading up 2008.
|
https://en.wikipedia.org/wiki/Million_Women_Study
|
Gustave Fallot (17 November 1807 – 6 July 1836) was a French librarian and philologist. Having obtained the diploma of palaeographer-archivist he was appointed sub-librarian of the Institut de France. He committed himself relentlessly to scholarship; he completed a manuscript on the origins of the French language and notably proposed writing a genealogical history of the human race by languages and a study of the Slavonic languages and literatures.
|
https://en.wikipedia.org/wiki/Gustave_Fallot
|
Sex differences in cognition are widely studied in the current scientific literature. Biological and genetic differences in combination with environment and culture have resulted in the cognitive differences among males and females. Among biological factors, hormones such as testosterone and estrogen may play some role mediating these differences. Among differences of diverse mental and cognitive abilities, the largest or most well known are those relating to spatial abilities, social cognition and verbal skills and abilities.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Cognitive abilities are mental abilities that a person uses in everyday life, as well as specific demand tasks. The most basic of these abilities are memory, executive function, processing speed and perception, which combine to form a larger perceptual umbrella relating to different social, affective, verbal and spatial information. Memory, which is one of the primary core of cognitive abilities can be broken down into short-term memory, working memory and long-term memory. There are also other abilities relating to perceptual information such as mental rotation, spatial visualization ability, verbal fluency and reading comprehension. Other larger perceptual umbrellas include social cognition, empathy, spatial perception and verbal abilities.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Various researchers have conducted studies to determine the differences between males and females and their abilities within their short-term memory. For example, a study conducted by Lowe, Mayfield, and Reynolds (2003) examined sex differences among children and adolescents on various short-term memory measures. This study included 1,279 children and adolescents, 637 males and 642 females, between the ages of 5 and 19. They found that females scored higher on two verbal subtests: Word Selective Reminding and Object Recall, and males scored higher on the Memory for Location and Abstract Visual Memory subtests, the key spatial memory tasks.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
In two different studies researchers have found that women perform higher on verbal tasks and men perform higher on spatial tasks (Voyer, Voyer, & Saint-Aubin, 2016). These findings are consistent with studies of intelligence with regards to pattern, females performing higher on certain verbal tasks and males performing higher on certain spatial tasks (Voyer, Voyer, & Saint-Aubin, 2016). Same results have been also found cross culturally. Sex differences in verbal short-term memory have been found regardless of age even among adults, for example a review published in the journal Neuropsychologia which evaluated studies from 1990 to 2013 found greater female verbal memory from ages 11–89 years old.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
There are usually no sex differences in overall working memory except those involving spatial information such as space and object. A 2004 study published in the journal of Applied Cognitive Psychology found significantly higher male performance on four visuo-spatial working memory. Another 2010 study published in the journal Brain and Cognition found a male advantage in spatial and object working memory on an n-back test but not for verbal working memory. Similarly another study published in the journal Human Brain Mapping found no sex differences in a verbal n-back working memory task among adults from ages 18–58 years old.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
There was also no sex differences in verbal working memory among a study of university students published in the Journal of Dental and Medical Sciences. However, they still found greater male spatial working memory in studies published in the journals Brain Cognition and Intelligence. Also, even though they found no sex differences in verbal working memory, researchers have found lower brain activity or thermodynamics in the prefrontal cortex of females which suggested greater neural efficiency and less effort for the same performance.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Researchers indicate females might have greater working memory on tasks that only relies on the prefrontal cortex. However, in another study of working memory, where the goal was to detect sex differences under high loads of working memory, males outperformed females under high loads of working memory.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
The authors of the study state: "Results indicated sex effects at high loads across tasks and within each task, such that males had higher accuracy, even among groups that were matched for performance at lower loads". A 2006 review and study on working memory published in the journal European Journal of Cognitive Psychology also found no sex differences in working memory processes except in a double-span task where females outperformed males. There have also been no sex differences found in a popular working memory task known as n-back among a large number of studies.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Studies have found a greater female ability in episodic memory involving verbal or both verbal and visual-spatial tasks while a higher male ability that only involves complex visual-spatial episodic memory. For example, a study published in the journal Neuropsychology found that women perform at a higher level on most verbal episodic tasks and tasks involving some or little visual-spatial episodic memory. Another study published the following year found that women perform at a higher level in verbal and non-verbal (non-spatial visual) episodic memory but men performed at a higher level in complex visual-spatial episodic memory. A review published in the journal Current Directions in Psychological Science by researcher Agneta Herlitz also conclude that higher ability in women on episodic-memory tasks requiring both verbal and visuospatial episodic memory and on face-recognition tasks, while men have higher abilities for episodic memory, where visual-spatial skills of high complexity are required.Sex differences in semantic memory have also been found with a higher female ability which can be explained by a female advantage in verbal fluency.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
One other study also found greater female free-recall and long term retrieval among the ages 5–17.In another study, when using multiple tests for episodic memory, there were no differences between men and women. A similar result was also found among children from 3 to 6 years old. As for semantic memory related to general knowledge and knowledge of facts from the world. That is, in most areas of cognition, men show higher results on semantic memory.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
There has not been enough literature or studies assessing sex difference in executive functioning, especially since executive functions are not a unitary concept. However, in the ones that have been done, there have been differences found in attention and inhibition.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
A 2002 study published in the Journal of Vision found that males were faster at shifting attention from one object to another as well as shifting attention within objects. 2012–2014 studies published in the Journal of Neuropsychology with a sample size ranging from 3500 to 9138 participants by researcher Ruben C Gur found higher female attention accuracy in a neurocognitive battery assessing individuals from ages 8–21. A 2013 study published in the Chinese Medical Journal found no sex differences in executive and alerting of attention networks but faster orientation of attention among females. A 2010 study published in Neuropsychologia also found greater female responsiveness in attention to processing overall sensory stimulation.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
A 2008 study published in the journal Psychophysiology found faster reaction time to deviant stimuli in women. The study also analyzed past literature and found higher female performance in withholding social behavior such as aggressive responses and improper sexual arousal. Furthermore, they found evidence that women were better at resisting temptation in tasks, delaying gratification and controlling emotional expressions.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
They also found lower female effort in response inhibition in equal performance for the same tasks implying an advantage for females in response inhibition based on neural efficiency. In another study published in 2011 in the journal Brain and Cognition, it was found that females outperformed males on the Sustained Attention to Response Task which is a test that measures inhibitory control. Researchers have hypothesized that any female advantage in inhibition or self-regulation may have evolved as a response to greater parenting responsibilities in ancestral settings.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Sex differences in processing speed has been largely noted in literature. Studies published in the journal Intelligence have found faster processing speed in women. For example, a 2006 study published in Intelligence by researcher Stephen Camarata and Richard Woodcock found faster processing speed in females across all age groups in a sample of 4,213 participants. This was followed by another study published in 2008 by researchers Timothy Z Keith and Matthew R. Reynolds who found faster processing speed in females from ages 6 to 89 years old.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
The sample also had a number of 8,818 participants. Other studies by Keith have also found faster processing speed in females from ages 5 to 17. In one recent study, groups of men and women were tested using the WAIS-IV and WAIS-R tests. According to the research results, there were no differences in processing speed between men and women.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Studies of sex differences in semantic perception (attribution of meaning) of words reported that males conceptualize items in terms of physical or observable attributes whereas females use more evaluative concepts. Another study of young adults in three cultures showed significant sex differences in semantic perception (attribution of meaning) of most common and abstract words. Contrary to common beliefs, women gave more negative scores to the concepts describing sensational objects, social and physical attractors but more positive estimations to work- and reality-related words, in comparison to men This suggests that men favour concepts related to extreme experience and women favour concepts related to predictable and controllable routines. In a light of the higher rates of sensation seeking and deviancy in males, in comparison to females, these sex differences in meaning attribution were interpreted as support for the evolutionary theory of sex.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Sex differences in spatial abilities are widely established in literature. Males have much higher level of performance in three major spatial tasks which include spatial visualization, spatial perception and mental rotation. Spatial visualization elicits the smallest difference with a deviation of 0.13, perception a deviation of 0.44 and mental rotation the largest with a deviation of 0.73. Another 2013 meta-analysis published in the journal Educational Review found greater male mental rotation in a deviation of 0.57 which only grew larger as time limits were added.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
These male advantages manifests themselves in math and mechanical tasks for example significantly higher male performance on tests of geometry, measurement, probability, statistics and especially mechanical reasoning. It also manifests and largely mediates higher male performance in arithmetic and computational fluency All of these math and technical fields involve spatial abilities such as rotation and manipulation of imagined space, symbols and objects. Mental rotation has also been linked to higher success in fields of engineering, physics and chemistry regardless of gender.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Spatial visualization on the other hand also correlate with higher math achievement in a range of 0.30 to 0.60. Furthermore, male advantage in spatial abilities can be accounted for by their greater ability in spatial working memory. Sex differences in mental rotation also reaches almost a single deviation (1.0) when the tasks require navigation, as found in one study with participants who used Oculus Rift in a virtual environment.Even though most spatial abilities are higher in men, object location memory or the ability to memorize spatial cues involving categorical relations are higher in women.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
But it depends on the type of stimulus (object) and the task. In some conditions, men's productivity is higher (for example, when "male" objects are used), in other conditions, women's productivity may be higher or there are no differences between the sexes. Higher female ability in visual recognition of objects and shapes have also been found.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Like spatial ability, sex differences in verbal abilities have been widely established in literature. There is a clear higher female performance on a number of verbal tasks prominently a higher level of performance in speech production which reaches a deviation of 0.33 and also a higher performance in writing. Studies have also found greater female performance in phonological processing, identifying alphabetical sequences, and word fluency tasks. Studies have also found that females outperform males in verbal learning especially on tests such as Rey Auditory Verbal Learning Test and Verbal Paired Associates.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
It has also been found that the hormone estrogen increases ability of speech production and phonological processing in women, which could be tied to their advantages in these areas. Overall better female performance have also been found in verbal fluency which include a trivial advantage reading comprehension while a significantly higher performance in speech production and essay writing. This manifests in higher female international PISA scores in reading and higher female Grade 12 scores in national reading, writing and study skills. Researchers Joseph M. Andreano and Larry Cahill have also found that the female verbal advantage extends into numerous tasks, including tests of spatial and autobiographical abilities.In a fairly large meta-analysis that analyzed 165 different studies, a very small difference of 0.11 standard deviations was found. The authors of this study postulate: "The difference is so small that we argue that gender differences in verbal ability no longer exist."
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Current literature suggests women have higher level of social cognition. A 2012 review published in the journal Neuropsychologia found that women are better at recognizing facial effects, expression processing and emotions in general. Men were only better at recognizing specific behaviour which includes anger, aggression and threatening cues. A 2012 study published in the journal Neuropsychology with a sample of 3,500 individuals from ages 8–21, found that females outperformed males on face memory and all social cognition tests.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
In 2014, another study published in the journal Cerebral Cortex found that females had larger activity in the right temporal cortex, an essential core of the social brain connected to perception and understanding the social behaviour of others such as intentions, emotions, and expectations. In 2014, a meta-analysis of 215 study sample by researcher A.E. Johnson and D Voyeur in the journal Cognition and Emotion found overall female advantage in emotional recognition.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Other studies have also indicated greater female superiority to discriminate vocal and facial expression regardless of valence, and also being able to accurately process emotional speech. Studies have also found males to be slower in making social judgments than females. Structural studies with MRI neuroimaging has also shown that women have bigger regional grey matter volumes in a number of regions related to social information processing including the Inferior frontal cortex and bigger cortical folding in the Inferior frontal cortex and parietal cortex Researchers suppose that these sex differences in social cognition predisposes males to high rates of autism spectrum disorders which is characterized by lower social cognition.A recent study that aimed to identify gender differences in social cognition did not show significant differences, with few exceptions. The study authors state: "The presence of sex differences in social cognition is controversial". Results showed no significant sex differences in affective and cognitive ToM, in the recognition of emotional facial expressions, or in the ability to identify and regulate one's own emotions.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Empathy is a large part of social cognition and facilitates its cognitive components known as theory of mind. Current literature suggests a higher level of empathy in women compared to men.A 2014 analysis from the journal of Neuroscience & Biobehavioral Reviews reported that there is evidence that "sex differences in empathy have phylogenetic and ontogenetic roots in biology and are not merely cultural byproducts driven by socialization." Other research has found no differences in empathy between women and men, and suggest that perceived gender differences are the result of motivational differences.
|
https://en.wikipedia.org/wiki/Sex_differences_in_cognition
|
Centre of West African Studies (CWAS) is a division of the School of Historical Studies at the University of Birmingham, England. The centre provides teaching and research into issues of African development, culture, anthropology, sociology, politics, history, and the legacies of the African diaspora, particularly in the UK, the Caribbean, and North America. CWAS offers undergraduate and postgraduate study programs in a number of Africa-related fields. It is home to the John Fage Library, which houses the CWAS Archives and Electronic Music Database, and the Danford Collection, a unique collection of priceless African artifacts and cultural products.
|
https://en.wikipedia.org/wiki/Centre_of_West_African_Studies
|
The Centre was founded in 1963 by John Fage, a scholar of African (particularly Ghanaian) history, who during his career wrote several seminal works on the history of the African continent, including History of Africa (now in its 4th edition), Africa Discovers Her Past, and Ghana: A Historical Interpretation, which developed out of a series of lectures sir john cabot read at the University of Wisconsin–Madison in 1956. The Danford Collection evolved out of a collection of African cultural artifacts that were brought to the UK by a British civil servant after his posting in West Africa, and has been expanded over time.
|
https://en.wikipedia.org/wiki/Centre_of_West_African_Studies
|
Prof. Karin Barber Dr. Stewart Brown Dr. Lynne Brydon Dr. Reginald Cline-Cole Dr. Insa Nolte Dr. Keith Shear
|
https://en.wikipedia.org/wiki/Centre_of_West_African_Studies
|
Double demotivation is a theory involving pay and motivation first postulated by S.C. Carr and MacLachlan. Double demotivation hypothesises that pay discrepancies decrease work motivation among both lower and higher paid individuals who essentially perform the same task. Compared with equitably paid workers, employees who felt they were being under- or overpaid reported lower job satisfaction and greater readiness to change jobs.
|
https://en.wikipedia.org/wiki/Double_demotivation
|
The administration of education policy in the Britain began in the 19th century. Official mandation of education began with the Elementary Education Act 1870 for England and Wales, and the Education (Scotland) Act 1872 for Scotland. Education policy has always been run separately for the component nations of Britain, and is now a devolved matter (by the Northern Ireland Constitution Act 1973, the Scotland Act 1998, and the Government of Wales Act 1998 - each as amended).
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
As there is no devolved government for England, the administration of education policy for the nation has been carried out by a number of different British central government departments since the 19th century. Key events in Education in England have been the Elementary Education Act 1870, the Education Act 1902, the Education Act 1944, and the Education Reform Act 1988.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
Before the latter-part of the 19th century education was a private matter, and there was no governmental policy lead. Some education services were provided by the Church (dating back to a Papal proclamation in the 11th century). A Committee of the Privy Council was appointed in 1839 to supervise the distribution of certain Government grants in the education field. The members of the Committee were the Lord President of the Council, the Secretaries of State, the First Lord of the Treasury, and the Chancellor of the Exchequer.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
From 1857 a Vice President was appointed who took responsibility for policy, leading to the creation of the Education Office. With the 1870 Act the Education Office was given the task to manage the national process and commission local school boards in boroughs and parishes where they were requested. The Board of Education Act 1899 took effect in 1900, renaming the Education Office to the Board of Education was created which managed the national process and commissioned local school boards in boroughs and parishes where they were found to be needed.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
The Education Act 1902 formalised the relationship between central government and education delivery by abolishing the 2568 school boards set up by the 1870 Act, and transferring their duties (and schools) to local government (borough and county councils) in a new guise as local education authorities. The Education Act 1944 changed the system of education in England by forming the Tripartite System wherein secondary schools were mandated in one of four forms (Grammar, Comprehensive, Secondary Modern, and Secondary Technical schools), and renamed the Board of Education to the Ministry of Education. The Department of Education and Science (DES) was created in 1964 as the merger of the Ministry of Education with that of the Ministry of Science following the Prime Minister Harold Wilson's focus on the "white heat of technology". The 1988 Act brought in the concept of external validation of teacher performance and a support framework for teachers to use as the core of their syllabus, in the form of the National Curriculum. In 1995 the DES was merged with the Benefits Agency and split off the Office of Science and Technology to become the Department for Education and Employment (DfEE).
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
After the 2001 General Election, the DfEE and the Department for Social Security were combined and re-split into the Department for Education and Skills (DfES) and the Department for Work and Pensions. In 2007, when Gordon Brown became Prime Minister, he split the education ministerial portfolio into two. The Department for Children, Schools and Families (DCSF) was formed with board responsibilities for children up to the age of 14, and for some aspects up to 19, taking on some social care responsibilities from the Department for Health. The Department for Innovation, Universities and Skills (DIUS) took over responsibility for all higher and further education and science policy, taking on the Government Office for Science, which by then included the Office of Science and Technology that had split off from DES in 1994. In 2009, DIUS was merged with parts of the Department of Trade and Industry to form the Department for Business, Innovation and Skills (BIS), but with no change in the scope of its education policy remit.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
Education policy in Northern Ireland is run by the Northern Ireland Department of Education.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
Education policy in Scotland has always been run on its own lines. Since devolution it has transferred from the defunct Scottish Office to the Scottish Executive.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
Education policy in Wales was run as with that of England until devolution in 1998. Since then it has been run under the Welsh Assembly Government.
|
https://en.wikipedia.org/wiki/Education_administration_in_the_United_Kingdom
|
The Redalyc project (Red de Revistas Científicas de América Latina y El Caribe, España y Portugal) is a bibliographic database and a digital library of Open Access journals, supported by the Universidad Autónoma del Estado de México with the help of numerous other higher education institutions and information systems. The project started in October 2002 with the general aim of building a scientific information system made up by the leading journals of all the knowledge areas edited in and about Latin America. Since its creation, its goal is: to give visibility to the scientific production generated in Ibero-America, that is underestimated worldwide due to various factors like low investment in science and technology, low participation of Latin American scientists in some of the main currents of science, as measured by percentage of articles by Latin American authors in established electronic databases e.g., MEDLINE, and the low impact of that production.
|
https://en.wikipedia.org/wiki/Redalyc
|
Participation, measured by percentage of articles by authors of Latin America in such databases was very low in the dominant repositories e.g., 2.7% in the Science Citation Index (SCI).As of 2015, Redalyc is an information system that also evaluates the scientific and editorial quality of knowledge in Ibero-America. A research group generates bibliometric indicators about the impact of the journals, authors and countries included in the journal electronic library. Redalyc has been consolidated as an important repository of knowledge with over 1,000 journals and more than 425,000 full-text articles.
|
https://en.wikipedia.org/wiki/Redalyc
|
Organized in two main areas (social and natural sciences) and many specialised sub-sections, Redalyc gathers journals published in 15 countries, with over 550 journals and 16,000 articles available in PDF format, along with abstracts in Spanish and English languages, reference information, and other metadata. Similar to parallel projects such as Latindex, Redalyc fully embraces open access and releases its material under a Creative Commons license, making it free to download. Along with a keyword search on each page, users can browse the catalogue by title, author, country, or subject.
|
https://en.wikipedia.org/wiki/Redalyc
|
Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Spain, Mexico, Peru, Portugal, Puerto Rico, Dominican Republic, Serbia, Uruguay and Venezuela
|
https://en.wikipedia.org/wiki/Redalyc
|
Agrarian Studies, Anthropology, Art, Communication, Culture, Demography, Economy, Education, Environmental Studies, Geography, Health, History, Information Sciences, Language and Literature, Law, Multi-disciplinary studies, Philosophy and Science, Political Science, Psychology, Public Administration, Sociology and Territorial Studies
|
https://en.wikipedia.org/wiki/Redalyc
|
Agrarian Science, Architecture, Astronomy, Atmospheric Sciences, Biology, Chemistry, Engineering, Geology, Geophysics, Information Technology, Mathematics, Medicine, Multidisciplinaries, Oceanography, Physics and Veterinary Medicine
|
https://en.wikipedia.org/wiki/Redalyc
|
Bibliometric techniques have been shown to be useful in development of indicators of scientific research activity to address emerging concerns such as institutional level analysis of capabilities and networks. Bibliometric indicators have been used for policy purposes for nearly 25 years and were developed to address central concerns of classical science policy - level of research output and its impact. They are incorporated in regular statistical series such as the National Science Foundation's (NSF) science indicators and are used in high-profile analyses by leading scientists and policy makers.
|
https://en.wikipedia.org/wiki/Redalyc
|
Redalyc database requires the submission of XML. This section lists the technologies that can be used for generating Redalyc XML.
|
https://en.wikipedia.org/wiki/Redalyc
|
MS Word documents & OpenOffice (LibreOffice) documents to Redalyc: Typeset: This tool provides a set of converters as a SaaS subscription model. MS-Word to SciELO XML. OxGarage and meTypeset: can convert documents from various XML formats Pandoc for Redalyc XML: Happens via MS-Word to Markdown (with some loss of context) to Redalyc.
|
https://en.wikipedia.org/wiki/Redalyc
|
This section describes the process of taking Redalyc XML as input, and using that to product multiple outputs. from Redalyc to HTML: JATS Preview Stylesheets (canonical XSLT conversion) Typeset Publisher Solution eLife Lens converts NLM XML to JSON for displaying using HTML and Javascript. from Redalyc to PDF: Typeset converter for Redalyc XML to PDF some JATS Preview Stylesheets, XSLT + XSL-FO conversion. from Redalyc to ePUB: (for mobile versions) eXtyles
|
https://en.wikipedia.org/wiki/Redalyc
|
oXygen XML Editor Typeset XML Editor for Journals. Supports XML exports in compliant Redalyc Standards. Frequently used by editorial team to generate any kind of XML, PDF, HTML and ePUB. PubRef "Pipeline": Browser-based realtime-preview XML editor
|
https://en.wikipedia.org/wiki/Redalyc
|
Redalyc produces indicator to keep track of the publications consultation. The statistics obtained are: Site use Articles report Visits report Consults comparatives Global use reports Internationalization index Individual reports Editorial reports Institutional reports
|
https://en.wikipedia.org/wiki/Redalyc
|
In July 2015, Jeffrey Beall, an American librarian, posted an article on his blog referring to the two largest Latin American open access databases (SciELO and Redalyc) as “favelas”, which is a derogatory Portuguese term for a slum. Beall stated: "Many North American scholars have never even heard of these meta-publishers or the journals they aggregate. Their content is largely hidden, the neighborhood remote and unfamiliar." This perspective was dismissed by Dr Luis Reyes Galindo, Cardiff University’s School of Social Sciences:"I suppose that by ‘North America’, Beall really means the United States of America and Canada, which... leaves at least one third of North America outside this myopic geography… ...SciELO and RedALyC are repositories centred on Iberoamerican scholarly literature, in which Spanish and Portuguese are the dominant languages.
|
https://en.wikipedia.org/wiki/Redalyc
|
What is being suggested, it seems, is that Spanish and Portuguese scholars writing in their mother tongues should be deeply worried because English speakers are unlikely to read their work. Furthermore, we should also be ashamed of the quality of our work because a region that does not speak our language is uninterested in reading texts outside of their linguistic scope. This is analogous to suggesting that Gabriel García Márquez, Octavio Paz, Jorge Luis Borges and Machado de Assis should have been deeply disturbed because most ‘North American’ readers would’ve been uninterested in reading their works in the authors’ original mother tongues.” Responding to the perceived ethnocentrism of Beall's published opinion of SciELO and Redalyc, a Motion was passed by the Brazilian Forum of Public Health Journals Editors and the Associação Brasileira de Saúde Coletiva (Abrasco, Brazilian Public Health Association), taking exception to Beall's characterization, drawing attention to the "ethnocentric prejudice", and correcting factual inaccuracies. The Motion draws attention to work by Vessuri, Guedon and Cetto emphasizing the value of SciELO and Redalyc to the development of science in Latin America and globally: “In fact, Latin America is using the OA publishing model to a far greater extent than any other region in the world… Also, because the sense of public mission remains strong among Latin American universities… these… initiatives demonstrate that the region contributes more and more to the global knowledge exchange while positioning research literature as a public good.”In a critique to Beall's post, Dr. Antonio Sánchez Pereyra of the National University of Mexico wrote, “SciELO and RedAlyC have received enough recognition far enough from Latin America that Beall’s opinion can be described as... at best, uninformed.”
|
https://en.wikipedia.org/wiki/Redalyc
|
Revista Austral de Ciencias Sociales Revista Colombiana de Estadistica Universitas Psychologica Geologica Acta Vojnotehnicki glasnik/Military Technical Courier
|
https://en.wikipedia.org/wiki/Redalyc
|
Learned helplessness is the behavior exhibited by a subject after enduring repeated aversive stimuli beyond their control. It was initially thought to be caused by the subject's acceptance of their powerlessness, by way of their discontinuing attempts to escape or avoid the aversive stimulus, even when such alternatives are unambiguously presented. Upon exhibiting such behavior, the subject was said to have acquired learned helplessness.In humans, learned helplessness is related to the concept of self-efficacy; the individual's belief in their innate ability to achieve goals. Learned helplessness theory is the view that clinical depression and related mental illnesses may result from a real or perceived absence of control over the outcome of a situation.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
American psychologist Martin Seligman initiated research on learned helplessness in 1967 at the University of Pennsylvania as an extension of his interest in depression. This research was later expanded through experiments by Seligman and others. One of the first was an experiment by Seligman & Overmier: In Part 1 of this study, three groups of dogs were placed in harnesses. Group 1 dogs were simply put in a harness for a period of time and were later released.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Groups 2 and 3 consisted of "yoked pairs". Dogs in Group 2 were given electric shocks at random times, which the dog could end by pressing a lever. Each dog in Group 3 was paired with a Group 2 dog; whenever a Group 2 dog got a shock, its paired dog in Group 3 got a shock of the same intensity and duration, but its lever did not stop the shock.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
To a dog in Group 3, it seemed that the shock ended at random because it was their paired dog in Group 2 that was causing it to stop. Thus, for Group 3 dogs, the shock was "inescapable". In Part 2 of the experiment, the same three groups of dogs were tested in a shuttle-box apparatus (a chamber containing two rectangular compartments divided by a barrier a few inches high).
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
All of the dogs could escape shocks on one side of the box by jumping over a low partition to the other side. The dogs in Groups 1 and 2 quickly learned this task and escaped the shock. Most of the Group 3 dogs – which had previously learned that nothing they did had any effect on shocks – simply lay down passively and whined when they were shocked.In a second experiment later that year with new groups of dogs, Maier and Seligman ruled out the possibility that, instead of learned helplessness, the Group 3 dogs failed to avert in the second part of the test because they had learned some behavior that interfered with "escape".
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
To prevent such interfering behavior, Group 3 dogs were immobilized with a paralyzing drug (curare) and underwent a procedure similar to that in Part 1 of the Seligman and Overmier experiment. When tested as before in Part 2, these Group 3 dogs exhibited helplessness as before.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
This result serves as an indicator for the ruling out of the interference hypothesis. From these experiments, it was thought that there was to be only one cure for helplessness. In Seligman's hypothesis, the dogs do not try to escape because they expect that nothing they do will stop the shock.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
To change this expectation, experimenters physically picked up the dogs and moved their legs, replicating the actions the dogs would need to take in order to escape from the electrified grid. This had to be done at least twice before the dogs would start willfully jumping over the barrier on their own. In contrast, threats, rewards, and observed demonstrations had no effect on the "helpless" Group 3 dogs.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Later experiments have served to confirm the depressive effect of feeling a lack of control over an aversive stimulus. For example, in one experiment, humans performed mental tasks in the presence of distracting noise. Those who could use a switch to turn off the noise rarely bothered to do so, yet they performed better than those who could not turn off the noise.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Simply being aware of this option was enough to substantially counteract the noise effect. In 2011, an animal study found that animals with control over stressful stimuli exhibited changes in the excitability of certain neurons in the prefrontal cortex. Animals that lacked control failed to exhibit this neural effect and showed signs consistent with learned helplessness and social anxiety.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Research has found that a human's reaction to feeling a lack of control differs both between individuals and between situations, i.e. learned helplessness sometimes remains specific to one situation but at other times generalizes across situations. Such variations are not explained by the original theory of learned helplessness, and an influential view is that such variations depend on an individual's attributional or explanatory style. According to this view, how someone interprets or explains adverse events affects their likelihood of acquiring learned helplessness and subsequent depression. For example, people with pessimistic explanatory style tend to see negative events as permanent ("it will never change"), personal ("it's my fault"), and pervasive ("I can't do anything correctly"), and are likely to suffer from learned helplessness and depression.In 1978, Lyn Yvonne Abramson, Seligman, Paul and John D. Teasdale reformulated Seligman's & Paul's work, using attribution theory.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
They proposed that people differed in how they classified negative experiences on three scales, from internal to external, stable to unstable, and from global to specific. They believed that people who were more likely to attribute negative events to internal, stable, and global causes were more likely to become depressed than those who attributed things to causes at the other ends of the scales.Bernard Weiner proposed a detailed account of the attributional approach to learned helplessness in 1986. His attribution theory includes the dimensions of globality/specificity, stability/instability, and internality/externality: A global attribution occurs when the individual believes that the cause of negative events is consistent across different contexts.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
A specific attribution occurs when the individual believes that the cause of a negative event is unique to a particular situation. A stable attribution occurs when the individual believes the cause to be consistent across time. An unstable attribution occurs when the individual thinks that the cause is specific to one point in time. An external attribution assigns causality to situational or external factors, while an internal attribution assigns causality to factors within the person.Research has shown that those with an internal, stable, and global attributional style for negative events can be more at risk for a depressive reaction to failure experiences.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Research has shown that increased 5-HT (serotonin) activity in the dorsal raphe nucleus plays a critical role in learned helplessness. Other key brain regions that are involved with the expression of helpless behavior include the basolateral amygdala, central nucleus of the amygdala and bed nucleus of the stria terminalis. Activity in medial prefrontal cortex, dorsal hippocampus, septum and hypothalamus has also been observed during states of helplessness.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
In the article, "Exercise, Learned Helplessness, and the Stress-Resistant Brain", Benjamin N. Greenwood and Monika Fleshner discuss how exercise might prevent stress-related disorders such as anxiety and depression. They show evidence that running wheel exercise prevents learned helplessness behaviors in rats. They suggest that the amount of exercise may not be as important as simply exercising at all.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
The article also discusses the neurocircuitry of learned helplessness, the role of serotonin (or 5-HT), and the exercise-associated neural adaptations that may contribute to the stress-resistant brain. However, the authors finally conclude that "The underlying neurobiological mechanisms of this effect, however, remain unknown. Identifying the mechanisms by which exercise prevents learned helplessness could shed light on the complex neurobiology of depression and anxiety and potentially lead to novel strategies for the prevention of stress-related mood disorders".In developmental psychology the order of various stages of neurobiological development is important.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
From this perspective there are two different kinds of "helplessness" that appear at different stages of development. In early development, the infant is naturally helpless and must learn "helpfulness" toward mature neurophysiology. The "helplessness" that appears after maturation is what is properly termed "learned helplessness", although some researchers conflate this infantile form of "helplessness" with the pathological, adult, form.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
People who perceive events as uncontrollable show a variety of symptoms that threaten their mental and physical well-being. They experience stress, they often show disruption of emotions demonstrating passivity or aggressivity, and they can also have difficulty performing cognitive tasks such as problem-solving. They are less likely to change unhealthy patterns of behavior, causing them, for example, to neglect diet, exercise, and medical treatment.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Abnormal and cognitive psychologists have found a strong correlation between depression-like symptoms and learned helplessness in laboratory animals. Steven Maier, a professor from the University of Colorado, states that a model of depression could be caused by "impaired medial prefrontal cortical inhibitory control over stress-responsive limbic and brainstem structures." Comorbidity between psychological disorders and learned helplessness may be due to stressful events. Maier also mentions depression may not be the only mental illness that this involves, which could link to other mental illnesses.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Similarly, the National Institute of Health, in 2021, looked at a wide range of depressive models. It highlights the learned helplessness model. The model allows one to predict depressive symptoms because of its high rates of overlap with post-traumatic stress disorder and major depressive disorder, which is the leading research in the article, "Overlapping neurobiology of learned helplessness and conditioned defeat: Implications for PTSD and mood disorders.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
"(See Neurobiological perspective section above for further information on this article) Young adults and middle-aged parents with a pessimistic explanatory style often suffer from depression. They tend to be poor at problem-solving and cognitive restructuring and demonstrate poor job satisfaction and interpersonal relationships in the workplace.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Those with a pessimistic style can have weakened immune systems. It includes increased vulnerability to minor ailments (e.g., cold, fever) and major illnesses (e.g., heart attack, cancers). It can also cause poorer recovery from health problems.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Learned helplessness can be a factor in a wide range of social situations. In emotionally abusive relationships, the victim often develops learned helplessness. This occurs when the victim confronts or tries to leave the abuser only to have the abuser dismiss or trivialize the victim's feelings, pretend to care but not change, or impede the victim from leaving. As the situation continues and the abuse gets worse, the victim will begin to give up and show signs of this learned helplessness.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
This often results in a traumatic bonding with one's victimizer, as in Stockholm syndrome or Battered woman syndrome. Complex post-traumatic stress disorder. According to Gregory Bateson's theory of schizophrenia, the disorder is a pattern of learned helplessness in people habitually caught in double binds in childhood.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
In such cases, the double bind is presented continually and habitually within the family context from infancy on. By the time the child is old enough to have identified the double bind situation, it has already been internalized, and the child is unable to confront it. The solution then is to create an escape from the conflicting logical demands of the double bind, in the world of the delusional system (see in Towards a Theory of Schizophrenia – Illustrations from Clinical Data).
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
The motivational effect of learned helplessness is often seen in the classroom. Students who repeatedly fail may conclude that they are incapable of improving their performance, and this attribution keeps them from trying to succeed, which results in increased helplessness, continued failure, loss of self-esteem and other social consequences.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
This becomes a pattern that will spiral downward if it continues to go untreated. Child abuse by neglect can be a manifestation of learned helplessness.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
For example, when parents believe they are incapable of stopping an infant's crying, they may simply give up trying to do anything for the child. This learned helplessness will negatively impact both the parent and child. Those who are extremely shy or anxious in social situations may become passive due to feelings of helplessness.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Gotlib and Beatty (1985) found that people who cite helplessness in social settings may be viewed poorly by others, which tends to reinforce passivity. Aging individuals may respond with helplessness to the deaths of friends and family members, the loss of jobs and income, and the development of age-related health problems. This may cause them to neglect their medical care, financial affairs, and other important needs.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
According to Cox et al., Abramson, Devine, and Hollon (2012), learned helplessness is a key factor in depression that is caused by inescapable prejudice (i.e., "deprejudice"). Thus: "Helplessness born in the face of inescapable prejudice matches the helplessness born in the face of inescapable shocks." According to Ruby K. Payne's book A Framework for Understanding Poverty, treatment of the poor can lead to a cycle of poverty, a culture of poverty, and generational poverty.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
This type of learned helplessness is passed from parents to children. People who embrace this mentality feel there is no way to escape poverty and so one must live in the moment and not plan for the future, trapping families in poverty.Social problems resulting from learned helplessness may seem unavoidable to those entrenched. However, there are various ways to reduce or prevent it.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
When induced in experimental settings, learned helplessness has been shown to resolve itself with the passage of time. People can be immunized against the perception that events are uncontrollable by increasing their awareness of previous experiences, when they were able to affect the desired outcome. Cognitive therapy can be used to show people that their actions do make a difference and bolster their self-esteem. Seeking out these types of treatment options can be extremely helpful for people stuck in a rut when it comes to learned helplessness. While it may initially feel hard to escape, with the proper time and help, it can get better.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Cognitive scientist and usability engineer Donald Norman used learned helplessness to explain why people blame themselves when they have a difficult time using simple objects in their environment.The U.S. sociologist Harrison White has suggested in his book Identity and Control that the notion of learned helplessness can be extended beyond psychology into the realm of social action. When a culture or political identity fails to achieve desired goals, perceptions of collective ability suffer.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
In a political setting, learned helplessness is involved when a voter votes for a candidate and that candidate does not win. If this happens over time, it can lead to learned helplessness. When this does occur, it can often lead to having fewer voters in the future. However, Wollman & Stouder (1991) found that there was not a significant finding between situation-specific efficacy and predictive behavior of voting.
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
Studies on learned helplessness served as the basis for developing American torture methods. In CIA interrogation manuals, learned helplessness is characterized as "apathy" which may result from prolonged use of coercive techniques which result in a "debility-dependency-dread" state in the subject, "If the debility-dependency-dread state is unduly prolonged, however, the arrestee may sink into a defensive apathy from which it is hard to arouse him."
|
https://en.wikipedia.org/wiki/Learned_helplessness
|
The Tavistock and Portman NHS Foundation Trust is a specialist mental health trust based in north London. The Trust specialises in talking therapies. The education and training department caters for 2,000 students a year from the United Kingdom and abroad.
|
https://en.wikipedia.org/wiki/Tavistock_and_Portman_NHS_Foundation_Trust
|
The Trust is based at the Tavistock Centre in Swiss Cottage. The founding organisation was the Tavistock institute of medical psychology founded in 1920 by Dr. Hugh Crichton-Miller.The Tavistock and Portman NHS Trust was formed in 1994, when the Tavistock Clinic merged with the neighbouring Portman Clinic in Fitzjohn's Avenue. The Portman specialises in areas of forensic psychiatry, including the treatment of addictive, sociopathic and criminal behaviours and tendencies.It has developed as a centre for psychoanalysis within the NHS since being included at its founding in 1948.The Trust and predecessor organisations have been influential beyond medicine, including in the British Army, management consultancy, prison and probation services.
|
https://en.wikipedia.org/wiki/Tavistock_and_Portman_NHS_Foundation_Trust
|
It owes its name to the fact that its original location was in Tavistock Square in central London. When it moved later to larger premises, it took its name with it. Although Hugh Crichton-Miller was a psychiatrist who developed psychological treatments for shell-shocked soldiers during and after the First World War, clinical services were always destined for both children and adults. The clinic's first patient was a child.
|
https://en.wikipedia.org/wiki/Tavistock_and_Portman_NHS_Foundation_Trust
|
From its foundation it was also clear that to offer free treatment to all who need it meant that the Tavistock Clinic needed to generate income by providing training to clinical professionals who could eventually help people across the UK and beyond. The clinical staff were also researchers. These principles remain influential to this day.
|
https://en.wikipedia.org/wiki/Tavistock_and_Portman_NHS_Foundation_Trust
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.