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Internet, familia y hogares entre las mujeres mayores en Uruguay
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En este trabajo se analiza el uso de Internet a través de características de la vida cotidiana en Uruguay, como el tipo de hogar y de vínculos familiares con los que conviven las mujeres mayores. Se propone un modelo logístico que contempla estos aspectos para explicar el acceso a Internet entre las mujeres de 65 años o más en Uruguay. El análisis se enmarca en el contexto de la brecha gris.
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This paper explores the relationships between social networks and the use of the Internet among elderly people in Uruguay, founded on the social convoy theory framework. It focuses on the analysis of the relationship between Internet use, social support and social network structure of people aged 65 years and above. A cross-sectional analysis provided evidence of these relationships. In particular, a positive association between the Internet use among women and their children living abroad was verified in this age group. Furthermore, a positive association between living with partners and Internet use among people 65 years and above was observed. The analysis was conducted using secondary data from the Continuous Household Survey of the National Institute of Statistics of Uruguay (2013).
En este artículo se muestra cómo determinados aspectos del sistema uruguayo de educación secundaria pública inciden en rendimientos desiguales de los alumnos. Al utilizar la edición 2006 del Programa Internacional de Evaluación de Estudiantes (pisa) (ocde, 200 6a) resaltan tres aspectos clave de las instituciones reguladoras de la educación secundaria que contribuyen a reproducir las desigualdades iniciales, inhibiendo el papel igualador que orienta al sistema educativo. En primer lugar, el mecanismo de asignación de docentes produce un doble efecto de alta rotación de profesores jóvenes en establecimientos de enseñanza de contextos socioculturales desfavorables, así como un anquilosamiento de aquellos docentes más experimentados en establecimientos de contextos favorables. En segundo lugar, el sistema de distribución de alumnos basado en el radio escolar reproduce tel proceso de segregación residencial existente. Finalmente, con el sistema centralizado de provisión de materiales educativos y tecnológicos no se logra cubrir las necesidades de los establecimientos.
Current and emerging trends in the domains of health management and the work sector, the abundance of new consumer products pervading the marketplace, and the desires of many older adults to undertake new learning experiences means that older adults, like their younger counterparts, will need to continually engage in new learning and training. Thus, understanding the challenges that older people face when confronted with new learning and training programs and developing potential strategies to overcome them is imperative. A comprehensive state-of-the-science review, Designing Training and Instructional Programs for Older Adults explores a broad range of issues, from the implications of theories of learning for designing instruction for older adults to adapting current perspectives on methods of instructional design to accommodate the capabilities and limitations of older learners. The authors provide an understanding of today's older adults-their demographics, their needs, the challenges facing them, and a realistic appraisal of their abilities and limitations-as a basis for how current knowledge about training and instructional design should be shaped and applied to best accommodate this population of learners. They discuss topics such as retention and transfer of training, sequencing the order of instruction, e-learning, multimedia training formats, and the assessment and evaluation of training programs from the perspective of issues relevant to older learners. They also highlight the challenges presented by this very heterogeneous group that varies tremendously in backgrounds, skills, knowledge, and abilities. Focusing on how learning occurs, the authors' balanced coverage makes the book readable and enlightening across a wide spectrum of professionals and academics, including human factors/ergonomics specialists, gerontologists, managers, educators, undergraduate and graduate students, and the design community. The book supplies concise recommendations that will have direct impact on the design of instructional programs and for those individuals who are responsible for the training and performance of older people.
This study examines how older adults learn to use tablet computers. Learning to use new technologies can help older adults to be included in today's digital society. However, learning to use new technologies is not always easy, especially for older adults. This study focuses on how older adults learn to use a specific technology, tablet computers, and the role that social support plays in this process. Data for this project are from 21 in-depth interviews with individuals who own tablet computers. We examine how older adults engage with tablet devices and increase their digital literacy. The findings suggest that, for older adults to start to use tablets, social support plays an important role. In addition, a key way that many participants report gaining expertise with the technology is through "playing around" with the tablets. Suggestions for how to help older adults learn to use new technologies are detailed.
Objectives: Issues surrounding aging and information communication technologies (ICTs) are of critical importance. This study aims to identify the determinants of the acceptance of ICTs innovations by older adults, and discuss the research gap in the gerontechnology literature.
Methods: Research articles were selected from four multi-disciplinary databases (SCOPUS, ProQuest, EBSCOHOST, Science Direct) from 2004 to 2015. Articles were filtered by “Older than 55”, “healthy”, “acceptance”, “ICTs”, etc. Finally, a total of 29 papers including qualitative, quantitative and mixed-method research are used in this study.
Results: The majority of these studies indicated that older adults have a positive attitude towards using ICTs. The findings summarized ICTs-related technologies in five basic domains: Intelligent monitoring, Health care delivery, Online services, Social communication, and Internet & Computer. The review gathered and classified important acceptance factors into six themes: Perceived Benefits of Use, Subjective Norm, Perceived Behavior Control, Perceived Usability, Affections, and Socio-demographic Mediators.
By the end of this course, you should be able to: 1. Understand Zelig?s unifying perspective for all statistical models 2. Use R 3. Run virtually any R model (via Zelig) 4. Program a new model