Socioeconomic status and its impact on the prevalence of severe ADHD in the Maltese Islands

Attention deficit hyperactivity disorder (ADHD) is a common disorder associated with hyperactivity, impulsivity and reduced attention. If left untreated this may possibly lead to various impairments in other areas, such as lack of educational attainment, increased risk of accident-prone behaviour, substance misuse and antisocial behaviours. Although the exact aetiology is still not fully understood, various studies have demonstrated the presence of both a genetic and an environmental component. ADHD is highly hereditable, demonstrating a strong genetic component. Furthermore, increased rates of ADHD have been linked with a low socioeconomic status. The islands of Malta have traditionally been divided for statistical purposes into 6 districts, with certain districts more often being associated with low socioeconomic demographics. The main aim of this study was to assess whether higher prevalence rates of ADHD were present in the districts, which are classically associated with a low socioeconomic status. All persons aged 0 to 18 years attending the governmental clinics, having a documented diagnosis of severe ADHD and therefore being prescribed pharmacotherapy were identified and included in this study. 9 youngsters were living in institutional care and were therefore excluded from the study. A significant difference (p<0.0001) in the point prevalence of ADHD between the 6 Malta districts was found, with higher rates of ADHD occurring in the harbour districts. Though not statistically significant, a positive correlation was demonstrated between the ADHD prevalence and a number of socioeconomic variables, these included; the rate of smoking (p=0.111), number of people classified as at-risk-of-poverty per district (p=0.397), and number of people with no schooling per district (p=0.156). The overall point prevalence for ADHD in Malta obtained was 0.85, a value which is less than the average prevalence noted worldwide. The authors believe this value is an underestimation since the data collection in this study did not include ADHD cases off pharmacological treatment and any ADHD cases assessed and treated in the private sector.peer-reviewe

Redefining Student Learning Identities: Insights into the Transformation of Identities through a Blended Learning Approach

This paper presents a focused examination of a practitioner research case study, honing in on twelve college students in a class of thirty-seven, enrolled in a chemistry course within a blended learning framework. Over the course of two years, the research aimed to delve deeply into the impact of networked learning experiences on the learning identities of these students. Through meticulous exploration using in-depth interviews, significant positive transformations in the learning identities of these twelve students were unearthed. The research question guiding this work was to understand how the blended learning approach, which included an online networked learning component supplementing face-to-face learning, brought about a change in student learning. The study investigated the impact of online participation on the learning identities of the students and how, in turn, the class was generally affected by the transformation of student identities. By examining the interplay between online and face-to-face learning modalities, this research sheds light on the complex dynamics shaping the learning experiences and identities of college students in blended learning environments. Distinctly, the investigation identified two main components of the student learning identity. These are the academic and positional sub-identities. The academic identity transformation was particularly noteworthy, revealing an emergent sense of control, agency, empowerment, and competence as a result of the students embracing online collaborative learning. Simultaneously, the research brought to light changes in the positional identity, encompassing persona-related, acted, and relational identities. The interplay of these identities within the class fostered a profound sense of belonging, of being valued, and connectedness among the students, extending its influence into the face-to-face learning contexts.The findings emphasize that networked learning collaborative skills not only enhance traditional educational practices but also play a key role in effecting positive changes in students' learning identities. The integration of online collaborative learning within traditional educational settings emerged as a catalyst for fundamental transformations in how students perceive and engage with their learning processes. The research contributes to knowledge on the impact of digital pedagogies on learning identities and suggests that educators can use online collaborative learning experiences to cultivate a more profound impact on students' learning identities and engagement, thereby enriching both theory and practice in education. It offers valuable insights on fostering dynamic and empowered learning environments to educators

Church Member Survey in Africa

A church member survey commissioned by the General Conference of Seventh-day Adventist was done in Africa. This paper focuses on two-way comparison of the religious behaviors, attitudes, and experiences of male and female adults and youths for the purpose of addressing the issues affecting the religious life of church members

Adventist Research African Continent

This presentation lays reports an Adventist research conducted in the African Continent. It is focused on spiritual life patterns, attitudes, and beliefs of SDA church members. Data were collected through questionnaires translated to nine languages.https://digitalcommons.andrews.edu/hrsa/1038/thumbnail.jp

Religious Beliefs of SDA Church Members in Africa

This paper highlights the religious beliefs of church members in the three African divisions. It focuses on the role of the African traditional religious system, engagement in personal religious activities, and pastor’s preaching on the views of adults and youths regarding various Seventh-day Adventist and other religious beliefs

Personality, Sexual Attitudes, and Unrestricted Sociosexual Behavior in College Women

Evolutionary psychology relies heavily on sex-based, biological differences to explain disparities in unrestricted attitudes and casual sex behavior. The present study explores the relations among personality (in particular, Maslow’s construct of “dominance-feeling”), sexual attitudes, and women’s sexual behavior as an alternative explanation. Eighty-nine Wellesley College women reported their attitudes concerning casual sex, completed personality measures, and reported their past and expected number of sexual partners to investigate 1) whether or not Maslow’s 1942 theory and measure of dominance-feeling apply to present-day women and 2) which personality traits are correlated with measures of attitudes toward casual sex and of previous sexual behavior. Dominance-feeling was found to be a reliable measure (α = .80) that correlated strongly with other relevant personality measures used, indicating that it still communicates modern concepts to college women. Dominance-feeling was, on average, the most strongly correlated with unrestricted attitudes and casual sex, with sensation-seeking as a close second. It is concluded that the construct of dominance-feeling in the present sample (which, with additional data, may extend to larger populations) provides a better, more full explanation for individual differences in sexual attitudes and behaviors than male-female differences alone

The cost of soil replacement : a Maltese case study

Soil erosion only enters national accounting systems when soil loss is reflected in lost agricultural productivity, or becomes manifest with costs sustained by damage through flooding, siltation of dams, landslides, and other associated phenomena. On islands that are prone to desertification, however, soil loss needs to be better accounted since the costs of soil replacement and rehabilitation are often prohibitively expensive. Circumscribed agricultural space provides the necessary incentive for investment in soil conservation measures and, in certain cases, a long history of such measures results in a wealth of soil retention structures. Soil conservation has been practised in the densely populated Maltese islands for several hundred years. Slope terracing and armouring of the terrace face with retaining dry stonewalls represents a rich resource which has not yet been quantified. Yet the cost of maintaining such soil conservation structures is becoming increasingly prohibitive despite the downstream costs of their eventual failure. Legislation has been enacted aimed at preserving rubble walls since these are now also regarded as a unique landscape feature but well-targeted economic incentives and support infrastructures are crucial in this regard. In fact, the Maltese Government has, over the past few years, promoted rubble wall repairs by creating groups of skilled workers trained in the craft of rubble wall building. Malta's joining the European Union in May 2004 also means that EU funds would be utilised in this regard but this needs careful management. Despite such state initiatives, alternative non-state subsidies need to be identified and this demands the identification of net beneficiaries of soil conservation. The most easily identifiable stakeholders are farmers but the tourist sector and water management authorities should also be enlisted within soil conservation management. Other stakeholders include those sectors that are adversely affected by soil erosion. In this case, insurance companies and road maintenance agencies should also be involved in soil management initiatives.peer-reviewe

Build your Responsive Open Learning Environment

The European research project ROLE (Responsive Open Learning Environments) is aiming at empowering learners for self-regulated learning within a personalised learning environment. Towards this goal, ROLE has developed a number of learning technologies, addressing a variety of learning requirements. The purpose of this roundtable is to discuss the applications of these technologies in different learning contexts, as well as the challenges associated with enabling and supporting self-regulated learning