No abstract

Mobile phones have caused diverging opinions regarding the change in communication patterns and the isolation among young people. However, in the case of the elderly, there are positive effects related to their use, their social activity, and their environmental awareness. This study connects these three variables beginning with the mobile telephone use by the elderly. A sample of 399 self-reliant elderly people was interviewed in Chile, where 159 had mobile phones. They answered the Usefulness, Satisfaction and Ease of Use Questionnaire (USE) and a series of questions about the environment and social life developed from previous studies. The results were analyzed using a multiple correspondence and correlation analysis. A high correlation between the three variables was found. Hence, a higher usability of mobile phones was associated with higher social activity and a higher environmental concern. These results showed that a design approach for the elderly could increase satisfaction regarding the use of a product and, as a result, improve communication with their social setting. From an environmental point of view, an indirect relationship was seen between the selection, use, and expectations of the end of life of the products.

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According to UNESCO in their 2009 World Conference on Higher Education the focus of future educational policies should be on improving access and equity in higher education, recognizing the importance of continuous work towards the inclusion of diversity and ensure growing opportunities for minority groups. This article presents a theoretical and empirical review of educational and social inclusion in Higher Education. It defines and analyzes five dimensions which have been the most commonly studied in tertiary education institutions as they represent the minority groups which are mostly observed in educational settings, as described by literature. The dimensions included are sex-gender, ethnic minorities, religion, disability and vulnerability, whilst taking into consideration how these dimensions interact and influence the educational experiences of students in Tertiary Education. It reviews research done on policies, access and experiences of inclusion and discrimination of these dimensions, and the importance of having diverse groups of students in the classroom.

Background: Occupational identity is defined as the perception of occupational interests, abilities, goals, and values (Rev Med Chile 2018; 146: 379-386)