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Sports associations have a special relationship with natural landscapes. In the second half of the twentieth century, a number of organizations positioned themselves as defenders of the natural environment against the development of tourism and sports leisure facilities. They attempted to tackle the problem of over-equipment of natural areas. This research is based on a study of two outdoor institutions, the Centre Nautique des Glénans (CNG) and the Club Alpin Français (CAF). Despite their different pasts and proposed activities, both have been involved in landscape and environmental protection throughout their history. This can be seen in the way both associations integrate their facilities into the landscape, as well as in the work they do to raise their members' awareness of environmental preservation as part of their sporting activities. [ABSTRACT FROM AUTHOR]

Much has been written about the demographic make-up of librarianship, which remains overwhelmingly white and female, but little has been discussed about the socioeconomic background of folks entering the field. In this column, I explore some of the ways that coming from a financially disadvantaged background can impact both entering the profession and the experience of working within it. A mix of practical and aspirational action items are provided. [ABSTRACT FROM AUTHOR]

Young Americans are coming of age immersed in daily news and controversy about rising perils like climate change, and emerging ones like artificial intelligence. Generation Z has produced and embraced movements for climate action like the school strikes led by Greta Thunberg that connect to other social justice movements. But the threat posed by nuclear weapons remains a disconnected abstraction to many young people, even as tensions between nuclear-armed states over conflicts like the invasions of Ukraine and Gaza renew fears of a nuclear confrontation that were more common decades ago. In this personal essay, a life-long opponent of nuclear weapons raised during the Cold War reflects on intergenerational lessons about activism, and teaching college students to embrace their curiosity, and their fear, on the way to saving the world. [ABSTRACT FROM AUTHOR]

In this article, we provide a brief overview of generative artificial intelligence (GenAI) and large language models (LLMs). We then propose eight critical questions that libraries should ask when exploring this technology and its implications for their communities. We argue that libraries have a unique role in facilitating informed and responsible use of GenAI, as well as safeguarding and promoting the values of access, privacy, and intellectual freedom. [ABSTRACT FROM AUTHOR]

Research into the psychology of coaching has been somewhat neglected in comparison to research on the psychological development of athletes. The purpose of this study was to examine the effects of a brief online rational-emotive-behavioral-therapy (REBT) program on coach irrational beliefs and well-being. Coaching staff from an elite international canoeing team (N = 4) took part in a three-session (30- to 40-min) REBT program. Participants completed measures of irrational beliefs and mental well-being at preintervention, postintervention, and follow-up (1 month) time points. Visual analyses and social validation revealed that the intervention reduced irrational beliefs and enhanced mental well-being in two participants. However, REBT was more effective for some coaches than others, and follow-up data indicated a return to base levels in some coaches. Limitations and recommendations for future research are discussed, alongside practitioner reflections. [ABSTRACT FROM AUTHOR]

Leadership in education needs to transcend, be responsive, and be adaptable to the boundaries of school leadership. Distributed leadership refers to various organizational stakeholders with a transformative framework and methodology. This paper proposed a decision-making methodology to evaluate distributed leadership in education based on multiple criteria and alternatives. The multi-criteria decision-making is used to deal with multiple criteria and alternatives. The Multi-Attributive Border Approximation Area Comparison (MABAC) approach ranks the alternatives. The neutrosophic set was used to deal with uncertainty and vague information in decision-making problems. This study used the neutrosophic HyperSoft Set. Neutrosophic HyperSoft Set is a new method for computational intelligence and decision-making to deal with vague information. This study used sixteen criteria and eight alternatives. The criteria weights show that Criterion Six has the highest weight, and Criterion Sixteen has the lowest. The results of the MABAC method show that alternative one is the best and alternative six is the worst. [ABSTRACT FROM AUTHOR]

Recent research in the field of education studies has raised concerns about anthropocentric discourses and methods regarding materiality. Creating new pedagogical approaches and practices to advance cultural and material understanding is the key objective for scholars and educators. This article demonstrates how the collection of self-taken digital photographs of stones activated a researcher for educational thinking process, and it does this methodologically by using situated writing and digital photographs as co-thinkers. The main task is to explore the meaning of blurred relationships of material worlds by asking especially what stones, and especially children's interest towards stones, can teach us, what they can remind us of, and how they may help us reflect on education and growth as a celebration of open approaches and critical reconsiderations in order to deflect the focus away from anthropocentric subjectivity. The aim is to produce a novel contribution and a situated writing sample of not representing world and education but encountering them anew and being part of its process, connecting things that are not typically connected. [ABSTRACT FROM AUTHOR]

Post-Apartheid South Africa is a unique period in which Black and White people can participate in acts of privilege. Seekings and Nattrass therefore argue that, contemporarily, class has taken over race as the biggest identifier of privilege. This argument has shaped the new racial composition of the once heavily segregated elite schools in the twenty-first century. I argue that while this is true, inequalities exist within the socio-psychological implications of entering these institutions, where Black students are forced to confront their identities and belonging, within predominantly White spaces, in a way that White students are not. My research has observed a form of “disculturation” taking place, as argued by Erving Goffman, which sees an individual stripped of their former identity. Black students are thus made to exist within two worlds: their private and indigenous identity, and their public, White identity adapted to their environment. Importantly, schools are fundamental to the fostering and transmission of social values and beliefs, making them pivotal in the socialisation of certain societal practices. It is for this reason that I argue that in these elite spaces, race still plays a fundamental role in identifying privilege. The question I probe, therefore, is whether we can or should separate the idea of an “elite,” private school from Whiteness. If we cannot, then how can these spaces continue to claim inclusion and diversity, while still being explicitly and implicitly exclusionary? [ABSTRACT FROM AUTHOR]

ABSTRACT The growing global interest in Geographic Information System/Science (GIS) programs has led to an increased demand for higher education in this field. However, students often struggle to identify suitable programs and faculty due to the overwhelming options and the lack of personalized guidance. This paper presents GISphere‐KG, an AI‐powered platform based on the GISphere project. It combines knowledge graph (KG) and large language models (LLMs) to enhance the search and recommendation of GIS‐related graduate programs. GISphere‐KG offers four key features: (1) interactive conversation that provides natural language responses to applicants' inquiries; (2) efficient information retrieval through semantic relationships built within the KG; (3) discovery of professors whose research interests align with those of the applicants, offering more choices within specific research fields; and (4) personalized program recommendations tailored to applicants' academic and career developments. Our platform aims to provide a user‐friendly tool that assists prospective students in achieving their career goals and enriching the geography community by attracting more talent and promoting global geography education. [ABSTRACT FROM AUTHOR]

Background Material and Methods Results Conclusion Stomas present significant lifestyle and psychological challenges for patients, requiring comprehensive education and support. Current educational methods have limitations in offering relevant information to the patient, highlighting a potential role for artificial intelligence (AI). This study examined the utility of AI in enhancing stoma therapy management following colorectal surgery.We compared the efficacy of four prominent large language models (LLM)—OpenAI's ChatGPT‐3.5 and ChatGPT‐4.0, Google's Gemini, and Bing's CoPilot—against a series of metrics to evaluate their suitability as supplementary clinical tools. Through qualitative and quantitative analyses, including readability scores (Flesch–Kincaid, Flesch‐Reading Ease, and Coleman‐Liau index) and reliability assessments (Likert scale, DISCERN score and QAMAI tool), the study aimed to assess the appropriateness of LLM‐generated advice for patients managing stomas.There are varying degrees of readability and reliability across the evaluated models, with CoPilot and ChatGPT‐4 demonstrating superior performance in several key metrics such as readability and comprehensiveness. However, the study underscores the infant stage of LLM technology in clinical applications. All responses required high school to college level education to comprehend comfortably. While the LLMs addressed users' questions directly, the absence of incorporating patient‐specific factors such as past medical history generated broad and generic responses rather than offering tailored advice.The complexity of individual patient conditions can challenge AI systems. The use of LLMs in clinical settings holds promise for improving patient education and stoma management support, but requires careful consideration of the models' capabilities and the context of their use. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of hearing health education programs aimed at preventing noise-induced hearing loss (NIHL), of recreational and occupational origin, by means of a systematic review and meta-analysis. Design: The search strategy was carried out in on five electronic databases, as well as referrals from experts. The risk of bias was judged, and the random effects meta-analysis was performed. The certainty of the evidence was assessed. Study sample: Effectiveness studies that used educational intervention in hearing health and prevention of NIHL were included. Results: 42 studies were included. The Dangerous Decibels program was the only one that could be quantitatively analysed and showed improvement in the post-intervention period of up to one week [SMD = 0.60; CI95% = 0.38–0.82; I2 = 92.5%) and after eight weeks [SMD = 0.45; CI95% = 0.26–0.63; I2 = 81.6%) compared to the baseline. The certainty of evidence was judged as very low. Conclusions: The Dangerous Decibels program is effective after eight weeks of intervention. The other programs cannot be quantified. They still present uncertainty about their effectiveness. The level of certainty is still low for this assessment. [ABSTRACT FROM AUTHOR]

Leveraging six waves of data, this study examined the effects of ninth‐grade peer victimization on adolescents' future work and education expectations 2 years later, testing depressive symptoms as a mechanism. Participants (N = 388, Mage = 14.05; 61% female, 35% male, 3% non‐binary, trans, or other gender; 46% White, 19% Black, 17% Asian, 6% AMENA, 6% Multiracial, 6% other race) completed surveys from ninth through 11th grade. Results indicated that adolescents who experienced more frequent relational, but not overt, peer victimization in ninth grade were subsequently more pessimistic about their educational and occupational prospects beyond high school; depressive symptoms mediated this link. The findings suggest that relational victimization and its psychological harm may undermine adolescents' confidence in achieving postsecondary success. [ABSTRACT FROM AUTHOR]

Background: The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students' procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school. Methods: Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores. Results: Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively. Conclusions: Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training. [ABSTRACT FROM AUTHOR]

Purpose: Lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) individuals have health needs specific to their identities. However, they face discrimination and cis-heteronormativity in most patient-provider interactions, which often translate into poor healthcare. Evidence suggests doctors are inadequately trained to care for LGBTQ+ patients. Medical students are well-placed as the future workforce to establish affirming behaviours. This study garners LGBTQ+ patients' healthcare experiences, where limited qualitative evidence exists, and explores whether students have insight into these experiences. Method: Thirty LGBTQ+ patients and twenty students, evenly divided between Singapore and the United Kingdom (UK), two legally and culturally different countries, consented to semi-structured interviews in 2022 to evaluate their LGBTQ+ healthcare perceptions. Thematic analysis was conducted using a collaborative, iterative process involving five investigators, with frequent auditing of data interpretation. Results: Most patients described implicit biases with a lack of support and professionalism from doctors, hindering health outcomes. Patients experienced misgendering and a lack of recognition of sexual and gender diversity; students appreciated the need to acknowledge patient identity. Although perceptions surrounding certain themes were similar between patients and students in both countries, patients' voices on the complexity and dissatisfaction of gender-diverse care contrasted with students' lack of insight on these themes. Singapore patients were more concerned with sociolegal acceptance affecting health needs, whilst UK patients noted more nuanced barriers to healthcare. Although many students were unsure about specific health needs and perceived a lack of training, they expressed willingness to create an equitable healthcare environment. Conclusions: LGBTQ+ patients provided powerful narratives on discrimination surrounding their healthcare needs. To address these, medical students must be encouraged by healthcare educators to develop identity-affirming behaviours as future change-makers and challenge cis-heteronormative views. Alongside vital institutional changes tailored to each country, patients' and students' collective action would create meaningful educational opportunities to reach culture change. [ABSTRACT FROM AUTHOR]

Introduction: Telemedicine is an increasingly common form of healthcare delivery in the United States. It is unclear how there are differences in clinical performance in early learners between in-person and telemedicine encounters. Materials & Methods: The authors conducted a single-site retrospective cohort study of 241 second-year medical students to compare performance between in-person and telemedicine standardized patient (SP) encounters. One hundred and twenty medical students in the 2020 academic year participated in a telemedicine encounter, and 121 medical students in the 2022 academic year participated in an in-person encounter. SPs completed a multi-domain performance checklist following the encounter, and the authors performed statistical analyses to compare student performance between groups. Results: Students who completed in-person encounters had higher mean scores in overall performance (75.2 vs. 69.7, p < 0.001). They had higher scores in physical exam (83.3 vs. 50, p < 0.001) and interpersonal communication domains (95 vs. 85, p < 0.001) and lower scores in obtaining a history (73.3 vs. 80, p = 0.0025). There was no significant difference in assessment and plan scores (50 vs. 50, p = 0.96) or likelihood of appropriately promoting antibiotic stewardship (41.3% vs. 45.8%, p = 0.48). Conclusion: The authors identified significant differences in clinical performance between in-person and telemedicine SP encounters, indicating that educational needs may differ between clinical environments. [ABSTRACT FROM AUTHOR]

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations. [ABSTRACT FROM AUTHOR]

The stigma of nursing students towards people with mental illness (PMI) creates significant barriers to diagnosis, treatment, and recovery for those with PMI. It can also have a significant impact on the future career choices of nursing students in the field of psychiatry. Current research has found various influencing factors, including personal characteristics and educational influences. However, a comprehensive analysis that encompasses all aspects is lacking. The aim of the study was to conduct a convergent mixed‐method systematic review to synthesize the influencing factors of the stigma of nursing students towards PMI according to Framework Integrating Normative Influences on Stigma (FINIS) at micro, meso, and macro levels. PubMed, Web of Science, Cochrane Library, EMBASE, CINAHL and PsycINFO were searched from 1990 to 31 December 2023. The reference lists of the included literature were further checked to identify potentially relevant articles. Two authors independently screened all titles, abstracts, and full-text articles and extracted data. Study quality was assessed by two authors using the Mixed Method Appraisal Tool (MMAT). A total of 4865 articles were initially retrieved, and 73 of these articles were included. The results suggested that the stigma towards PMI by nursing students was influenced by micro, meso and macro levels. At each FINIS level, the most frequent influencing factors are personal characteristics, the treatment system and media images. Numerous interconnected factors exert an influence on the stigma towards PMI among nursing students. Our research can be used to identify barriers and facilitators to nursing students' stigma towards PMI and to provide supporting information for interventions designed to reduce this stigma. [ABSTRACT FROM AUTHOR]

Background: Many youth experiencing first-episode psychosis face more academic and vocational challenges than their peers. Yet few studies have explored the perspectives of youth who are not in education, employment or training (NEET) following psychosis and contrasted these with those of their counterparts engaged in education and/or employment. To address this gap, this study explored personal journeys of (re-)engaging in education and employment after psychosis. Methods: Using a descriptive qualitative design, grounded in self-determination theory, in-depth interviews were conducted with individuals receiving services at an early intervention program for psychosis. Eight youth who were NEET and six who were working/in education participated. Results: The analysis produced three themes that were salient to both youth with psychosis who were NEET and those in work/school: relatedness or the importance of belonging and being cared for; perceived competence; and a desire for a sense of autonomy. The themes, aligned with the self-determination theory, showed youths negotiating their decision to (re-)engage in education and employment. Discussion: Engaging in education and employment seems part of a larger process that draws on significant past experiences and the envisioned future self. Efforts targeting vocational functioning are best situated in understandings of identity, recovery, and psychological needs. [ABSTRACT FROM AUTHOR]

ABSTRACT Gender equality remains a recurrent goal of governments across the world, yet discrimination and abuse continue to impede the progress of women. Within India's patriarchal society, women continue to be viewed through a stereotypical lens. Despite greater focus on female literacy and enactment of legislations that seek to protect women's rights, the safety of women from crime remains tenuous. This research explores trajectories of female literacy and crimes against women (CAW) in India to find possible correlations. Data from the Ministry of Statistics, the National Crime Record Bureau, National Census records and official sample surveys were obtained from government databases. Further, bivariate regression analysis was used to validate the hypothesis. The results indicate a clear correlation between female literacy and CAW, although other factors may be considered to explain certain anomalies. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Oral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.We conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.Children receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).These findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost. [ABSTRACT FROM AUTHOR]

This paper is a summary of the requirements that a social worker with a Masters' in Social Work must meet to become independently licensed in a given state or jurisdiction in the United States. These requirements and the titles that are used by a given state for a fully licensed clinical social worker vary by state. A review of the experience hours that are required under approved supervision; the direct supervision hours that are required by an approved supervisor; the number of direct contact hours that are required by some states; and the examination that must be passed to become an independent clinical social worker will be discussed. [ABSTRACT FROM AUTHOR]

This study reports the outcomes of a speaker evaluation experiment conducted in a higher educational context in Flanders, in which we investigated the influence of language variety (Standard vs. Colloquial Dutch), accent (Flemish vs. Eastern European) and name (Flemish vs. Eastern European) on students' perceptions of a female university instructor. The results suggest that participants exhibited a relatively high level of tolerance toward both non-conforming speech and non-conforming speakers. Whereas Colloquial Dutch scored lower than Standard Dutch on standardness, we observed no negative effects of Colloquial Dutch on the teacher's didactic competence, status, or social attractiveness. We did not find any evidence of a negative bias triggered by an Eastern European name. Whereas the Eastern European accent did have a negative impact on the teacher's social attractiveness, we did not find any evidence of an accent bias affecting judgements of the teacher's didactic competence and status. [ABSTRACT FROM AUTHOR]

The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this goal and explored the potential depth of intercultural understanding (ICU) this may lead to. While we view ICU as linking directly to the SDG4 aim of developing learners' global citizenship, we also investigated the extent to which ICU transcends the appreciation of cultural diversity or 'other' cultures. Our findings suggest that in both contexts, ICU could be categorised into three key dimensions: a focus on similarities and differences, a focus on reflection and self, and a focus on transformation. In addition, there was little evidence of interculturality beyond the cultures of immigrants. Given the history in both contexts, we identify that interculturality must also involve more inclusion of Indigenous cultures within the curriculum for all students to ensure transformative intercultural outcomes are maximised. [ABSTRACT FROM AUTHOR]

Nowadays, in the times of the popularity and commercialization of dance, special attention should be paid to the situation of dance teachers. In different countries there are different possibilities to become a dance teacher. Such qualifications can be obtained at both sports and artistic universities. It is also possible to take up courses organized by national organizations, societies and dance associations. Many private schools and dance clubs organize training for dance instructors. In recent years, it has been even possible to acquire such qualifications via the Internet. Due to the various possibilities of gaining the qualifications of a dance teacher, there seems to be a need for verification, on the basis of which it will be possible to organizationally reconstruct dance schools and the substantive education process, all in order to develop the teaching staff. Research showed that it is necessary to verify people employed at dance schools, both in terms of theory and practice of sport as well as social competences. The context under study is the Polish one, however in close connection to international work in the area of dance education in Central Europe.. [ABSTRACT FROM AUTHOR]

Purpose: Endocrinology and Metabolism Research Institute (EMRI) in 25th anniversary prompt to highlight the educational activities on capacity building and research in prevention and education of diabetes field. In recent decades, this academic institute arranges for opportunities to catch new ways to encounter non-communicable diseases especially diabetes to advantage both diabetes health care providers and people with diabetes. This review aims to overview the educational activities of EMRI on diabetes. Methods: In this conventional review and Scientometrics, the studies affiliated with EMRI on diabetes education were explored in Scopus, PubMed, Google Scholar, and SID, without any restriction on time and language. All papers published up to 2020 were analyzed and visualized with the VOS viewer Software program. Results: Total number of 12 documents retrieved from various databases. Patient education, diabetes type 2, health, and self-care are the most frequent keywords in the published paper. Several perspectives of diabetes education have been addressed in two main categories include public and patient education and professional education. Conclusion: It is notable that, the national strategic planning to establish courses and produce materials and programs to empower health care providers and patients with diabetes and families. According to the strategic plan, further research and infrastructures are required for various aspects of diabetes prevention and education. [ABSTRACT FROM AUTHOR]

Background: Patient and caregiver education following pediatric heart transplant (HTx) is a cornerstone of post‐HTx care. Despite the importance of post‐HTx education, there are no standardized guidelines for topics and content. Education practices vary across clinicians and centers. Patient and caregiver priorities regarding post‐HTx education are unknown. This national survey study aimed to characterize adolescent HTx recipient, caregiver, and clinician values specific to post‐HTx educational topics. Methods: A cross‐sectional, national electronic survey was performed. Eligible participants included pediatric HTx recipients between the ages of 13–18, adult caregivers of pediatric HTx recipients, and pediatric HTx clinicians. An investigator‐designed survey was developed to assess the importance of 20 educational topics. Average scores on educational topics were compared between HTx recipients/caregivers and HTx clinicians using two‐sample t‐tests. Results: 120 survey responses were included, with a majority completed by HTx caregivers (N = 73; 61%) and clinicians (N = 43; 36%). Of the 20 educational topics assessed, there was a significant difference (p < 0.05) between educational values of HTx recipients/caregivers compared to HTx clinicians for 40% (N = 8) of the topics. For each educational topic that revealed a significant difference, HTx recipients/caregivers consistently placed greater value on the educational topic compared to HTx clinicians. Conclusions: Priorities regarding post‐HTx education do not always align between HTx recipients/caregivers and HTx clinicians. Results suggest that HTx recipients/caregivers place higher value on educational topics regarding daily life after HTx compared to HTx clinicians. We hope these findings better inform the approach to post‐HTx education and care for future pediatric HTx patients. [ABSTRACT FROM AUTHOR]

Through a close examination of two cases in which rural schoolmasters in Victorian Scotland were accused of sexually assaulting their pupils, this article explores the gendered social and power dynamics, attitudes towards teachers and the nature of schools as spaces and institutions in rural communities. The sense of authority that community members felt over schoolmasters made them subject to scrutiny and pressure from the community, especially the mothers of pupils, in ways that allowed the community to assert at least some authority over schoolmasters. However, both rural schoolmasters examined here were able to leverage their professional prestige, gender and the preference many communities had to handle potentially scandalous matters quietly and locally to mitigate substantially the consequences they faced. [ABSTRACT FROM AUTHOR]

Aim: To assess the effectiveness of the Clinical Nurse Educator Support Project and offer valuable insights for supporting nursing education. Background: Allocating clinical nursing educators is crucial for supporting novice nurses' transition into the clinical setting and improving their performance. Introduction: In 2019, the Ministry of Health and Welfare in South Korea implemented the Clinical Nurse Educator Support Project, which involves governmental financial support for the employment of clinical nurse educators. Methods: This study employed a repeated cross‐sectional design to assess the project outcomes. Following the framework of the Kirkpatrick Evaluation Model, secondary data from annual self‐program evaluation reports were analyzed to assess program satisfaction, clinical adaptation, and turnover rates of novice nurses. The "Strengthening the Reporting of Observational Studies in Epidemiology checklist" guided the reporting of the study. Results: The project played a pivotal role in enhancing the quality of nursing education. Novice nurses' program satisfaction and clinical adaptation consistently remained high or exhibited an increase. The project led to a decrease in turnover rate among novice nurses, while the coronavirus 2019 pandemic resulted in increased turnover rates due to limited clinical practice opportunities for nursing students. Conclusion: Government support for clinical nurse educators has positively impacted the institutionalization of nursing education. The pressing need is to prioritize not only the enhancement of nursing education quality and the improvement of nurses' working conditions but also the development of healthcare policies and programs to effectively respond to unforeseen challenges and crises. Implications for nursing policy: Government and healthcare institutions must collaborate to strengthen clinical education, crucial for novice nurses' clinical adaptation. Prioritizing the improvement of nursing education quality and nurses' working conditions is essential. Continuous research and evaluation of the Clinical Nurse Educator Support Project is imperative to assess its impact and make necessary adjustments. [ABSTRACT FROM AUTHOR]

What form might truth take in a theoretical frame which precludes notions of origin and telos? Catherine Malabou's theory of 'plasticity' is such a frame, as it takes the accumulation of life and not the search for eternal truths to be a central premise of philosophy. I conduct a close reading of central texts of Malabou's to conceptualise truth as a plastic phenomenon over three stages: conception, gestation, and nativity. The conception of truth involves its coming-into-shape; gestation its consolidation of shape; nativity the precariousness of being alive. 'Plastic truth' represents a meeting of negotiations, accidents, history, and morality, in constant motion; an epistemic modality with moral and political consequences for education. [ABSTRACT FROM AUTHOR]

Introduction Neurosurgery receives several applicants every year, but the decreasing size of the neurosurgery workforce in Pakistan despite evidence of initial student interest is perplexing. Therefore, it is vital to evaluate the perspective of medical students and recent graduates to get a holistic view of perceptions toward neurosurgery. Materials and Methods A nationwide cross-sectional study was conducted on a sample of medical students and recent graduates from different medical colleges. Their perceptions were gauged by multiple choice questions and barriers identified using Likert scale questions. Statistical analyses were carried out using the IBM Statistical Package for Social Sciences (SPSS) version 26. Results A total of 2,481 responses were recorded from study participants. Neurosciences and neurosurgery were a part of a medical school curriculum for the majority (64.9%) of the participants. However, a significant number (65.4%) of the participants do not have the opportunity to rotate in the field of neurosurgery. The respondents' perception of neurosurgery is shaped by various factors, such as university lectures (21.9%), digital media (16.7%), and social media (15.2%). Known patients (5.7%) and known neurosurgeons (4.8%) were considered the least influential sources. The top three characteristics associated with neurosurgery were consistent for both male and female students: difficult, interesting, and brain. Male respondents (25.22%) predominantly described neurosurgery as difficult, while female respondents (21.98%) found it interesting. Many females perceived neurosurgery as a male-dominated specialty, with 64% female participants agreeing with gender bias compared to 36% of males. Conclusion This study uncovers that medical students' views on neurosurgery are shaped by lectures, digital media, and social media, leading to preconceived ideas. These notions, including extended working hours, limited work–life balance, competition, gender bias, and stereotypes, impede their interest and comprehension of neurosurgery as a profession. To address this, students should have more opportunities to familiarize themselves with the field, allowing them to challenge these misconceptions and discover the captivating world of neurosurgery. [ABSTRACT FROM AUTHOR]

Substantial discrepancies were observed in the healthcare services available for sexually transmitted diseases (STDs) among different countries. An assessment of the present situation in 26 European countries was performed through a questionnaire-based survey developed jointly by the European Board and College of Obstetrics and Gynaecology, and the European Society of Contraception. Considerable potential opportunities exist in European training and education programmes to bring about improvements. Nonetheless, the most significant disparity stems from the absence of formal education and training opportunities for healthcare professionals, that appears to have an impact and may be a significant factor contributing to the disparities observed in STD care delivery. The health impact of sexually transmitted infections (STIs) is frequently underestimated, but if left untreated, these common infections can lead to complications that have a disproportionate long-term impact on the health of women and children. The variation in the availability of educational initiatives and training opportunities on STDs across Europe underscores the necessity for a standardised, evidence-based care model to address disparities and enhance sexual healthcare outcomes. The implementation of such a model of training and care needs to become part of national health policies supported by the necessary governmental financial support. [ABSTRACT FROM AUTHOR]

Educational transitions can influence loneliness and increase mental health issues for young people transitioning between educational stages. The aim was to explore the link between educational transitions and emerging adults' loneliness and mental health and how they perceive they can alleviate and/or improve these issues. Semi-structured qualitative interviews with a total of 12 emerging adults, 10 females and two males aged 18–29 (mean age, 22.91) were conducted. Data were analysed using qualitative content analysis. Emerging adults' loneliness and mental health across educational transitions could be influenced by changes to their sense of security, for example concurrent transitions, increased academic demands, changed social network, insufficient attachment, lack of community, or changed physical environment. Transitions can be associated with positive expectations and self-development but also worry, emotional turmoil, loneliness, and mental health issues. A better transition experience can be enabled by increasing resources and activities and promoting a secure environment. [ABSTRACT FROM AUTHOR]

Even though regular engagement in physical activity (PA) among children can support their development and encourage the adoption of healthy lifelong habits, most do not achieve their recommended guidelines. Active travel (AT), or any form of human-powered travel (e.g., walking), can be a relatively accessible, manageable, and sustainable way to promote children's PA. One common barrier to children's engagement in AT, however, is a reported lack of education and training. To support children's participation in AT, this paper presents the development of a comprehensive 4-module online road safety education intervention designed to improve children's knowledge and confidence regarding AT. Using a qualitative integrated knowledge translation (iKT) approach undertaken with community collaborators (n = 50) containing expertise in health promotion, public safety, school administration, and transportation planning, our inductive thematic analysis generated fourth themes which constituted the foundation of the intervention modules: Active Travel Knowledge: Awareness of Benefits and Participation; Pedestrian Safety and Skills: Roles, Responsibilities, and Rules; Signs and Infrastructure: Identification, Literacy, and Behaviour; Wheeling Safety and Skills: Technical Training and Personal Maneuvers. Each theme/module was then linked to an explicit learning objective and connected to complementary knowledge activities, resources, and skill development exercises. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Breastfeeding improves cognitive ability in childhood, but the long-term impact on socioeconomic outcomes remains unknown. We examined associations between durations of predominant and any breastfeeding and educational attainment, income, and labor force participation in adulthood, and whether these varied by maternal education. Prospective cohort study. We followed 84,255 individuals born 1959–1967 with prospectively collected information on breastfeeding duration and intensity from the Copenhagen Infant Health Nurse Records. Socioeconomic outcome information came from national registers (1980–2020). Linear and Poisson regression were used, and models were adjusted for prenatal and postnatal variables across three levels of maternal education. Durations of being breastfed exhibited associations with all outcomes, with most being more pronounced among mothers with low education. Compared with infants breastfed <1 month, those breastfed ≥5 months had 0.68 (95% confidence interval: 0.60–0.76), 0.55 (0.45–0.65), and 0.65 (0.46–0.84) additional years of education for infants born to mothers with low, medium, or high education, respectively. Moreover, infants breastfed ≥5 months had 4047, 3713, and 1902 US$ higher annual incomes and were 23% less likely to be outside the labor force at age 50 years. These associations were stronger with longer breastfeeding durations and for predominant than any breastfeeding. Prolonged and higher breastfeeding intensity consistently exhibited dose-dependent associations with improved socioeconomic indicators in adulthood. Notably, these relationships were more pronounced among individuals whose mothers had lower educational attainment. Consequently, our findings suggest that breastfeeding may have a lasting positive influence on socioeconomic outcomes, particularly for the most disadvantaged infants. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to determine the influence of educational interventions on improving the quality of life (QOL) of women suffering from pregnancy-related nausea and vomiting (NVP) as a systematic review. Methods: The current systematic review followed the standard Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist guideline. The English electronic databases were used to identify relevant studies published 2000 until 14 August 2023. The search strategies employed were based on Mesh browser keywords and free-text words. The study risk of bias was evaluated using the Cochrane Collaboration's tool for assessing the risk of bias tools and publication bias was evaluated using a funnel plot and Begg and Egger tests. The heterogeneity of the studies was evaluated using I2 and tau-squared tests. Data were analyzed using the RevMan 5 software. Results of the random-effects meta-analysis were presented using the standard mean difference, along with a 95% confidence interval (CI). Results: Out of the seven randomized clinical/control trial (RCT) studies with a total of 946 subjects included in the review, five studies reported a significant result, indicating that the interventions had a statistically significant effect on the QOL of women suffering NVP and in two studies did not have a significant result. A subgroup analysis was done based on the type of quality-of-life measurements. The pooled standardized mean difference (SMD) of four articles (Nausea and Vomiting Pregnancy Quality of Life, NVPQOL) with a total of 335 subjects was −2.91, and CI of −4.72 to −1.11, p value =.002, I2 = 97.2%. The pooled SMD of three articles (SF36) with a total of 611 subjects was −0.05, and CI of −0.23 to −0.12, p value =.550, I2 = 10%. Conclusions: The overall results of the analysis indicated that educational intervention had a small positive impact on the QOL of women experiencing NVP. However, to draw a better conclusion, it is recommended to conduct further studies with larger sample sizes and longer follow-up periods. [ABSTRACT FROM AUTHOR]

Objective This study examined the relationship between culture and cognitive abilities by comparing WAIS-IV subtests, index scores, and Full-Scale Intelligence Quotient (FSIQ) scores across various age groups in the Taiwanese and U.S. populations. Method The Taiwanese and U.S. versions of WAIS-IV are comprehensively compared, examining subtest items, psychometrics, and sample characteristics. Scaled scores are compared by extracting raw scores with a scaled score of 10 from each subtest scale in the Taiwanese version and applying U.S. age norms to acquire U.S. scaled scores. Results Despite the mean FSIQ score closely aligning with the U.S. sample, notable discrepancies are evident in the Taiwanese Verbal Comprehension Index (VCI) score, potentially influenced by cultural fairness of the tests. Significant variations are observed among age cohorts in the Taiwanese sample, with younger individuals excelling in Processing Speed Index, Working Memory Index, Perceptual Reasoning Index, and FSIQ, while maintaining comparable VCI scores to their U.S. counterparts. Conversely, older cohorts demonstrate lower performance across various domains, except for visuospatial reasoning and organizational skills, compared to their U.S. counterparts. These subtest variations robustly correlate with educational disparities between the Taiwanese and U.S. samples. Conclusions Despite the similarity in factor structures between the Taiwanese and U.S. versions of WAIS-IV, this study reveals cultural bias in both verbal and non-verbal subtests. The study highlights the intricate interplay among cognitive processing styles, cultural influences, and educational factors contributing to performance disparities. [ABSTRACT FROM AUTHOR]

Education and work are two essential parts of young people's lives. Currently, the relationship between education and work in the youth policy field is predominantly discussed from the perspective of a narrow economic discourse of education to work transitions. This is despite the fact that this narrow paradigm of examining youth transition from school to work which was prevalent in the 1980s and early 1990s has been consistently problematised and re-worked in the past few decades. Drawing on longitudinal data collected from a cohort of Australian young adults reporting their self-assessment of and their reflections on the connection between their study and work, this paper provides new empirical evidence in support of some of the arguments that have emerged within the field of youth studies regarding transition. Grounded in a broader conceptualisation of transition and informed by theories of youth citizenship, this paper highlights the complexities involved in young people's navigation of education and work, and proposes the metaphor of a double helix which considers education and work as two interconnected venues through which recognition and meaning are achieved by young people in a postmodern society. [ABSTRACT FROM AUTHOR]

This article explores LGBTQ + young adults' schooling and university experiences at the intersection of ethnicity and sexuality in Australia. Using the lenses of sexual citizenship and belonging, a sociomaterial polytextual analysis of the 'middle' was conducted with data from qualitative in-depth narrative and photo-elicitation interviews among Lebanese, Indian and Anglo LGBTQ + young adults. The analysis found that while participants had encountered bullying and prejudicial attitudes based on sexuality, gender and ethnicity, many of them had positive experiences at school and viewed university as facilitators of opportunity and discovery. The findings suggest that educational institutions are neither inherently safe nor unsafe; rather, they are important spaces whereby the sociomaterial entanglements of identity, sexual citizenship and belonging are negotiated. Crucially, they demonstrate that minority sexuality, ethnicity and gender themselves are not immutable barriers to participation, and call for strategic investment into spaces that support both student safety and critical discussion. [ABSTRACT FROM AUTHOR]

Background: In recent years, patient advocacy has emerged as a prominent concept within healthcare. How nursing students decide what is best for their patients is not well understood. Objective: The objective is to examine nursing students' views on doing what is best for patients during their clinical experiences and how they seek to establish patient interests when providing care. Research questions guiding the interview were as follows: (1) What are nursing students' perceptions of patient interests? (2) What factors influence nursing students' perceptions of advocating for patient's interests? Research design: Qualitative descriptive research using thematic analysis. Participants and research context: Data was collected through individual online interviews with nine nursing students with clinical experience. Ethical considerations: The study was approved by the University Research Ethics Committee. Participants provided digital informed consent. Results: The students asserted that they are able to understand the patients' interests by placing emphasis on the patients' needs. They believe that it is crucial to adopt a collaborative strategy for the provision of care to meet these requirements. In addition, some of them expressed concern over the most effective methods of advocating for the interests of patients. Three themes were identified. (1) Focussing on patient needs first, (2) taking a collective approach, and (3) learning how to advocate. Conclusions: Students understand and value the ethical commitments associated with advocating for the patient's best interest by considering factors such as prioritising the patient's needs, adopting a strategy that involves everyone, and acquiring the ability to undertake the advocacy role. Additionally, nursing education strategies in clinical contexts require additional study to inspire students to do what is in their patient's best interests. [ABSTRACT FROM AUTHOR]

Purpose Illness perception (IP) significantly determines illness outcomes. This study determined the impact of a pharmacist educational intervention on IP and the predictors of IP in patients with prostate cancer (PCa). Methods Using a brief IP questionnaire, an interventional study of patients with PCa was conducted in all cancer reference hospitals in one Nigerian state. After a pre-post assessment of patients' IP, descriptive and inferential statistical analyses were performed. The impact of pharmacists' intervention on IP was determined by paired-sample statistics and correlation analysis at the 95% CI. Relationships and predictors of IP were determined using Kendall's tau-b (τb), likelihood ratio, and F tests of equality of means, respectively. P < 0.05 was considered statistically significant. Results Pharmacists' educational intervention significantly improved IP (SEM, 0.13; r = 0.875; P < 0.0001) among the 200 participants. The analyses also showed a significant paired sample difference (2.662; SEM, 0.06; 95%CI, 2.536-2.788; t = 41.69; df = 199; P < 0.0001). All subscales of patients' IP significantly improved except for illness consequences (P = 0.173) and identity (mean [SD], 4.40 [3.730] in both pre- and postintervention assessments). Pre- and postintervention assessments showed a significant negative relationship of IP with age (τb = –110 [ P = 0.040] and τb = –14 [ P = 0.021], respectively), Gleason score (τb = –0.125 [ P = 0.021] and τb = –0.124 [ P =0.012], respectively), and age at diagnosis (τb = –0.103 [ P = 0.036] post intervention). IP was significantly dependent on the drug therapy (df = 8; mean square [M] = 6.292; F = 2.825; P = 0.006), alcohol intake (df = 1; M = 9.608; F = 4.082; P = 0.045) and Gleason score (df = 9; M = 6.706; F = 3.068; P = 0.002). Conclusion Patients' IP significantly improved after pharmacists' educational intervention. Predictors of IP were drug therapies, alcohol use and Gleason score. Findings can be extrapolated in clinical settings to improve treatment outcomes. [ABSTRACT FROM AUTHOR]

The lives of young adults on Ameland, a small island off the northern coast of Friesland (the Netherlands), are defined by a particular kind of migratory rhythm between the island and the mainland. This is because all students in the Netherlands are required by the 'leerplicht' (compulsory education) law to finish high school with a so-called 'starting qualification', but the lone school on Ameland does not offer this diploma. For this reason, each year's graduating high school class undertakes the rite of passage of moving to the mainland to finish their education, usually in the nearby city of Leeuwarden. Most live together in Amelander houses in Leeuwarden, where they learn to live as independent adults from a young age, form friendships with Amelanders from other social networks and age cohorts, redefine and strengthen their sense of island identity, and bring these new connections home to the island each weekend. As a result, the social life of Ameland is renewed and remade through weekly acts of leaving and returning. In this multi-sited ethnographic study, we describe young adult mobility on Ameland and its implications for the island's social identity. [ABSTRACT FROM AUTHOR]

The explosion of data and its handling has reshaped business priorities and changed conventional decision-making methods. Organisations need to think about how to successfully redesign jobs and ways of working as a fusion, not a compromise, between people and technology to increase the leverage of technology. People and technologies have become intensive collaborators. Analytical thinking is becoming the most sought-after skill, along with creative thinking and other cognitive skills. Openness, flexibility, and agility, along with a high level of motivation and self-awareness, as well as the desire for lifelong learning, are personal characteristics that distinguish a desirable employee. This paper aims to identify the changes that have occurred because of the digitisation of workplaces and the consequent development of skills as the basis of good and quality work. The scientific contribution of this paper is to methodologically explain the changes caused by digitisation and point out the development factors. The methodological paper describes research on the education and investment of human potential skills in a domestic and foreign sample of surveyed Croatian migrants. This research concludes that the respondents believe that everyone individually deserves the most for the development of human potential and that they are not ready to invest in the development of their skills. [ABSTRACT FROM AUTHOR]

Objective: Understanding biopsychosocial contributions to a sensitised pain system is a key target of many pain management programs. The 'Protectometer' is a freely available educational tool that guides people with chronic pain to explore their personal threats and reassurances, identifying them as 'DIMs' (danger in me) or 'SIMs' (safety in me), to guide personalised pain management. This study aimed to explore common types of DIMs and SIMs, and examine differences between adults and young people. Materials and Methods: A retrospective qualitative study was conducted. Written DIMs (n = 504) and SIMs (n = 711) were collected from 96 participants with chronic pain (77 adults aged 18–85 years; 19 young people aged 9–17 years) across 15 multidisciplinary pain management groups. DIMs and SIMs were transcribed and analysed using deductive content analysis. Results: Four overarching themes were identified: 'Engaging with the environment', 'In my body', 'My emotional health', and 'Activities and behaviours'. Similarities in SIMs were found, with the greatest proportion of SIMs in the social domain (49% adults; 47% young people). While adult DIMs were fairly evenly spread across the biological (37%), psychological (27%) and social domains (36%), young people's DIMs were predominantly in the psychological (44%) and social (43%) domains. Discussion: These findings provide insights into common threats and reassurances people in pain perceive, and revealed age-related differences in biopsychosocial contributions to pain and pain relief. Findings also highlight the importance of social-based interventions as part of pain management therapies for both adults and young people. [ABSTRACT FROM AUTHOR]

Active citizenship is core to social justice for both women and men. This paper explores how gender and active citizenship are addressed in teacher education training programmes in Tanzania. We applied qualitative methods in analysing two teacher education institutions' curricula documents and conducted thee focus group discussions with final year teacher student teachers. Our review of the curricula focused on (1) the course names, (2) course aims, (3) learning outcomes, (4) teaching/learning contents or (5) reading lists. This was supported by the findings from focus group discussions. The findings show that, although both gender and active citizenship were incorporated in the existing teacher's education curricula in Tanzania, the weight given to these topics were marginal. We argue that more content in combination with contextualised and gender‐responsive teaching and learning resources or materials could give student teachers better competence necessary for linking knowledge they get with everyday gender and citizenship challenges in Tanzanian schools and their communities. [ABSTRACT FROM AUTHOR]

Social innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student. [ABSTRACT FROM AUTHOR]