205,763 results on '"Éducation"'
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2. IT'S NATURAL TO WONDER IF THE DEMOCRACY YOU HEAR ABOUT ACTUALLY WORKS FOR YOU.
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BIDEN, JOE
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GRADUATION (Education) , *SPEECH , *INSTITUTION building , *EDUCATION - Abstract
The article presents the discussion on graduation speech that celebrates the achievements of the Class of 2024 at Morehouse College, honoring the sacrifices of families and the legacy of the institution. Topics include historical significance of Morehouse College, the transformative power of education; and the personal reflection on overcoming adversity and finding purpose in the face of challenges.
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- 2024
3. IT'S NATURAL FOR YOU TO WONDER IF DEMOCRACY ACTUALLY WORKS FOR YOU.
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COMMENCEMENT ceremonies , *EDUCATION , *ENSLAVED persons , *AFRICAN Americans - Abstract
The article presents the discussion on gratitude at Morehouse College's commencement ceremony, highlighting the sacrifices of families and the transformative impact of education. Topics include historical foundation of Morehouse College by former slaves; and mission to empower African American men through education, and the enduring legacy celebrated at the graduation ceremony.
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- 2024
4. Le Club Alpin Français et les Glénans: Nature Conservation in French Mountaineering and Water Sports Associations, 1950–1990.
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Philippe, Marion
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MOUNTAINEERING , *SPORTS , *NATURAL landscaping , *TOURISM , *ENVIRONMENTAL protection - Abstract
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]
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- 2024
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5. Thinking about Socioeconomic Background in Librarianship.
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Noe, Matthew
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CAREER development , *LIBRARY science , *WORK experience (Employment) - Abstract
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]
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- 2024
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6. How my Gen Z students learned to start worrying and dismantle the Bomb.
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Berrigan, Frida
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NUCLEAR weapons , *CLIMATE change mitigation , *SOCIAL movements , *ARTIFICIAL intelligence , *SOCIAL justice - Abstract
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]
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- 2024
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7. Generative Artificial Intelligence: 8 Critical Questions for Libraries.
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Bridges, Laurie M., McElroy, Kelly, and Welhouse, Zach
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GENERATIVE artificial intelligence , *LANGUAGE models , *INTELLECTUAL freedom - Abstract
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]
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- 2024
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8. Provocations on iSchools and Librarianship: New Priorities for LIS Forward.
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Palmer, Carole L., Renear, Allen, Dempsey, Lorcan, Hall, Tracie D., Marchionini, Gary, Subramaniam, Mega, and Coward, Chris
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LIBRARY science , *INFORMATION science , *CONVERSATION , *ARTIFICIAL intelligence , *MACHINE theory - Abstract
For the last twenty years, the field of library and information science (LIS) has been evolving within the context of iSchools. Now, organizationally melded with other information fields, LIS is better positioned than ever to synergize expertise across disciplines to benefit librarianship. However, the recent LIS Forward position paper asserts that dynamics are changing within iSchools in ways that can strengthen or diminish LIS, surfacing critical tensions and issuing recommendations for the iSchool community. This panel assembles thought leaders to share new perspectives on the provocations of the position paper and to further advance the conversation with the ASIS&T community. The group will consider themes of diversification, competition, and identity and explore two urgent professional concerns—Black librarianship and AI. A moderated discussion will be documented to inform future engagement on charting directions, investments, and grand challenges for the field of LIS and the profession. [ABSTRACT FROM AUTHOR]
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- 2024
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9. Immersive Technology in Education.
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Bosman, Isak de Villiers, Smith, Annique Elizabeth, Wong, Yan Lau, Ka, Kwan Sui Dave, Alemneh, Daniel, and Chow, Anthony
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VIRTUAL reality in education , *AUGMENTED reality , *HIGHER education , *EXPERIENTIAL learning , *DIGITAL divide - Abstract
Immersive technologies like virtual reality (VR) and augmented reality (AR) are transforming higher education by providing engaging, experiential learning opportunities. However, their integration into educational practices presents challenges, including high costs, technological complexity, and the digital divide. This panel explores the application of immersive technologies in higher education, focusing on developing an immersive technology lab designed to support their adoption across the institution. The discussion will cover global perspectives on immersive learning, showcasing varied adoption rates and strategies across different regions. Additionally, the panel will highlight research opportunities in immersive education, emphasizing the need for studies on effective integration, impact on learning outcomes, and strategies to overcome barriers to adoption. The goal is to identify sustainable approaches to expose staff and students to immersive technologies, ensuring equitable opportunities for all stakeholders. [ABSTRACT FROM AUTHOR]
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- 2024
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10. The Effects of a Brief Online Rational-Emotive-Behavioral-Therapy Program on Coach Irrational Beliefs and Well-Being.
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Bailey, Ryan G. and Turner, Martin J.
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COACHING psychology , *ONLINE education , *WELL-being , *DEVELOPMENTAL psychology , *MENTAL health , *PSYCHOLOGICAL research - Abstract
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]
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- 2023
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11. Evaluation of Distributed Leadership in Education Using Neutrosophic HyperSoft Set.
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Ajabnoor, Nouran
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EDUCATIONAL leadership , *DECISION making , *LEADERSHIP - Abstract
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]
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- 2024
12. Stones, situated writing and education.
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Sintonen, Sara
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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]
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- 2024
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13. Using Legitimation Code Theory to Underpin the Development of Undergraduate Nursing Students' Breastfeeding Knowledge: A Qualitative Study.
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Bowdler, Suzanne, Nielsen, Wendy, Georgiou, Helen, Meedya, Shahla, and Salamonson, Yenna
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ABSTRACT Aim Design Methods Results Conclusions Implications for the Profession and Patient Care Impact Reporting Method Patient or Public Contribution To explore how undergraduate nursing students develop knowledge during a breastfeeding module.A qualitative study using a single case‐study approach.This study was conducted in Australia over 2 years during the period between July 2021 and December 2022. Semi‐structured interviews and artefact collection were conducted with a purposive sample of undergraduate nurses (n = 10) who completed a paediatric elective subject that included a breastfeeding module. Thematic and content analysis were used. The specialisation dimension in Legitimation Code Theory (LCT) was used for the content analysis, and students' data was mapped on the specialisation plane.This study reveals how participants developed knowledge by linking personal breastfeeding experiences to theoretical components within the nursing program. Using the LCT dimension of specialisation, this study provides new insights into how participants move through distinct quadrants of the specialisation plane. Learners tour between the knowledge, knower, and elite quadrants of the plane as they integrate their knowledge. The research maps the journey towards becoming the ‘right kind of knower’ and reveals how personal experience and theoretical knowledge intersect to create disciplinary expertise. This study advances the LCT dimension of specialisation by illustrating the fluid, non‐linear nature of knowledge acquisition and knower development.This study highlights the value of integrating personal experiences into nursing education, demonstrating how students use these to build knowledge and professional identity. The findings emphasise the dynamic knowledge development process in preparing future healthcare professionals.Integrating lived experiences and interprofessional education equips nurses to address complex health issues, leading to more effective, personalised care and better health outcomes for breastfeeding mothers and infants. This approach signals a transformative shift in nursing education.By personalising and contextualising learning, fostering reflective practice, deepening disciplinary knowledge, and promoting a collaborative practice environment, this approach enriches nursing education.The consolidated criteria for reporting qualitative research (COREQ).No patient or public contribution. [ABSTRACT FROM AUTHOR]
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- 2024
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14. The impact of pre-stroke formal education on language test performance in aphasic and non-aphasic stroke survivors.
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Roberts, Sophie M., Bruce, Rachel, Hope, Thomas M. H., Geva, Sharon, Anderson, Storm, Woodgate, Hayley, Ledingham, Kate, Gajardo-Vidal, Andrea, Lorca-Puls, Diego L., Crinion, Jennifer T., Leff, Alexander P., Green, David W., and Price, Cathy J.
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BackgroundAimsMethodsResultsConclusionA greater amount of education is known to positively impact language skills in neurotypical populations, but its influence on language outcomes and recovery after stroke remains unclear.This study of 749 stroke survivors, with and without aphasia, investigated (A) which aphasia assessment tasks benefitted most from more pre-stroke education; and whether the effect of education (B) differs for aphasic and non-aphasic participants or other stroke and non-stroke-related variables, and/or (C) facilitates recovery from post-stroke aphasia.Participants ranged from one month to 42 years post-stroke. They were assessed using (i) the Comprehensive Aphasia Test (CAT), and (ii) self-report questionnaires that measured speech production, comprehension, reading, and writing at one week and one year post-stroke. Multiple regression analyses investigated the effect of education amount, and its interaction with other variables, on language outcomes and recovery. Bayesian statistics assessed the strength of the evidence for any observed effects. Many variables including lesion size, age at stroke, and initial severity were controlled for.(A) More years of formal education were associated with better overall language skills, with significant, albeit small effects found for semantic and letter fluency (β = 0.123 and 0.166) and spoken picture description, specifically, the number of words produced (β = 0.085) and grammatical well-formedness (β = 0.087). (B) The benefit of more pre-stroke education was mostly additive with the effects of other variables including initial aphasia severity and left hemisphere lesion size, but was reduced in older participants who had large lesions with severe initial symptoms. Finally, (C) no significant effect of education on language recovery was observed.More pre-stroke formal education is associated with higher post-stroke language scores on a wide range of tasks for both aphasic and non-aphasic participants, but, in participants with large lesions that cause severe aphasia, this advantage diminishes with age. These results suggest a generic benefit of education on language test performance rather than a specific role of pre-stroke education in aiding language outcomes and recovery. An individual’s educational background should therefore be considered when interpreting assessment scores. [ABSTRACT FROM AUTHOR]
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- 2024
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15. From digital literacy to digital competence: The structure of Teacher Digital Competence (TDC)
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Yang, Haoli
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This study investigates the impact of digital literacy on the digital competence of 380 Chinese university teachers. Using the Scale of Digital Literacy (SDL) and Scale of Teacher Digital Competence (STDC), the study implements a training programme based on the Teacher Digital Competence (TDC) framework. Results show that higher digital literacy correlates with increased STDC indicators. Group A, with lower initial digital literacy, sees minimal improvements, emphasising the importance of baseline digital literacy. However, Groups B and C, with intermediate to advanced digital literacy, exhibit significant enhancements in all sub-scales. The study highlights the effectiveness of tailored training for teachers with varying digital literacy levels, offering valuable insights for educational initiatives. [ABSTRACT FROM AUTHOR]
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- 2024
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16. Teachers and Students of the Escuela de Ingenieros Industriales de Barcelona and Their Contribution to the Gas Industry in Spain during the Second Half of the Nineteenth Century within the Context of Latin Europe.
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Fernández-Paradas, Mercedes and Luque-García, José Joaquín
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The
Escuela de Ingenieros Industriales de Barcelona (School of Industrial Engineers of Barcelona ) (EIIB) was founded in 1851 within the context of a reorganisation of technical education in Spain. From 1867 to 1899 it was the only Industrial Engineering school in the country, which emphasises its relevance in the development and training of human capital for industry in this period. This article analyses the development of higher education in Industrial Engineering in Europe and Spain with a special focus on the EIIB. Furthermore, it analyses those teachers and students of the EIIB who played a relevant role in the gas industry in Spain in the second half of the nineteenth century. In order to conduct this research, we have consulted the bibliography on them and also their records in this institution’s archive. [ABSTRACT FROM AUTHOR]- Published
- 2024
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17. Public support for political apologies for slavery: generational and educational differences.
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Hendriks, Inge, Lubbers, Marcel, and Spierings, Niels
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Over the past years, the issue of how to deal with the colonial past and whether or not to make formal apologies for its colonial wrongdoings has become highly contested in former colonising countries such as the Netherlands. This study explores how a former colonising country’s population deals with its colonial past by examining support for political apologies for slavery, just before the Dutch government actually made these apologies. We find that support for political apologies for slavery is rather low among the Dutch population without a migration background. To which cohort one belongs affects support for political apologies, with younger cohorts being more supportive. Rather different from other studies on intergroup attitudes, educational attainment does not straightforwardly affect support for political apologies. By contextualising support for apologies relative to support for multiculturalism, we highlight the unique dynamics of attitudes towards political apologies. [ABSTRACT FROM AUTHOR]
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- 2024
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18. Cosmopolitan nationalism in action: navigating global educational mandates in Ecuador’s public schools.
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Bittencourt, Tiago and Samaniego, Paula
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The article examines cosmopolitan nationalism within the context of imposed internationalization in Ecuador's education, focusing on Unidad Educativa Carlos Tobar (UECT) and its integration of the International Baccalaureate Diploma Programme (IBDP). It explores the teachers’ use of ‘vincular’ – linking global curricula to local realities – as a manifestation of cosmopolitan nationalism in practice. Although imperfect, this approach is presented as a necessity for educators to bridge international standards with local educational needs, reflecting the everyday negotiations and adaptations made by teachers and students. The study emphasizes cosmopolitan nationalism’s tangible presence in educational settings, enriching our understanding of its significance in navigating global-local education dynamics. By illustrating the active engagement of UECT's community with cosmopolitan nationalism, the article argues for its importance not only theoretically but as a lived experience, enhancing cosmopolitan nationalism’s relevance in discussing educational internationalization challenges. [ABSTRACT FROM AUTHOR]
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- 2024
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19. Educational Advices for New‐Graduate Nurse on Social Media in China: A Grounded Theory Study.
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Liu, Xiaolei, Feng, Xiangying, Zhang, Meixia, Liu, Jun, Chen, Min, and Shin, Kwangsoo
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NURSES , *SOCIAL media , *COMMUNICATIVE competence , *RESEARCH funding , *QUESTIONNAIRES , *CONTENT analysis , *INTERNET , *NURSING education , *PROFESSIONS , *THEMATIC analysis , *CONCEPTUAL structures , *COUNSELING , *GROUNDED theory , *INTERPERSONAL relations , *PROFESSIONAL competence - Abstract
Aims: This study aimed to excavate the entry advices and suggestions for new‐graduate nurses. Background: Research based on social media analysis for advices to new‐graduate nurses is rare. We conducted a detailed analysis and modularization of the relevant contents based on social media. Design: A grounded theory study based on social media content. Methods: The answers to questions such like "What's your advices and suggestions for new‐graduate nurses?" on a famous social media platform in China were searched, collected, coded, and analyzed until September 2023. Results: Four core category modules including professional knowledge module, professional ability module, socialization and interpersonal communication module, and personal trait module were established. The theoretical framework of 21 main categories was also established. Conclusion: Social media contents provide valuable and experienced advices and suggestions for new‐graduate nurses in an efficient and convenient way. The analysis of these contents is helpful for new‐graduate nurse education and management. [ABSTRACT FROM AUTHOR]
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- 2024
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20. “One Day You’ll Work for Us”: Exploring the Rituals of Class Privilege and Their Redrawing of Racial Hierarchies in Cape Town Private Schools.
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Mujulizi, Joseph Mukisa
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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]
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- 2024
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21. GISphere Knowledge Graph for Geography Education: Recommending Graduate Geographic Information System/Science Programs.
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Gu, Zhining, Li, Wenwen, Zhou, Bing, Wang, Yikang, Chen, Yanbing, Ye, Shan, Wang, Kejin, Gu, Hongkai, and Kang, Yuhao
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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]
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- 2024
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22. Assessing the efficacy of artificial intelligence to provide peri‐operative information for patients with a stoma.
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Lim, Bryan, Lirios, Gabriel, Sakalkale, Aditya, Satheakeerthy, Shriranshini, Hayes, Diana, and Yeung, Justin M.C.
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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]
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- 2024
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23. The Impact of Education and Culture on Poverty Reduction: Evidence from Panel Data of European Countries.
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Spada, A., Fiore, M., and Galati, A.
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The 2030 Agenda has among its key objectives the poverty eradication through increasing the level of education. A good level of education and investment in culture of a country is in fact necessary to guarantee a sustainable economy, in which coexists satisfactory levels of quality of life and an equitable distribution of income. There is a lack of studies in particular on the relations between some significant dimensions, such as education, culture and poverty, considering time lags for the measurement of impacts. Therefore, this study aims to fill this gap by focusing on the relationship between education, culture and poverty based on a panel of data from 34 European countries, over a 5-year period, 2015–2019. For this purpose, after applying principal component analysis to avoid multicollinearity problems, the authors applied three different approaches: pooled-ordinary least squares model, fixed effect model and random effect model. Fixed-effects estimator was selected as the optimal and most appropriate model. The results highlight that increasing education and culture levels in these countries reduce poverty. This opens space to new research paths and policy strategies that can start from this connection to implement concrete actions aimed at widening and improving educational and cultural offer. [ABSTRACT FROM AUTHOR]
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- 2024
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24. Digitale Tools in der Fort- und Weiterbildung im Rahmen eines Digital-Media-Konzepts.
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Schlüter, Ulrike, Sowa, Ralf, Finkenzeller, Ingmar, Mencke, Thomas, and Reuter, Daniel A.
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There are currently many online resources for medical education during residency and beyond in anesthesiology, intensive care, pain, emergency and palliative medicine. From traditional textbooks and in-person events to learning platforms, apps, podcasts, simulation training and even virtual reality, there are many ways to supplement traditional residency curricula and continuing medical education. The coronavirus disease 2019 (COVID-19) pandemic has been instrumental in making medical education content more accessible and, among other things, accelerate the transfer of knowledge. To include all colleagues in the goal of life-long learning using these modern tools, we recommend the development of a digital media concept that is individually tailored to each department of anesthesiology. First, the goals of the department should be defined, e.g., can existing teaching materials be made more digitally accessible for asynchronous learning? Then, department resources should be compiled, e.g., what learning platforms are already being used and if and how social media should play a role? One or more persons should be named responsible and maintain the new concept. In this context, it is essential to develop quality criteria to properly assess the digital content. With the support of the department, conventional teaching methods can be combined with new digital possibilities in residency education and beyond. In this way, individual shift models, various levels of participation in live teaching events and different types of learners can be taken into account. These diverse digital tools can enrich the training and further education of every team member in an anesthesiology department and will accompany us well into the future. [ABSTRACT FROM AUTHOR]
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- 2024
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25. Implementing mental health support teams in schools and colleges: the perspectives of programme implementers and service providers.
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Ellins, Jo, Hocking, Lucy, Al-Haboubi, Mustafa, Newbould, Jennifer, Fenton, Sarah-Jane, Daniel, Kelly, Stockwell, Stephanie, Leach, Brandi, Sidhu, Manbinder, Bousfield, Jennifer, McKenna, Gemma, Saunders, Catherine, O'Neill, Stephen, and Mays, Nicholas
- Abstract
Background: Between 2018 and 2025, a national implementation programme is funding more than 500 new mental health support teams (MHSTs) in England, to work in education settings to deliver evidence-based interventions to children with mild to moderate mental health problems and support emotional wellbeing for all pupils. A new role, education mental health practitioner (EMHP), has been created for the programme. Aims: A national evaluation explored the development, implementation and early progress of 58 MHSTs in the programme's first 25 'Trailblazer' sites. This paper reports the views and experiences of people involved in MHST design, implementation and service delivery at a local, regional and national level. Methods: Data are reported from in-depth interviews with staff in five Trailblazer sites (n = 71), and the programme's regional (n = 52) and national leads (n = 21). Results: Interviewees universally welcomed the creation of MHSTs, but there was a lack of clarity about their purpose, concerns that the standardised CBT interventions being offered were not working well for some children, and challenges retaining EMHPs. Conclusions: This study raises questions about MHSTs' service scope, what role they should play in addressing remaining gaps in mental health provision, and how EMHPs can develop the skills to work effectively with diverse groups. [ABSTRACT FROM AUTHOR]
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- 2024
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26. Redesigning nurse practitioner clinical education with a Dyad/POD model: A feasibility study.
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Burns, Dana, Breckenridge, Leigh Ann, Gregory, Allison, and Nye, Carla
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Clinical education for nurse practitioner (NP) students is increasingly challenging. With fewer preceptors, lack of resources and time burden, finding clinical placements is a burdensome responsibility. Also, when students have multiple preceptors, there may be inconsistencies when evaluating students. With the change to competency-based education, consistency is crucial when evaluating NP students. Typical preceptorship with students is a 1:1:1 ratio: one student with one preceptor for one semester. The Dyad/Precepting to Optimize Development (POD) model has potential to improve clinical precepting. Precepting to optimize development refers to a consistent team of students, preceptors, and faculty over the course of the students' education. Dyad refers to two students with one preceptor. Students rotate in dyad pairs every 4–8 weeks with a consistent group of preceptors, and see these same preceptors again over the course of their educational journey. Preceptors met monthly to collaborate, discuss, and learn. This article reports on the outcomes of a mixed-methods feasibility study that occurred over a year. The students, preceptors, and faculty report satisfaction with the model. Several themes arose during analysis of focus group sessions. Those themes were as follows: safe learning environment; everyone teaches, everyone learns; growth mindset; teaming culture and the POD structure is essential to the dyad. In conclusion, developing a different approach to precepting is essential to meet national provider needs. The Dyad/POD model provides consistency for development and evaluation of the NP student. [ABSTRACT FROM AUTHOR]
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- 2024
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27. Exploring nurses’ experiences of caring for people who inject drugs with a physical health condition: an integrative literature review.
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Hayden, Jenny
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WORK , *FEAR , *HEALTH status indicators , *DRUG withdrawal symptoms , *CINAHL database , *VIOLENCE against medical personnel , *NURSING , *EMOTIONS , *CHRONIC diseases , *SYSTEMATIC reviews , *MEDLINE , *AGGRESSION (Psychology) , *NURSES' attitudes , *PSYCHOLOGY of nurses , *EXPERIENTIAL learning , *SOCIAL stigma - Abstract
Why you should read this article: • To think about your role in caring for people who inject drugs (PWID) presenting with a physical health issue • To recognise how listening to personal stories about drug addiction can enhance nursing care of PWID • To consider how you can adopt a more compassionate and trauma-informed approach to the care of PWID. The physical health risks associated with intravenous drug use are well documented and include infective endocarditis, deep vein thrombosis, transmission of blood-borne viruses and bacterial skin infections. With illicit drug use increasing, nurses are more likely to provide care to people who inject drugs (PWID). However, there is little research focusing on nurses’ experiences of providing care for PWID with a physical health condition. This article details an integrative literature review that was undertaken to explore nurses’ experiences of caring for PWID with a physical health condition and to determine the factors that affect these experiences, with a view to identifying knowledge gaps in current practice. Four main themes were identified: lack of knowledge, emotional challenges, stigma, and fear and safety. Overall, the review found that nurses often feel educationally unprepared to care for PWID, and therefore require training, education and ongoing support to reduce stigma towards this patient group and to ensure they receive high-quality nursing care. [ABSTRACT FROM AUTHOR]
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- 2024
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28. Three-Dimensional Printing in Spinal Surgery.
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Araújo Júnior, Francisco Alves de, Ribas Filho, Jurandir M., Malafaia, Osvaldo, Arantes, Aluízio Augusto, Ceccato, Guilherme Henrique Weiler, and Santos Neto, Pedro Helo dos
- Abstract
Carry out an update and systematic review on the use of three-dimensional printing (3DP) in spinal surgery. A systematic literature review was performed using the PubMed database in March 2024. "Spine surgery" and "3DP" were the search terms. Only articles published from 2014 to 2024 and clinical trails were selected for inclusion. Non-English or Spanish articles were excluded. This review complied with the Preferred Reported Items for Systematic Reviews and Meta-Analysis guideline. Ten articles were included after screening and evaluation. The majority of the studied diseases were deformities (n = 3) and traumas (n = 3), followed by degenerative diseases (n = 2). Two articles dealt with surgical techniques. Six articles studied the creation of personalized guides for inserting screws; 2 were about education, one related to educating patients about their disease and the other to teaching residents surgical techniques; 2 other articles addressed surgical planning, where biomodels were printed to study anatomy and surgical programming. 3DP is one of the most-used tools in spine surgeries, but there are still randomized articles available on the subject. Using this technology seems to have a positive effect on patient education regarding their disease and surgical planning. [ABSTRACT FROM AUTHOR]
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- 2024
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29. Psychological insights into the research and practice of embodied conversational agents, chatbots and social assistive robots: a systematic meta-review.
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Kiuchi, Keita, Otsu, Kouyou, and Hayashi, Yugo
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This study presents a systematic literature search and narrative meta-review of the current state of research on conversational agents (CAs), including embodied CAs, chatbots, and social assistive robots (SARs). The investigation identifies 1,830 academic articles, of which 315 articles satisfied the inclusion criteria for the review. Systematic reviews across various fields are reported, including mental disorders, neurodevelopmental disorders, dementia/cognitive impairment, other medical conditions, elderly support, health promotion, mental health, education, industrial applications, agent characteristics, and robot characteristics. The study highlights challenges in current CA research, such as the scarcity of high-quality comparative studies and the acceptance of CAs by users and caregivers, particularly in elderly support. The article also categorises ethical discussions into nine elements: privacy, safety, innovation, user acceptance, psychological attachment, care philosophy, evaluation, social systems compatibility, and rule development. It also offers insights into the development of future guidelines. The role of CAs in fostering human relationships through their conversational function is emphasised to provide guidance for subsequent CA research and social implementation. As advancements in CA technology and research continue to progress, there is an increasing demand for sophisticated psychological investigations addressing relationships, emotions, and the self. [ABSTRACT FROM AUTHOR]
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- 2024
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30. Using journalling to support nurses’ mental well-being and self-care in challenging times.
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Butler, Sarah
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Why you should read this article: • To enhance your awareness of the mental health benefits of keeping a journal • To find practical advice on the process of journalling and on different journalling formats • To consider journalling as tool for nurses to navigate the complexities of their role. Nurses frequently experience multiple challenges and face numerous demands in their professional role, which may lead to adverse effects such as stress, depression, anxiety and burnout. Therefore, it is important to identify effective and accessible strategies that can support them. This article explores how nurses can use journalling as a tool for navigating the challenges they experience in their practice. It offers a step-by-step guide that provides nurses with an accessible and effective approach to journalling, which they can use to support their mental well-being and self-care. [ABSTRACT FROM AUTHOR]
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- 2024
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31. Strategies to attract school-leavers to nurse education programmes: an integrative literature review.
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Clipstone, Emily and Ambrosio, Leire
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Why you should read this article: • To recognise the importance of increasing the uptake by school-leavers of undergraduate nurse education programmes • To learn about various types of strategies that have been used to attract school-leavers into nursing studies • To identify factors and barriers that should be considered when developing educational strategies to attract school-leavers. The shortfall of nurses in the UK has led to concerns that there are insufficient staff to ensure safe and high-quality care. To address this shortfall, one group to focus on for recruiting nursing students is school-leavers. This article reports on an integrative literature review that was conducted to explore the educational strategies used to attract school-leavers to undergraduate nurse education programmes. The review identified that a variety of educational strategies were used, and all of the included studies reported positive effects on school pupils’ intention to undertake nursing studies. These strategies often included interactions with nursing staff and/or nursing students, as well as observing and practising clinical skills, for example via simulation. However, most participants likely had a pre-existing interest in healthcare or nursing, the interventions were delivered predominantly to young women, and the included studies lacked longer-term follow-up. This highlights a need to conduct further research to assess the longitudinal impact of recruitment strategies aimed at broader audiences. [ABSTRACT FROM AUTHOR]
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- 2024
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32. Training and education of operating room nurses in robot-assisted surgery: a systematic review.
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Møller, Louise, Olsen, Rikke Groth, Jørgensen, Lone, Hertz, Peter, Petersson, Jane, Røder, Andreas, Konge, Lars, and Bjerrum, Flemming
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OPERATING room nurses , *NURSE training , *SURGICAL robots - Abstract
Background: With the introduction of robot-assisted surgery, the role and responsibility of the operating room nurses have been expanded. The surgical team for robotic-assisted surgery depends on the ability of the operating room nurses to operate and handle the robotic system before, during, and after procedures. However, operating room nurses must acquire the necessary competencies for robotic-assisted surgery. Method: We performed a systematic review using the databases MEDLINE and EMBASE to review the evidence on educating and training operating room nurses in robot-assisted surgery. Studies describing operating room nurses' training and team-training with operating room nurses for robot-assisted surgery were included. The Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle–Ottawa Scale-Education (NOS-E) were used to evaluate the quality of the included studies. Results: We identified 3351 potential studies and included 16 in the final synthesis. Nine studies focused on team-training in robot-assisted surgery: four focused solely on training for operating room nurses, and only three on operating room nurses as first assistants in robot-assisted surgery. Most studies examined team-training in RAS, including OR nurses, focused on emergency situations and conversion to an open procedure. Only a few studies addressed other competencies relevant to OR nurses in RAS. No randomized controlled trials were identified. Only a few studies used pre- and post-testing, and only one examined clinical outcomes. The quality assessment of the included studies was moderate to low, with a median MERSQI score of 10.3 and a median NOS-E score of 2. Conclusion: There is sparse research on the education of operating room nurses in robot-assisted surgery, and the literature emphasizes the training of surgeons. More research is needed to develop evidence-based training for operating room nurses in robot-assisted surgery. [ABSTRACT FROM AUTHOR]
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- 2024
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33. Educational needs of the EAES young surgeons.
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Botti, Marta, Jongen, Audrey C. H. M., Bîrlog, Clarisa, Botteri, Emanuele, Boshier, Piers R., Francis, Nader, Morales-Conde, Salvador, and Senent-Boza, Ana
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SURGICAL education , *PANDEMICS , *TRAINING of surgeons - Abstract
Introduction: Surgical residency programs are facing ongoing challenges since the pandemic. The Young Member (YM) Task Force of the European Association for Endoscopic Surgery (EAES) has been created to support surgical residents and surgeons under 40, promoting activities that could be useful for young surgeons and to improve networking between members of different countries. This project aimed to explore educational needs among European surgical residents to inform the EAES curriculum for young surgeons. Methods: Within the EAES surgical society, the YM developed a survey to capture residents' views on their professional needs. Different aspects were considered, from demographic information to the major topics of interest on a professional side. Semi-automatic answers and personal suggestions have been gathered and considered for the analysis. Results: Data were captured from 386 respondents across 57 different countries, major responders were represented by the group of 31–35 years old (40%). Considering professional growth, young surgeons rely on scientific research (56%), but they struggle finding adequate support of facilities. In the education and training section, fellowships and hands-on-courses (27%) were the most proficient activities. Mentorships and webinars were important to develop leadership, as well as social events to build up a professional network. Conclusion: This project has identified young surgeons' educational and professional needs that can inform the EAES future projects and activities. [ABSTRACT FROM AUTHOR]
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- 2024
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34. Introducing an integrative evaluation framework for assessing the sustainability of different types of urban agriculture.
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John, Henriette and Artmann, Martina
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In cities, a mosaic of different types of urban agriculture can be found. However, knowledge about advantages and disadvantages of the different types is still fragmented. This paper introduces an integrative evaluation framework for assessing the environmental, social, and economic sustainability of urban agriculture by applying a multi-criteria analysis based on an Analytic Hierarchy Process and a participatory approach. Based on a German case study and on the examples of vertical farming and community-supported agriculture, the results suggest that sustainable urban agriculture is a multi-dimensional approach informed by strong sustainability that places nature in the focus. Thus, the environmental dimension received the highest weight, followed by the social and, lastly, the economic dimension. Regarding the sub-criteria, species diversity achieved the highest total weight and food quality and safety the lowest. Conceptually, this paper provides scientific fundamentals for a systematic comparative evaluation of different types of agriculture for sustainable urban development. [ABSTRACT FROM AUTHOR]
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- 2024
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35. A cross-sectional study of paramedic management of out-of-hospital obstetric emergencies.
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Flanagan, Belinda, Fitzpatrick, David, Andreis, Federico, and Jackson, Rory
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Background/Aims: Most birth-related ambulance calls occur without difficulty, but in some cases, complications can arise. Paramedics' involvement in birth is infrequent; therefore, the knowledge and skills required to manage complications can atrophy over time, particularly without educational interventions. This may impact outcomes. The study's aims were to measure the knowledge, attitude, and practice of paramedics in managing obstetric cases. Methods: This cross-sectional questionnaire-based study was carried out with 264 paramedics. Spearman's measure of correlation was used to observe linear correlations between ranks of the observations. Results: The majority of participants were advanced care paramedics (81.1%). Participants reported infrequently attending births in the community, with under half feeling confident in managing these (44%). Antenatal complications and trauma in pregnancy were self-reported areas of weakness; this was consistent with assessed knowledge. Conclusions: Paramedics self-reported infrequently responding to obstetric calls and the majority lacked confidence in managing these. Few indicated an excellent level of obstetric knowledge, reporting a desire to receive more education in this area. Implications for practice: When paramedics lack confidence in managing obstetric emergencies, it can lead to delayed decision making, inadequate assessment, increased error rates and adverse maternal and neonatal outcomes. [ABSTRACT FROM AUTHOR]
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- 2024
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36. Cultural roots of the myopia boom in Confucian Asia and their implications: Confucian roots of the myopia boom in East Asia: F. Yii.
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Yii, Fabian
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Current evidence implicates educational pressures and reduced outdoor time as major causes of myopia. This paper examines the ongoing battle against the myopia epidemic in East Asia, including its cultural offshoots such as Singapore, where over 80% of young adults are myopic. East Asian societies share deeply rooted Confucian values that attach great importance to education and familial obligations, with heavy parental investment in education and the perception that academic excellence reflects filial piety. Coupled with a strong emphasis on standardised test results, East Asian children face intense educational pressures from a young age. Existing education-based myopia prevention strategies focus either on top-down school reforms to promote more outdoor time for students during school hours or on bottom-up awareness initiatives encouraging lifestyle changes. However, the entrenched Confucian worldview suggests that more extensive top-down reforms aimed at reducing competition in education, combined with widespread bottom-up awareness initiatives targeting the public—particularly parents, given their active involvement in children's education outside of school—may be required to truly turn the tide on myopia. [ABSTRACT FROM AUTHOR]
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- 2024
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37. Effectiveness of educational programs in hearing health: a systematic review and meta-analysis.
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Bramati, Luciana, Allenstein Gondim, Lys Maria, Schmidt, Lucas, Lüders, Débora, Veríssimo Meira Taveira, Karinna, Néron, Noémi, Miranda de Araujo, Cristiano, and Bender Moreira de Lacerda, Adriana
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INDUSTRIAL safety , *MEDICAL information storage & retrieval systems , *HEALTH services accessibility , *HEALTH literacy , *NOISE-induced deafness , *PHILOSOPHY of education , *HEALTH attitudes , *EVALUATION of human services programs , *EDUCATIONAL outcomes , *META-analysis , *DESCRIPTIVE statistics , *UNCERTAINTY , *SYSTEMATIC reviews , *MEDLINE , *HEALTH behavior , *HEARING , *HEALTH education , *CONFIDENCE intervals , *ONLINE information services , *SOCIAL support - Abstract
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]
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- 2024
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38. Longitudinal effects of peer victimization on adolescents' future educational and work expectations: Depressive symptoms as a mechanism.
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Schacter, Hannah L., Bakth, Faizun N., Johnson, Je'Nae, and Hoffman, Adam J.
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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]
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- 2024
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39. Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum.
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Branditz, Lauren D., Kendle, Andrew P., Leung, Cynthia G., San Miguel, Christopher E., Way, David P., Panchal, Ashish R., and Yee, Jennifer
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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]
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- 2024
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40. Patient voices and student insights into LGBTQ+ healthcare: a call for equitable healthcare through medical education.
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Fu, Michael X, Onanuga, Simisola, Ye, Xinyu, Aiyappan, Raksha, Zou, Tangming, Smith, Susan, and Baptista, Ana
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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]
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- 2024
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41. Difference in medical student performance in a standardized patient encounter between telemedicine and in-person environments.
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Murphy, Emily M., Stein, Ariella, Pahwa, Reshma, McGuire, Maura, and Kumra, Tina
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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]
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- 2024
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42. Ontological coaching among nursing undergraduates: a pilot randomized controlled (OCEAN) trial.
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Pereira, Travis Lanz-Brian, Ang, Emily, Aayisha, Naidu, Kuhanesan N. C., Chan, Yiong Huak, and Shorey, Shefaly
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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]
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- 2024
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43. The influencing factors of stigma towards people with mental illness among nursing students: a mixed‐method systematic review.
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Zeng, Yi, Pan, Ting, and Sun, Mei
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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]
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- 2024
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44. 'It's like an opportunity for me to have freedom and to move forward with my life': Experiences of youth engaging in education and employment after a first episode of psychosis.
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Munn, K., Ferrari, M., Peters, M., and Iyer, S. N.
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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]
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- 2024
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45. Female Literacy and Crime Against Women in India: Complex Trajectories and Correlations.
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Košir, Suzana and Lakshminarayanan, Radhika
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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]
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- 2024
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46. Oral language intervention in the late primary school years is effective: evidence from a randomised control trial.
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Esposito, Rosanne, Lervag, Arne, and Hulme, Charles
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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]
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- 2024
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47. 3000 Hours: From MSW to LCSW.
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Groshong, Laura
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SUPERVISION of employees , *CURRICULUM , *SOCIAL workers , *CLINICAL supervision , *PROFESSIONAL licensure examinations , *STUDENTS , *PROFESSIONAL licenses , *MASTERS programs (Higher education) , *CLINICAL education , *LIABILITY insurance , *CONTINUING education , *GOVERNMENT regulation - Abstract
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]
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- 2024
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48. Students' attitudes towards an instructor's foreign accent and non-standard language variety.
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Lybaert, Chloé, Van Hoof, Sarah, and Plevoets, Koen
- Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
49. Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences?
- Author
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Fielding, Ruth, Galante, Angelica, Bonar, Gary J., Wang, Meihui, and God, Yvonne
- Subjects
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SUSTAINABLE development , *CULTURAL pluralism , *EDUCATION , *CITIZENSHIP , *LANGUAGE & languages - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
50. Competence and preparation for the profession of a dance teacher in Central Europe in the private sector.
- Author
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Banio-Krajnik, Adrianna
- Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
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