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Purpose: This investigation sought to determine industry perceptions of postgraduate strength and conditioning (S&C) degrees to understand whether graduates are equipped for the demands of sport performance service roles. Methods: Survey data were collected from 111 participants employed as performance staff or in a role that recruits and supervises performance staff. The survey consisted of 3 main sections: (1) perceptions of career-development opportunities in S&C, (2) perception of S&C postgraduate programs, and (3) perceptions of employability in S&C. Exploratory factor analysis was conducted to identify the key factors considered to be of greatest relevance to career progression in S&C. Results: A 2-factor solution was achieved for each of the 3 sections, resulting in 6 total factors. These factors are Academic and Professional Development, Mentorship and Sport Diversity, Student Preparation, Require Greater Emphasis, Testing and Training, and Personal and Professional Growth. Conclusions: Postgraduate S&C programs require a broad range of placement/internship opportunities to (1) provide diverse experiences, (2) allow students to build contacts and develop professional networks, (3) gain exposure to working in high-performance environments and multidisciplinary teams, and (4) access high-quality mentors. Alongside the ability to deliver training and testing, graduates should be equipped with strong organizational and relationship-building skills. Improved graduate capabilities can raise the standards of the profession and result in enhanced service provision to athletes. [ABSTRACT FROM AUTHOR]

Background: Physical activity and sport (PAS) have been related to health and social benefits, but their monetary value remains unclear. This systematic review on the social return on investment of PAS aimed to find what are the social outcomes measured in previous PAS literature and how are these measured and valued. Methods: A systematic search was conducted on WoS, PubMed, and EconLit. Articles in English, measuring the social value of any type of PAS in monetary terms and utilizing a social return on investment framework, were included. Risk of bias was evaluated using the Drummond checklist. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed. Results: Fifty-five documents (2010–2022), from all continents except America, were included; only 8 were published in peer-reviewed journals, whereas 47 were reports. Most studies evaluated the benefits of specific programs, and 6 measured the engagement in PAS at the population level based on national or community surveys. The social outcomes identified were health (94.5%), crime (50.9%), education (83.6%), subjective well-being (89.1%), social capital (60%), and other (3.6%–23.6%). The valuation methods included willingness to pay, well-being valuation, the cost of an activity that could result in the same outcome, and cost databases associating outcomes with a monetary value. Conclusions: This study updates a previous review and widens the scope by answering the question of how social outcomes are measured and valued in previous PAS literature. Given the heterogeneity found in the application of the method, this review will inform a Delphi study to reach a Global Consensus Statement on the measurement of social value and PAS. [ABSTRACT FROM AUTHOR]

Does parents' status motivation affect their educational product choices for their children? Across seven studies, the authors find that when parents believe that society provides enough opportunities for individuals to achieve higher social status through hard work (i.e., high social mobility), they prioritize the status advancement goal and prefer products that help maximize a child's strengths. However, when parents believe that even if one works hard, the opportunity to climb up the social ladder is limited (i.e., low social mobility), they focus on maintaining their current status and prefer products that help remedy a child's weaknesses. Moreover, the research demonstrates that this effect diminishes when the strength and weakness are in the domains that have low relevance to status. Finally, the research shows that when parents believe that children with specialties are more likely to succeed, they prefer products for maximizing strengths, whereas when they believe that well-rounded children are more likely to succeed, they prefer products for remedying weaknesses, regardless of their perception of social mobility. [ABSTRACT FROM AUTHOR]

This article examines the labor market returns to earning industry-certified credentials in the manufacturing sector. Specifically, the authors are interested in estimating the impact of a manufacturing credential on earnings and probability of employment, both overall and within the pre- and post-credential industry of employment. They link students who earned manufacturing credentials to their educational enrollment and completion records, and then further link them to IRS tax records for earnings and employment and to the American Community Survey and decennial census for demographic information. Earnings trajectories are presented for workers with credentials by demographic group, including age, race/ethnicity, gender, and educational attainment. To obtain more causal estimates of the labor market impacts of credentials, the authors implement a coarsened exact matching strategy to compare outcomes between otherwise similar people with and without credentials. Findings show that the attainment of a manufacturing industry credential is associated with increasingly higher earnings and a higher likelihood of labor market participation. [ABSTRACT FROM AUTHOR]

Physical activity improves the well-being of persons living with dementia but few exercise programs include them. The Dementia-Inclusive Choices for Exercise (DICE) toolkit aims to improve exercise providers' understanding of dementia and ability to support persons living with dementia in physical activity. We evaluated the co-designed DICE toolkit with exercise providers using a mixed-methods approach comprising pre/post questionnaires and interviews and reflection diaries. Among 16 participants, self-efficacy for exercise delivery to persons living with dementia and both knowledge and attitudes toward dementia significantly improved. Thematic analysis suggested participants (a) had a deeper understanding of the variability of dementia, (b) were planning for equitable access for persons living with dementia, (c) planned to promote social connection through exercise, and (d) were optimistic for future engagement with persons living with dementia. The DICE toolkit may improve exercise providers' knowledge and confidence to plan proactively to support persons living with dementia in programs and services. [ABSTRACT FROM AUTHOR]

Background: Integrated curriculum interventions have been suggested as an effective means to increase physical activity (PA) and health. The feasibility of such approaches in children living in deprivation is unknown. This study sought to pilot an integrated curriculum pedometer intervention in children living in deprivation on school-based PA, body fatness, resting blood pressure, motor skills, and well-being. Methods: Using a pilot cluster randomized intervention design, children (6–7 y old, n = 64) from 2 schools in central England undertook: (1) 10-week integrated curriculum intervention or (2) control (regular school-based activity). School-based PA, body fatness, resting blood pressure, motor skills, and well-being were assessed preintervention and postintervention. Results: For the intervention group, PA was higher on school days when children had physical education lessons or there were physically active integrated curriculum activities. Body fatness significantly decreased, and well-being and perceived physical competence increased, pre–post for the intervention group compared with the control group. Accelerometer-derived PA, motor skills, and resting blood pressure were not significantly different pre–post for intervention or control groups. Conclusions: A 10-week integrated curriculum PA intervention is feasible to conduct and can positively impact aspects of health in 6- to 7-year-old children in England. [ABSTRACT FROM AUTHOR]

Copyright of Sport History Review is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of physical literacy (PL) has witnessed enormous popularity in recent years and has undergone substantial theoretical evolvement during the last 2 decades. However, the research field pertaining to PL has not yet initiated discussions around the challenges of climate change and the alignment with conceptualizations of planetary health. Therefore, we argue that the consideration of an "ecological domain" for individual physical activity, in the form of ecological awareness, would further evolve the concept. We illustrate how to potentially integrate adjustments within the most frequent PL definitions of the field (eg, those in Australia, Canada, England, Ireland, the United States, or by the International Physical Literacy Association) without questioning the entire integrity of these elaborate conceptualizations. An ecological domain of PL would not only interact with the postulated physical, cognitive, psychological/affective, and social domains of PL but also have important implications for the (re)design of interventions and practices in physical activity contexts. We call the scientific community, both on national and international scales, to intensify the discussions and initiate a research agenda involving an "ecological domain" of PL. [ABSTRACT FROM AUTHOR]

Athletes' history of concussions is an important indicator of risk potential in organized sports. The purpose of this project was to explore differences by sport classification (contact vs. noncontact) and sex on concussion history among university club sports participants. This was a cross-sectional quality improvement study (n = 593). The outcomes were self-reported answers to: (1) How many times have you been diagnosed with a concussion? and (2) How many times have you had your "bell rung"/"dinged"? Multivariable logistic regression models examined the association of contact club sport participation and sex on the history of concussion and prior experience of having their bell rung. Models were adjusted for age, race, participation in multiple sports, and years of participation in sports, and years in college. When compared to those in non-contact club sports, the adjusted odds of reporting ever having a concussion were 2.29 times higher for those participating in contact club sports (OR = 2.29; 95% CI: 1.49, 3.53). In the model for having a bell rung, those participating in a contact sport had 1.90 times greater odds of reporting having their bell rung in the past compared to those in noncontact sports (OR = 1.90; 95% CI: 1.25, 2.88). Whereas males and females did not differ in their self-reported concussion history, females had significantly lower odds of reporting having their bell rung in the past than males (OR = 0.46; 95% CI: 0.30, 0.69). Female athletes have a higher reporting of concussion incidence than that of male athletes. The use of terminology and variance in slang versus medical terms has the potential to affect reporting outcomes. Reporting of concussion incidents has the potential to be influenced by the nature of sport culture and sport participation in contact versus noncontact sports. Club sport athletes could benefit from tailored education related to concussions based on these results. [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]

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]

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]

The present study aimed to analyze the effects of conducting a warm-up (WC) or not (WWC) on students of the Science Degree in Physical Activity and Sport before starting a practical class. Thirty-two students of the Science Degree in Physical Activity and Sport (age: 22.38 ± 1.81 years; height: 176.09 ± 8.52 cm; weight: 22.38 ± 1.81 kg; body fat: 25.17 ± 3.20%) participated in a counterbalanced cross-sectional study in which three conditions were tested: (a) basal lineal, (b) WC, and (c) WWC. Participants recorded longer times (worse performance) in the Illinois dribbling test (basal lineal condition [20.17 ± 1.35], WWC [20.13 ± 1.37], and WC [19.32 ± 1.35]) and the Psychomotor Vigilance Task test (basal lineal condition [397.88 ± 75.98 ms]; WWC [412.19 ± 91.39 ms], and WC [368.53 ± 68.65 ms]). The warm-up prior to physical activity classes had positive effects on vigilance linked to executive functioning, and physical performance. In this sense, more research on different types of warm-up may be in order to contrast them with each other, as well as to carry out attention measurements according to the content to be imparted after the warm-ups. The present study represents a big opportunity for all physical education teachers due to warm-up is a crucial aspect that occurs in all practical sessions, also linked to the attention processes and motivational factors of the students. [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]

How do digitally enabled movements of workers reshape, replace, or reinforce the role of unions? Based on a comparative case study of the 2018 #RedForEd teachers' strikes in West Virginia, Oklahoma, and Arizona, this article argues that despite the hierarchical and bureaucratic character of statewide teachers' unions, the infrastructure they provided to organize, connect, and legitimize teachers' actions was critical for statewide strikes. Facebook provided a forum for teachers to express frustrations, scale participation, and in some cases, organize actions. However, the unions' coordinating capacities were also central. These findings show how combining the mobilizing capacities of social media with existing movement infrastructure can facilitate collective action. In contrast to predictions of digitally enabled activism ushering in an era of "organizing without organizations," these findings suggest that 21st-century labor movements must meld old and new organizational forms, and not discard the century-and-a-half accumulation of labor infrastructure won by previous generations. [ABSTRACT FROM AUTHOR]

This study examines the attitudes and skills of secondary school teachers in Manila regarding technology integration, aiming to support the enhancement of educational methods with technology. A descriptive survey design was used to explore associations between teachers' demographic profiles and their perspectives on technology, focusing on both perceived ease of use and usefulness. The survey also assessed teachers' skills in planning, classroom management, instruction, and professional responsibilities in technology-enhanced settings. The findings show that younger teachers, particularly those with fewer than ten years of experience, tend to have more favorable attitudes toward technology integration. In contrast, older teachers and those with longer teaching tenures demonstrate a more cautious approach to technology use in the classroom. Teachers perceive technology as highly useful, especially in facilitating tasks and increasing productivity, though some are less convinced of its impact on instructional effectiveness. In terms of skills, the surveyed teachers exhibit proficiency in planning and preparation, often using available digital resources and adapting assignments to suit various student needs. Skills in creating an interactive classroom environment and leveraging technology for instructional purposes are moderately high, with teachers frequently using tools such as interactive whiteboards and digital assessments. However, technology is used primarily as a supplementary learning aid rather than as a core instructional resource, suggesting a need for further training on its integrative potential. The study concludes that professional development focused on practical applications of technology in education could help teachers better integrate digital tools into their core teaching methods. Insights from this study provide valuable guidance for curriculum developers, educational leaders, and policymakers in promoting more effective technology use among educators. [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]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study employed a descriptive-correlational research design to determine the significant influence of genderinclusive language and gender mainstreaming strategies on school culture among 320 BSED-English students from higher education institutions in Davao City. The researchers adapted and validated survey questionnaires to collect data from the participants. The survey instruments were designed to measure the levels of gender-inclusive language, gender mainstreaming strategies, and school culture among the respondents. The results of the study showed that the respondents exhibited a high level of gender-inclusive language, a high level of gender mainstreaming strategies, and a high level of school culture. Furthermore, the findings revealed a significant positive moderate relationship between gender-inclusive language and school culture, as well as between gender mainstreaming strategies and school culture. This suggests that higher levels of gender-inclusive language and gender mainstreaming strategies are associated with more positive school cultures. Additionally, the study found a significant influence of both gender-inclusive language and gender mainstreaming strategies on school culture. Notably, gender mainstreaming strategies had a stronger influence on school culture in higher education institutions compared to gender-inclusive language. This indicates that the implementation of gender mainstreaming strategies may be more effective in shaping a positive school culture than the use of gender-inclusive language alone. [ABSTRACT FROM AUTHOR]

Teaching, indeed, is not merely teaching the students the right virtue but teaching for their development both in the academic and behavior for the betterment of humanity. In fact, this becomes a great concern of technology lectures on how to change the students' negative attitudes in learning Technology and Livelihood Education (Jacobus, 2010). Thus, the focal point of this study was to determine the significant influence of competence among Technology and Livelihood teachers on the student attitude towards learning of 320 junior high school students in selected secondary schools in Kidapawan City, SY 2016-2017. Furthermore, this study made use of the non-experimental quantitative research design utilizing descriptive correlational technique. Results revealed that the Technology and Livelihood Education teachers had a high level of competence and the respondents claimed that they have positive attitude towards learning the subject. This study further disclosed that competence among TLE teachers was positively correlated with student attitude towards learning. The result implied that the more competent the teachers are, the more positive will be the students' attitude towards learning. School and society relationships were found to be the best predictor of student attitude towards learning. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between the implementation of Psychosocial Support Activities (PSA) and the psychosocial readiness and well-being of learners participating in in-person classes in the Second Congressional District of Bohol for the 2022-2023 school year. A total of 114 teachers and 114 learners were selected through simple random sampling. Utilizing a descriptive survey design, data were collected via questionnaires to assess PSA implementation levels, learners' psychosocial readiness, and psychosocial well-being. Spearman's Rank Correlation Coefficient was employed to analyze the relationships among these variables. Results indicated a very high level of PSA implementation, suggesting effective school practices. Furthermore, learners exhibited very high psychosocial readiness, indicating strong psychological, social, and emotional preparedness for the learning environment. While PSA implementation did not significantly influence learners' psychosocial readiness or well-being, a substantial positive correlation was found between the two latter variables. Based on these findings, the study advocates for integrating Basic Psychosocial Support into the School Disaster Risk Reduction and Management (DRRM) Contingency Plan, enabling educators to support students facing distress effectively. This research suggests the importance of psychosocial support in enhancing students' overall educational experiences and well-being institutionalizing psychological interventions and integrating Basic Psychosocial Support into School DRRM Contingency Plans to foster a holistic learning environment to enhance students' capacity. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

World authorities and educators have taken attention to the issue of student dropout rates, which is a global concern. The rising dropout rates at all educational levels are mostly caused by financial difficulty. Consequently, Morong National High School confronts the same challenge. Because of this, the researchers look into the rates of dropouts from Morong National High School as well as the causes behind them in order to identify patterns and propose strategies to lower the dropout rate. A qualitative method was used in this study. The dropout rate was analyzed, four Grade Level Coordinators (GLCs), one LIS, and selected teachers participated in interview sessions regarding the reasons and their suggestions for all dropout students. The findings showed that Morong National High School (MNHS) has a varied dropout rate in each timeline (pre-pandemic, during pandemic and post-pandemic). The study found that pre-pandemic has the most drop out rate while the post-pandemic has the least student drop out rate. Based on the study, implementing particular guidelines into place may help decrease Morong National High School's dropout rate. Grade level advisers suggest offering financial aid to students and holding quarterly parent and student orientations. It is suggested that the school keep offering programs and solutions to deal with these issues, alongside encouraging teacher collaboration with parents to motivate students to attend courses. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents a comprehensive bibliometric analysis of scientific research in STEM (Science, Technology, Engineering, and Mathematics) education. One thousand six hundred twenty-three studies on STEM education published between 2013 and 2023 were analyzed using bibliometric methods to uncover trends over the past decade. The analysis commenced by searching the Scopus database Core Collection for "STEM Education" publications, and bibliometric data associated with these studies was collected. The collected publications were then analyzed using VOS-viewer, a bibliometric analysis tool, to examine various bibliographic attributes. The analysis focused on key aspects such as the number of publications per year, publication types, the language of publications, year Citation Analysis, Country Collaborations, Citation Analysis (Journal, Author, Institution and Document), Co-author Analysis (Author, Countries, Institution), Co-citation Analysis (Author), and Co-occurrences Analysis. The analysis findings were visualized using VOS-viewer, a bibliometric analysis tool to depict collaboration patterns and relationships. The analysis recommends future research in STEM education to enhance interdisciplinary collaboration, address the digital divide, and integrate informal learning environments. It also underscores the importance of international collaborations, teacher professional development, and robust assessment frameworks for measuring STEM education effectiveness. [ABSTRACT FROM AUTHOR]

Background: This randomized controlled trial examines the effectiveness of a "teach-back" educational strategy in increasing knowledge about breast cancer among women with low health literacy. Methods: Data collection for this study was conducted at the Farabi Comprehensive Health Services Center in Sanandaj, Iran, between December 2020 and October 2022. In this randomized controlled trial, 84 women who had low health literacy were randomly allocated into groups of the study (teach back, and control groups). The educational intervention focused on increasing knowledge of breast cancer risk factors, signs and symptoms, early detection methods (including breast self-examination), and the importance of regular screening. The intervention group received 3 face to face education within three weekly sessions, each lasting 20 min. The Health Literacy Instrument for Adults (HELIA), breast cancer knowledge was measured by valid tool and compared in the two groups before and eight weeks after the interventions. Results: Mean scores of breast cancer knowledge revealed significant differences between intervention group and control group (P < 0.001) eight weeks after intervention. There were significant differences between baseline and follow-up measurement scores demonstrating that there were differences in the participants' breast cancer knowledge (P < 0.001), and diagnosis technique knowledge (P < 0.008), between the intervention and control groups. Conclusion: Teach Back educational strategy increased knowledge breast cancer among low health literacy women. Teach Back educational strategy seems to be effective for women with low health literacy. [ABSTRACT FROM AUTHOR]

The widespread use of generative AI tools like ChatGPT has seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8–14 across grades 4–6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum's learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education. [ABSTRACT FROM AUTHOR]

The EdSurvey package helps users download, explore variables in, extract data from, and run analyses on large-scale assessment data. The analysis functions in EdSurvey account for the use of plausible values for test scores, survey sampling weights, and their associated variance estimator. We describe the capabilities of the package in the context of the 2019 National Assessment of Educational Progress (NAEP) High School Transcript Study. [ABSTRACT FROM AUTHOR]

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]

Background: The emergence of virtual reality (VR) for medical education enables a range of new teaching opportunities. Skills and competences can be trained that cannot be demonstrated in any other way due to physical or ethical limitations. Immersion and presence may play an important role for learning in this context. This study investigates whether this VR-based, immersive software is an effective tool for assessing medical learning objectives by comparing behavioral outcomes in VR and actor-based simulations, and examines how these behaviors relate to immersion levels and their impact on learning success. Methods: To evaluate the effectiveness of the new teaching method, objective behavioral outcomes were identified as part of a dermatological learning unit and VR as a method was compared with actor-based simulation training. In addition, subjective questionnaires were collected to compare the levels of immersion in both concepts. Results: It was shown that primary learning objectives can be addressed well in VR. However, secondary learning objectives that fall into the field of basic skills seem to be delivered better in the actor-based training than in VR. This appears to be an effect of weaker immersion measured in VR training. Conclusions: It can be said that the implementation of basic skills training depends largely on the level of immersion in the teaching method used. While primary learning subjectives can be trained and assessed well, at present, it does not appear to be fully possible to train secondary skills with the technical status quo in VR. However, the observation of secondary learning objectives can serve as an indicator for the assessment of immersion in the future. [ABSTRACT FROM AUTHOR]

In low-income countries, intergenerational processes can culminate in the replication of extreme forms of health disadvantage between mothers and adult daughters, including experiencing a young child's death. The preventable nature of most child deaths raises questions of whether social resources can protect women from enduring this adversity like their mothers. This study examined whether education—widely touted as a vehicle for social mobility in resource-poor countries—disrupts the intergenerational cycle of maternal bereavement. We estimated multilevel discrete-time survival models of women's hazard of child loss using Demographic and Health Survey Program data (N = 195,744 women in 345 subnational regions in 32 African countries). Women's educational attainment minimizes the salience of their mothers' bereavement history for their own probability of child loss; however, mothers' background becomes irrelevant only among women with ≥10 years of schooling. Education's neutralizing influence is most prominent in the highest mortality-burdened communities. [ABSTRACT FROM AUTHOR]

The paper delves into scientific atheism, distinguishing between atheist thought as mere opinion and its development into a comprehensive worldview under Marxist-Leninist influence. It explores scientific atheism's role as both a philosophical discipline and an ideology that has significantly impacted philosophers from our region across generations. Initially, scientific atheism represented an ideological commitment to materialism and rationalism. However, for subsequent generations, it evolved into a pragmatic strategy for consolidating political power, fostering social unity, and enhancing state control. This study not only outlines the integration of dialectical and historical materialism into Czechoslovakia's mid-20th-century scientific and education systems but also examines the shifting perception of scientific atheism through different philosophical generations, highlighting its practical significance in Marxist-Leninist-dominated regions. [ABSTRACT FROM AUTHOR]

In a country as diverse as India, inequalities in access to education are deeply interwoven with the economic, social and political identities of individuals. In this regard, the need to expand access to education is usually emphasised broadly in terms of enrolment ratios, as these reflect the overall percentages of children going to school across different age groups. However, enrolment ratios depict merely an entry point into a school. This paper contends that it is important to look beyond enrolment numbers and focus on the social and economic barriers that prevent students from fully engaging with the education provided in school. Once enrolled in a school, whether government or private, numerous factors affect the ability of a child to fully participate in the educational process. This paper aims to understand the various challenges faced by those belonging to economically and socially marginalised sections of the population in a metropolitan city such as Delhi. This study finds that even after getting admission, several factors related to the child's home, family and neighbourhood significantly affect how he/she engages with the educational process. In addition to this, factors such as caste-based discrimination were also found to play an important role in the schooling experiences of children living in urban poverty. [ABSTRACT FROM AUTHOR]

Sustainability is a need of the hour as we have very limited resources that are to be restored or utilized carefully. One way toward sustainability is through higher education, with awareness, possible ways of using it, and a change in thought process which will lead to minimal wastage of resources. Design decisions based on sustainability are more than using natural resources that are biodegradable. One of the main strategies of green design is to follow the 'waste hierarchy'. Green materials are designed to be reusable and recyclable, and they degrade naturally at the end of their life, reducing the environmental footprint of the product. In point of fact, design has the power to stoke and encourage innovation. It can also contribute to the shaping of the world on a variety of levels, from materials to products, product service systems, social organizations, and socio-technical systems. Eco-design is a comprehensive and holistic approach to planning activities that emphasizes the welfare of people and the environment as the final design. 'It focuses on resource efficiency and the use of environmentally friendly materials to develop products and processes' (Manzini, 2020, Design, When Everybody Designs). Sustainability for design is sometimes referred to as a lifetime configuration approach since it gathers data on the full life cycles of products and their effects on the environment and living beings. The aim of the paper is to be unambiguous as to why sustainable systems should be included in higher education. An endeavor, additionally, had been to summarize the government policies in order to raise awareness for the next generation. Further, data is collected from respondents who belong to the education system for understanding the importance of sustainability in education. From the gathered information, it was observed that every person unconsciously considers sustainability in their day-to-day lives. However, with mindfulness and plan training there will be an impact on the general public for a better future. [ABSTRACT FROM AUTHOR]

This study investigates the effect of personal income on attitudes towards climate change risk, considering the mediator of responsibility attribution (RA) for climate change and the moderator of educational attainment. Using a latent growth curve model applied to data from the UK Household Longitudinal Study dataset from 2009 to 2020, this study indicated that personal income growth heightens the likelihood of expressing concern about climate change while reducing the propensity for holding sceptical or paradoxical attitudes over time. Attributing climate change to personal behaviour mediated the income‐attitude relationship. Significant differences in the mediation effect were observed between individuals who had received a university education and those who had not, even after controlling for covariates such as age, sex, political affiliation and employment status. These findings suggest that climate campaign emphasising RA can address attitude disparities across income and education strata, further promoting sustainable climate action and mitigation. [ABSTRACT FROM AUTHOR]

In the face of continued socioeconomic inheritance, the belief that the simple expansion of educational opportunities will create meritocratic societies has been met with skepticism. It is well documented that within expanding educational systems, class-advantaged families attempt to secure further advantages for their offspring. Conversely, for many, the modernist belief that educational expansion is a means to achieving a fairer society remains compelling. Studying trends in intergenerational occupational mobility in 40 countries from four continents, I examine whether educational expansion enhances occupational mobility, and whether such trends are counteracted by heightened persistence between social origin and destination within education groups. The results indicate that educational expansion over time, and the policies supporting it, are linked to improved intergenerational occupational mobility. Furthermore, this increased mobility through expanded educational opportunities is not negated by a strengthening of within-education elite persistence in occupational status, suggesting that occupational mobility patterns can genuinely change through educational expansion. The modernist ideology around educational expansion as a driver of social mobility may warrant renewed attention. [ABSTRACT FROM AUTHOR]

In the United States, 8th grade is the entry point into a stratified course-taking sequence in mathematics. Black students are substantially less likely than white students to enroll in advanced math courses in 8th grade and beyond. Unfortunately, prior research has failed to produce a consistent explanation for these racial inequalities. In this article, we develop an analytic framework that overcomes numerous limitations in prior studies. Our framework shows how racialized sorting between schools constrains course-taking opportunities and shapes achievement distributions within schools (local achievement queues), both of which affect how course placements are made within a given school. We analyze administrative data for multiple cohorts of 8th-grade students in the state of Indiana. Our findings show that course-taking opportunities in 8th-grade math vary markedly across schools, and Black students are much more likely than white students to attend schools that offer no advanced courses (Algebra or Geometry). By failing to account for this structural inequality, prior research has underestimated racial inequality in course placements. However, our analyses also show that racial segregation across schools improves the position of Black students within their local achievement queues, which increases their chances of enrolling in advanced math courses. Our findings highlight the central importance of schools as key organizational units in explaining racial inequality in course placements. [ABSTRACT FROM AUTHOR]

The article presents a framework for equitable media literacy practice (EMLP), which changes structure, action, and agency in service of an imagined and inclusive future and makes space for equitable civic and educational experiences. We derived this framework from 28 in-depth interviews with media literacy practitioners across the US. We asked these practitioners what EMLP would mean to them and what challenges and opportunities for EMLP emerge within their individual and organizational contexts. Interviewees acknowledge that equity is difficult to achieve given daily individual, community, and social concerns but is an important component of civic engagement. [ABSTRACT FROM AUTHOR]

Fertility awareness should be taught to everyone. The International Reproductive Health Education Collaboration (IRHEC) designed a fertility poster in 2019 but did not have a specific target group in mind. Studies have been conducted in Denmark and Sweden to determine how the poster can be redesigned. In this study, we carried out focus groups with young adults in the UK to ask their views of the poster, with the aim of redesigning it. Six focus groups were undertaken with twenty seven, 18–25 year olds. Five questions were asked: 1. What are your thoughts, feelings, and reactions to the poster? 2. Did you learn anything from the poster? 3. How has reading the poster impacted your opinions or thoughts about having children? 4. What are your opinions about using a poster format to inform and start reflections regarding family building? 5. Reading through each point are there any changes to be made? Content analysis was performed. Themes identified revealed the information on the poster gave the participants some anxiety and apprehension, especially regarding the effect of age on fertility, perceptions of IVF, and gaps in knowledge. The fertility education poster is a good resource for education, but other resources should be developed. [ABSTRACT FROM AUTHOR]