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Realizing the common wealth of all people is the essential requirement of socialism with Chinese characteristics. Measuring the process of realizing common wealth and the differences between groups is one of the important issues that need to be addressed urgently. In order to reasonably measure the process of realizing common wealth in China, on the premise of horizontal comparability and vertical consistency, the principles of comparability and consistency are introduced, and a comparative method of opportunity advantage based on income distribution is proposed from the perspective of opportunity equity. Using the 2012–2020 CFPS data to measure and test the opportunity advantages and their differences across regions and groups in China. The study found, firstly, that the opportunity advantage persists but tends to diminish across groups, with the more educated group having a more pronounced opportunity advantage, but that this advantage is diminishing over time. Secondly, the doctoral degree group has a greater probability of earning higher incomes, followed by the master's and bachelor's degree groups, but this opportunity advantage, i.e., the probability of earning higher incomes, is diminishing, i.e., the education dividend is diminishing. Third, the difference in opportunity advantage between urban and rural areas still exists, as evidenced by the greater probability of higher incomes in towns than in rural areas, but this advantage has narrowed further over time, with a clear process of urban-rural integration. Fourthly, in terms of gender, men have a certain opportunity advantage over women, but this difference is not significant. Fifthly, in the context of education levels, gender and urban/rural subgroups, under the framework proposed in this paper, China has achieved some success in the process of realizing the common wealth, and is showing a steady upward trend. [ABSTRACT FROM AUTHOR]

Introduction: This retrospective cohort study recognizes a profound need to address rising rates of maternal morbidity and mortality, especially its disproportionate impact on ethnic and racial minorities. Timely access to high-quality prenatal care is essential, the absence of which is associated with increased risk of adverse maternal and fetal outcomes. The persistence of racial and ethnic disparities in pregnancy outcomes, despite accounting for income and education level, suggests that barriers to care are also significantly limited by psychosocial and health system barriers. Methods: This retrospective cohort study analyzed several potential barriers to prenatal care among postpartum patients who delivered at Loyola University Medical Center in Maywood, Illinois, such as transportation, parking, childcare, clinic wait times, scheduling difficulties, and knowledge about the impact of COVID-19 on pregnancy. Participants were screened daily for eligibility and consented to participate from February to May 2022, a total of three months. Eligible patients were given a 10-question paper survey that also assessed out-of-pocket costs and suggestions to improve prenatal care attendance and satisfaction. During the study period, there were 251 eligible deliveries. 197 patients (77.3%) were consented and participated in the survey. 194 (98.4%) were eligible for post-chart review; 21 patients (10.6%) declined to participate, 33 patients (16.8%) did not complete the survey, and 3 surveys (1.5%) were lost. Retrospective chart reviews were conducted for PNC utilization, pregnancy comorbidities and outcomes, and demographic information. Data underwent Fischer analyses, chi-squared analyses, and ANOVAs. Institutional Review Board-approved, participants consented for research and quality improvement, including medical record data use. Results: Among 194 patients, average reported barriers to PNC were 2.14, with "difficulty scheduling appointments" (39.6%) and "couldn't leave work or school" (30.2%) most common. Despite most patients reporting a similar number of barriers, timing disparities based race and ethnicity, education, and income were observed. Hispanic patients initiated PNC later than non-Hispanic White patients (13w6d vs. 10w5d; p = 0.009). Twelfth-grade education or less initiated PNC bachelor's degree holders (16w vs. 11w; p < 0.001). Patients who made < 45 k annually initiated later than > 140 k (13w3d vs. 9w1d; p = 0.02). Patients who reported "long wait times" initiated prenatal care an average of 2w2d later than patients not facing this barrier, at 14w1d vs. 12w0d, respectively (p = 0.01). Conclusions: Lower socioeconomic status and ethnic minority patients exhibit delayed PNC start that are linked to adverse outcomes. Noteworthy discrepancies within the surveyed cohorts, despite comparable reported barriers, hint at the existence of supplementary, interconnected obstacles specific to these patients. Future efforts should tackle common issues specific to various sociodemographic groups to address disparities in pregnancy outcomes. [ABSTRACT FROM AUTHOR]

Given the chronic lack of qualified professionals in the cybersecurity industry, the present paper seeks to evaluate the current interest in cybersecurity across Southeast Asia nations and then compare it with the available educational offerings of related degrees in each country to identify eventual gaps in the market. The goal is to assess whether there is a need for additional degree programs in cybersecurity and to evaluate the potential for future growth in the industry by providing a solid educational foundation for aspiring professionals. To estimate current interest from prospective students and profesionals in cybersecurity across each country, leaderboards from the popular TryHackMe gamified cybersecurity training platform are referenced. We further discuss issues by considering the related formal education programmes offered by the top universities in each country, identified by their presence in the QS world university rankings. The data are then used to propose two new metrics: the 'Cybersecurity Education Prospects Index' (CEPI) and the 'Cybersecurity Industry Prospects Index' (CIPI), which show how most of the eleven countries in Southeast Asia do have an unmet demand for cybersecurity education and only a few of them have already developed an educational infrastructure that is ready to support the growing needs of the local and international industry. [ABSTRACT FROM AUTHOR]

The 2021 census data in Australia show that a higher proportion of Bangladeshi Muslim women in Australia have postgraduate degrees compared to the broader female population. They are also more likely to have a bachelor's degree when compared to their counterparts in the wider female cohort. However, the unemployment rate for Bangladeshi Muslim women is more than twice as high as that of the general female population. While a comparison between higher educational attainment and lower labour participation raises the question of whether the goal of higher education is indeed labour participation and the dilemma of valuing education solely based on its economic returns, nonetheless, the disparity alarms curiosity to investigate the reasons. The existing research on Muslim women in Australia reveal a complex web of external and internal multilayered intersecting factors that influence migrant women's labour participation and makes them more susceptible to financial vulnerabilities. Utilizing qualitative methods in analysing fieldwork data from ongoing PhD research, this paper underscores the critical need for a nuanced understanding of internal cultural, domestic, and religious factors to address the unique challenges faced by this demographic in their labour market participation in Australia. [ABSTRACT FROM AUTHOR]

This research examines the incorporation of Design for All (DfA) in the human nutrition and dietetics curriculum within the European Higher Education Area (EHEA), aligning with the Convention on the Rights of Persons with Disabilities (CRPD). A bibliographic review in the Scopus database focused on literature connecting DfA with this degree. The study also analyzed Spain's legal and educational frameworks, including ANECA's White Book and Order CIN/730/2009. The findings highlight a gap in explicitly including DfA in Spanish universities' curricula for this degree. The paper stresses the importance of integrating DfA across essential courses like public health and diet therapy. It suggests a pedagogical approach blending theory, problem-solving, and service-learning to foster an understanding of inclusivity. The article proposes strategies for embedding DfA in the curriculum, recommending the development of specific subjects and integrating DfA content into existing courses. This approach aims to prepare future professionals to offer inclusive nutrition and dietetic services, ensuring equitable access and participation for all, including those with disabilities. This curricular integration is vital for addressing societal needs and upholding quality and inclusivity in health services. [ABSTRACT FROM AUTHOR]

This paper aims to reflect on the teaching methods used during the COVID-19 pandemic, specifically in higher education graphic design, a curriculum unit with a solid practical component. Challenges were unexpectedly imposed on teachers, as they were forced to switch from face-to-face to distance learning, and both teachers and students had to deal with the resulting difficulties felt throughout the classes. Based on a practical case study, we attempted to understand, through direct observation and recording, the impact of COVID-19 on learning following the transition from face-to-face teaching to distance learning in the field of graphic design, a practical and creative field that requires the student to verify the results of what they are learning through their work. In this context, we intend to examine how Introduction to Design and Design I--Graphic Design, curricular units of the bachelor's degree in design and print production and the short cycle in graphic and digital production in the first and second semesters of the academic year 2020/21 were conducted. During the next academic year, a short questionnaire was administered to students to ascertain their impression of the influence of the faculty's measures on academic achievement. It also determined whether students thought switching from face-to-face to distant learning was useful. Consequently, the analysis began with direct observation and lesson recording to the formulation and execution of a questionnaire, ending with a presentation of the results in this article. [ABSTRACT FROM AUTHOR]

By examining Bangladesh's educational policies and practices, this paper investigates the transition from technical vocational education and training (TVET) to HE (HE). This study specifically focuses on two areas: how TVET graduates' access to HE looks like in Bangladesh and what role HE institutions can play in boosting TVET graduates' engagement in HE in Bangladesh by taking a cue from the Australian TVET system. Based on Marginson's 'high participation systems' theory, it focuses on how TVET courses can lead to HE and how universities can facilitate TVET diploma holders' access to bachelor's degrees in their fields of study in Bangladesh. The qualitative content analysis of policy documents served as the foundation for this paper. This paper aims to advance our understanding of how structural obstacles (elitism) affect pathways from TVET to HE and how international 'best practices' can be localized in the Bangladeshi context. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Conclusions Exercise has been demonstrated to result in improvements in physical function, cognition, and quality of life in People with Parkinson's (PwP) but its adoption is variable.To investigate exercise preferences, levels, influencing factors among a diverse Parkinson's disease (PD) population, to understand exercise adoption patterns and plan informed interventions.A cross‐sectional survey collected data through online platforms and paper‐based methods. The Exercise Index (ExI) calculated exercise level based on frequency and duration.Of 2976 PwP, 40.6% exercised regularly, 38.3% occasionally, and 21.2% did not exercise. The overall mean ExI was 18.99 ± 12.37. Factors associated with high exercise levels included exercising in groups (ExI 24–26), weightlifting (ExI 27 (highest)), using muscle‐building equipment (ExI 25–26), and exercising at home following an app (ExI 26). A positive trend between ExI and varied exercise groups, locations, types, and equipment was observed. No expected benefit from exercise achieved the lowest ExI (8). Having at least two exercise‐promoting factors, a bachelor's degree or higher, receiving exercise advice at initial visits, and aged ≤40 years at PD onset were strong predictors of exercise (adjust OR = 7.814; 6.981; 4.170; 3.565). Falls and “other” most troublesome PD symptoms were negative predictors (aOR = 0.359; 0.466). Barriers to exercise did not predict the odds of exercise.The study shows that PwP's exercise behavior is influenced by their exercise belief, age at PD onset, doctor's advice at initial visits, education level, symptoms, and exercise‐promoting factors. High exercise levels were associated with certain types of exercises and exercising in groups. [ABSTRACT FROM AUTHOR]

In the current educational landscape, where large amounts of data are being produced by institutions, Educational Data Mining (EDM) emerges as a critical discipline that plays a crucial role in extracting knowledge from this data to help academic policymakers make decisions. EDM has a primary focus on predicting students' academic performance. Numerous studies have been conducted for this purpose, but they are plagued by challenges including limited dataset size, disparities in grade distributions, and feature selection issues. This paper introduces a Machine Learning (ML) based method for the early prediction of bachelor students' final academic grade as well as drop-out cases. It focuses on identifying, from the first semester of study, the students requiring specific attention because of their academic weaknesses. The research employs nine classification models on students' data from a Saudi university, subsequently implementing a majority voting algorithm. The experimental outcomes are noteworthy, with the Extra Trees (ET) algorithm achieving a promising accuracy of 82.8% and the Majority Voting (MV) model outperforming all existing models by an accuracy reaching 92.7%. Moreover, the study identifies the factors exerting the greatest impact on students' academic performance, which belong to the three considered feature types: demographic, pre-admission, and academic. [ABSTRACT FROM AUTHOR]

Child protection’s complexity requires localized understanding within social work. This paper focuses on the child protection system in the Republic of Seychelles and evaluates social workers’ preparedness within this context. Through a historical analysis of social work in Seychelles and an exploration of the current child protection system with an emphasis on the educational readiness of social workers for child protection work, this study investigates the unique challenges/opportunities in this field. This study uses an exploratory case study method to analyze the educational preparedness of social workers in child protection work and identify key strategies for improving practice outcomes in Seychelles. Findings show that the education of social workers, especially at the bachelor’s degree level, is more tuned to generic training in the social work profession than specializations in specific fields of practice like child protection. Recommendations for enhancing social work practice in Seychelles and other similar contexts are given, highlighting the need for further research. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of InterestThis article analyses the difficulties that 16 graduate with disabilities from 8 Spanish universities in the area of Health Sciences experienced during their academic career. It also shows how they overcame these difficulties, as well as their insight into their own resilience. This qualitative study used semi-structured and individual interviews. The results showed that the difficulties, the strategies to deal with them, and the opinions of the participants about their resilient characteristics are multiple and relate to both external and internal factors. The results reveal that participants’ voices from these Health Sciences degree contain useful strategies for the ­university community to promote the academic success of students with disabilities for the benefit of all students.Healthcare degrees tend to present greater challenges for students with disabilities.Students often experience exclusion during their healthcare training due to the fact that disability is based on a ‘medical’ perspective of disability.This paper analyses the difficulties and coping and resilience strategies used by university students with disabilities with a Bachelor’s degree in Health Sciences to successfully overcome these difficulties.Numerous internal and external factors enable students with disabilities to successfully complete health studies.This study can contribute that including students with disabilities in healthcare degrees improves healthcare improves for vulnerable populations, as well as the relationship between professionals and patients. [ABSTRACT FROM AUTHOR]

Interdisciplinary education has become increasingly prominent as a core instrument to prepare the next generation workforce. Yet, little is known about the impacts of long-term degree-oriented interdisciplinary education on post-graduation outcomes. This paper aims to investigate the influence of long-term degree-oriented interdisciplinary education on graduates' post-graduation plan choices and labour market outcomes using unique administrative micro-data and career-tracking data from a comprehensive research university. Our results indicate that higher levels of engagement in interdisciplinary learning increase the probability of pursuing future study and employment in a field that differs from a graduate's college degree, and are also associated with a higher probability to enter the workforce. Yet, this positive association between interdisciplinary learning and the probability of entering the workforce is specific to graduates from traditional disciplinary programmes. Additionally, our findings suggest that the impact of long-term degree-oriented interdisciplinary education on early labour market outcomes is overall beneficial but varies across degree fields. The findings of our study provided partial evidence in support of the influence of long-term degree-oriented interdisciplinary education on post-graduation plan choices and early labour market outcomes. We suggest that given resource constraints, higher education institutions could consider relaxing module choice restrictions in traditional disciplinary programmes to promote interdisciplinary education. However, it is important to note that higher education institutions should carefully consider the potential trade-off between the breadth of interdisciplinary content and the depth of specialist content, in order to strike a balance. [ABSTRACT FROM AUTHOR]

This research paper addresses the importance of investigating local students' perceptions on the effectiveness of English as a medium of communication in and out of the classroom. Interviews with semistructured questions of intrinsic and extrinsic nature through five-Likert scale were conducted in 140 undergraduate students who have been pursuing a bachelor's degree at Zhengzhou Normal University in China. Descriptive analysis and factor component analysis (FCA) used for obtaining the results. The intrinsic and extrinsic nature of findings demonstrate that English considerably impacts their academic progress and performance. Furthermore, the findings show that students are eager to accept, support, and encourage their friends to adapt English to generate new knowledge and information. The findings also imply that local English instructors should be paid well and have a strong social position as teaching faculty. The findings suggest that curriculum improvement, content adjustment, and frequent use of English in exploration approaches to instruction, with the ultimate objective of opening up new avenues of knowledge, may significantly improve English effectiveness in student performance and career development. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics and other English Baccalaureate subjects, while controlling for a range of demographic, academic and socio‐economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications and neighbourhood socio‐economic status; local Cohen's f‐squared = 0.09). These results point to moderate but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra‐curricular instrumental lessons, and in our composite measure of school's engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement. [ABSTRACT FROM AUTHOR]

Using Census and American Community Survey data, this paper analyzes Hmong American educational attainment from 2000-2020. The analysis reveals substantial improvements in Hmong Americans' college attendance and college completion rates over the past three decades. In 2000, fewer than 25 percent of Hmong Americans had attended college, a figure that surpassed 50 percent by 2020. The percentage of Hmong Americans who completed a bachelor's degree was less than 8 percent in 2000 and rose to over 23 percent by 2020. Progress was particularly pronounced among Hmong American women and younger adults. From 2000 to 2020, the bachelor's degree completion rate for Hmong American women surged nearly fivefold, in contrast to a twofold increase observed among Hmong American men. In 2020, the bachelor's degree completion rate for Hmong American adults aged 25-34 stood at 56.6 percent, which was more than double the rate for those aged 35-44 and more than five times that of adults aged 45 and older. However, despite these strides, Hmong Americans were less likely than the general population to pursue higher education, and among those who enrolled in college, a smaller percentage attained a bachelor's degree. The findings underscore both the progress made and the existing disparities, emphasizing the need for continued efforts to bridge the educational gap between the Hmong American community and the general population. [ABSTRACT FROM AUTHOR]

Dr. Nan Liu has been awarded the 2021 Nier Prize by the Meteoritical Society for her contributions to the field of presolar grains and nuclear astrophysics. She earned a Bachelor's degree in Environmental Science from the University of Science and Technology of China in 2009 and a PhD in Cosmochemistry from the University of Chicago in 2014. Her research focused on using resonance ionization mass spectrometry (RIMS) to measure trace element isotopic compositions of presolar SiC grains, which provided important insights into the nucleosynthesis occurring in asymptotic giant branch (AGB) stars. Dr. Liu has published numerous papers on the subject and is recognized as a leading scientist in her field. [Extracted from the article]

This qualitative study investigates the educational background and fields of expertise of faculty members in English translation programs at the bachelor's degree level in state universities of Türkiye. Despite the prevalence of these programs across Turkish universities, a discrepancy emerges between the faculty members' doctoral qualifications and the specialized field of Translation Studies. The research aims to reveal the academic landscape of these programs by examining the doctoral disciplines of faculty members, utilizing data primarily sourced from the YÖK (Council of Higher Education) Atlas Database and the YÖK (Council of Higher Education) Academic Database. When information is unavailable in the database above, university websites serve as supplementary data sources. This methodological approach enables a comprehensive analysis of the extent to which academic program qualifications align with the field of Translation Studies. Preliminary findings indicate a significant underrepresentation of faculty with doctoral degrees in Translation Studies, suggesting a potential misalignment between program expertise and the specialized training needs of translation programs. This study underscores the crucial link between the program's field-specific expertise and the quality of training, highlighting the need for policy interventions aimed at bolstering the recruitment and development of academically qualified faculty in the discipline of Translation Studies. The implications of this research extend beyond academia, informing policymakers and educational administrators about the importance of aligning educational offerings with program qualifications to enhance the educational outcomes of translation programs in Türkiye. [ABSTRACT FROM AUTHOR]

This study examines the value of a college degree for artists, in addition to racial, sex, and ethnic differences. I use propensity score matching on data from the 2015–2019 American Community Survey to produce causal estimates of the effect of getting an arts degree and a non-arts bachelor's degree on income, and the probability of unemployment, self-employment, and working in an arts industry. The results illustrate that degrees positively affect artists' average incomes and, depending on the type of degree, the probability of working in an arts industry. The analyses also illustrate that degrees have differential effects on artists' employment outcomes based on race, sex, and ethnicity, though not always in the direction we would expect. The results illustrate the often-delicate balance between building a career as an artist and maintaining a livelihood and that individual differences with respect to career aspirations and personal circumstances moderate employment outcomes that are often attributed to common educational trajectories. [ABSTRACT FROM AUTHOR]

This study aims to determine the self-efficacy and work performance based on the DepEd Individual Performance Commitment Review Form (IPCRF) rating in 2022-2023 among the 120 teachers in the district, Sultan Naga Dimaporo Central, Division of Lanao del Norte. To provide the respondents' context their profile is described using the descriptive-correlational research design, with modified adapted questionnaire as the main data gathering tool. Data were analyzed using the descriptive and inferential statistics. The respondents are predominantly male and female, married and single who are 23 to 50 years old, mainly bachelor's degree holders in education who have worked as DepEd teachers for at least one to five years. Respondents obtained a high self-efficacy level with very satisfactory work performance. Correlational analyses reveal that civil status, educational attainment, and length of DepEd teaching experience are significantly related to self-efficacy at 0.05 significance level. Correspondingly, self-efficacy in creating positive school environment, managing student discipline, and enlisting parental involvement are significantly related to teachers' work performance. The role of self-efficacy in achieving desired teachers' work performance is thus substantiated. To further enhance these dimensions of teaching profession towards developing competent learners, teachers must actively engage in relevant training activities, and pursue higher formal studies in education. [ABSTRACT FROM AUTHOR]

Using Academic Plans in Sociocultural Context as a framework, this study examined university personnel's perspectives of the Bachelor of Applied Science degrees. Through quantitative techniques, the findings from this study show university faculty and administrators associated with liberal arts education view Bachelor of Applied Science degrees differently than those associated with specialisation majors. It was also found that workforce demand was a strong predictor of university personnel's support in the offering of a Bachelor of Applied Science. In addition, results suggest university personnel background characteristics, such as academic position and the type of courses taught, were associated with their support of the offering of a Bachelor of Applied Science. The findings of this study are informative to academic leaders, faculty, administrations, and policymakers who are interested in the development or revision of Bachelor of Applied science degrees at 4-year institutions. [ABSTRACT FROM AUTHOR]

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change. [ABSTRACT FROM AUTHOR]

Using a sample of bachelor degree holders from the Canadian Census, this paper estimates the earnings premium that a university graduate receives from working in an occupation that requires knowledge that is related to their field of study. This is accomplished by developing an alignment score which measures the similarity between the knowledge requirements of an individual's actual occupation, and the knowledge requirements of the occupations that their field of study trains individuals for. While controlling for field of study and occupation fixed effects, the results indicate that a one standard deviation improvement in the knowledge-alignment between one's occupation and field of study produces an earnings premium of approximately 4.3%. This indicates that well-aligned graduates earn more than graduates from the same field of study who work in otherwise similar paying occupations that are less closely aligned with the field of study. [ABSTRACT FROM AUTHOR]

As college tuition rises nationwide, policy efforts to reduce these costs are increasingly focused at the 2-year level. However, it is not fully known whether increased access to college increases degree attainment. Compared to observationally equivalent peers who enroll in 4-year institutions, 2-year enrollees may face a decreased likelihood of BA receipt. Using data from the Education Longitudinal Study, this paper examines the long-term academic outcomes for full-time, bachelor’s degree intending students who initially enroll at public 2-year institutions. I examine the impact of initial community college enrollment on degree attainment, credit accumulation, and student loan debt using multiple identification strategies. I utilize a series of linear probability models (LPM) and an instrumental variable (IV) approach that exploits variation in the cost of and proximity to 2- and 4-year institutions. These strategies estimate the impact of initial community college enrollment by comparing identical students regarding demographics and academic ability, in which one student enrolls in a 2-year school and another in a 4-year institution. I find that initial 2-year enrollment reduces the likelihood of bachelor's degree attainment by 14 (LPM) to 35 (IV) percentage points but reduces student loan accrual by nearly $7500. Understanding the impact of initial 2-year enrollment is especially important as there is increased pressure on community colleges to play a role in providing pathways to BA receipt. Understanding the effect of community college enrollment can help secondary and postsecondary institutions and policymakers better provide pathways to baccalaureate attainment. [ABSTRACT FROM AUTHOR]

Dr. Fang Q. Hu is a professor at Old Dominion University and has a background in mathematics and optical engineering. He has conducted research and taught in the Department of Mathematics and Statistics at Old Dominion University since 1990. Dr. Hu's research interests focus on computational methods for aeroacoustics, including problems such as jet flows, numerical schemes, acoustic scattering, and boundary conditions. He has published over 80 papers and has received funding from NASA, the National Science Foundation, and the AeroAcoustics Research Consortium. Dr. Hu is also an Associate Fellow of the American Institute of Aeronautics and Astronautics. [Extracted from the article]

Food insecurity (FI) expresses irregular access to sufficient, safe, and nutritious food. We analyze the association between clusters of sociodemographic characteristics and FI in university students from Mexico. The Latin American and Caribbean Food Security Scale was applied, and household type, socioeconomic status (SES), and the characteristics of the head of the household, among others, were asked in a cross-sectional study. We performed Two-Step cluster analysis and logistic regression models. We included 466 university students (72.5% women, 47% with FI). We identified three clusters; Cluster-1 (n = 163) included a single-parent (37.4%) or co-resident/roommate (27%) household type, middle SES (63.2%); the head of the household is usually a woman (76.1%), single (71.8%), and with bachelor's degree (41.7%) or less educational level (46.6%). Cluster-2 (n = 144) included the nuclear (89.6%) household type, high SES (76.4%); the head of the household is usually a man (79.2%), in a relationship (99.3%), and with a bachelor's degree (63.2%) or graduate level (33.3%). Cluster-3 (n = 147) is very similar to Cluster-2. The difference is that Cluster-3 includes middle SES (70.1%), and the head of the household's educational level is high school or less (100%). Only belonging to Cluster-1 was positively associated with FI (OR = 1.96, 95%CI: 1.24, 3.09). These results show the interrelationships between multiple sociodemographic characteristics and should contribute to developing interventions that simultaneously address numerous sociodemographic factors to diminish FI in university students. [ABSTRACT FROM AUTHOR]

Demographic shifts resulting from population aging are evident globally, including in Southeast Asia, Thailand, and Indonesia. The relevance of advance care plans is becoming increasingly apparent as the worldwide demographic transforms due to aging. This study sought to investigate the factors influencing the use and implementation of advance care plans (ACPs) using the health belief model (HBM) and technology acceptance model (TAM). This study selected a sample of individuals aged 30–60 in Indonesia and Thailand based on established inclusion and exclusion criteria. The study utilized the purposive random sampling method, integrating aspects of purposive and random selection. A total of 532 questionnaires were distributed via an online form, and 472 were obtained after data cleaning. Most respondents to this survey came from Indonesia, comprising 238 out of 472 respondents (50.4%), and from Thailand, comprising 49.5%; most respondents were women who were between 36 and 40 years old, and most reported graduating with a bachelor's degree. A significant construct influences the use of advance care plans, i.e., perceived barriers. The perceived barrier (PBA) construct included data security, accessibility, and language barriers. In summary, overcoming existing barriers can indirectly increase the benefits of advance care plans. The results show that perceived usefulness (β = 0.189, p < 0.001), perceived ease of use (β = 0.150, p < 0.01), perceived susceptibility (β = 0.153, p < 0.01), perceived severity (β = 0.105, p < 0.05), and perceived benefits (β = 0.241, p < 0.001) all had significant positive effects on behavioral intention. In contrast, health motivation (β = 0.073, p = 0.100) and perceived barriers (β = 0.034, p = 0.134) did not show significant relationships with behavioral intention in Indonesia and Thailand, offering insights into both countries' development strategies and the promotion of advance care plans with media as the technology. [ABSTRACT FROM AUTHOR]

Background: Previous research has uncovered disparities in children's attitudes toward science based on gender, income, parenting, geographical location, and school resources, among other factors. However, less is known about socioeconomic influences on science attitudes within the evolving rural middle class. The present study investigated the relationship between indicators of socioeconomic status on middle schoolers' attitudes toward science in a predominantly middle class, white, rural sample within the midwestern United States of America. Methods: Parents were asked for demographic information and consent for their child participating in the study. Middle school children were invited to complete a short survey quantifying their attitudes toward science. Results: Science attitudes did not vary based on gender. However, students with at least one parent that earned at least a bachelor's degree or from a household income exceeding $90,000 had more positive attitudes toward science than those whose parents did not obtain a college degree or whose household income was less than $90,000, respectively. Regression revealed that household income and parent's assessment of their child's interest in a scientific career significantly predicted a child's attitudes toward science, but gender and highest degree earned by a parent did not. Conclusion: This study found differences in children's science attitudes within a rural, predominantly middle-class population. This finding contributes to the literature by revealing differences in science attitudes relating to higher levels of parental education (bachelor's degree) and income ($90,000) than previously identified. This highlights additional opportunities to support children's science growth and promote equitable science opportunities for everyone. [ABSTRACT FROM AUTHOR]

Background: Nursing students are affected by stressors related to academic activities and those related to clinical activities. Aim of the study: to analyze the stressors and the level of anxiety and depression among bachelor's degree students of nursing. Material and methods: An observational study was conducted between July 2023 and february 2024 among 167 bachelor's degree nursing students. The Hospital Anxiety and depression Scale (HAdS) and a selfreport survey were used. Results: respondents considered stressors related to learning theoretical subjects (M=3.85, SD=1), stressors related to learning in the practical classes lab in the medical Simulation Center (M=3.06, SD=1.08), and stressors related to patient care to be the strongest (M=2.91, SD=0.91). A group of 79 (47.31%) participants had a severe anxiety disorder; 56 respondents (33.53%) had a borderline state of this disorder. A group of 56 (33.53%) had a borderline state of depressive disorders, and 42 (25.15%) had severe depressive disorders. The mean score for the presence of anxiety was M=10.43 (SD=3.26), and for depression was M=8.2 (SD=3.42). Conclusions: The lecturers and the decision-makers should take these results into consideration and pay special attention to the stressors that students consider to be the worst. It is recommended that positive coping strategies for stress management be reinforced and that students be encouraged to participate in programs or workshops designed to teach them effective stress management techniques. It is similarly crucial to maintain communication with students, provide them with encouragement and assistance during challenging periods within the academic and clinical settings, and acknowledge and reinforce their strengths. [ABSTRACT FROM AUTHOR]

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The undergraduate psychology major is often one of the most popular choices for bachelor's degree-seeking students. Although national and international organizations are devoted to broad interests, there does not seem to be much coordinated effort—on any level—to comprehend and advocate on behalf of psychology baccalaureates. In this review article, we expand on psychology workforce literacy, focusing on a psychology major's ability to navigate the college-to-career transition. Psychology workforce literacy is more than exploring and knowing the options with a psychology bachelor's degree. It is also about self-confidence to make meaningful decisions about the next steps in one's career path, and many of these ideas emerge from the career development literature. We present ideas about how faculty can prepare undergraduate students with psychological workforce literacy knowledge and skills, curriculum options, and the pedagogical/assessment supports that faculty will need to know that their efforts are effective. [ABSTRACT FROM AUTHOR]

To promote psychological literacy (PL) in our bachelor psychology teaching, over recent years we have implemented various modifications to our curriculum at the Utrecht University psychology bachelor program, with a focus on the societal application of psychology knowledge. To support psychology programs around the world in integrating PL in their curriculum, knowledge about experiences may offer valuable suggestions for future initiatives. We therefore aim to share our experiences in implementing PL-related courses in our curriculum. We systematically explored teachers' and students' views and experiences, using course evaluations and questionnaires. Results showed that both teachers and students value PL as a learning objective for psychology teaching. However, they were often unaware of these learning objectives (students) or felt not enough attention was being paid to them (teachers). Teachers encountered several obstacles while integrating PL in their teaching, relating to aspects such as a lack of an explicit focus on these objectives, and felt ability. Teachers offer valuable suggestions related to being explicit about definition and goals, implementing learning trajectories, and training teachers. We discuss the main practical considerations and highlight issues of motivation and assessment that may guide future research in this area. [ABSTRACT FROM AUTHOR]

Latino educational gains over time and income mobility portend a burgeoning Latino middle class. In this article, we critically review scholarship on the Latino middle class, from theoretical perspectives aiming to explain Latino experiences to empirical research investigating mechanisms that promote, and barriers that thwart, upward mobility. Studies suggest that the Latino middle class is distinctive for many reasons—from structural barriers to asset accumulation, legal status precarity for self or family, financial responsibility for class-disadvantaged kin, and negative controlling images that bog down class ascension. Scholars' recent efforts to decouple middle-class status from Whiteness is an important contribution that undercuts the notion that melding into Whiteness is the desired outcome of middle-class integration. In addition to the utility of education to upward mobility, we contend that studies of middle-class pathways should expand to recognize that Latinos are engaging in workarounds—career paths not requiring a bachelor's degree, such as business ownership or credentialed professions. Workarounds are an intervention that accounts for routes to mobility that are eclipsed by conventional conceptions of mobility. Ultimately, we argue that Latinos are attaining middle-class status even as they are racialized, thereby expanding the minoritized middle class. [ABSTRACT FROM AUTHOR]

A solid foundation of financial literacy can assist a variety of life objectives, including managing debt responsibly, starting a business, and saving for retirement or school. This study examined the financial literacy and personal financial management of regular employees of the Municipality of Polomolok. The study employed a quantitative descriptive survey administered to the regular employees of Polomolok, South Cotabato. Results of the survey revealed that most of the regular employees of the Municipality of Polomolok are middle-aged married females with a family size of three (3) to four (4) members. Moreover, most respondents have obtained a bachelor's degree and currently hold a rank-and-file position with a salary ranging from Fifteen Thousand and One Pesos (Php. 15,001.00) to Twenty Thousand Pesos (Php. 20,000.00). Furthermore, the study results revealed that the respondents have a high level of financial literacy and personal financial management. Consequently, a significant relationship exists between the level of financial literacy and the level of personal financial management concerning the respondents' sex and their current held position. Hence, the study concludes that financial literacy significantly influences how the regular employees of LGU Polomolok manage their finances. [ABSTRACT FROM AUTHOR]

In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of "dropout" and "graduation." The aim was to identify and compare groups of students' outcomes in bachelor's programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The sustainable development goals (SDGs) reflect the relevance that sustainability is gaining in our societies. Including sustainability-related topics in university curricula requires the revision of the contents, teaching/learning strategies and assessment techniques. Although engineering degrees are starting to introduce them, it may become complex to design significant educational experiences. This partly comes from the fact that sustainability is a highly multidisciplinary issue but, currently, the knowledge is compartmentalised into subjects. In this challenging scenario, concrete activities are required for students to better internalise sustainability issues. This work aims to present a methodology that guides academic staff to materialise the design of sustainability-related multidisciplinary activities. Since the designers of new activities may benefit from knowledge of similar experiences, this article describes one implementation throughout eight subjects within the Bachelor's degree on Industrial Electronics and Automation Engineering at UPV/EHU. The analysis and optimisation of the thermal comfort and energy consumption in the Faculty building became the common thread to design an educational itinerary that covers several subjects along all academic years of the degree, making use of active methodologies. The problem is analysed for every subject from different perspectives. Two questionnaires, carried out before and after the activities, were used for analysing the perception of the students after the activities. Results proved that the multidisciplinary project raised awareness about the SDGs and allowed students to visualise how to apply the acquired skills in problems close to their experience. As a result, more students considered sustainability as a possible future professional activity. [ABSTRACT FROM AUTHOR]

Objective: This study aims to assess the prevalence of needle phobia among Saudi and Egyptian adult populations. In addition, underlying causes and strategies that can be utilized to address needle fear were investigated. Methods: A cross-sectional online survey study was conducted in Saudi Arabia and Egypt between 1 May and 30 June 2023. Participants aged 18 years and above and living in Saudi Arabia and Egypt were eligible to complete the survey. Participants were invited to participate in this study through social media platforms (Facebook, X, Snapchat, and Instagram). A convenience sampling technique was used to recruit the study participants. A 21-item questionnaire consisting of four sections including a Likert scale score was used to answer the research objectives. Numeric data were presented as mean ± SD. For categorical variables, percentages were used. Comparison between groups were made by Student's t-test or Mann Whitney test according to data distribution. Chi squared tests for categorical values were conducted. A binary logistic regression analysis was conducted to investigate factors associated with needle phobia. Results: A total of 4065 participants were involved in this study (Saudi Arabia: 2628 and Egypt: 1437). Around one-third of the study participants (36.5%) confirmed that they have needle phobia. Most of the study participants (81.1%) reported that they have had needle phobia since they were under 18 years of age. Pain, general anxiety, and fear of making a mistake during the procedure were the most commonly reported contributors for fear of needles during or before a medical procedure. Around 15.8% of the study participants reported that they have tried to get rid of phobia from needles. Non-surgical alternatives (such as oral medications and patches) and using smaller/thinner needles were the most commonly reported interventions that reduced fear of needles. Binary logistic regression analysis identified that females, those who are aged (41–50 years), widowed, those with bachelor's degrees and higher education, and those unemployed were more likely to have needle phobia compared to others. Conclusion: Our study highlighted the high prevalence of needle fear within an adult population in Egypt and Saudi Arabia. Females, those who are aged (41–50 years), those widowed, those with higher education degrees, those unemployed, those working in the health sector and people with low income were more likely to have needle phobia compared to others. [ABSTRACT FROM AUTHOR]

This study aims to map the literature course in the undergraduate curricula of English as a Foreign Language (EFL) education in Asia, particularly in Indonesia, Thailand, and Taiwan1, and analyze the literature course mapping in the Indonesian, Thai, and Taiwanese undergraduate curricula of EFL education. The significance of the study lies in its contribution to the structure of the undergraduate curriculum of EFL education, addressing global higher education challenges in the twenty-first century. This research employed a case study approach in Asia involving quantitative mapping of curricula documents from several universities in Indonesia, Thailand, and Taiwan, followed by qualitative analysis of curricula documents. The results indicate that, on average, the twelve target universities allocate 6% of the total obligatory completed semester credits to the literature course for a Bachelor of Teaching degree. Most of these universities position the literature course at a moderately low level with their curricula. Ideally, the literature course allocation could be increased to 15% if the linguistics and general language skills course group is also set at 15%, while the elective course group should be at 6%. Since the data were validated using time triangulation, future research should explore additional data validation techniques, such as in-depth interviews or questionnaires. [ABSTRACT FROM AUTHOR]

The sustained recruitment and retention of students in STEM majors is a national concern. Although the rate of attrition in these majors is comparable to other majors, the demand for trained scientists to enter the workforce with a baccalaureate degree is high. To enhance retention and support of STEM students from their first year until graduation, we established a Residential Learning Community (RLC) for STEM majors at York College of Pennsylvania. Although similar learning communities already existed, this was the first of its kind at this institution. The primary components included living on campus with a roommate also in the program, taking courses like general chemistry and First-Year Seminar as a designated cohort, and receiving increased faculty mentoring through advising. The RLC, named STEM Scholars, was developed with significant institutional buy-in and interdisciplinary faculty support but without financial backing. Several key takeaways are reported in this article, notably the need for funding to support a STEM cohort program. The effectiveness of the program and its components continues to be assessed; results of the assessment will be shared in the future. Successful components of STEM Scholars can be incorporated at other institutions to enhance STEM education. [ABSTRACT FROM AUTHOR]

COVID-19 caused widespread disruption to normal lives and human activities. In China, the mobility behaviour response to the COVID-19 pandemic at the intra-city and population group levels is largely unknown, mainly due to a lack of individual-level publicly available mobility data. Using 210 million geotagged posts from 10 million social media users, the study quantified the changes in stay-at-home and outings across amenities and groups in China during the pandemic. The users were compared to national census data to examine their representativeness. To validate the results externally, the geotagged data was performed post-stratified correction and further comparison with commonly used data sources. The findings reveal that (i) there was between 16.8% and 57.7% decrease in visits to places of work, retail and recreation sites, parks, transit stations, grocery stores, and pharmacies within one month of the outbreak; (ii) those who are young, have a bachelor's degree or higher, and are unmarried experienced a greater decline in outings; (iii) people preferred to visit nearby locations, resulting in a 4.3% increase in visits to retail and recreational sites within a 3-kilometer radius of their homes. The data and findings could gain insight into the asymmetric impact of the pandemic on public infrastructure use and socio-demographic groups, helping design targeted policies to promote outdoor activities, stimulate economic recovery, and alleviate social inequality in vulnerable groups. [ABSTRACT FROM AUTHOR]

This study leverages national data and a quasi-experimental design to examine the influence of enrolling in an exclusively online degree program on students' likelihood of completing their degree. We find that enrolling in an exclusively online degree program had a negative influence on students' likelihood of completing their bachelor's degree or any degree when compared to their otherwise-similar peers who enrolled in at least some face-to-face courses. The negative relationship between exclusively online enrollment and students' likelihood of bachelor's degree completion was relatively consistent among White, Black, Hispanic, Asian, low-income, and military students. Findings focused solely on those students enrolled in exclusively online degree programs revealed that the negative influence of exclusively online enrollment was exacerbated when the student attended a for-profit 4-year institution. [ABSTRACT FROM AUTHOR]

The purposes of the current study are to examine the levels of teachers' perception and implementation of differentiated instruction (DI) and investigate the difference between teachers' perception and the implementation of DI based on their qualifications, training in teaching students with special educational needs (SEN) and teaching experience. By employing a cross-sectional design, this study administered a survey to select 262 K--12 teachers working in Maldivian schools. Descriptive statistics including cross-tabulation were used in this study as the method of data analysis. Findings revealed that, for both perception and implementation of DI, the majority of teachers (52.8% and 52.3%, respectively) scored higher than the average. With respect to teachers' perception, the results indicate that the majority of those who have a master's level qualification (47.1%) had a low level of perception, while the vast majority of those who had specialized SEN training (75.0%) had a higher level of perception. With regard to implementation, unlike teachers with a bachelor's degree or diploma level qualifications, the majority of those who have a master's level qualification had a higher level of implementation (57.1%). Moreover, teachers who had specialized in SEN training had a higher level of implementation (66.7%), while the majority of the most experienced teachers had a lower level of implementation (51.3%). These findings confirm the importance of teachers' continuous professional development, especially those who teach in high key-stage classes. [ABSTRACT FROM AUTHOR]

There is a critical need to broaden access to engineering education in order to build a strong and diverse engineering workforce. However, four-year engineering programs are typically designed for students who are calculus-ready, so many students who wish to study engineering may need additional preparation and time to succeed. The NSF-funded Redshirt in Engineering Consortium was formed in 2016 to enhance the ability of academically talented but underprepared students from low-income backgrounds to successfully graduate with bachelor's degrees in engineering. The "redshirt" name is derived from the practice of giving some college athletes an extra year of eligibility to prepare for college-level competition. Implementation and evaluation of Redshirt programs across six universities participating in the Redshirt in Engineering Consortium revealed important lessons for schools considering a Redshirt program, including the importance of alignment with a college-wide commitment to increasing equity; sufficient funding for a full-time administrator; ability to fit shared curricular experiences within existing degree requirements; and attention to Redshirt's unique role in the landscape of existing equity programs. Over the course of the five-year grant, understanding of the Redshirt in Engineering Model also evolved to center on five key pillars: (1) a focus on supporting high-achieving students from low income or educationally disadvantaged backgrounds; (2) an expected five-year graduation timeline; (3) personal, professional, and study skills development; (4) intrusive advising; and (5) community-building and social support. This article defines the key elements of the Redshirt in Engineering Model, describes model adaptations and lessons learned through implementation and evaluation across the consortium, and suggests considerations for other institutions interested in implementing a Redshirt in Engineering program. [ABSTRACT FROM AUTHOR]

Background: Electronic health records (EHRs) are digital records of individual health information. However, their adoption and utilization remain low. This study explores the factors influencing the implementation of EHRs through a questionnaire survey to enhance individual awareness and adoption of EHRs. Methods: A questionnaire and an expert rating scale were developed sequentially, and the consistency of the scores from five experts was calculated using Kendall's W to generate a final questionnaire. A non-parametric test was utilized to analyze differences in continuous data that did not follow a normal distribution. Categorical variables were expressed as percentages (%), the chi-square test was employed for group comparisons, and multiple logistic regression was implemented to assess individuals' awareness and adoption of EHRs. Results: In total, 1,341 survey questionnaires were distributed between January and December 2022, with 1,337 valid responses (99.7%). The results indicated that the proportion of participants who were aware of EHRs and had a bachelor's degree or higher education, an income of ≥$700 per month, residence in urban areas, possessed self-care abilities, and underwent annual physical examinations was significantly higher than that without awareness of EHRs (P < 0.05), while in hearing problems and walking abilities was markedly lower than that of participants without awareness of EHRs (P < 0.05). Additionally, the proportion of individuals willing to self-manage EHRs was significantly higher than those reluctant to do so (P < 0.05) among participants with a bachelor's degree or higher education, an income of ≥$700 per month, residence in urban areas, possession of self-care abilities, annual physical examinations, hearing problems, and poor walking abilities. Age (Odds Ratio [OR] = 1.104, 95% Confidence Interval [CI] 1.001–1.028, P = 0.033), hearing problems (OR = 0.604, 95% CI 0.377–0.967, P = 0.036), self-care ability (OR = 5.881, 95% CI 1.867–18.529, P = 0.002), and annual physical examinations (OR = 3.167, 95% CI 2.31–4.34, P < 0.001) were independently associated with willingness to self-manage EHRs. Annual physical examination (OR = 2.507, 95%CI 1.585–2.669, P < 0.001) also independently made a difference to the awareness of EHRs. Conclusions: Our findings suggest that annual physical examinations, age, hearing problems, and self-care abilities are significant factors in assessing individuals' awareness and adoption of EHRs. Understanding the characteristics of individuals who are aware of or are willing to take advantage of EHRs plays a positive role in promoting their popularization and application. [ABSTRACT FROM AUTHOR]

Objectives: Occupational stress is a common complaint in nurses, who perceived more sense of effort-reward imbalance (ERI). Suboptimal health status (SHS) is a state between health and disease. However, the correlation between ERI and SHS is unclear. Therefore, the aim of this study was to examine the prevalence of SHS and ERI and evaluate the relationship between ERI and SHS in clinical nurses by a cross-sectional study. Material and Methods: The current cross-sectional study was conducted through an online survey at Dongping People's Hospital in China. A total of 633 completed surveys were received. Effort-reward imbalance was measured by subscales of the ERI questionnaire. The SHS was measured by the Suboptimal Health Status Questionnaire - 25 (SHSQ-25). The relationship between ERI and SHS in nurses was subsequently assessed by Spearman'scorrelation coefficient and logistic regression model. Results: The mean age of the optimal health status (OHS) group (M±SD 26.3±7.3 years) was younger than the SHS group (M±SD 30.3±6.9 years). The prevalence of SHS was 54.5% (345/633). Female nurses aged =30 years, a junior college or university graduate educational level, smokers, and nurses without regular exercise were at a higher risk of SHS. In Spearman's correlation analysis, ERI reflected by the effort-reward ratio was correlated with SHSQ-25 score (r = 0.662, p < 0.001). In logistic regression, ERI was strongly associated with SHS after potential confounding factors adjusting (OR 27.924, 95% CI 22.845-34.132). Conclusions: The prevalence of SHS was significantly high in clinical nurses. Administrators should pay more attention to health status of female nurses aged =30 years, with a junior college or bachelor's degree, smoking, and without regular exercise to reduce the SHS and ERI. Int J Occup Med Environ Health. 2024;37(2):166-75. [ABSTRACT FROM AUTHOR]

Teaching robotics in the classroom is a fantastic method to engage and inspire kids, and it may offer opportunities for hands-on learning that can aid in the development of crucial abilities like cooperation, critical thinking, and problem-solving. Furhat is one type of robot that has many potential uses, including research and education. This study aims to investigate Furhat's influence on teaching students in the classroom and the level to which students engage with its explanations Four of the characters are used to explain various factors. This study was conducted on 300 students with Diploma and Bachelor's degrees at Sohar University in Oman. Data was collected through surveys that were based on the UTAS model including 12 factors. Where this study showed the extent of positive interaction between the students and the four personalities presented by the Furhat robot through the exciting results of the ANOVA test and t-test. The students preferred Omar's character among the other characters, which has a higher figure of probability values reaching 8 factors. [ABSTRACT FROM AUTHOR]

Background: Graduation rates show that only 16.4% of students with disabilities (SWD) are likely to complete a bachelor's degree compared to 34% of students without disabilities (SWOD; U.S. Bureau of Labor Statistics, 2015). The purpose of the current study was to explore disability-related equity gaps in a post-secondary educational institution to determine which general education courses may be difficult for students with disabilities. Methods: A disproportionate impact method was used to identify equity gaps among SWDs and SWODs enrolled in a post-secondary academic institution (dataset were grades collected by the University's Institutional Research Department as a part of Equity Gap Report). This process included identifying the outcome (i.e., final grade) and comparing the percentage earning an A, B, or C (70% or higher in the course) for SWDs with and SWODs. Findings: Students enrolled with the Disability Support Services (DSS) experienced equity gaps in several general education courses in comparison to students not enrolled. In some, chemistry, algebra, and introduction to psychology courses demonstrated the greatest equity gaps for students enrolled in DSS. Smaller equity gaps appeared in foundational biology and communication courses. Conclusions: Despite efforts to include SWDs in general education classrooms, the present study reveals that large gaps remain and contribute to inequitable outcomes for this population. The large achievement gap between students with and their peers without disabilities is an indication that these students still have limited access to the instruction that they need to succeed in school. It is likely that the persistence of the gap reflects a need for students with disabilities be accorded access to individualized instruction especially in the science related subjects. [ABSTRACT FROM AUTHOR]

This article explores the impact of the Arabic language on the speaking skills of Algerian first-year bachelor students at Kasdi Merbah University-Ouargla. Arab students face challenges in developing their English fluency due to limited exposure to English and the influence of their Arabic background. The study aims to raise awareness among Algerian students about these challenges and improve their speaking competence through appropriate methods and techniques. The findings reveal that linguistic, phonological, syntactic, and cultural differences between Arabic and English hinder Arab learners' fluency in English. To address these challenges, educators should focus on improving pronunciation, incorporate pragmatic competence into language teaching, and provide more opportunities for practical language use. It is important to understand and respect the unique challenges faced by Arab learners in order to develop effective teaching strategies and improve their speaking proficiency. [Extracted from the article]

Inquiry as a strategy for science teaching has become widespread in the classroom and has various applications. But whether teachers are sufficiently trained to carry it out in pre-university classrooms would need to be determined. The objective of this study is to determine the inquiry knowledge of preservice primary teachers and their ability to use it before and after experiencing it for themselves on their degree programmes. The study was carried out over three academic years (2018–2021) with students from the Experimental Sciences course on a Bachelor's Degree in Primary Education at a teacher training centre in Spain. A total of 579 students participated and the study was divided into two phases. In the first phase, students answered a questionnaire about a hypothetical situation in which they had to apply inquiry, and in the second phase, they worked in groups on problematic situations in which they had to solve them or propose solutions through inquiry. The results indicate that students have a general ability to follow inquiry procedures, which improves after instruction, although they still need training in didactic content on inquiry methodology. Students were also asked about their willingness to apply inquiry in their future work, as well as the difficulties they consider they will encounter. A number of recommendations are made to address the shortcomings and to overcome the difficulties expressed by students in applying inquiry in their future teaching work. [ABSTRACT FROM AUTHOR]

Background: Adverse childhood experiences (ACEs) predict obesity onset; however, the relationship between ACEs and history of weight cycling has not been adequately explored. This gap is problematic given the difficulty in weight loss maintenance and the impact of ACEs on obesity development, chronicity, and associated weight stigma. The objective of this study was to examine associations between self‐reported history of ACEs and weight cycling in a sample of weight loss treatment‐seeking adults with overweight/obesity. Methods: The number of participants in the analyzed sample was 78, mostly white educated adult women (80% female, 81% Caucasian, 75% ≥ bachelor's degree) with excess adiposity enrolled in the Cognitive and Self‐regulatory Mechanisms of Obesity Study. ACEs were measured at baseline using the ACEs Scale. History of weight cycling was measured using the Weight and Lifestyle Inventory that documented weight loss(es) of 10 or more pounds. Results: Higher ACE scores were associated with a greater likelihood of reporting a history of weight cycling. Participants with four or more ACEs had 8 times higher odds (OR = 8.301, 95% CI = 2.271–54.209, p = 0.027) of reporting weight cycling compared with participants with no ACEs. The association of weight cycling for those who endorsed one to three ACEs was not significant (OR = 2.3, 95% CI = 0.771–6.857, p = 0.135) in this sample. Conclusions: The role of ACEs in health may be related to associations with weight cycling. Results indicated that those who reported four or more ACEs had significantly higher odds of reporting weight cycling compared with those with no ACEs. Further research is needed to further explore how ACEs predict the likelihood of weight cycling, which may be prognostic for sustained weight loss treatment response and weight stigma impacts. [ABSTRACT FROM AUTHOR]