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An unexpected academic department closure can be deeply unsettling to many stakeholders. Department closure is typically intended to be a cost-saving measure; however, department closure can be a difficult, time-consuming process with unexpected consequences. This study takes a hermeneutical phenomenological approach to explore the impact of the closure of an academic department. Participants were enrolled in one of the department's academic programs at the time of the closure announcement and during data collection. Results indicated that participants sanctified the department, a process in which persons instill an object or aspect of their lives with spiritual significance (Pargament et al., 2005). The closure prompted participants to experience a cosmology episode in which a sudden shift in worldview occurred, and participants indicated being in the sense-losing stage where meaning had not yet been made. The findings of this study can serve as a model for leadership at all levels who are considering program closures, with particular attention on how to assist students.

In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further examine a working model for learning outcomes in higher education with the Unified Theory of Acceptance and Use of Technology (UTAUT) on SRS adoption attitude, and the Study Process Questionnaire (SPQ) on students' approach to learning. Adopting a cross-section observational design, the current study featured an online survey incorporating items UTAUT and SPQ. The survey was administered to 1627 undergraduate students at a large comprehensive university in Hong Kong. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher-order thinking & learning and collaborative learning were analyzed with a structural equation model (SEM). A total of 3 latent factors, including four factors from UTAUT in Performance Expectancy, Effort Expectancy, and Deep Learning Approach from the SPQ, were identified in the structural model on students' intention to adopt SRS in classes. Current results suggested that a model of active learning outcomes comprising both UTAUT constructs and deep learning approach. Model presented in the present study supported the UTAUT in predicting both behavioral intention and in adopting SRS in large classes of undergraduate education. Specifically, positive attitudes towards SRS use measured with the UTAUT, via a learning approach towards deep learning, accounted for variation on high-impact learning including higher-order thinking and collaborative learning. Results demonstrated that the process of technology adoption should be conceptualized in conjunction with learners' diversity for explaining variation in adoption of technologies in the higher education context.

This study aims to assess the validity of the Online Multiliteracy Assessment for students in Years 5 and 6. The Online Multiliteracy Assessment measures students' abilities in making and creating meaning, using a variety of different modes of communication, such as text, audio and video. The study involved selecting two groups of students: the first group (n=19) was used in two pilot studies of the items and the second (n=299) was used in a field trial validating the functioning of the items and assessing the quality of the scale. The results indicated that the Online Multiliteracy Assessment has acceptable test-retest reliability; however, the fit to the Rasch model was less than ideal. Further investigation identified two important areas for improvement. First, the items assessing the higher order skills of synthesising, communicating and creating need to be more cognitively demanding. Second, some items need to be modified in order to improve their functionality.

Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today's learner is expected to be multiliterate--able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered. (Contains 2 tables and 1 figure.)

Chest pain (CP) is the hallmark symptom for acute coronary syndrome (ACS) but is not reported in 20–30% of patients, especially women, elderly, non-white patients, presenting to the emergency department (ED) with an ST-segment elevation myocardial infarction (STEMI). We used a retrospective 5-year adult ED sample of 279,132 patients to explore using CP alone to predict ACS, then we incrementally added other ACS chief complaints, age, and sex in a series of multivariable logistic regression models. We evaluated each model's identification of ACS and STEMI. Using CP alone would recommend ECGs for 8% of patients (sensitivity, 61%; specificity, 92%) but missed 28.4% of STEMIs. The model with all variables identified ECGs for 22% of patients (sensitivity, 82%; specificity, 78%) but missed 14.7% of STEMIs. The model with CP and other ACS chief complaints had the highest sensitivity (93%) and specificity (55%), identified 45.1% of patients for ECG, and only missed 4.4% of STEMIs. CP alone had highest specificity but lacked sensitivity. Adding other ACS chief complaints increased sensitivity but identified 2.2-fold more patients for ECGs. Achieving an ECG in 10 min for patients with ACS to identify all STEMIs will be challenging without introducing more complex risk calculation into clinical care. • The use of additional variables to identify patients for ECGs in the ED can increase the sensitivity of screening for ACS without increasing the number of ECGs that need to be performed in the ED. • Screening to obtain an ECG in 100% of ACS patients in the ED is challenging without introducing more complex risk calculation into clinical care. • The use of predictive modeling to identify those with high risk for ACS, as well as the subset with STEMI, can improve emergency cardiovascular care delivery. [ABSTRACT FROM AUTHOR]

What can arts-based learning offer to adult, work-related education? A study was undertaken that explored the benefits of learning with the arts for professional development of an adult learner in Australia. The individual experiences of nine adults who participated in arts-based workshops to build work-related skills were examined using the contextual model of learning where the personal, socio-cultural and physical contexts were considered. To determine the potential for professional development, the participants' perceived learning outcomes were examined against the list of the skills valued in the modern workplace. The adult learners who participated in this research found learning with the arts to be engaging, enjoyable and productive. The study highlighted the potential benefits that learning with the arts could bring to the workplace which included increased motivation to learn, creativity, strengthened confidence and improved communication skills. (Contains 1 note.)

• What is currently known about this topic?. ○ Pediatric trauma centers do fewer CT scans of pediatric trauma patients than adult trauma centers, but factors contributing to this difference are unclear. • What new information is contained in this article?. ○ Pediatric emergency medicine attendings order fewer CT scans than emergency medicine attendings for pediatric trauma patients when evaluated at a single institution with equal pediatric resources. Pediatric trauma patients undergo fewer computed tomography (CT) scans when evaluated at pediatric trauma centers (PTC) versus adult trauma centers (ATC) with no change in clinical outcome. Factors contributing to this difference are unclear. We sought to identify whether the training background of physicians, specifically emergency medicine (EM) versus pediatric emergency medicine (PEM), affected the CT rate of pediatric trauma patients within one institution. A single-center retrospective study of CT utilization based on attending physicians' training in trauma patients <18 years between November 2018 and November 2020. Attendings were categorized into two groups: EM residency with no PEM fellowship, or pediatrics/EM residency with PEM fellowship. Primary outcomes measured were the proportion of patients receiving a CT and CT positivity rate. Of 463 study patients, CTs were obtained in 145/228 (64%) patients by EM, and 130/235 (55%) by PEM (p =.07). CT positivity rate was 21% and 19% in EM and PEM, respectively (p =.46). The mean number of CTs per patient in EM was 2.8 compared to 2.1 in PEM (p <.01), and for patients with an injury severity score (ISS) >15, mean number of CTs per patient increased to 4.9 in EM versus 2.4 in PEM (p =.01). The mean number of CTs ordered per patient was statistically higher for EM attendings. The differences between CT rates highlight future opportunities for ongoing development of pediatric trauma imaging guidelines and radiation exposure reduction. Retrospective Study, Level III [ABSTRACT FROM AUTHOR]

Discusses cultural differences in Web site design for cross-cultural contexts and describes a study of Masters Degree students in Hong Kong that investigated their perceptions of Web learning environments that had been designed in Australia and delivered into Hong Kong and China. Considers the appropriateness of western interface design guidelines. (Author/LRW)

Examines the implementation process of Education and the Arts (1985), a major Australian federal arts education policy, using the Synthesis Model of Implementation Process. Finds that overall the Education and the Arts (1985) policy was unsuccessful in achieving its desired outcomes. Discusses the results. (CMK)