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The article reports on the usage of Swales's ‘Moves’ in research paper assignment by composition students in the U.S. Most first-year composition students do not define the research paper task the way college teachers would like them to. The students do not necessarily produce papers overwhelmingly superior to their previous essays and worthy of publication in a scholarly journal. They do learn to view themselves as original researchers. The author does not require that all students adopt the localized-field-research approach, let alone that they all use Swales's moves in their introductions.

Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more suitable for subset selection., Aims: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student- and school-level predictor variables for mathematical literacy achievement., Sample: The sparse regression analysis was conducted on 10 top-tiered OECD countries/economies, Canada, and the United States in mathematical literacy on the 2012 PISA. Two- and three-level hierarchical regression analyses were performed on Canadian and US students (N = 26,522) along with five of the ten top-tiered countries/economies (N = 58,385)., Methods: Using the 'least absolute shrinkage and selection operator' (LASSO) technique, the study (1) identified salient predictor variables of mathematical literacy performance for the top-tiered countries/economies, Canada, and the United States and (2) used these salient variables to perform two- and three-level hierarchical regression on data from Canada and the United States along with five top-tiered countries/economies. Weights and replicates were used to account for complex sample design. A weighted, two-level confirmatory factor analysis was performed to identify latent constructs. Missing data were handled through multiple imputation., Results: Separate two-level hierarchical models accounted for 32-35% student-level and 58-70% school-level variance in Canada and the United States, respectively; three-level models accounted for 33% of level-one variance, 62-65% level-two variance, and 13-44% of level-three variance for the US/Canada and US/Canada/top-tiered students, respectively. Following top-tiered countries/economies, Canadian students had high levels of self-efficacy, were more likely to encounter advanced concepts in class, were less activity/small group-centred, and were more likely to consider truancy a learning hindrance. Factor analyses revealed a positive relation with rigour and class organization (teacher-centred) for top-tiered countries and Canada, though not for the United States. For all countries, there was a strong relation between rigour and self-beliefs., Conclusion: Compared to top performers, a less rigorous curriculum, coupled with class and school factors, may explain lag in US performance., (© 2018 The British Psychological Society.)

The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system. [ABSTRACT FROM AUTHOR]

This 29.9 cubic feet collection includes correspondence, notes, and writings of Boniface I. Obichere, a UCLA professor of African history. notebooks, book manuscripts, scholarly journals, letters of recommendation, student papers, course materials, conference papers, reports, grant materials, committee papers, maps, photographs, slides, audio recordings, student and class papers, organizations in which Dr. Obichere participated, particularly the African Studies Center and the Journal of African Studies. [ABSTRACT FROM AUTHOR]

On May 4, 2020, the US Food and Drug Administration (FDA) hosted an online public workshop titled "FY 2020 Generic Drug Regulatory Science Initiatives Public Workshop" to provide an overview of the status of the science and research priorities and to solicit input on the development of Generic Drug User Fee Amendments fiscal year 2021 priorities. This report summarizes the podium presentations and the outcome of discussions along with innovative ways to overcome challenges and significant opportunities related to model-based approaches in bioequivalence assessment for breakout session 4 titled, "Data analysis and model-based bioequivalence (BE)." This session focused on the application of model-based approaches in the generic drug development, with a vision of accelerating regulatory decision making for abbreviated new drug application assessments. The session included both podium presentations and panel discussions with three topics of interest: (i) in vitro study evaluation methods and their clinical relevance, (ii) challenges in model-based BE, (iii) emerging expertise and tools in implementing new BE approaches., (© 2020 The Authors Clinical Pharmacology & Therapeutics © 2020 American Society for Clinical Pharmacology and Therapeutics.)

Objective To determine the differential effects of a paper-based versus a web-based portfolio in terms of portfolio quality, user-friendliness and student motivation. Methods An experimental design was used to compare Year 1 medical students' reflective portfolios. The portfolios differed in presentation medium only (i.e. web-based versus paper-based). Content analysis, a student questionnaire and mentor interviews were used to evaluate portfolio quality, user-friendliness and student motivation. A total of 92 portfolios were scored independently by 2 raters using a portfolio quality-rating instrument. Results Portfolio structure, quality of reflection and quality of evidence showed no significant effects of presentation medium. Multi-level analysis showed a significant effect for student motivation: web-based portfolios scored 0.39 more than paper-based portfolios ( P < 0.05; effect size 0.76). The mentors reported no differences in portfolio quality, except that there were more visuals in web-based portfolios. Students spent significantly more time preparing the web-based than the paper-based portfolios (15.4 hours versus 12.2 hours; t = 2.1, P < 0.05; effect size 0.46). The 2 student groups did not differ significantly in terms of their satisfaction with the portfolio. The mentors perceived the web-based portfolios as more user-friendly. Conclusions The web-based portfolios were found to enhance students' motivation, were more user-friendly for mentors, and delivered the same content quality compared with paper-based portfolios. This suggests that web-based presentation may promote acceptance of portfolios by students and teachers alike. [ABSTRACT FROM AUTHOR]

The article presents three activities that promote probabilistic thinking with middle school students in the U.S. Activity 1 uses experimental probability as students play the game of rock, paper, and scissors. In activity 2, a table and a tree diagram help students understand the theoretical probability behind the game. Activity 3 allows three people to play the game. The results of these activities can give teachers valuable insight into adapting these activities to fit their classroom needs.

Examines the cultural implications of school assignments. Papers written in 1898 by senior class members of the Platteville Normal School in Wisconsin; Rhetorical demands of school writing assignments; Cultural work that the writing can accomplish.

The article discusses the significance of information literacy towards the academic performance of English as second language (ESL) students from China. The American academic system requires students to be self-reliant and independent in their quest for knowledge, thus making it difficult for foreign students specifically East Asian students to adapt to the American educational process. Students must be information literate to be able to successfully adapt to the independent learning common in the American academe. East Asian students should give emphasis to the development of their ability to be self-reliant through aquatinting themselves with the value of information literacy.

The article provides a note on the research work conducted by writer Stanley Rothman and his colleagues about enrollment diversities and race relations found in American universities. They found that the higher the proportion of black students, the lower was the quality of education perceived by students, faculty and administration and the less satisfied the students were with their university experience. Further more at high-diversity colleges, more students report being unfairly treated because of race, ethnicity, gender, sexual orientation, religious beliefs or political views. According to the author the study does not demonstrate that the presence of more black students, either reduces or fails to improve the quality of education for either white or black students because the perceptual measures used may not correspond to actual effects of the college on students' knowledge, abilities, values, intentions or future behavior. The study requires further examination of measures of social and educational consequences which are highly subjective in nature.

Vulnerability to natural disasters is increasing globally 1-3 . In parallel, the responsibility for natural hazard preparedness has shifted to communities and individuals 4 . It is therefore crucial that households increase their preparedness, yet adoption of household preparedness measures continues to be low, even in high-risk regions 5-8 . In addition, few hazard-preparedness interventions have been evaluated longitudinally using observational measures. Therefore, we conducted a controlled intervention with a 12-month follow-up on adults in communities in the United States and Turkey that focused on improving household earthquake and fire preparedness. We show that this Fix-it intervention, involving evidence-based, face-to-face workshops, increased multihazard preparedness in both cultures longitudinally. Compared to baseline, the primary outcome-overall preparedness-increased significantly in the intervention groups, with more improvement in earthquake preparedness in the Turkish participants and more improvements in fire preparedness in the US participants. High baseline outcome expectancy and home ownership predicted overall preparedness change in both intervention groups longitudinally, implying that a sense of agency influences preparedness. An unintended consequence of observation is that it may increase preparedness, as even the control groups changed their behaviour. Therefore, observation of home preparatory behaviours by an external source may be a way to extend multihazard preparedness across a population.

Analyzes the gap between theory and practice in worker education programs in the U.S. Importance of labor education for trade unions; Features of a standard labor education; Comparison of models of labor education.

The article comments on the dilemma of the objective paper-and-pencil assessment within the Piagetian framework in the U.S. Paper-and-pencil measures also lack the flexibility of the clinical method in which a perceptive interviewer can explore the various ways in which a subject interprets his or her environment. Paper-and-pencil instruments attempt to retain various aspects of the clinical interview method. It must be noted that many measures of formal operational reasoning also assess other cognitive capabilities such as field independence.

Inspired by pandemic-transformed instruction, this paper examines the digital accessibility of five tech tools used in information literacy sessions, specifically for students who use assistive technologies such as screen readers. The tools are Kahoot!, Mentimeter, Padlet, Jamboard, and Poll Everywhere. First, we provide an overview of the Americans with Disabilities Act (ADA) and digital accessibility definitions, descriptions of screen reading assistive technology, and the current use of tech tools in information literacy instruction for student engagement. Second, we examine accessibility testing assessments of the five tech tools selected for this paper. Our data show that the tools had severe, significant, and minor levels of digital accessibility problems, and while there were some shared issues, most problems were unique to the individual tools. We explore the implications of tech tools' unique environments as well as the importance of best practices and shared vocabularies. We also argue that digital accessibility benefits all users. Finally, we provide recommendations for teaching librarians to collaborate with campus offices to assess and advance the use of accessible tech tools in information literacy instruction, thereby enhancing an equitable learning environment for all students. [ABSTRACT FROM AUTHOR]

Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

Objective. Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods. A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results. The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions. Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population. [ABSTRACT FROM AUTHOR]

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses. [ABSTRACT FROM AUTHOR]

How do American men's attitudes about masculinity differ across intersections of race/ethnicity, immigration status, and education? This paper uses the NSFG 2011-2019, a large survey (n = 17,944) representative of American men aged 15-44. It analyzes white men; Black men; non-immigrant Latinos; and immigrant Latinos, with each broken down by less than a bachelor's; a bachelor's degree; or an advanced degree, for a total of 12 intersections. Most differences between men of different races/ethnicities/immigration statuses were between men with less than a bachelor's. Several groups were more conservative on some attitudes but not others. For instance, among men with less than a bachelor's, white men were more conservative than Black men regarding an attitude about going to the doctor, but less conservative than Black men on attitudes about showing pain or men's sexual needs. Additionally, the attitudinal differences that emerged were distinct for different levels of education. Among men with less than a bachelor's, most significant differences emerged regarding the attitudes about going to the doctor and men's sexual needs. In contrast, among men with a bachelor's, most differences emerged regarding the attitude about showing pain. Among men with the same racial/ethnic identity and immigration status, men with lower levels of education were more likely to endorse conservative attitudes about masculinity. All three intersections are meaningfully related to attitudes about masculinity, and future research about masculinity attitudes should not analyze social identities/statuses separately but rather as they intersect with one another. [ABSTRACT FROM AUTHOR]

This article presents a step-by-step guide for the undergraduate instructor in how to launch a student journal. The authors describe their experiences over the past four years in publishing the student journal at Wayne County Community College in Detroit, Michigan. Though there were some problems and pitfalls, the authors concluded that it was a rewarding educational experience and strongly recommend its replication at other undergraduate institutions. [ABSTRACT FROM AUTHOR]

Education is of vital importance for the development and growth of a society. Due to the advancement in educational technologies, there have been significant changes in teaching and learning processes. The digital divide has impacted significantly on teaching and learning, at present, especially after the COVID-19 pandemic. Considering this transformation, a scientometric analysis of the global literature on the digital divide in education was conducted in this study. The bibliographic data was gathered through the Scopus database for the period 2001-2021, and a total of 1865 publications were retrieved. VOSviewer and Gephi visualization software were used to analyze data and create network maps. The findings revealed that the average number of citations per paper (ACPP) for the study period is 15.51, and the relative citation impact (RCI) ranges from 0.21 in 2003 to 19.81 in 2021. Among published articles, the contribution of co-authors is greater than that of single authors. Furthermore, the United States was the leading country, with 613 publications on the digital divide. With 11 publications on the digital divide in education, Pick, J.B., from the School of Business, University of Redlands, United States, was the most prolific author. It is believed that these findings would benefit researchers worldwide, as scientometric mapping is an exciting method that provides a comprehensive overview of a scientific issue and insights for future research. [ABSTRACT FROM AUTHOR]

This article draws from ethnographic data collected during a 23-month–language socialization study of mixed-status Mexican families living in the New Latino Diaspora. The analysis focuses on the ways in which siblings in one family talk about citizenship during a discursive event that I call the Planning for the Future Routine. The findings show that siblings communicate two key understandings during everyday conversations: first, the relevance of migratory status to their day-to-day lives and second, their family's shared conventions for talking about citizenship status in the home. As children and youth demonstrate the social norms for talking about citizenship, they also express their understanding of the ways that being a United States or Mexican citizen shapes their future opportunities. A nuanced understanding of intrafamily diversity and learning experiences can strengthen educators', researchers', and policy makers' ability to advocate for Latino communities' well-being and educational equity. [ABSTRACT FROM AUTHOR]

Reports that the U.S. Food and Drug Administration (FDA) has released a draft 'concept paper' on guidelines for pharmaceutical company support of scientific or educational programs. Request for comments of the FDA from medical educators and interested parties; Increase in the promotion of sales of prescription drugs; Provision of balanced information for physicians.

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation. [ABSTRACT FROM AUTHOR]

Features the availability of position papers by the National Science Teachers Association (NSTA) for science education in the U.S. Official position of the association on issues in education; Series of research-based position statements written by the NSTA; Umbrella paper that addresses the key elements of of science education.

This study employs a poststructuralist theoretical framework to explore parents' attitudes towards children's right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The findings suggest that participants struggle with embracing and practising children's right to play as defined by the United Nations Convention on the Rights of the Child (UNCRC), reflecting culturally-sensitive and -contextualised concerns around their children's future success. Those concerns are connected with the hegemony of Confucianism in shaping educational values in Chinese education. In the context of globalisation, this paper points to the empowerment of parents in practising children's rights to play in China. [ABSTRACT FROM AUTHOR]

The article focuses on the paper "A Case for the Small Special Education Personnel Preparation Program." The paper was created by Geiger William, Lesley Wheatley, and Joyce Blasi. They are from University of Arkansas, Furman University, and Eastern New Mexico University respectively. The paper addresses issues that are significant to students and teacher educators in the U.S. The following advantages of small special education preparation program are discussed: convenience, community orientation, counseling, opportunity to influence program and continued professional growth.

The steadily growing body of literature on universities' contribution to democracy and civil society has repeatedly called for a re-examination of the nascent purposes of higher education and the nature of higher education's compact with society. Although more faculty and administrators explore ways to produce public scholarship, infuse their curricula with service learning, and build stronger links between campuses and communities, their efforts remain secondary to the universities' preoccupation with producing competitive graduates for the job market and cutting edge research for industry. Scholars have well studied the causes and outcomes of this emphasis on the economic function of higher education, tracing it back to the neoliberal economic policies in the late 1970s (Davies & Bansel, 2007), supply-side higher education in the 1980s (Rhoades & Slaughter, 1997), and the decline of the social welfare state in the 1980s and 1990s (Fallis, 2007). What remains little examined, however, is how the market role of higher education is supported by the government rhetoric and what the consequences are of that support for the ability of colleges and universities to prepare students for engaged citizenship. In this study of government rhetoric, the author draws on Foucault's concept of governmentality to argue that the officially endorsed neoliberal perspective cannot envision higher education outside economic rationality and proposes an agonistic model of democracy as a framework for conceptualizing and practicing citizenship on campus. This paper is organized in five parts. The author begins with a brief discussion of two competing conceptualizations of higher education as an industry and a social institution. She then outlines the poststructuralist theoretical framework of the study and proceeds with an overview of the analytical methods and findings. She concludes with a broader discussion of the findings in relation to different models of democracy and citizenship in the context of higher education. (Contains 2 tables.)

Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the "process of disciplinarisation" of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (Contains 5 notes.)

The article discusses the role of research in improving science education in the U.S. The understanding of the process of teaching, learning, and schooling has improved. Thus, rapid societal changes has an impact on the image of the process of schooling in general, and the process of teaching and learning science in particular. With this regard, teachers must engage in constructing a curriculum to enhance the development of all students. Lastly, research should guide and inform policy formation and decision making regarding science teaching, preschool through college.

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. [ABSTRACT FROM AUTHOR]

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

Learning styles are defined as the pedagogical customization that is required for students to engage and to improve their performance in the learning process. Traditionally, pedagogical strategies have emphasized learning styles, such as some students can learn better by listening, reading, verbalizing, or watching visual images; but one important component has been ignored, and this is responsibility (Blasco, 2009; Hunsaker, Pavett, & Hunsaker, 2011; Lincoln & Frontczak, 2008; Pashler, McDaniel, Rohrer, & Bjork, 2009). The goal of this paper is to demonstrate how important responsibility is for students, professors, and the competitiveness of the United States. The questions I will address are: First, how can we engage students attending two-year colleges in learning theoretical concepts? Second, how can we connect responsibility, learning outcomes, and research projects? The purpose of this paper is to share the methodology I follow for a writing intensive business organization and management class. On the first day of class with the active participation of the students, we review the syllabus. The specific tasks during the semester are as follows: to visit the Writing Center and the Library and to write one page about each of these experiences, to research five topics related to the student learning outcomes of the course, and to create questions to interview a manager. After interviewing the manager, students present a final research paper and deliver a PowerPoint presentation. It is important to mention all homework, research papers, and presentations must be submitted on the day they are due. Finally, for the evidence: for fall 2012 the expected average for the two classes was a score of 8.5 out of 10. The result for one section was 9.3, and for the other section it was 9.6. [ABSTRACT FROM AUTHOR]

The article focuses on the program of the American Psychological Association (APA) Ethics committee and American physiological Association of Graduate Students (APAGS) in the U.S. It highlights that the two associations have created an ethics prize for the graduate students for the promotions of ethics awareness and education among psychology graduate students. It explains that the program is on its ninth year and is open to graduate students who are enrolled in psychology graduate program.

Background: Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis. Aims: The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members? Methods & Procedures: Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability. Outcomes & Results: Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/ techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/ interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries. Conclusions: SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Postacademic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals. [ABSTRACT FROM AUTHOR]

About half of government expenditure in the United States takes the form of government consumption (e.g., education, defense, infrastructure). In many studies of post-tax inequality based on the Dina framework (including the influential study by Piketty et al. (Q J Econ 133(2):553–609, 2018), government consumption is allocated either proportionally to post-tax disposable income or on a per-capita basis, and the level of inequality is fairly sensitive to this choice. This paper provides direct evidence on how public education spending (a substantial part of government consumption) is actually distributed. An allocation proportional to post-tax disposable income is clearly rejected, while a lump-sum allocation is found to provide a good approximation. [ABSTRACT FROM AUTHOR]

Invites science teachers to discuss ozone layer depletion in the classroom. Resources for studying ozone depletion; Questions and answers regarding ozone layer depletion; Prohibition of the use of chlorofluorocarbons (CFS) in the United States by December 31, 1996.

This paper examines the history of home economics (family and consumer sciences) education and Cooperative Extension practices in the United States, from 1862 to the present. Efforts are made to understand in what ways the lives of marginalized people were addressed by the home economics profession over time within the United States. In light of this historical context, this paper features current efforts to decolonize FCS/home economics across three practice settings, including an Historically Black College/University (HBCU), a Predominantly White Institution (PWI) (land-grant), and the Cooperative Extension System. As members of the American Association of Family and Consumer Sciences Diversity and Inclusion Community, the authors conclude with questions and goals for addressing colonialism in the home economics profession in the United States. [ABSTRACT FROM AUTHOR]

Not all sub-fields in folklore leave the same type of scholarly footprints as evidence of their impact. For the area of folklore and education, the majority of scholarly media produced by the field is found in what is classified as grey literature. Examining the broad range of scholarly materials produced in folklore and education fills in a portrait of a robust field meagerly represented in the Journal of American Folklore. [ABSTRACT FROM AUTHOR]

It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based programme boasting broader positive outcomes, specifically surrounding one research question: What are the perceived outcomes of engagement in prison-based Shakespeare programmes, as reported by participants and practitioners? This paper outlines key overarching findings, surrounding perceived impacts of participation through the use of Shakespeare in multiple perceived roles (including playwright, character, mentor, friend, educator), work around literacy, emotional and expression skills and programme practices (including theatre-based activities, spaces, solo, group and ensemble activities, practitioner-participant interactions and ethos). These are connected to social-justice issues, concluding an overarching outcome of potential (re)humanisation of people in prison to society and themselves. [ABSTRACT FROM AUTHOR]

This paper conceptualises one possible antidote to the conditions that produce public mass gun violence (PMGV) in the United States. I begin by illuminating how PMGV is a backlash to the nation's 'founding' on the violent divisions of colonisation and coloniality. I then inquire: If PMGV is a reflection of a deep societal wound, what methodologies and educational considerations can we engage to prevent violence and promote healing? I explore an ecology of knowledges (EoK), cognitive justice, and transdisciplinarity to envisage how Other ways of knowing already figure into pedagogical practices that alleviate violence and create anti-oppressive societies. These theories unsettle Western and colonial logics that rely on contradictory thinking (e.g. good or evil). The theories also encourage us to get to know the 'other' in ourselves in order to get to know the 'other' in the disaffected, work with him, and soothe his desires for violence before they erupt. [ABSTRACT FROM AUTHOR]

Background: The ongoing COVID-19 pandemic has significantly impacted nursing education in developing and developed countries. In response to pandemic-related challenges such as campus shut downs, nursing schools implemented open and distance learning programs (ODL) that allowed them to continue offering nursing education. This paper reports on an ODL patient safety course implemented during the COVID-19 pandemic that was also used to facilitate an international, cross-cultural learning experience. Method: Forty undergraduate senior nursing students in the United States (U.S.) and the Dominican Republic (D.R.) enrolled in a synchronous and asynchronous ODL nursing patient safety course implemented by [Blinded] in conjunction with [Blinded]. Results: Thirty-seven students completed all of the program requirements. The majority of students rated their course experience highly; they agreed or strongly agreed with all course evaluation statements, including whether their overall course evaluation was positive (95%) and whether the curriculum was culturally appropriate (97%). Conclusions: Our experience in implementing a nursing patient safety ODL course can serve as a model for (1) how ODL can help nursing schools respond to restrictions imposed by an ongoing pandemic; (2) how ODL can be used to enhance cross-cultural nursing education; and (3) how nursing schools can collaborate effectively across borders. [ABSTRACT FROM AUTHOR]

Aim: To examine the diagnostic reasoning skills of two nurse practitioner student cohorts. Introduction: Nurse practitioners continue to play a pivotal role in health care provision. Diagnostic reasoning is a core skill of advanced practice. A comparative diagnostic reasoning study between two student cohorts was undertaken between 2018 and 2019. Methods: A validated diagnostic reasoning scale was completed by nurse practitioner students in the United Kingdom and the United States of America at the beginning and end of their clinical placements. The study utilized descriptive quantitative statistics from the data submitted by 22 survey respondents from an online survey. Results: Analysis of the diagnostic reasoning skills suggested there was a difference in the structural memory scores when compared with the beginning of their clinical placements and the final semester of their clinical placements. Conclusion: Diagnostic reasoning skills are a core skill of advanced practice. As students progress through their training, these skills improve. Despite the statistical difference in diagnostic reasoning scores, caution should be made in determining any larger implications due to the small number of participants in this study. Further study is needed in this area. Summary statement: What is already known about this topic? Diagnostic reasoning is a core skill for nurse practitioners.There is minimal research in this area.Diagnostic accuracy is vital for ensuring patient safety. What this paper adds? Structural memory scores improved at the end of nurse practitioner clinical placements. What are the implications of this paper for policy/practice/research/education? Further global research in the field of diagnostic reasoning for nurse practitioners and nurse practitioner students is needed to validate these findings.It is important to ensure nurse practitioners have competency in diagnostic reasoning to reduce diagnostic error.Curricula could be designed to incorporate the use of the DTI to evaluate a student's progress throughout the clinical portion of the nurse practitioner programme. [ABSTRACT FROM AUTHOR]

Abstract: Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K‐12 education by considering the manner in which student LS are assessed and the extent to which they have informed K‐12 instruction. The paper illustrates the impact of LS on teachers, pedagogy, student engagement and assessment. The theoretical framework of LS theory is discussed. Furthermore, this paper identifies a gap in the literature regarding LS and assessment; specifically the development of assessments based on LS. The authors suggest adapting student assessment utilizing technology‐enhanced items (TEIs) developed based on students' LS may provide a more reliable measure of student ability. Implications for practice and limitations are discussed. [ABSTRACT FROM AUTHOR]

Standardized testing is a human rights issue that continues to plague the educational systems in developed nations. Within countries like the United States and the United Kingdom, vexatious accountability measures, such as those provided by standardized testing, have polarized the educational arena, leaving in its wake a litany of human rights concerns. This culmination of over-testing and outcome-only driven education equates to an end game where employment and dollar signs erode the very fabric of human rights for children. In this paper, we hope to inspire understanding of the issues of contention happening in developed nations today regarding standardized testing issues, and we will make recommendations that may help these nations move from the statistical to the enlightened view of growing responsible and civicminded citizens into the twenty-first century. [ABSTRACT FROM AUTHOR]

A religion faculty member approached the author after he gave a presentation to the faculty at Waldorf College on integrated library instruction. She expressed disappointment at her students' scholarly performance on a major research paper she assigns every semester. The ensuing discussion resulted in a campus collaboration among the author, the faculty member, the campus writing center, and the academic achievement center. This article reports on the results of a five-year study on intervention and immersion of library instruction for the class Religion and the Arts at a small liberal arts college. [ABSTRACT FROM AUTHOR]

This paper analyses the policy of reservation for lower castes in India. This policy is similar to that of affirmative action in the United States. The paper provides a brief overview of the caste system and discusses the types of groups that are eligible for reservation, based on data from government reports. The stance of this paper is that affirmative action has not benefited the lower castes due to contextual factors like low school enrolment and completion rates, and high dropout and failure rates. Also, continuous addition of more and more castes to the fold of reserved categories has diluted the positive impact of the reservation policy. This paper suggests that under-representation of any social group in educational institutions should be assessed with reference to sub-populations of secondary school completers and argues that, unlike Scheduled Castes and Tribes, Other Backward Castes are not markedly under-represented. Hence, the 27% quota declared by the government recently is not justified. The paper also highlights social, pedagogic, psychological and political issues involved in the policy of reservation, and suggests that quotas should be based on economic criteria rather than on caste considerations. [ABSTRACT FROM AUTHOR]

Presents a comprehensive conceptual statement on career education introduced by the Office of Education in the U.S. Means of developing and expanding the local school systems concept of career education.