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

In Sweden, the formal soccer coach education programs are divided into different levels and are also divided into youth coaching and senior coaching. This paper focuses on youth soccer coaches and their reflections on coach education programs. In the background section the Swedish context is described, as well as current research on coaches' education and learning. The aim of the paper was to investigate youth soccer coaches' reflections on coach education programs and to analyse their reflections by using a cultural approach to learning. The empirical material of the paper derives from a web-based questionnaire, posing questions about competence, learning and stress. The coaches were also invited to reflect on the question "how do you believe that soccer associations can educate good coaches?" There were 369 responses, and these were analysed using qualitative content analysis. Results indicated reflections about Flexibility in time, place and content, Mentorship supporting informal learning, Demanding mandatory education and emolument, Education focusing on wholeness and Education being based in practice. The conclusion was that decentralization of education and development of coaches' contexts, abilities and motivation to critically analyse aims and contents of coach education programs are improvement areas for learning and coaching practices. [ABSTRACT FROM AUTHOR]

This paper responds to challenges around how to generate robust evidence in keeping with the principles of an asset-based approach based on mobilization of community strengths. The design of a collaborative evaluation of a multi-site Asset Based Community Development program is described and emergent learning discussed. A qualitative mixed method design was used to capture changes at community and program level drawing on diverse sources of evidence. Shared principles on the conduct of the evaluation were developed with program leads and community practitioners and opportunities for shared learning were built in. The paper distils learning on evaluation into six design features including the asset-based model as a framework, understandings of evidence and outcomes, ethical conduct, and the centrality of a collaborative and developmental approach. The paper concludes that these features form a coherent approach to asset-based evaluation which can link the theory and practice of Asset Based Community Development. [ABSTRACT FROM AUTHOR]

This article examines some of the complex, transformative features of student teachers' learning as they grapple with key critical multicultural and Development Education (DE) concepts. Through a series of scaffolded workshops - designed to support research with a strong social and cultural inclusion purpose - the article investigates how six post-primary student teachers initially experience new critical research practices and identities. The article begins with a brief description of Ireland's 'new' multicultural context and details the overarching theoretical perspective of this study. It outlines some key insights and challenges from extant research studies in Initial Teacher Education (ITE) in Ireland and briefly details the research methodology employed in this small-scale research project. Drawing on student teachers' workshop debates, informal and focus group conversations, Professional Research Papers (PRPs) and later online survey comments, we analyse key moments in their 'becoming' critical researchers of and for our times. We conclude that this journey significantly matters for both the student teacher and her/his young learners; but that it remains a journey - one still in the making and far from certain. The foundational work of 'overcoming' challenges for critical research in ITE is likewise shown to be far from certain. Yet we hope to demonstrate how critical research conducted on the critical work of student teachers can cultivate more understanding of, and improvements in, the nature of teacher education provision. [ABSTRACT FROM AUTHOR]

Mini-sabbaticals are formal short-term training and educational experiences away from an investigator's home research unit. These may include rotations with other research units and externships at government research or regulatory agencies, industry and non-profit programs, and training and/or intensive educational programs. The National Institutes of Health have been encouraging training institutions to consider offering mini-sabbaticals, but given the newness of the concept, limited data are available to guide the implementation of mini-sabbatical programs. In this paper, we review the history of sabbaticals and mini-sabbaticals, report the results of surveys we performed to ascertain the use of mini-sabbaticals at Clinical and Translational Science Award hubs, and consider best practice recommendations for institutions seeking to establish formal mini-sabbatical programs. [ABSTRACT FROM AUTHOR]

This position paper is the result of a collaborative approach of several European Specialty Accreditation Boards (ESABs) and, has been stimulated by their current experience in accreditation regarding roles and responsibilities assumed by sponsors of accredited continuing medical education (CME). The suggestions made in this paper aim to preserve the fundamental principle in CME accreditation that the physician in charge of the programme has sole responsibility for the selection of topics, speakers, content and format, as well as mode of presentation, and that sponsors will under no circumstances interfere with this principle. This is considered as a responsibility of an individual physician (or physicians), which cannot be delegated, even in part, to third parties. This responsibility has been extended to include all communication before and after the event. The paper also identifies undecided issues, about which ESABs are committed to elaborate proposals in the future. [ABSTRACT FROM PUBLISHER]

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

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The UGC has recognized the department of Chemistry Guru Nanak Dev University as the centre for advanced studies (CAS) in 2008 and has been decorated the university with status of "University with potential of excellence" (UPE) in 2012. This paper brings out the strong positive impact of these UGC research and education promotion programmes on the quantity and quality of research in department of chemistry during the period 2007-2014 in comparison to period 2002- 2006. The number of research papers published during the period of 2007-2014 has been 105/year which is almost double the papers (54 papers/year) published during 2002-2006. The contribution of papers published in journals with IF > 3 has been increased from 18.35% during 2002-2006 to 34.43% in period 2007-2014. Even the contribution of high IF (IF > 5) has been increased from 2.53% to 6.03%. h-index of the chemistry department [ABSTRACT FROM AUTHOR]

In this second installment of the themed issue on redesigning research methods coursework for CPED-inspired EdD programs, EdD faculty and students share empirical research, conceptual insights, and practitioneroriented coursework and activities to contribute to the conversation on research methods training and skill development for scholar-practitioners. [ABSTRACT FROM AUTHOR]

Emphasis on the need for Norwegian student teachers to conduct part of their teacher education programme abroad is increasing. Among the arguments for this emphasis is the idea that globally aware teachers have better intercultural competence that can facilitate sustainable development and more just education. Evidence to support these claims is contested. In this paper, we explore how facilitators of student teachers’ mobility between Norway and countries in the Global South reflect on student mobility as part of the (de)colonial project. We apply decolonial frameworks (Mbembe, 2016; Mignolo, 2021) that interrogate the colonial matrix of power (CMP) (Quijano, 2000) to identify and challenge colonial relations and expectations. Findings are based on interviews from four facilitators from Tanzania and Zambia (Global South) and three teacher educators from Norway (Global North) who facilitate Norwegian student teachers’ mobility. The findings show that student facilitators from the Global North had more freedom to shape mobility activities, including the freedom to choose partners, reproducing asymmetrical power relations exerted through mobility. [ABSTRACT FROM AUTHOR]

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

The Open Science Fellow Program built a community where researchers learned how to work openly. Within this environment, questions emerged on what it means to teach openly, i.e. which practices represent open learning and teaching and which examples can be shared amongst colleagues and peers? Different concepts of open educational practices (OEP) aim at giving answers to open learning and teaching. At the same time, OEP still lack a common definition and many discussions on the topic only give minimal or implicit guidance to concrete approaches of being open --despite the creation and sharing of open educational resources. Investigating how we as practitioners implement concepts of OEP in the classroom was the starting point for the autoethnographic study we describe in this paper. We conducted a literature review to map explicit concepts of OEP, we reflected those concepts regarding the adaptation in our own teaching and our experiences with OER-based and other open teaching concepts. We discuss four research papers and our respective position as practitioners in higher education in Germany. We reflect on the current state of ideas of OEP and their practical adaptation and implementation in learning and teaching scenarios. [ABSTRACT FROM AUTHOR]

Purpose The paper investigates the impact of COVID-19 on graduate students' studies, practical problems, and university life, focusing on the challenges faced by effective graduate students. Design/methodology/approach In this paper, the graduate students of Guizhou University are targeted, and the specific impacts of COVID-19 on their personal safety, extra costs, self-control ability and employment are expounded. Findings The study suggests that university graduate students should be supported through psychological support, self-discipline development programs, accessible counseling services, mental health awareness campaigns, improved resources for remote studying, enhanced career guidance and job placement support, and better communication and mentorship initiatives. Research limitations/implications In this context, it is necessary to study the obstacles and problems brought by the COVID-19 epidemic to the study of graduate students in universities and try to resolve the adverse effects caused by the epidemic. Originality/value It points out various difficulties facing graduate students in universities under the background of epidemic prevention and control, and puts forward some appropriate suggestions based on the actual situation, so as to provide some insights for graduate students to understand how to deal with the negative effects of COVID-19 [ABSTRACT FROM AUTHOR]

Background: Globally, prematurity is the primary factor behind the mortality of children under the age of 5 years, resulting in approximately 1 million children dying annually. The World Health Organization (WHO) recommends Skin-to-Skin Contact (SSC) as part of routine care for preterm infants. Evidence shows that SSC reduces mortality, possibly by improving thermoregulation, facilitating the earlier initiation of breastfeeding and reducing the risk of nosocomial infection. An educational program for implementing SSC has been demonstrated to enhance the knowledge and practice of parents and nurses in intensive care units. This study, the first of its kind in the North West Province (NWP), aims to identify the essential components of an educational program for implementing SSC for premature infants in intensive care units. Objective: This paper presents an integrative literature review that critically synthesizes research-based literature on essential components of an educational program for implementing SSC for preterm infants in intensive care units. Methods: A comprehensive search of electronic databases, such as CINAHL, MEDLINE, PsycINFO, ProQuest and Health Source: Nursing/Academic Edition and Health Source-Consumer Edition, was conducted using different keywords and references lists from the bibliography. Results: Twelve articles relevant to this review were identified, read and synthesized to answer the research question. Three essential components emerged from the findings of this review, namely (1) the necessity of policy and role players for implementing SSC, (2) the availability of education and training, and (3) counseling and support for parents of preterm infants. Conclusions: The outcomes of this study have the potential to facilitate the implementation and expansion of SSC in intensive care units. This could aid program implementers, policymakers, and researchers to implement and scale up this important tool in intensive care units. [ABSTRACT FROM AUTHOR]

In the conditions of technological progress and rapid development of information technologies, it is very challenging to prepare specialists in the field of information and communication technologies who would fully possess the knowledge and skills to work with the diverse range of instrumental and software tools and equipment used in the field. This is due to the continuous improvement and updating of programming languages, frameworks, software environments, shells, and hardware. One of the ways to address this issue is through computer-based educational programs, allowing the individualization of the learning process while preserving it’s quality. Currently, there is a large number of computer-based educational programs used in the study of various disciplines. This paper presents the design of a computer-based educational program on the subject "Fundamentals of Computer Modeling," which enables the modeling of random patterns of various natures, ranging from random events to random streams. The educational program consists of three modules, which include a theoretical part on methods of modeling random patterns, testing after each topic, and a calculator for all modeling methods. In each modeling method, you can input any initial data, such as the number of trials, probabilities of events, functions, and parameters of distribution laws. The results of modeling random patterns can be saved as a file. The program interface is available in three languages: Russian, English, and Kazakh. The currently developing educational program aims to improve the learning process in the "Fundamentals of Computer Modeling" discipline and allows learners to study it independently without any interventions from a professor. [ABSTRACT FROM AUTHOR]

Literature suggests that palliative care professionals and informal caregivers could be at risk of side effects of active participation in care. Therefore, different methods of support that can be offered to carers should be sought. Coaching is an intervention that facilitates another person to learn, grow and take responsibility for the level to which results are achieved. There are arguments which indicate the possibility and need to use coaching interventions to support nurses in their development and daily practice. Moreover, coaching can be used to implement interventions to improve informal caregivers’ knowledge and skills, as well as to increase their sense of self-efficacy and psychological resilience. Consequently, this paper is aimed at introducing coaching as a method for enhancing work and well-being among formal and informal carers, especially in palliative care. Coaching might be an appropriate approach in the context of palliative care. Regarding end-of-life care and its complexity, it is worth considering implementing it as a part of an interdisciplinary program. Consequently, it would be tailored to caregivers’ needs. [ABSTRACT FROM AUTHOR]

In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education. Our primary emphasis is on K-8 grades--a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate the need for theoretically grounded ways of developing and assessing educational programs. This paper draws from sociocultural learning theory and applies four theoretical and empirical analyses to derive design principles for equity that can inform curriculum, instruction, and assessment of preK-12 engineering education programs. We present a model for equity-oriented preK-12 engineering learning and delineate its dimensions and principles, which include socially engaged engineering, authentic engineering practices, asset-oriented pedagogies, and student engineering identity. We illustrate each with examples and discuss ways of implementing equity-oriented engineering curricula. [ABSTRACT FROM AUTHOR]

Maritime sectors have always dealt with uncertainties and disruptions. The COVID pandemic confronted the cruise industry with profound, wide-ranging, and lasting challenges while disrupting normal operations. Although the cruise industry contributes to the implementation of the United Nations Sustainable Development Goals (UN SDGs), resumption and sustainable cruising requires the industry to adapt to the challenges presented. To this end, the paper suggests adaptive actions for the cruise sector to respond to the pandemic and links the actions to the UN SDGs to highlight their sustainable contributions. A system thinking approach is applied and a literature review is conducted to identify suitable adaptive actions. This paper shows the importance of UN SDGs 3, 4 and, in particular, 17 for sustainable cruising. The results of this paper provide support for informed decision-making to increase the cruise industry's sustainability. This paper recommends that stakeholders: 1- identify drivers and barriers of sustainable cruising, 2- adapt to changes and embrace the UN SDGs, as they provide a platform for realizing sustainability, and 3- use educational programs to improve and transfer knowledge on sustainable cruising between academia and policymakers. [ABSTRACT FROM AUTHOR]

The resources of our planet are limited. If humanity wishes to protect the Earth and leave behind a better place for the next generations than we got from our parents, a sustainable way of thinking must be involved in our everyday lives. Currently, the goal is to influence as many individuals as possible and teach them to make sustainable choices. The solution can be in our educational system. The main goal of this paper is to collect and systematize current programs, and their content in connection with HE sustainable development and introduce the associations, which support these changes. The paper will contain a SWOT assessment of Budapest Business School's sustainability strategy, and hopefully, it could become a guidance for other HEIs where to start their changes. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper reviews the importance of education, both for the individual and for society, the crucial role of educational institutions in the learning process, and the priorities of developed societies that respect the right of all people to education and enhance social mobility. The paper analyzes some public policy measures for the inclusion of Roma people, who represent a disadvantaged group, in the educational field from a four-dimensional perspective: knowledge of educational needs, design of appropriate educational measures/policies, implementation of measures, and allocation of necessary resources. [ABSTRACT FROM AUTHOR]

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

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

This small-scale, qualitative, case study, conducted in a Scottish university's department of Education and Social Work, explored the role of professional values in children's services qualifying courses in Community Education, Social Work, and Teacher Education. The courses form the three principal undergraduate courses in the department, with students undertaking several shared modules. In addition, the study aimed to explore the extent to which students and lecturers had a shared understanding of the professional values, encouraged within university teaching and modelled in professional environments during placement. Data were gathered via online questionnaires from students and lecturers. These comprised Likert-scale-type quantitative questions along with questions which required a yes or no response, with a follow-up open text question where participants could explain their views. The open-text responses were analysed using content analysis and these are reported in this paper. Key findings were that participants recognised the importance of professional values as a central tenet of the courses and that most could identify where these were addressed in teaching and learning opportunities. Key tensions were reported by participants between professional and personal values; dilemmas of values in practice; and scope for enhancement of alignment between university values, professional learning and praxis. An overarching theme was identified around the impact of neoliberal politics in higher education and the extent to which institutional values have caused the erosion of professionalism, integrity and autonomy with the imposition of increased workload within a culture of performativity. Recommendations for academic practice include the development of more explicit links between the university and professional contexts and the development of the teaching about values on qualifying courses, regarding how personal values are formed and the role of external influencers in this process, which would be of benefit. [ABSTRACT FROM AUTHOR]

The evolution of entrepreneurial initiatives is a intricate process shaped by a multitude of factors. These factors span diverse dimensions, including the socioeconomic setting, educational programs, individual characteristics, and the entrepreneurial ecosystem. Entrepreneurial initiative encompasses the proactive and innovative pursuit of opportunities, reflecting an individual or a group’s willingness to take risks and create value in various domains. Rooted in the entrepreneurial spirit, this initiative goes beyond conventional business ventures, extending to the realms of social, technological, and cultural innovation. Individuals who possess entrepreneurial initiative frequently display attributes like inventiveness, flexibility, and a readiness to take measured risks. Determining the factors that lead to the growth of entrepreneurial initiative can help investors, entrepreneurs, and policy makers create an environment that is conducive to innovation and expansion in the entrepreneurial sector. The aim of this paper is to determine the factors that are most important for the development of entrepreneurial initiatives, as well to clarify the potential effects that various factors can have on the evolution of entrepreneurial initiatives, providing a nuanced perspective rooted in current literature. [ABSTRACT FROM AUTHOR]

Within the present study, we investigated first-year physics students' senses of belonging to physics and to their university given different backgrounds and prerequisites. Moreover, we explored whether, and to what extent, these two senses of belonging relate to characteristics that curtail students' academic success and impact the dropout rate from physics programs. For this purpose, we conducted a voluntary, anonymous online survey at 20 universities in Germany. A total of 238 first-year physics students participated. The results of the present study not only align with those of previous research (e.g., the correlative results) but also extend the current state of research (e.g., the revealed intergroup differences) and provide starting points for future research. Conclusions are drawn from these results at the end of the paper. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, nine students and eight faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning. [ABSTRACT FROM AUTHOR]

Copyright of Istraživanja: Journal of Historical Researches is the property of Faculty of Philosophy, University of Novi Sad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The spectrum of educational programs in building science is wide and diverse. Whereas the academic landscapes across the world vary significantly, general discourse postulates certain rather broad characterizations. For instance, some schools, especially in the Anglo-Saxon context, are suggested to target a selective, private, and high-tuition approach. Others, particularly in the European context, have a more broad, public, and affordable nature. Even though highly simplistic and perhaps even misleading, this distinction has been frequently accompanied by the implicit assumption that true excellence (the so-called world-class) education in general and building science education in particular is possible only in the former settings. In this paper, we report on a specific academic degree program, namely the Master in Building Science and Technology (BST) program, which may be argued to cast doubt on this assumption. Initiated at TU Wien, Austria, BST was offered over a period of almost two decades. In this paper, we briefly present the genesis of this program, its features, its accomplishments, and its termination. Thereby, our primary objective is to inform similar and future initiatives, particularly across Central Europe, where many public universities exist, the building industry has a substantial presence, and the education of a future generation of technically competent, environmentally conscious, and socially responsible building planners and engineers is of essence. [ABSTRACT FROM AUTHOR]

The paper reviews the importance of education, both for the individual and for society, the crucial role of educational institutions in the learning process, and the priorities of developed societies that respect the right of all people to education and enhance so­cial mobility. The paper analyzes some public policy measures for the inclusion of Roma people, who represent a disadvantaged group, in the educational field from a four-dimensional perspective: knowl­edge of educational needs, design of appropriate educational measures/policies, implementation of measures, and allocation of necessary resources.

The Educational Doctorate (EdD) is designed to meet the needs of current practitioners who aim to expand their professional expertise by leveraging deep knowledge and research methods to address specific and contextualized problems of practice. This approach centers on developing scholarly practitioners that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute meaningfully to school improvement (CPED, 2020; Donovan, 2013; Hochbein & Perry, 2013; Jackson & Sun, 2022; Lewis et al., 2020; Perry, Zambo, & Crow, 2020). To achieve this goal, program faculty and their respective thinking must be concerned with and oriented to the scholarly practitioner and their unique positionality. This paper explores two considerations related to centering scholarly practitioners and their impact to illustrate the possibilities inherent within EdD programs. [ABSTRACT FROM AUTHOR]

For teachers to contribute to the development of the environmentally sustainable and wholesome society envisioned in South Africa's Constitution, it was the goal of this paper to evaluate the effectiveness of teacher development workshops designed to equip teachers with environmental and sustainability knowledge and skills in the curriculum. In gathering and analyzing data for the study, a qualitative technique and a case study design were used. Face to face interviews of six teachers was used as the only data collection method. Results revealed that, in addition to encouraging positive changes in teachers' knowledge and skill acquisition, the program, as previously mentioned, also provided teachers with strategies for teaching about sustainable development by incorporating socio-cultural and environmental factors into the learning process. The training for Fundisa for Change should be made available to more teachers from a variety of schools, according to the paper, so that knowledge about the instruction of environmental topics can be spread throughout the province of Mpumalanga rather than being concentrated in a few schools. [ABSTRACT FROM AUTHOR]

The year 2016 was a crucial time for the education system in the Philippines since it was the first facilitation year of the Senior High School in the country. The K to 12, also known as "Kindergarten to grade 12", is an education system under the Department of Education that aims to produce more competent Filipino citizens in the global market. In line with the facilitation of K to 12 in the Philippines, the problem in the teacherssubjects mismatch is very evident, especially in the research subjects of the Senior High School, namely Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative Research), and Inquiries, Investigation, and Immersion. These are new subjects to the eyes of high school faculty members in the Philippines. Research subjects from pre-K to 12 are not considered a field or a subject matter, especially in high school. However, the Senior High School program brought a new perspective to the research subjects as it aims to develop Filipino learners' critical and research skills. This paper tackles different issues and challenges faced by Filipino research teacher. Moreover, this paper proposed a faculty loading guide model for research subjects that can be used by school administrators to guide them in distributing research subjects to the faculty members. [ABSTRACT FROM AUTHOR]

This paper presents the results of a cross-sectional study on adolescents' behavioral and emotional reactions during and immediately after the 2017 Puebla earthquake that occurred in Mexico City. Convenience sampling was used to achieve a sample size of n = 362. Some of the key findings are as follows: a) some 57.0% of adolescent women and over 60.0% of men "ran out of the building" during the earthquake; only 17.4% of women and 14.2% of men took shelter. Early and late adolescent women were significantly associated with building "evacuation" immediately after the earthquake. b) Early and late adolescent men were "surprised" by the earthquake occurrence. c) The perceived vulnerability of the city (PVC) was significantly associated with men but not with women. d) Adolescents exhibited strong information-seeking behavior regarding seismic risk. The results of the study highlight a lack of adolescents' preparedness for earthquakes in terms of the protective actions taken during the ground shaking and knowledge of the functioning of the Mexican seismic alert system. An educational program aimed at better educating and preparing adolescents for a seismic emergency should be implemented in preparatory schools. [ABSTRACT FROM AUTHOR]

Children's access and opportunities to play sports are influenced by categories of difference, such as gender, race, and socioeconomic status. In order to provide an inclusive community and facilitate the recruitment and retention of diverse youth, athletic organizations should be aware of implicit bias and how this can affect the relationship between volunteers and the children they serve. This paper presents a formative process evaluation of a diversity, equity, and inclusion (DEI) training program for a non-profit athletic organization. Training was implemented in person in a group setting with multiple opportunities for group discussion. Mixed methods were used to monitor (1) the implementation of training, (2) its effects on attitudes throughout training, and (3) impact one month after training. Findings demonstrate that the program increased participants' ability to identify DEI initiatives and sense of belonging to the organization, but these effects had declined by the end of the first month after training. However, participants' self-beliefs regarding DEI and overall willingness to engage in DEI activities remained enhanced one month after training. Qualitative data were helpful in providing insight into how training impacted participants and their interactions within and outside of the organization. Through this mixed methods approach, we can conclude that DEI training did in fact have a positive impact on the organization, but further evaluation and training may be necessary to address the decline in some effects seen one month after training. [ABSTRACT FROM AUTHOR]

This paper reflectively analyses how informal conversational spaces can be pedagogically integrated in a formal structured learning space. We document innovative practice in faculty development by introducing elements of informal conversations, understood as serendipitous, improvised, open-ended, permissive, and including an element of risk into an introductory academic development programme, namely the Post Graduate Diploma in Learning and Teaching in Higher Education (PGDLTHE). The outcome is one of enhanced opportunities for reflexivity and interdisciplinary dialogue. [ABSTRACT FROM AUTHOR]

The paper provides an analysis of the categories of distinction seized by programme planners in adult and continuing education and the underlying reasoning arguments to reasoning them. The analysis of 14 interviews shows that in their target group orientation, programme planners make use of the categories gender, migration experience, age, educational needs and dis/ability. The categories of distinction are based on their attribution as individual characteristics, as characteristics for grouping individuals, as characteristics of shared expectations and as occupation- and employment-related characteristics. The findings point to a need for encouraging awareness and critical reflection about categories of distinction. [ABSTRACT FROM AUTHOR]

Abstract Background To prevent the progression of diabetic nephropathy, educational programs to improve self-management are important. However, the effectiveness of educational programs to prevent worsening of diabetic kidney disease on renal function and quality of life is under characterised. Objectives The purpose of this study was to conduct a systematic review and meta-analysis to identify effective educational programs for diabetic kidney disease and the impact of educational programs on improving renal function and quality of life in patients with diabetic kidney disease. Design The study design is a systematic review and meta-analysis. Method We systematically collected research papers, and two authors independently selected papers and evaluated them according to the inclusion criteria. The extracted data were entered into Review Manager 5.4, and the standardised mean difference of the delta estimated glomerular filtration rate (ml/min/1.73m2/year) was calculated using a random effect size model for the renal function evaluation. Results Overall, 207 articles were retrieved from five electronic databases and three studies were shortlisted. Data from the two studies on delta estimated glomerular filtration rate (ml/min/1.73 m2/year) were combined, but the results were not significant. The effect on quality of life was observed in only one of the three studies, so they could not be pooled. Conclusions Effective educational programs for self-management of diabetic kidney disease could not be identified because of the small number of studies included. Educational programs reviewed also lacked a significant effect on kidney function, likely related to their short durations. The effect of the education programs on quality of life is unknown because studies could not be pooled.

Over the last 20 years, sport for development (SFD) has become an increasingly used tool to tackle education-related challenges around the world and has even become recognized by major international institutions such as the United Nations and the Commonwealth. In spite of this, evidence on the effectiveness of SFD programs on educational outcomes is limited. Through a Rapid Evidence Assessment (REA), this paper seeks to begin addressing this gap. Literature is included if it quantitatively examines the relationship between participation in a SFD program and educational outcomes, namely academic performance, school attendance, or attitudes and behaviors related to school. Results are then organized and presented according to these aforementioned areas. The identified literature paints a mixed picture of SFD's impact on educational outcomes related to academic performance and school attendance, though the data related to improved attitude and behavior is more positive. Overall, the lack of research on this topic and the deficiencies in some of the identified studies do not allow for the conclusion that SFD generates positive education-related outcomes. This paper concludes by proposing potential solutions to address this gap in research. [ABSTRACT FROM AUTHOR]

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This paper investigates the effects of participation in gifted education programs, and offers several contributions to existing research. First, this paper studies the effects of high school programs, as opposed to the more commonly-studied elementary and middle school versions. Second, this paper considers impacts of gifted programs on later-in-life socioeconomic success, including college graduation and eventual employment, as opposed to short-run standardized test outcomes. Third, this paper uses sibling fixed effects, coupled with a recently-proposed decomposition method, as an identification approach. The main conclusion is that gifted programs tend to include students who possess traits that already correlate with later-in-life success. After controlling for those traits, gifted programs, per se, show little statistical relationship to later-in-life outcomes. [ABSTRACT FROM AUTHOR]