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Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45--hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.

In today's digital age, tests are increasingly being delivered on computers. Many of these computer-based tests (CBTs) have been adapted from paper-based tests (PBTs). However, this change in mode of test administration has the potential to introduce construct-irrelevant variance, affecting the validity of score interpretations. Because of this, when scores from a CBT are to be interpreted in the same way as a PBT, evidence is needed to support the reliability and validity these scores (AERA et al. 2014). Numerous studies have investigated the impact of changing the mode of test delivery from paper to computer, not only in terms of their psychometric properties, but also with regard to possible sources of construct-irrelevant variance. This article summarizes the main lessons learned from mode effects studies in education over the past 30 years and discusses some of the questions remaining.

During the pandemic caused by SARS-CoV-2 (COVID-19), a paper analytical device (PAD) was proposed as a tool for remote laboratory classes for undergraduate chemistry to teach calibration curve concepts. For this experiment, students were taught how to prepare a PAD, calibrate standard solutions, construct a calibration curve, and treat data obtained by colorimetry digital image, by applying household utensils only. The proposed experiment was evaluated considering remote and in-person courses. More than 80% of the students in both groups reached grades greater than 60%. The students' survey demonstrated that 80 to 100% of the students (n = 6) agreed or strongly agreed that the experiment achieved the learning outcomes concerning the calibration curve. For 50% of the group, it was also found that colorimetric reactions could be more effective than the simple dye impregnation method.

The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.

Hands-on experiences in analytical chemistry laboratories are essential to improve students' technical skills on handling analytical glassware and instruments, but the coronavirus pandemic in 2020-2021 disrupted such learning activities. Thus, alternative remote activities are required to supplement practical skills. In this work, a new portable experiment to determine the concentration of Fe(III) by digital image colorimetry with curcumin paper is described. This experiment utilized complexation between Fe(III) and curcumin on a paper substrate, which changed from yellow to red-orange. Then, the RGB intensity changes, obtained using smartphones/devices, were plotted against the Fe(III) standard concentration to construct an external standard calibration curve for determining Fe(III) in unknown solutions. Using students' own smartphone/device enhanced their interest, and the portable small-scale experiment kit enabled a remote hands-on experience at their residence (Lab@Home). The experiment had been implemented both in Lab@Home and in-person formats for three semesters with 591 second-year students majoring in chemistry and other sciences, showing a satisfactory self-evaluated outcome (4.27 from 5) and post-test score (81.5%). The proposed experiment is a showcase to introduce modern analytical chemistry through smartphone/device and digital image colorimetry, while enhancing students' skills and interests in analytical chemistry laboratory.

In this reflective writing, the author shares some experiences of learning to teach in higher education, the pathway she has taken on this online adventure, and how her online teaching has been influenced by the pandemic context.

The COVID-19 pandemic has revealed the troubling fact that many students struggle to pay attention to literacy learning while they are in situations of extreme duress. This duress did not begin with pandemic, nor will it end with it. Neither is duress distributed at random; those negatively affected by the nation's prejudices, as a general rule, are under more duress than those who reap the benefits of these systems. To achieve an equitable curriculum, we must teach with the attentional needs of those under duress in mind. This article explores how writing instructors can develop curricula that work with these needs. It looks at research on learning under duress as well as student work that was written in crisis, building upon the strengths of those under duress (who often, for example, write with a sense of urgency and keen awareness of their immediate surroundings) instead of trying to "cure" what we may perceive as weaknesses. A curriculum that speaks to the strengths of students with these experiences will be vital both during the pandemic and beyond it.

The coronavirus disease 2019 (COVID-19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self-assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self-assessment of students using the COVID-19 pandemic case. It includes qualitative research with scientific paper and self-assessment questionnaire analyses. The research sample was chemistry education study program students (N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID-19. Self-assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self-assessment is in line with the ability of students to compile good scientific papers.

This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventually held online, a first in ALA's conference history. The current paper engages with contemporary debates of language teaching and learning in two ways. Firstly, it traces recent discussions by presenting key findings from five papers given at the conference, and secondly, via a scoping review of literature focusing on critical lessons from the pandemic regarding language teaching and learning. The review captures recent research from the Australasian region. Key debates identified in the literature include the needs of teachers and learners during the transition to online learning, and how student engagement was affected. The literatures highlight that both educators and students have been developing new practices in teaching and learning resulting from the shift to online and blended modes, which may continue to shape language education and new pedagogies in the future.

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

Background and Aims: Highly cited papers (HCPs) can influence both research and clinical practice. They help to identify core literature and important advances in a field. This study aimed to assess the current status and prospects of South Asia COVID-19 research from the HCPs using bibliometric indicators. Methodology: COVID-19 literature from South Asia published between December 2019 and 29 November 2023 in the Scopus database was analysed. The top HCPs, having more than 200 citations, were evaluated. Information about citation counts, authors and organisations and their affiliations, year of publication, source journal, geographical origin, subject, article type, funding details, etc. were retrieved and analysed. Data and visualisation analysis was undertaken using Microsoft Excel and other bibliometric software. Results: The 298 South Asia HCPs were published from 2020 to 2023 and were cited 200–3,596 times, with a mean average of 413.9 citations per paper (CPP). Around 24.5% and 51.3% of HCPs received external funding support and were involved in international collaboration, respectively. The most productive organisations were the Postgraduate Institute of Medical Education and Research, Chandigarh, and the Indian Institute of Technology, New Delhi, while the most impactful organisations were Bai Jerbai Wadia Hospital for Children, Mumbai, and Kokilaben Dhirubhai Ambani Hospital & Medical Research Institute, Mumbai. The most productive journals were Diabetes and Metabolic Syndrome: Clinical Research & Reviews. Conclusions: This study has identified core and significant authors, organisations, journals, subject fields and significant keywords, collaborators and funding agencies involved in South Asia's COVID-19 research. [ABSTRACT FROM AUTHOR]

Curriculum-based measurement (CBM) tools are increasingly administered through technology-based modalities such as computers and tablets. Two studies were conducted to examine whether students perform similarly on paper-based and tablet-based math fact probes. Ten students completed 1-min addition or multiplication math probes using a single-case multielement design. Students completed the probes using traditional paper and pencil, a tablet using a stylus to write the answer, or a tablet application using a keyboard to type the answer. Visual analysis of time series graphs showed that the majority of students performed better on the paper-based probes than on either the keyboard or stylus probes. Nonoverlap of all pairs (NAP) effect size measures indicated medium to large differences between paper and stylus probes and paper and keyboard probes but weak effects between stylus and keyboard probes. Discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons.

Background: The COVID-19 pandemic and the UK government's subsequent coronavirus action plan have fundamentally impacted on every aspect of healthcare. One area that is severely affected is ear, nose and throat (ENT)/laryngology where speech and language therapists (SLTs) engage in a diverse range of practice with patients with a range of conditions, including voice disorders, airway problems, and head and neck cancers (HNCs). A large majority of these patients are in high-risk categories, and many specialized clinical practices are vulnerable. In addition, workforce and research issues are challenged in both the immediate context and the future. Aims: To discuss the threats and opportunities from the COVID-19 pandemic for SLTs in ENT/laryngology with specific reference to clinical practice, workforce and research leadership. Methods & Procedures: The relevant sections of the World Health Organisation's (WHO) health systems building blocks framework (2007) were used to structure the study. Expert agreement was determined by an iterative process of multiple-group discussions, the use of all recent relevant policy documentation, and other literature and shared documentation/writing. The final paper was verified and agreed by all authors. Main Contribution: The main threats to ENT/laryngology SLT clinical services include increased patient complexity related to COVID-19 voice and airway problems, delayed HNC diagnosis, reduced access to instrumental procedures and inequitable care provision. The main clinical opportunities include the potential for new modes of service delivery and collaborations, and harnessing SLT expertise in non-instrumental assessment. There are several workforce issues, including redeployment (and impact on current services), training implications and psychological impact on staff. Workforce opportunities exist for service innovation and potential extended ENT/SLT practice roles. Research is threatened by a reduction in immediate funding calls and high competition. Current research is affected by very limited access to participants and the ability to conduct face-to-face and instrumental assessments. However, research opportunities may result in greater collaboration, and changes in service delivery necessitate robust investigation and evaluation. A new national set of research priorities is likely to emerge. Conclusions & Implications: The immediate impact of the pandemic has resulted in major disruption to all aspects of clinical delivery, workforce and research for ENT/laryngology SLT. It is unclear when any of these areas will resume operations and whether permanent changes to clinical practice, professional remits and research priorities will follow. However, significant opportunity exists in the post-COVID era to re-evaluate current practice, embrace opportunities and evaluate new ways of working.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

Objective: Bibliometric analysis of highly cited papers facilitates researchers in formulating strategic research possibilities and addressing gaps in specific domains. In this context, a bibliometric analysis was conducted to identify published papers on “oral mucosal lesions in COVID-19” within medical literature. Methods: A comprehensive search was performed in the Scopus database in July 2023. Relevant articles were retrieved, reviewed, and data for the bibliometric analysis was recorded. Network visualization of authors, countries, and keywords was generated using VOSviewer software. Results: The analyzed articles were published over the last three years, from 2020 to 2023, with the highest output observed in 2021. The citation count for individual papers ranged from 1 to 340, with a mean of 22.325 ± 58.93 citations. A total of 37 journals were involved in publishing papers on this topic, and five authors each contributed three papers. Notably, Brazil made the highest number of contributions with eight papers. Among the 40 papers, 19 were review papers and 16 were articles discussing various aspects of oral mucosal lesions in COVID-19 patients. Additionally, six papers were identified as systematic reviews, designated with a high level of evidence. Conclusions: This study presents a comprehensive bibliometric analysis of papers published on “oral mucosal lesions in COVID-19.” The findings will assist researchers in identifying impactful papers, understanding the prevailing research trends, and guiding future research directions in this domain. The insights gained from this analysis can contribute significantly to advancing knowledge and improving patient care in this critical area of study.

The 2020 health pandemic and high-profile police murders of Black people inspired national conversations about racism and police brutality. This study examined how Intermediary Public Policy Organizations (IPPOs) discursively engaged with the racialized nature of the pandemic and the police murder of George Floyd, which have increased awareness of systemic racism in society. Our discursive analysis of IPPO statements published during these events revealed a pattern of humanizing higher education institutions, race evasive policy proposals, and a lack of policy action addressing systemic racism. IPPO evasion of race is consequential because it has the potential to limit the ability of public policy to dismantle systems of oppression and highlights the need for race-conscious policies to support Black, Indigenous, and people of color students and communities.

Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses. Teaching Implications: We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments. Conclusion: We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses.

Objectives: This review aimed to determine the form, results, and barriers to exercise-based rehabilitation programs for severe COVID-19 survivors. Methods: Searching for the article was carried out from August to October 2021. We used the PubMed database as a search media with the keywords ([‘COVID-19’ OR ‘COVID 19’ OR ‘SARS CoV-2’ OR ‘post COVID-19’] AND [‘rehabilitation’]). Original articles and case reports published in the last 2 years (July 2019-2022), written in English, available in full text, and accessible in PDF or HTML format were included. Articles were excluded if they did not fit the research topic after reading the full text. Results: There were a total of 7461 articles found at the initial screening using keywords. In the next screening using the inclusion and exclusion criteria and after reading the whole article, we found 9 articles that matched the topic. Of these, 7 articles were original articles and 2 case reports. All of the articles explained the forms and outcomes of exercise-based rehabilitation in severe cases of COVID-19 survivors. However, no article explained the barriers to rehabilitation. Discussion: Exercise was generally given to increase exercise tolerance in severe COVID-19 survivors in both inpatient and outpatient cardiopulmonary rehabilitation programs. The form of exercise was aerobic, strength, or endurance training, and other forms of exercise such as balance training as well as breathing exercises. The type and intensity of exercises given were tailored to the patient’s needs. Research showed that exercise-based rehabilitation programs resulted in a positive impact on increasing the survivor’s quality of life, functional capability, and exercise tolerance. A previous study explained that barriers to rehabilitation in COVID-19 were related to the patient’s health condition, COVID-19 infectivity, and issues related to health services.

Bibliometric analysis of highly cited papers facilitates researchers in formulating strategic research possibilities and addressing gaps in specific domains. In this context, a bibliometric analysis was conducted to identify published papers on "oral mucosal lesions in COVID-19" within medical literature. A comprehensive search was performed in the Scopus database in July 2023. Relevant articles were retrieved, reviewed, and data for the bibliometric analysis was recorded. Network visualization of authors, countries, and keywords was generated using VOSviewer software. The analyzed articles were published over the last three years, from 2020 to 2023, with the highest output observed in 2021. The citation count for individual papers ranged from 1 to 340, with a mean of 22.325 ± 58.93 citations. A total of 37 journals were involved in publishing papers on this topic, and five authors each contributed three papers. Notably, Brazil made the highest number of contributions with eight papers. Among the 40 papers, 19 were review papers and 16 were articles discussing various aspects of oral mucosal lesions in COVID-19 patients. Additionally, six papers were identified as systematic reviews, designated with a high level of evidence. This study presents a comprehensive bibliometric analysis of papers published on "oral mucosal lesions in COVID-19." The findings will assist researchers in identifying impactful papers, understanding the prevailing research trends, and guiding future research directions in this domain. The insights gained from this analysis can contribute significantly to advancing knowledge and improving patient care in this critical area of study. • First comprehensive bibliometric analysis on "oral mucosal lesions in COVID-19" in medical literature. • Offers valuable insights to researchers for strategic planning and further exploration in this domain. • Thoroughly examined articles from 2020 to 2023, with a peak in output observed in 2021. • Six systematic reviews among 40 papers, indicating high-quality evidence-based studies. • Brazil emerged as the top contributor with eight papers on the subject. [ABSTRACT FROM AUTHOR]

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The pandemic has disrupted students' lives, learning, and well-being worldwide and exacerbated existing disparities in education. Countries have unevenly followed policy recommendations to ensure education by non-governmental agencies, and in some cases, political and economic ideology has directly influenced the decisions taken, Spain being a case in point. The instructions and regulations published in April 2020 in Spain are analysed and compared in order to regulate the end of the school year, its evaluation, and the start of the new year, given the situation of suspension of classes during and the confinement of the Spanish population decreed due to the COVID-19 pandemic. The 20 documents published by the Autonomous Communities of Spain are subjected to critical discourse analysis. Their approaches and the aspects they highlight or ignore are examined to identify the different models of education that each region defends in times of crisis. There are significant differences between conservative and progressive regions, the latter being more inclined to implement the recommendations of non-governmental organisations.

Background: The paper examines the "mysterious case of the disappearing toilet paper" during the COVID19 pandemic. Purpose: This paper describes the strategic impacts on paper and packaging supply chains due to the pandemic. Study design/methodology/approach: Structured interviews and qualitative discussions with organizational and supply chain management leaders. Findings/conclusions: Several "behind the scenes" and less well-documented supply chain impacts in the paper and packaging, and logistics industries were discovered. The critical effects observed are: (1) Impact on the manufacturing side was mitigated mainly by implementing CDC guidelines and by the willingness of industry leaders to go above and beyond to shield their employees from economic hardships. (2) The transportation sector has experienced a more severe workforce shortage, amplified by government actions before and during the pandemic. (3) Product specialization, a pre-pandemic strategy for industry participants, turned into a weakness during the pandemic due to unprecedented shifts in demand across sectors. (4) Traditional "lean" supply chain thinking is increasingly making way for a more interconnected "risk avoidance" strategic model. Limitations/future research: The research is limited to organizations in Midwest U.S.A. and one organization in Europe.

BackgroundThe COVID-19 pandemic has disproportionately impacted rural and under-resourced urban communities in Kansas. The state’s response to COVID-19 has relied on a highly decentralized and underfunded public health system, with 100 local health departments in the state, few of which had prior experience engaging local community coalitions in a coordinated response to a public health crisis.MethodsTo improve the capacity for local community-driven responses to COVID-19 and other public health needs, the University of Kansas Medical Center, in partnership with the Kansas Department of Health and Environment, will launch Communities Organizing to Promote Equity (COPE) in 20 counties across Kansas. COPE will establish Local Health Equity Action Teams (LHEATs), coalitions comprised of community members and service providers, who work with COPE-hired community health workers (CHWs) recruited to represent the diversity of the communities they serve. CHWs in each county are tasked with addressing unmet social needs of residents and supporting their county’s LHEAT. LHEATs are charged with implementing strategies to improve social determinants of health in their county. Monthly, LHEATs and CHWs from all 20 counties will come together as part of a learning collaborative to share strategies, foster innovation, and engage in peer problem-solving. These efforts will be supported by a multilevel communications strategy that will increase awareness of COPE activities and resources at the local level and successes across the state. Our mixed methods evaluation design will assess the processes and impact of COPE activities as well as barriers and facilitators to implementation using aspects of both the Consolidated Framework for Implementation Research (CFIR) and Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) models.DiscussionThis protocol is designed to expand community capacity to strategically partner with local public health and social service partners to prioritize and implement health equity efforts. COPE intentionally engages historically resilient communities and those living in underserved rural areas to inform pragmatic strategies to improve health equity.

The demands of current instructional realities for moving to completely online formats have led to dramatic changes in the ways that centers for teaching and learning serve their communities. Pedagogical programs have been adapted, invented, and reimagined for online modalities. In this article, we share an approach borrowed from marketing--segmentation, targeting, and positioning (STP)--and describe three cases showing the application of STP in our center's work with instructors. This approach has helped us clarify and target our pedagogical priorities, allowing us to make appropriate trade-offs to produce more focused educational development programming that better meets our audience's needs, constraints, and contexts.

This article examines the results of a study comparing writing centers' mission statements with their statements about changes due to COVID-19. Of the 100 center websites examined, 28 had both mission and COVID statements. Our study unpacks trends found across those 28 websites. Using a content analysis approach, we coded content on these websites for writing pedagogy, political identities, and strategies for addressing COVID. The results suggest that while process pedagogy is the dominant ideology invoked in mission statements, equity in the writing center is a growing concern. The results also suggest that when various centers addressed community safety when discussing COVID, they missed an opportunity to link concerns for community safety with diversity, equity, and access. The results open spaces for discussions about how centers can best convey their ideologies to students via websites and help students feel seen, heard, and understood.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.