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This article examines the labor market returns to earning industry-certified credentials in the manufacturing sector. Specifically, the authors are interested in estimating the impact of a manufacturing credential on earnings and probability of employment, both overall and within the pre- and post-credential industry of employment. They link students who earned manufacturing credentials to their educational enrollment and completion records, and then further link them to IRS tax records for earnings and employment and to the American Community Survey and decennial census for demographic information. Earnings trajectories are presented for workers with credentials by demographic group, including age, race/ethnicity, gender, and educational attainment. To obtain more causal estimates of the labor market impacts of credentials, the authors implement a coarsened exact matching strategy to compare outcomes between otherwise similar people with and without credentials. Findings show that the attainment of a manufacturing industry credential is associated with increasingly higher earnings and a higher likelihood of labor market participation. [ABSTRACT FROM AUTHOR]

Athletes' history of concussions is an important indicator of risk potential in organized sports. The purpose of this project was to explore differences by sport classification (contact vs. noncontact) and sex on concussion history among university club sports participants. This was a cross-sectional quality improvement study (n = 593). The outcomes were self-reported answers to: (1) How many times have you been diagnosed with a concussion? and (2) How many times have you had your "bell rung"/"dinged"? Multivariable logistic regression models examined the association of contact club sport participation and sex on the history of concussion and prior experience of having their bell rung. Models were adjusted for age, race, participation in multiple sports, and years of participation in sports, and years in college. When compared to those in non-contact club sports, the adjusted odds of reporting ever having a concussion were 2.29 times higher for those participating in contact club sports (OR = 2.29; 95% CI: 1.49, 3.53). In the model for having a bell rung, those participating in a contact sport had 1.90 times greater odds of reporting having their bell rung in the past compared to those in noncontact sports (OR = 1.90; 95% CI: 1.25, 2.88). Whereas males and females did not differ in their self-reported concussion history, females had significantly lower odds of reporting having their bell rung in the past than males (OR = 0.46; 95% CI: 0.30, 0.69). Female athletes have a higher reporting of concussion incidence than that of male athletes. The use of terminology and variance in slang versus medical terms has the potential to affect reporting outcomes. Reporting of concussion incidents has the potential to be influenced by the nature of sport culture and sport participation in contact versus noncontact sports. Club sport athletes could benefit from tailored education related to concussions based on these results. [ABSTRACT FROM AUTHOR]

How do digitally enabled movements of workers reshape, replace, or reinforce the role of unions? Based on a comparative case study of the 2018 #RedForEd teachers' strikes in West Virginia, Oklahoma, and Arizona, this article argues that despite the hierarchical and bureaucratic character of statewide teachers' unions, the infrastructure they provided to organize, connect, and legitimize teachers' actions was critical for statewide strikes. Facebook provided a forum for teachers to express frustrations, scale participation, and in some cases, organize actions. However, the unions' coordinating capacities were also central. These findings show how combining the mobilizing capacities of social media with existing movement infrastructure can facilitate collective action. In contrast to predictions of digitally enabled activism ushering in an era of "organizing without organizations," these findings suggest that 21st-century labor movements must meld old and new organizational forms, and not discard the century-and-a-half accumulation of labor infrastructure won by previous generations. [ABSTRACT FROM AUTHOR]

Background: In recent years, patient advocacy has emerged as a prominent concept within healthcare. How nursing students decide what is best for their patients is not well understood. Objective: The objective is to examine nursing students' views on doing what is best for patients during their clinical experiences and how they seek to establish patient interests when providing care. Research questions guiding the interview were as follows: (1) What are nursing students' perceptions of patient interests? (2) What factors influence nursing students' perceptions of advocating for patient's interests? Research design: Qualitative descriptive research using thematic analysis. Participants and research context: Data was collected through individual online interviews with nine nursing students with clinical experience. Ethical considerations: The study was approved by the University Research Ethics Committee. Participants provided digital informed consent. Results: The students asserted that they are able to understand the patients' interests by placing emphasis on the patients' needs. They believe that it is crucial to adopt a collaborative strategy for the provision of care to meet these requirements. In addition, some of them expressed concern over the most effective methods of advocating for the interests of patients. Three themes were identified. (1) Focussing on patient needs first, (2) taking a collective approach, and (3) learning how to advocate. Conclusions: Students understand and value the ethical commitments associated with advocating for the patient's best interest by considering factors such as prioritising the patient's needs, adopting a strategy that involves everyone, and acquiring the ability to undertake the advocacy role. Additionally, nursing education strategies in clinical contexts require additional study to inspire students to do what is in their patient's best interests. [ABSTRACT FROM AUTHOR]

Objective: Understanding biopsychosocial contributions to a sensitised pain system is a key target of many pain management programs. The 'Protectometer' is a freely available educational tool that guides people with chronic pain to explore their personal threats and reassurances, identifying them as 'DIMs' (danger in me) or 'SIMs' (safety in me), to guide personalised pain management. This study aimed to explore common types of DIMs and SIMs, and examine differences between adults and young people. Materials and Methods: A retrospective qualitative study was conducted. Written DIMs (n = 504) and SIMs (n = 711) were collected from 96 participants with chronic pain (77 adults aged 18–85 years; 19 young people aged 9–17 years) across 15 multidisciplinary pain management groups. DIMs and SIMs were transcribed and analysed using deductive content analysis. Results: Four overarching themes were identified: 'Engaging with the environment', 'In my body', 'My emotional health', and 'Activities and behaviours'. Similarities in SIMs were found, with the greatest proportion of SIMs in the social domain (49% adults; 47% young people). While adult DIMs were fairly evenly spread across the biological (37%), psychological (27%) and social domains (36%), young people's DIMs were predominantly in the psychological (44%) and social (43%) domains. Discussion: These findings provide insights into common threats and reassurances people in pain perceive, and revealed age-related differences in biopsychosocial contributions to pain and pain relief. Findings also highlight the importance of social-based interventions as part of pain management therapies for both adults and young people. [ABSTRACT FROM AUTHOR]

This study contributes to research exploring social factors shaping gender identification. Informed by structural symbolic interactionism, social identity theory, and Levitt's psychosocial theory of gender, we explore how a key aspect of external social structure—adolescent family socioeconomic status—is associated with gender identification in emerging adulthood. We examine whether correlates of family socioeconomic status, including adolescent family and educational experiences and friend and high school characteristics, are associated with a cisgender, binary transgender, nonbinary, or gender unsure identification. Using data from High School Longitudinal Study of 2009 (HSLS:09), we find a positive association between adolescent family socioeconomic status and a nonbinary gender identification. Analyses indicate that educational and family experiences account for the largest percentage of the association between adolescent family socioeconomic status and nonbinary gender identification, potentially representing higher SES youths' heightened access to middle- and upper-class cultural schemas and resources. [ABSTRACT FROM AUTHOR]

Background: Community mental health is growing discipline in psychology that recognizes the importance of creating a community that fosters wellness. Although universities provide many individuals a sense of community, little research has examined how community mental health interventions can be implemented into a classroom setting. Purpose: This paper provides a proof of concept of a university course that was created to give students the opportunity to interact with their campus community while receiving course credit over two semesters. Approach: In the first semester, the course provided students with content and theory as it relates to community mental health, well-being, and health promotion. The second semester implemented experiential learning, where students applied knowledge and skills to a placement related to mental health and well-being within their university. Conclusions: This university course can provide benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the community (e.g., accessible mental health services). This research presents a course framework that other post-secondary institutions can build upon and implement into their own programs. Implications: Future research should focus on implementing experiential learning courses that provide opportunities in the mental health field for undergraduate psychology students to facilitate post-graduate student success. [ABSTRACT FROM AUTHOR]

This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools. [ABSTRACT FROM AUTHOR]

This study explores a Capstone course's pedagogical process and considers both the challenges and triumphs that emerge from experiential learning within a news desert region. The research employs micro-ethnographic methods to analyze the learning outcomes gleaned by both students and instructors of one magazine publishing Capstone course over the timespan of 9 years, 2014 to 2023. The research acknowledges the pedagogical evolution of the Capstone course as both a means of assessment and workforce preparation and seeks to add the concept of the Capstone as a venue for service and community journalism. [ABSTRACT FROM AUTHOR]

Access to education and health care are core development goals of the United Nations since its inception. Today, almost all countries have education and health systems in place. In former colonies, the historical roots of these systems can often be traced back to colonial times. In this article, we argue that spending on social services for the local population was seen as a necessary condition to expand the trade-based colonial economy especially in the initial stage of social services dating back to the interwar period. Using novel data on health and education expenditure in 35 former British and French African colonies during the height of their empires (1919–39), we show that trade volumes account for a large share in the variance of expenditure on education but not health services, and that present-day expenditures partly reflect these patterns. Our results suggest that similar mechanisms are at play within the two empires and differences between them are in degree rather than in kind. [ABSTRACT FROM AUTHOR]

Rousseau is well-known for his work on education, entitled Emile, or On Education, and equally vilified for the gendered education presented in its concluding chapter. This is not his only educational offering, however. He proposes an alternative moral education in his preceding novel, Julie, or the New Heloise, and this education avoids the problems inherent in Emile's and Sophie's educations, as well as offering us contemporary readers something more palatable. In Emile, the characters receive gendered educations that make them dependent moral halves, necessitated by the "second birth" of humans as sexual beings, whereas in Julie, the characters receive an education that cultivates both masculine and feminine judgment in each to make them independent moral agents, constituting a possible "third birth" for humans. While this education is perhaps only suitable in certain contexts, it reveals a complexity to Rousseau's thought on women and education that has not been previously acknowledged. [ABSTRACT FROM AUTHOR]

Objectives: Primary human papillomavirus (HPV) testing by clinician-collection is endorsed by U.S. guideline organizations for cervical cancer screening, but uptake remains low and insights into patients' understanding are limited. This study aims to primarily address patient awareness of primary HPV screening by clinician-collection and acceptance of primary HPV screening by clinician- and self-collection, and secondarily assess factors associated with awareness and acceptance. Setting: Primary care practices affiliated with an academic medical center. Methods: A cross-sectional survey study of screening-eligible women aged 30–65 years was conducted to assess awareness and acceptability of primary HPV screening. We analyzed bivariate associations of respondent characteristics with awareness of primary HPV screening by clinician-collection, willingness to have clinician- or self-collected primary HPV testing, and reasons for self-collection preference. Results: Respondents (n = 351; response rate = 23.4%) reported cervical cancer screening adherence of 82.8% but awareness of clinician-collected primary HPV as an option was low (18.9%) and only associated with HPV testing with recent screening (p = 0.003). After reviewing a description of primary HPV screening, willingness for clinician-collected (81.8%) or home self-collected (76.1%) HPV testing was high, if recommended by a provider. Acceptability of clinician-collected HPV testing was associated with higher income (p = 0.009) and for self-collection was associated with higher income (p = 0.002) and higher education (p = 0.02). Higher education was associated with reporting self-collection as easier than clinic-collection (p = 0.02). Women expected self-collection to be more convenient (94%), less embarrassing (85%), easier (85%), and less painful (81%) than clinician-collection. Conclusions: Educational interventions are needed to address low awareness about the current clinician-collected primary HPV screening option and to prepare for anticipated federal licensure of self-collection kits. Informing women about self-collection allows them to recognize benefits which could address screening barriers. [ABSTRACT FROM AUTHOR]

Breaking stereotypes and changing generational outcomes of historically excluded students requires educators who are willing to be what civil rights leader John Lewis called "good troublemakers." Transformational, culturally competent educators can make a significant impact in the lives of students, classrooms, and communities. This research studies the impact of teaching experience of the Children's Defense Fund Freedom Schools Servant Leader Interns on young educators themselves. This study reveals how Servant Leader Interns were transformed by the process of teaching in ways that influenced their sense of self-authorship, their career aspirations, and expectations of how education should be. [ABSTRACT FROM AUTHOR]

In the United States, there is an acute shortage of health service psychologists of color. In this paper, we examined this shortage in the context of the American Psychological Association's apology to people of color for psychology's role in perpetuating racism and human hierarchy. Drawing from literature on the sociohistorical context of race in America, we argue that the treatment meted out to Native Americans (e.g., exploitation and eviction from their homelands), Blacks (e.g., slavery), and other ethnic-racial groups resulted in the development of racist attitudes about human hierarchy and White superiority, and these initial behaviors and attitudes began a vicious cycle of discriminatory behaviors, racist attitudes, and societal inequities that are still affecting society in the present day. We also contend that the shortage of professional psychologists—both health service and applied—cannot be solved at the graduate school level where these individuals are trained. The solution has to start with increasing the numbers of students of color who succeed in elementary and secondary schooling, ultimately matriculating into college and graduate school. Thus, the solution requires interventions aimed at the entire educational trajectory. We conclude with recommendations for actions and advocacy from psychological associations such as the American Psychological Association as well as individual psychologists. [ABSTRACT FROM AUTHOR]

In 2020, the American Psychological Association undertook the task of examining the deleterious effects of systemic racism on people of color in the United States. This extensive examination led to the passing of three historic resolutions in October 2021, by the APA Council of Representatives, including the resolution, Role of Psychology, and APA in Dismantling Systemic Racism Against People of Color in the United States. In the resolution, there was a focus on education, science, healthcare, work and economic opportunities, criminal and juvenile justice, early childhood development, and government and public policy. These resolutions set a foundation for the field in moving forward. To effectively address systemic racism, there must be dedication and deliberate action to address the policies, structures, and practices that contribute to inequities. The primary focus of this paper is advocacy; specifically, political advocacy for psychologists to address these policies and structures, in achieving the goals of dismantling systemic racism and creating a more equitable society. [ABSTRACT FROM AUTHOR]

In recent years, young people have acquired a more active role in different areas of public life, such as culture, politics and gender debates. However, the relevance of their role in innovation processes has remained largely undiscussed. Are young people, in particular those from working class backgrounds, a forgotten actor for innovation and technological change policies? This study aims to understand whether the youth population—who are widely connected to the Internet, who do not necessarily participate in formal educational spaces but are increasingly acquiring digital skills autonomously—can be considered as an agent of innovation. Specifically, this study aims to propose and define the concept of Digital Grassroots Youth Innovation. It is based on both empirical and theoretical sources. On the one hand, it relies on a compilation of experiences of innovative activities related to digital technologies led by young people in Argentina. On the other hand, it is supported by a theoretical discussion on (a) the different types of innovations and their subjects, (b) the specificities of the 'marginal mass' in informational capitalism and (c) the characterisation of the young population in Argentina as 'NEET' (not in education, employment or training). Finally, we ask about the role played by digital technologies and non-formal learning in these particular innovation processes. [ABSTRACT FROM AUTHOR]

This article examines the significance of Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable quality education and promote lifelong learning for all. It argues that Australia must address digital inclusion disparities to meet its SDG4 commitments. Equitable, meaningful, and safe access to digital technologies for all students is vital for bridging the digital divide affecting educational opportunities for underserved populations. Ensuring all students have access to digital tools is essential for achieving SDG4 by 2030. [ABSTRACT FROM AUTHOR]

The history of quality of life (QoL) of the tribal population in India is mostly oral and not well documented. The only known fact is that they used to live within the forest and struggle for their existence. This study aims to investigate the QoL of the major tribal communities in Alipurduar—a forest endowed district in Eastern India—and analyse the differences in their QoL to provide a comprehensive understanding of the socio-economic issues encountered by tribal communities who have been living in a geographically disadvantageous area endowed with tea plantations and forests. Five tribal communities, namely Mech, Santhal, Oraon, Toto and Rabha, were selected from Alipurduar district, West Bengal, for the study, with a total of 384 samples. The WHOQOL-BREF (1996) questionnaire was used to assess the QoL of the mentioned tribal communities. Factorial analysis of variance (ANOVA) was employed to analyse the data to find out the difference in QoL among different tribal communities. The study findings indicate that there is a significant positive correlation between the different domains of QoL, including physical health, psychological health, social relationships and environmental conditions. The ANOVA results demonstrate significant differences in QoL among different tribal communities. The results show that the Toto tribe has enjoyed a higher QoL (M = 3.87, SD = 0.763) compared to other tribal groups, while the people of Oraon tribe have reported a lower QoL (M = 3.10, SD =1.065). Therefore, longitudinal studies need be conducted to get a more comprehensive understanding of the factors influencing their QoL to identify the reasons for the differences. Additionally, the government needs to understand the problems of each tribe and, accordingly, appropriate policies need to be implemented in a timely manner to improve the QoL of different tribal communities and, thus, minimise the differences and bring a balanced way of life. [ABSTRACT FROM AUTHOR]

As Peter Geschiere focussed in his early work - based on Marxism - on the articulation of modes of production, in this essay I put reproduction central, emphasizing change in and attitude towards old and new forms of education in north Cameroonian society. I indicate that articulation of forms of reproduction, shows us that 'modern/colonial' education co-exists with former forms of education and how it interrupts the gain (and retain) or control elderly people may have over younger women in general, or on their autonomy. Does education - as a means of reproduction - lead to new forms of what could be called a class-society? Can such an approach make visible a possible subdominant position or a possible autonomy of women as active agents? Or even the intersection of gender, education, ethnicity and/or religion? this essay, based on three extended case-studies (fieldwork since 1986), I contribute to a study of 'longue durée', which importance has always be underlined by Geschiere. It shows the complexity of the influence of new forms of education in this area throughout time. [ABSTRACT FROM AUTHOR]

This article explores the role of the reportative BIN in Yucatec Maya language acquisition and socialization among children aged 4 years and above, focusing on their interactions during pretend play. Building upon prior research on caregivers' strategic use of BIN, the study aims to elucidate the nuanced meanings and functions of the reportative in children's language. Through a theoretical framework rooted in the theory of engagement, the article posits that BIN serves not only as a linguistic form but also as an interactive device conveying contextual and imaginative speech. Divided into six sections, the article progresses from theoretical underpinnings to interpreting children's language in pretend play. By analyzing spontaneous speech data, the study uncovers novel insights into the dynamic nature of reportatives, emphasizing the creative ways children employ BIN to engage in games. The findings contribute to a broader understanding of reportatives and underscore the dynamic nature of children's language usage and development. [ABSTRACT FROM AUTHOR]

In the present paper, I introduce the concept of the Zone of Inhibited Action (ZIA) for the knowledge production within universities. Different zones (Zone of Free Movement (elaborated within Lewinian field theory) extended by Zone of Promoted Action (ZPA) by Valsiner in conjunction with Zone of Proximal Development (ZPD) known via the legacy of Lev Vygotsky are central to the present paper. The new concept (ZIA) is at the foreground. For that purpose, I draw upon an autoethnographic event—from the perspective of a student—showing how the ZFM, ZIA, ZPA relate to each other in an academic context. In this regard, I exemplify how negotiation between course instructor and student can help to define and sharpen the borders of the ZIA and ZPA which alters the relation of the life-space. Here, I underline that democratic back-and-forth negotiation makes the ZPA and ZIA dynamic meaning that different actions become promoted or inhibited. ZIA and ZPA only become illuminated in a democratic back-and-forth-process between student and course instructor which changes their relation to the ZFM showing that the borders of the ZFM become re-structured. [ABSTRACT FROM AUTHOR]

There is a pressing need to include older individuals in health education and uncover their specific needs. Leveraging the advantages of digitized health education, this study employed a participatory approach to engage community-dwelling older adults in co-creating a synchronous tele-education program, with dementia as the focus due to its rising prevalence and associated stigma in Singapore. Our findings demonstrate the preliminary effectiveness and feasibility of tele-education. Participants' feedback and recommendations provided valuable insights and could guide the future development of a comprehensive tele-education program. Participants' satisfaction with the co-design workshops also indicates the potential of involving older generations in the design process of user-centered digital health interventions in online environments. Moving forward, the study advocates collaboration among health institutes, government and social agencies, and community organizations, alongside systematic evaluation of the long-term impacts of tele-education, with the aim of improving health outcomes and reducing health inequalities among the older population. [ABSTRACT FROM AUTHOR]

This study aims to provide empirical evidence on the celebrity culture, i.e. the pervasive fascination of an audience with public figures, in the Philippines. We used data from the seventh wave of the World Values Survey (n = 1200) to establish whether celebrity culture exists in the Philippines. We then tested whether citizens' level of education affects one's attribution of confidence to an institution dominated by celebrities, i.e. television, over those institutions governed by experts, i.e. universities. Lastly, we performed a sentiment analysis in the comments of a YouTube video from a well-known celebrity, Toni Gonzaga, on her interview with Bongbong Marcos, the son of the late dictator, to investigate how strong celebrity influence is in the country traversing the social and political arena. The results showed that there is a significant difference between citizens' level of confidence in television and universities, and that those with lower levels of education are more likely to be confident in the television as an institution. The public sentiment of citizens on the infamous video was overwhelmingly positive. While the results underlined the strong celebrity influence in the country, our paper not only reinforces the need for a greater role of education in fostering democratic citizenry but also bears significant implications for the mediatization of politics in developing democracies. [ABSTRACT FROM AUTHOR]

Introduction: Some family members who previously made the decision to donate a family member's organs support the organ procurement organization (OPO) through volunteer work. Volunteers were asked to describe their family's organ donation story to educate the general and medical communities about organ donation. This study explored the transformative learning experienced by volunteers during and following the organ donation consent process and throughout their volunteer work. Methods/Approach: A narrative inquiry research methodology and transformative learning theoretical framework was used and 6 volunteers were recruited to participate. Two semistructured virtual interviews were conducted. Interviews were transcribed, radically reduced, and subjected to holistic-content and holistic-form narrative analysis. Findings: Participants experienced strong emotional responses during and after the loss of their family member, characterized as a period of disorientation, which lasted for an extended period preventing transformative learning. After the OPO contacted participants regarding the opportunity to volunteer, participants experienced a period of self-examination when they reengaged with the topic of organ donation. Critical reflection occurred through the act of storytelling about their family's organ donation story during their volunteer work. Storytelling to the community facilitated making meaning of their loss and transformations. Conclusion: Volunteering for an OPO played an important role by initiating self-examination and critical reflection of their prior assumptions. Through storytelling, participants reflected on their roles and made meaning of their organ donation experiences. The act of inviting donor families to reengage with the topic of organ donation through volunteer work fostered positive permanent meaningful transformations. [ABSTRACT FROM AUTHOR]

Approximately 7% of children live with food allergy, a condition that requires dietary avoidance to prevent an allergic reaction. In this qualitative study, we aimed to understand food allergy-related experiences, beliefs and learning preferences among children with and without food allergies, to inform a school-based, food allergy education program. Data were analysed thematically. We virtually interviewed children in Kindergarten-Grade 8 in Manitoba, Canada, with (n = 7) and without (n = 9) parent-reported, physician-diagnosed food allergies. We identified three themes: Naive reliance on peers and school staff to assist with food allergy management; Limited food allergy knowledge; and, Recommended food allergy curricula: complementary perspective. Our findings will help inform the development of a school-based, food allergy education program, with a long-term goal of minimizing food allergy-related worries and optimizing safety for children with food allergy. Ongoing, school-based food allergy education is needed. [ABSTRACT FROM AUTHOR]

Transitioning successfully into the workforce is an essential step toward adulthood; yet there are significant challenges many emerging adults face. In Sweden, there is a noticeable gap in research concerning the perspectives of these individuals, particularly regarding their barriers and support needs. To bridge this knowledge gap, a qualitative study was conducted, involving semi-structured interviews with 22 Swedish emerging adults who were neither employed nor engaged in education or training (NEET). The aim was to delve deeper into their views on the necessary personal and systemic support to secure employment or pursue further education. The analysis revealed three main themes: Flawed capabilities, Support systems, and Emerging adults' determination. While the participants acknowledged the benefits of personal and systemic support, they also expressed that obstacles within these support structures hindered their progress towards employment or education. Reducing these barriers could significantly enhance the prospects for NEET young adults to obtain work or continue their education. [ABSTRACT FROM AUTHOR]

The internationalization brought about by online finding aids and the United States' expanding diverse population necessitates a renewed focus on representation and accessibility in archival research. The accessibility of archival resources depends on the language in which the content is offered to the public. Throughout the United States, the Spanish-speaking population continues to grow. Employees in the University of North Texas Special Collections department obtained grant funding to translate finding aids and digital exhibits into Spanish, with an emphasis on finding a translation solution that offered a balance between cost and quality (i.e., readability and accuracy). This article discusses possible options for translation, including translation vendors, Office 365, and DeepL; findings of the project, with specifics about the cost-effectiveness and quality of each option; and general advice to other institutions interested in undertaking translation projects, regardless of available resources. [ABSTRACT FROM AUTHOR]

University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as risk-taking in preparation programs, particularly in mixed-race settings. [ABSTRACT FROM AUTHOR]

This study investigates what equity-focused school superintendents know and believe about culturally relevant pedagogy and how their leadership practices align with the tenets of culturally responsive leadership. We interviewed a diverse sample of 23 New Jersey district leaders who self-identified or were identified by others as equity oriented. Participant responses revealed an incomplete understanding of culturally relevant frameworks, although their practices often reflected the underlying principles of culturally responsive school leadership. Our findings demonstrate the need for leadership preparation programs to focus on both how and why culturally relevant education can be put into practice. [ABSTRACT FROM AUTHOR]

This study aims to analyse the impact of demographic and educational factors on in digital upskilling. We address the relationship between digital skills, critical thinking skills and the student learning experience in courses with embedded upskilling programs. Statistical analysis and exploratory research are used to analyse the data collected by the digital fitness app developed by a global company leading digital talent transformation. Our research identified the following demographic indicators that have influenced individuals' digital upskilling: Gender, Race, Residency, Pell-eligibility, Age, in addition to six academic indicators including department, major, class level, first-time freshman, High School GPA and ACT score. Discussion of findings and future research directions would lead to novel research articles focusing on longitudinal studies to assess digital skills. Also, this study shows the need for a new assessment tool to expand the scope and the sample size of the study. This article provides a valuable guidance for policy makers, higher-education institutions, educators, students, and employers, who are looking for digital talent or skill sets needed for digital transformation. The main contribution lays in data collection and analysis. This is the first study using a globally accepted digital talent assessment tool to collect data at a minority serving institution. [ABSTRACT FROM AUTHOR]

Background: Lifestyle in Western countries has significantly changed during recent decades. These and other factors have increased the prevalence of overweight and obesity, leading to a higher risk of noncommunicable diseases such as cardiovascular disease and cancer. A balanced diet has been shown to predict better health, so several public healthcare strategies aim to encourage "healthy" food choices. Objectives: To assess self-concept of knowledge about nutrition compared to factual knowledge and knowledge implementation in daily life. Design: Cross-sectional cohort study with a total of 524 Swiss women recruited, of which 447 women met the inclusion criteria for the final analysis. Methods: Main outcome measure: a self-constructed questionnaire was used to evaluate subjective and objective knowledge about healthy nutrition and its practical application. Subgroup analyses utilized Fisher's test for categorical and Mann–Whitney- U test for metric/ordinal. Results: Most participants sourced their nutritional information predominantly from nonexperts. While the majority believed they were well-educated about nutrition, this self-assessment was only partially accurate. The "nutrition pyramid" concept was widely recognized, and correct assignment of food items to dominant macronutrient components was generally accurate. However, understanding of food category ranking by optimal daily intake and composing a healthy diet was lacking. Higher education levels correlated with better objective nutrition knowledge (p < 0.001), and normal-weight women were more likely than overweight/obese women to implement nutritional knowledge daily (p = 0.021). Apart from body mass index other bio-psycho-social factors were observed. Conclusion: Recent insights show that although women perceive themselves as knowledgeable about nutrition, there are significant gaps in their objective understanding. Higher education levels improve nutritional knowledge, and normal-weight women apply this knowledge more effectively. Thus, providing accessible, high-quality expert information on nutrition is essential. Trial registration: The study has been approved by the Cantonal Ethics Committee (registration number: 2018-00358). [ABSTRACT FROM AUTHOR]

Background: The development and potential of artificial intelligence (AI) is remarkable. Its application in all medical disciplines, including rheumatology, is attracting attention. To what extent AI is already used in clinical routine in rheumatology is unknown. In addition, the perceived barriers, potentials, and expectations regarding AI by rheumatologists have not yet been studied. Objectives: To examine the current usage and perceived barriers and facilitators of AI, including large language models (LLMs), among rheumatologists. Design: National, observational, non-interventional, and cross-sectional web-based study. Methods: A web-based survey was developed by the Working Group Young Rheumatology (AGJR) of the German Society for Rheumatology. The survey was distributed at the Congress of the German Society for Rheumatology and via social media, QR code, and email from August 30 until November 4, 2023. Results: Responses from 172 rheumatologists (55% female; mean age 43 years) were analyzed. The majority stated that they did not previously use AI (73%) in their daily practice. Eighty-eight percent of rheumatologists rated their AI knowledge as low to intermediate and 84% would welcome dedicated training on LLMs. The majority of rheumatologists anticipated AI implementation to improve patient care (60%) and reduce daily workload (62%). Especially for diagnosis (73%), writing medical reports (70%), and data analysis (70%), rheumatologists reported a potential positive benefit of AI. Main AI concerns addressed the responsibility for medical decisions (64%) and data security (58%). Conclusion: Overall, the results indicate that rheumatologists currently have little AI knowledge and make very little use of AI in clinical routine. However, the majority of rheumatologists anticipate positive AI effects and would welcome increased AI implementation and dedicated training programs. [ABSTRACT FROM AUTHOR]

Uterine fibroids, known as leiomyomas, are non-cancerous tumors in women. Uterine fibroids disproportionately affect African American women, as they are more common and severe. Uterine fibroids are the leading cause of hysterectomy in African American women. Over 80% of African American women will receive a uterine fibroids diagnosis before 50. Myomectomies (removal of uterine fibroids) and hysterectomies (removal of the uterus) are more prevalent in African American women due to more significant symptoms. Socioeconomic status, including education and income, influences access to healthcare, with some treatments directly affected by insurance coverage and the cost of the procedure. This review aimed to characterize the socioeconomic disparities and inequities regarding uterine fibroids awareness, perceptions, and treatment and to understand how socioeconomic status impacts knowledge and treatment of uterine fibroids. Recognition of the treatment barriers and decisions due to socioeconomic status is a critical step in ensuring equitable treatment options for women diagnosed with uterine fibroids. A narrative literature review was conducted using PubMed, MedLine, and Google Scholar. A total of 98 articles were returned. After adjusting for the exclusion criteria, 10 articles were included in this review. The review demonstrated the disparities in treatment options based on race and socioeconomic status. Low-income women were more likely to receive more invasive treatment, which resulted in more time off work and increased medical bills. In addition, women in lower-income brackets frequented the emergency department at an increased level. This review underscored the need for additional research to learn about the role of socioeconomic status in uterine fibroid awareness and treatment. Plain language summary: The role of socioeconomic status in uterine fibroid awareness and treatment: a narrative review Uterine fibroids, known as leiomyomas, are non-cancerous tumors in women. Uterine fibroids disproportionately affect African American women, as they are more common and severe. Uterine fibroids are the leading cause of hysterectomy in African American women. Over 80% of African American women will receive a uterine fibroid diagnosis before 50. Myomectomies (removal of fibroids) and hysterectomies (removal of the uterus) are more prevalent in African American women due to more significant symptoms. Socioeconomic status, including education and income, influences access to health care, with some treatments directly affected by insurance coverage and the cost of the procedure. This review aimed to characterize the socioeconomic disparities and inequities regarding uterine fibroid awareness, perceptions, and treatment and to understanding how socioeconomic status impacts knowledge and treatment of uterine fibroids. Recognition of the treatment barriers and decisions due to socioeconomic status is a critical step in ensuring equitable treatment options for women diagnosed with uterine fibroids. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Stigma surrounding mental health persists as a significant impediment to adequate support and help-seeking behaviors in Slovenia, despite advancements in psychiatric care and education. This study investigates stigma among first-year medical students at the University of Maribor, Slovenia and how the stigma changes after completing a course in mental health literacy. PARTICIPANTS: Participants were first-year medical students at the University of Maribor in the academic year 2023/2024. A total of 116 students participated in the baseline study, with 66 students participating in the follow-up study. STUDY METHOD: The intervention involved implementing the "Transitions" program, aimed at enhancing mental health literacy and reducing stigma. We conducted a baseline study and a follow-up study, then used Wilcoxon signed rank test for repeated measures to compare the differences in ranks before and after implementation of the program. FINDINGS: There was a significant reduction in stigma after intervention (Wilcoxon Z = −3.06, P <.01), suggesting a positive impact of the educational program. This reduction aligns with findings from similar programs globally, suggesting the efficacy of educational interventions in mitigating mental health stigma. CONCLUSIONS: The study emphasizes the importance of integrating mental health education into medical curricula to foster stigma reduction and enhance mental health literacy among future medical doctors. [ABSTRACT FROM AUTHOR]

Pakistan has extremely poor breastfeeding indicators: fewer than half of infants under 6 months are exclusively breastfed, only 20% of infants are breastfed within the first hour of life, and nearly half are never fed colostrum. The country's high infant morbidity and mortality is in part due to this suboptimal infant feeding. A network of lady health workers (LHWs) employed by the government facilitate maternal and child health programs, including breastfeeding support in their communities. This study describes LHWs' perspectives and experiences regarding breastfeeding. We conducted semi-structured interviews with 14 LHWs and used thematic qualitative analysis to code and analyze the data. Our research revealed that LHWs use their role as members of the community and involve influential members of the family to build trust. Frequent home visits beginning prenatally help them address misconceptions about infant feeding. While they have strong knowledge about the benefits of breastfeeding and the importance of colostrum, they demonstrate gaps in their knowledge regarding breast conditions, the safe preparation of human milk substitutes, the physiology of milk production, and supporting mothers who are separated from their baby. Future training should address these areas where LHWs lack knowledge to help mothers facilitate early and exclusive breastfeeding. With adequate training, LHWs are uniquely positioned to use their role as trusted members of the community to effectively counsel families on the importance of breastfeeding and support the clinical needs of women during the perinatal time. [ABSTRACT FROM AUTHOR]

Early mathematics skills are predictive of later achievement, but there is evidence teachers generally provide little mathematics instruction in preschool classrooms. We conducted this survey study to better understand teachers' reported beliefs about their own mathematics skills, expectations, and practices for children with and without disabilities, and the impact of these reported beliefs and practices on the perceived effectiveness of their instruction. We found teachers had less confidence in their own mathematics skills than their mathematics teaching abilities and had differing expectations for children with and without disabilities. Their beliefs about their own mathematics abilities predicted their perceived effectiveness for typically developing children only, but their beliefs about their teaching abilities predicted their perceived effectiveness for children with and without disabilities. Implications include the need to better prepare and support teachers to teach mathematics to all children and collect data from varied sources on teachers' practices. [ABSTRACT FROM AUTHOR]

Citizens must hold accurate beliefs about politically relevant facts to preserve democratic representation, accountability and legislation. We theorize that, abstracting from one's background, schooling per se does not trigger the epistemological sophistication that is necessary to get a grasp of the political world. In this article, we study whether schooling improves the accuracy of factual beliefs about the share of foreigners and unemployed, later in life. We derive an appealing metric of belief accuracy, matching survey respondents' beliefs with the corresponding real-world datum at the time of the interview in their country, retrieving high levels of inaccuracy in both issues. More educated individuals display higher belief accuracy, most likely due to selection, rather than causality: compelling otherwise-dropouts to stay in school by extending compulsory education does not entail a significant effect on belief accuracy, in both issues. Taken together, cross-sectional and causal estimates suggest that education is necessary, but not sufficient, to contrast inaccurate beliefs. [ABSTRACT FROM AUTHOR]

Summary: This study sought to investigate the experiences and adaptations of social workers during the transition from face-to-face to online interventions amid the initial wave of COVID-19 in Israel. In-depth interviews were conducted with 27 social workers who had exclusively delivered face-to-face treatment before. Thematic analysis was employed to analyze the interviews. Findings: Data analysis revealed five primary themes concerning the transition from face-to-face face-to-face to online interventions, highlighting the challenges faced by social workers during this shift. The adjustment process was swift and often involuntary. It initiated with a shock stage, marked by difficulties in accepting the new reality due to uncertainties related to technical aspects, technological means, and social workers' attitudes toward the transition. The process concluded with social workers accepting the new reality, discovering new meanings, and gaining insights into themselves, the method, and the process. Applications: Integrating the online method into the training processes of social workers could have mitigated most challenges encountered during the transition between treatment methods. Shifts in attitudes and perceptions towards the online method result from practical experience and serve as the foundation for its application in professional work, enabling the realization of its benefits. [ABSTRACT FROM AUTHOR]

This article examines Swiss educational information and communication technology (ICT) coordinators ('Pädagogischer ICT-Support'; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school's teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit. [ABSTRACT FROM AUTHOR]

Social media (SoMe) is now a core part of modern-day life with increased use among both patients and urologists. The interplay of SoMe between these two parties is complex. From a patient perspective, SoMe platforms can serve as educational tools as well as communication portals to support networks and patient communities. However, studies report the educational value of content online is often poor and may contain misinformation. For urologists, SoMe can lead to research collaborations, networking and educational content but areas of concern include the potential negative impact SoMe can have on mental health and sharing of patient images without appropriate consent. This review serves to provide an overview of the interaction between SoMe and urology practice and provide practical guidance to navigating it. [ABSTRACT FROM AUTHOR]

Medical photography has multiple, important roles. The education of medical practitioners, documentation of disease, response to treatment, research, publication, intraoperative recording and trauma documentation all rely on medical photography. Additionally, there are important medicolegal implications pertaining to medical photography across many medical disciplines. Other than specific image use to document cases, there remains a paucity of urological literature regarding the use of medical photography in Urology. The aims of this 6-month study were to document the use of medical photography by a Reconstructive Urological Service in a tertiary referral centre and to assess the range of urological conditions photographed. A secondary aim was to specifically document intraoperative use of the medical photography. [ABSTRACT FROM AUTHOR]

Aim: To explore how overcrowding affects children's health, environment and schooling. Methods: A qualitative study was conducted with individual interviews among 20 participants with occupational experience from overcrowded Stockholm areas but diverse in professions, locations and employers. The interviews were recorded, transcribed and analysed with Systematic Text Condensation. Results: Almost all participants expressed that overcrowding has a negative impact on children's health, environment and schooling – based on perceptions of precarious and different living conditions for children in overcrowded areas, for example, substandard homes, vulnerability, stress, exclusion, limited resources, lack of learning opportunities, gender differences, confinement, shame, insecurity, conflicts, risk of criminality, and bodily impact, both physical and psychological. Conclusions: Our qualitative evidence suggest that overcrowding has a negative impact on children's health, environment and schooling. [ABSTRACT FROM AUTHOR]

Aims: Studies of the association between self-rated health and persons' income and education have almost invariably shown that people with higher education and incomes report better health. Less is known of the influence of household members' socioeconomic characteristics on individuals' health. This study thus aimed to assess the extent to which the socioeconomic characteristics of partners may contribute to explaining the variation in the respondents' self-rated health (SRH). Methods: Using an observational design, we analysed cross-sectional Norwegian survey data on SRH (2015 and 2019), linked to register data on education and income for respondents (N = 7082) and their opposite-sex coresident spouse or partner. We employed logistic regression models to assess the associations between respondents' SRH and the relative income and education of their partner. Average marginal effects were calculated to enable cross-model comparisons. Results: Net of individual characteristics, having a higher-educated partner was positively associated with SRH for both male (OR = 1.56) and female (OR = 1.36) respondents. Having a partner with an above median income (by age and sex) was positively associated with SRH for female (OR = 1.29) respondents only. For education, the positive SRH associations were roughly similar for respondents and partners. For income, the associations were more pronounced for respondents than partners. Conclusions: Our findings suggest that health is affected by the resources (or lack thereof) in one's immediate networks. To reduce social inequalities in health, health personnel might customise interactions to account for household resources. Such knowledge could also be used in health-promoting activities to enhance participation and health competency. [ABSTRACT FROM AUTHOR]

Purpose: College students' academic achievement has crucial implications for their future success. Students' health may be a key determinant of academic performance, but more research is needed to understand this relationship. Design/Setting/Subjects: Secondary analysis of the American College Health Association-National College Health Assessment III pre-COVID-19 Spring 2020 dataset. N = 39 146 undergraduates at 75 higher education institutions (14% mean response rate, comparable with other large-scale national college health surveys). Measures: Self-reported grade point average (GPA) and 33 health behaviors in the categories of dietary behavior, physical activity, sedentary behavior, substance use, sexual risk behavior, violence-related behavior, mental health, and sleep behavior. Analysis: Weighted cross-tabulations examining the association between GPA and health behaviors; multinomial logistic regressions assessing if behaviors predicted GPA, controlling for year, sex/gender, and race/ethnicity. Individual GPA categories were also compared to a D/F referent group. Results: There were gradient trends across GPA categories for A through D/F (18 behaviors) or A through C (12 behaviors) (P <.001). Each health behavior predicted GPA differences (P <.001), except heroin use (P =.052). The A GPA group was significantly different from the D/F GPA group for 27 behaviors (P <.001). In general, protective behaviors corresponded with higher GPAs and most risk behaviors were associated with lower GPAs. Conclusions: There is a link between numerous health behaviors and academic performance. Stakeholders invested in college students' health and academics should engage in mutually beneficial strategies to safeguard students' current and future well-being and success. [ABSTRACT FROM AUTHOR]

Literature on recidivism and desistance has acquired increasing relevance in the criminological discussions of recent years. This study seeks to contribute to this discourse by implementing an instrumental variable analysis to examine inmates' expectations regarding the factors that play a central role in their perceptions of factors for successful social reintegration. Results indicate that education is perceived as a key factor, while the support of family and friends exerts a limited influence over incarcerated persons' perceptions of social reintegration possibilities in Mexico. These results serve as a basis for discussing barriers to social reintegration and for exploring public policy modifications in Latin America. [ABSTRACT FROM AUTHOR]

In this study, we investigate how the accumulation of stressful life events and chronic stressors experienced in adolescence predict young adults' future self-identification (i.e., connectedness, vividness, and valence of the future self) in a sample of 1482 Swiss youth. Furthermore, we investigate future self-identification as a source of resilience mediating the association between accumulated stressful life events on the one hand, and increased delinquency and less educational attainment on the other. In line with our hypothesis, we found that experiencing more stressful life events predicted reduced future self-connectedness. This was not the case for vividness and valence of the future self. Furthermore, we found that future self-connectedness partially mediated the association between stressful life events and low educational attainment. Lastly, latent class trajectories revealed that there was no association between the timing of stressful life events – whether in early or late adolescence – and future self-identification. [ABSTRACT FROM AUTHOR]

Many educational programs aimed at addressing child maltreatment focus on teaching people how to recognize only one type of child maltreatment, most commonly child sexual abuse, rather than all types of abuse and neglect children might experience. Limited empirical evidence exists on the effectiveness of educational programs that teach adults how to identify all types of child maltreatment, as well as what reporting responsibilities are and how to properly make a report of maltreatment once it is suspected. The goal of the present study was to fill that gap by examining whether an educational program called KNOW and TELL® increased participants' knowledge on how to identify various types of child maltreatment, what the state's mandated reporting laws are, and how to make a report in the event maltreatment is suspected. A comparison of pre-training and post-training assessment results suggests that participants demonstrated improved knowledge on the signs of child maltreatment, reporting responsibilities, and intervention procedures after completing the training. The findings of this research support the development and implementation of state-specific educational programs that raise awareness on child maltreatment and teach adults what their statutorily mandated responsibilities are and how to report child maltreatment when it is suspected. [ABSTRACT FROM AUTHOR]

The British Urology Researchers in Surgical Training (BURST) is a UK-based, trainee-led urology research collaborative. Since inception in 2014, BURST has led projects in several urological subspecialties with the aim of improving urological practice for patient benefit. Key innovations we have used include an emphasis on social media communications and developing innovative technology solutions to improve collaboration. In this review article, we summarise our recent studies and highlight important strategies for performing collaborative research. Level of evidence: Not applicable. [ABSTRACT FROM AUTHOR]

This article develops the ideas of perfection and education in Spinoza and Maimonides. Both thinkers identify human perfection with intellectual knowledge and a transformation in affect. They accordingly envision education in terms of enhancing cognition and shaping the desire to know. The first steps are a critical evaluation of imagination and the development of the mind's rational, inferential powers. These steps stabilize and strengthen our positive affects, and they arouse a desire for what Spinoza calls the third kind of knowing and Maimonides calls intellectual apprehension. Individuals achieve this highest perfection by degrees, if at all. Spinoza argues that the more the body can undergo, the more we know, the more active and hence the more perfect we are, and the more joy, love, and satisfaction we experience. Spinoza calls the third kind of knowing both scientia intuitiva and amor dei intellectualis. Maimonides's perfect human being experiences an intellectual apprehension of the existence of God and receives flashes of insight concerning aporetic metaphysical questions. Although Spinoza's amor dei intellectualis transforms the knower's way of living, it is not explicitly political. Maimonides' model of the perfect human is Moses, whose intellectual apprehension brings about a passionate love for God and eventuates in prophecy, which Maimonides theorizes as the overflow of intellectual attainment through imagination. Moses is the most perfect prophet, the one who founds and organizes a community. [ABSTRACT FROM AUTHOR]

Steven Nadler has written an insightful paper on 'Spinoza and Maimonides on Human Perfection and the Love of God', in which he analyses the differences and similarities between Spinoza and Maimonides related to the suggested themes, and he argues that becoming blessed is possible. Nadler does not, however, say much about whether blessedness is possible for a few or the whole human species. I argue, though, that pursuing blessedness is hard work and that only a few, if any, seem to engage or are being enabled to engage in the pursuit of becoming blessed, that is, in striving for the highest possible good, namely, the intellectual love of God or Nature. I begin by showing what humans' typical potentials and limitations are with respect to achieving perfection, according to Spinoza. I also show that that we cannot achieve perfection: at least not in the same sense as God or Nature. In the second part I show what we as human beings have to do in order to engage ourselves in the pursuit of becoming blessed. In the final part I discuss some current conditions for education which does not in-themselves make it possible to become blessed in education, and put forward some ideas of what can be done in education in order for those concerned to strive to become blessed. [ABSTRACT FROM AUTHOR]