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Much has been written about the demographic make-up of librarianship, which remains overwhelmingly white and female, but little has been discussed about the socioeconomic background of folks entering the field. In this column, I explore some of the ways that coming from a financially disadvantaged background can impact both entering the profession and the experience of working within it. A mix of practical and aspirational action items are provided. [ABSTRACT FROM AUTHOR]

Young Americans are coming of age immersed in daily news and controversy about rising perils like climate change, and emerging ones like artificial intelligence. Generation Z has produced and embraced movements for climate action like the school strikes led by Greta Thunberg that connect to other social justice movements. But the threat posed by nuclear weapons remains a disconnected abstraction to many young people, even as tensions between nuclear-armed states over conflicts like the invasions of Ukraine and Gaza renew fears of a nuclear confrontation that were more common decades ago. In this personal essay, a life-long opponent of nuclear weapons raised during the Cold War reflects on intergenerational lessons about activism, and teaching college students to embrace their curiosity, and their fear, on the way to saving the world. [ABSTRACT FROM AUTHOR]

In this article, we provide a brief overview of generative artificial intelligence (GenAI) and large language models (LLMs). We then propose eight critical questions that libraries should ask when exploring this technology and its implications for their communities. We argue that libraries have a unique role in facilitating informed and responsible use of GenAI, as well as safeguarding and promoting the values of access, privacy, and intellectual freedom. [ABSTRACT FROM AUTHOR]

Recent research in the field of education studies has raised concerns about anthropocentric discourses and methods regarding materiality. Creating new pedagogical approaches and practices to advance cultural and material understanding is the key objective for scholars and educators. This article demonstrates how the collection of self-taken digital photographs of stones activated a researcher for educational thinking process, and it does this methodologically by using situated writing and digital photographs as co-thinkers. The main task is to explore the meaning of blurred relationships of material worlds by asking especially what stones, and especially children's interest towards stones, can teach us, what they can remind us of, and how they may help us reflect on education and growth as a celebration of open approaches and critical reconsiderations in order to deflect the focus away from anthropocentric subjectivity. The aim is to produce a novel contribution and a situated writing sample of not representing world and education but encountering them anew and being part of its process, connecting things that are not typically connected. [ABSTRACT FROM AUTHOR]

The lived experiences and minority stress of lesbian-identifying teachers in Australia contribute to ongoing compromised social and wellbeing outcomes for this cohort of people. While past research focuses on lesbian, gay and bisexual teachers as a collective, research specifically examining lesbian teachers within the Australian context, is limited, ultimately presenting a lack of representation to experiences unique to this specific cohort of teachers. Drawing upon the lived experiences of four lesbian-identifying teachers in Australian primary and secondary schools, and employing Ilan Meyer’s minority stress model, we present an analysis which delineates the adverse experiences still present in the working lives of lesbian teachers. We highlight the diverse adversities they experience because of the intersection between their sexualities and professional identities. Through thematic analysis, the study developed three themes related to 1) social influences of teachers’ context, 2) adverse experiences unique to being a lesbian-identifying teacher, 3) and identity management. This study contributes to knowledge regarding the unique experiences and minority stressors of lesbian teachers and provides specific insights to the challenges still present and felt for this cohort of teachers. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethodsResultsConclusionA greater amount of education is known to positively impact language skills in neurotypical populations, but its influence on language outcomes and recovery after stroke remains unclear.This study of 749 stroke survivors, with and without aphasia, investigated (A) which aphasia assessment tasks benefitted most from more pre-stroke education; and whether the effect of education (B) differs for aphasic and non-aphasic participants or other stroke and non-stroke-related variables, and/or (C) facilitates recovery from post-stroke aphasia.Participants ranged from one month to 42 years post-stroke. They were assessed using (i) the Comprehensive Aphasia Test (CAT), and (ii) self-report questionnaires that measured speech production, comprehension, reading, and writing at one week and one year post-stroke. Multiple regression analyses investigated the effect of education amount, and its interaction with other variables, on language outcomes and recovery. Bayesian statistics assessed the strength of the evidence for any observed effects. Many variables including lesion size, age at stroke, and initial severity were controlled for.(A) More years of formal education were associated with better overall language skills, with significant, albeit small effects found for semantic and letter fluency (β = 0.123 and 0.166) and spoken picture description, specifically, the number of words produced (β = 0.085) and grammatical well-formedness (β = 0.087). (B) The benefit of more pre-stroke education was mostly additive with the effects of other variables including initial aphasia severity and left hemisphere lesion size, but was reduced in older participants who had large lesions with severe initial symptoms. Finally, (C) no significant effect of education on language recovery was observed.More pre-stroke formal education is associated with higher post-stroke language scores on a wide range of tasks for both aphasic and non-aphasic participants, but, in participants with large lesions that cause severe aphasia, this advantage diminishes with age. These results suggest a generic benefit of education on language test performance rather than a specific role of pre-stroke education in aiding language outcomes and recovery. An individual’s educational background should therefore be considered when interpreting assessment scores. [ABSTRACT FROM AUTHOR]

This study investigates the impact of digital literacy on the digital competence of 380 Chinese university teachers. Using the Scale of Digital Literacy (SDL) and Scale of Teacher Digital Competence (STDC), the study implements a training programme based on the Teacher Digital Competence (TDC) framework. Results show that higher digital literacy correlates with increased STDC indicators. Group A, with lower initial digital literacy, sees minimal improvements, emphasising the importance of baseline digital literacy. However, Groups B and C, with intermediate to advanced digital literacy, exhibit significant enhancements in all sub-scales. The study highlights the effectiveness of tailored training for teachers with varying digital literacy levels, offering valuable insights for educational initiatives. [ABSTRACT FROM AUTHOR]

The Escuela de Ingenieros Industriales de Barcelona (School of Industrial Engineers of Barcelona) (EIIB) was founded in 1851 within the context of a reorganisation of technical education in Spain. From 1867 to 1899 it was the only Industrial Engineering school in the country, which emphasises its relevance in the development and training of human capital for industry in this period. This article analyses the development of higher education in Industrial Engineering in Europe and Spain with a special focus on the EIIB. Furthermore, it analyses those teachers and students of the EIIB who played a relevant role in the gas industry in Spain in the second half of the nineteenth century. In order to conduct this research, we have consulted the bibliography on them and also their records in this institution’s archive. [ABSTRACT FROM AUTHOR]

Over the past years, the issue of how to deal with the colonial past and whether or not to make formal apologies for its colonial wrongdoings has become highly contested in former colonising countries such as the Netherlands. This study explores how a former colonising country’s population deals with its colonial past by examining support for political apologies for slavery, just before the Dutch government actually made these apologies. We find that support for political apologies for slavery is rather low among the Dutch population without a migration background. To which cohort one belongs affects support for political apologies, with younger cohorts being more supportive. Rather different from other studies on intergroup attitudes, educational attainment does not straightforwardly affect support for political apologies. By contextualising support for apologies relative to support for multiculturalism, we highlight the unique dynamics of attitudes towards political apologies. [ABSTRACT FROM AUTHOR]

The article examines cosmopolitan nationalism within the context of imposed internationalization in Ecuador's education, focusing on Unidad Educativa Carlos Tobar (UECT) and its integration of the International Baccalaureate Diploma Programme (IBDP). It explores the teachers’ use of ‘vincular’ – linking global curricula to local realities – as a manifestation of cosmopolitan nationalism in practice. Although imperfect, this approach is presented as a necessity for educators to bridge international standards with local educational needs, reflecting the everyday negotiations and adaptations made by teachers and students. The study emphasizes cosmopolitan nationalism’s tangible presence in educational settings, enriching our understanding of its significance in navigating global-local education dynamics. By illustrating the active engagement of UECT's community with cosmopolitan nationalism, the article argues for its importance not only theoretically but as a lived experience, enhancing cosmopolitan nationalism’s relevance in discussing educational internationalization challenges. [ABSTRACT FROM AUTHOR]

Post-Apartheid South Africa is a unique period in which Black and White people can participate in acts of privilege. Seekings and Nattrass therefore argue that, contemporarily, class has taken over race as the biggest identifier of privilege. This argument has shaped the new racial composition of the once heavily segregated elite schools in the twenty-first century. I argue that while this is true, inequalities exist within the socio-psychological implications of entering these institutions, where Black students are forced to confront their identities and belonging, within predominantly White spaces, in a way that White students are not. My research has observed a form of “disculturation” taking place, as argued by Erving Goffman, which sees an individual stripped of their former identity. Black students are thus made to exist within two worlds: their private and indigenous identity, and their public, White identity adapted to their environment. Importantly, schools are fundamental to the fostering and transmission of social values and beliefs, making them pivotal in the socialisation of certain societal practices. It is for this reason that I argue that in these elite spaces, race still plays a fundamental role in identifying privilege. The question I probe, therefore, is whether we can or should separate the idea of an “elite,” private school from Whiteness. If we cannot, then how can these spaces continue to claim inclusion and diversity, while still being explicitly and implicitly exclusionary? [ABSTRACT FROM AUTHOR]

Background: Between 2018 and 2025, a national implementation programme is funding more than 500 new mental health support teams (MHSTs) in England, to work in education settings to deliver evidence-based interventions to children with mild to moderate mental health problems and support emotional wellbeing for all pupils. A new role, education mental health practitioner (EMHP), has been created for the programme. Aims: A national evaluation explored the development, implementation and early progress of 58 MHSTs in the programme's first 25 'Trailblazer' sites. This paper reports the views and experiences of people involved in MHST design, implementation and service delivery at a local, regional and national level. Methods: Data are reported from in-depth interviews with staff in five Trailblazer sites (n = 71), and the programme's regional (n = 52) and national leads (n = 21). Results: Interviewees universally welcomed the creation of MHSTs, but there was a lack of clarity about their purpose, concerns that the standardised CBT interventions being offered were not working well for some children, and challenges retaining EMHPs. Conclusions: This study raises questions about MHSTs' service scope, what role they should play in addressing remaining gaps in mental health provision, and how EMHPs can develop the skills to work effectively with diverse groups. [ABSTRACT FROM AUTHOR]

This study presents a systematic literature search and narrative meta-review of the current state of research on conversational agents (CAs), including embodied CAs, chatbots, and social assistive robots (SARs). The investigation identifies 1,830 academic articles, of which 315 articles satisfied the inclusion criteria for the review. Systematic reviews across various fields are reported, including mental disorders, neurodevelopmental disorders, dementia/cognitive impairment, other medical conditions, elderly support, health promotion, mental health, education, industrial applications, agent characteristics, and robot characteristics. The study highlights challenges in current CA research, such as the scarcity of high-quality comparative studies and the acceptance of CAs by users and caregivers, particularly in elderly support. The article also categorises ethical discussions into nine elements: privacy, safety, innovation, user acceptance, psychological attachment, care philosophy, evaluation, social systems compatibility, and rule development. It also offers insights into the development of future guidelines. The role of CAs in fostering human relationships through their conversational function is emphasised to provide guidance for subsequent CA research and social implementation. As advancements in CA technology and research continue to progress, there is an increasing demand for sophisticated psychological investigations addressing relationships, emotions, and the self. [ABSTRACT FROM AUTHOR]

In cities, a mosaic of different types of urban agriculture can be found. However, knowledge about advantages and disadvantages of the different types is still fragmented. This paper introduces an integrative evaluation framework for assessing the environmental, social, and economic sustainability of urban agriculture by applying a multi-criteria analysis based on an Analytic Hierarchy Process and a participatory approach. Based on a German case study and on the examples of vertical farming and community-supported agriculture, the results suggest that sustainable urban agriculture is a multi-dimensional approach informed by strong sustainability that places nature in the focus. Thus, the environmental dimension received the highest weight, followed by the social and, lastly, the economic dimension. Regarding the sub-criteria, species diversity achieved the highest total weight and food quality and safety the lowest. Conceptually, this paper provides scientific fundamentals for a systematic comparative evaluation of different types of agriculture for sustainable urban development. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of hearing health education programs aimed at preventing noise-induced hearing loss (NIHL), of recreational and occupational origin, by means of a systematic review and meta-analysis. Design: The search strategy was carried out in on five electronic databases, as well as referrals from experts. The risk of bias was judged, and the random effects meta-analysis was performed. The certainty of the evidence was assessed. Study sample: Effectiveness studies that used educational intervention in hearing health and prevention of NIHL were included. Results: 42 studies were included. The Dangerous Decibels program was the only one that could be quantitatively analysed and showed improvement in the post-intervention period of up to one week [SMD = 0.60; CI95% = 0.38–0.82; I2 = 92.5%) and after eight weeks [SMD = 0.45; CI95% = 0.26–0.63; I2 = 81.6%) compared to the baseline. The certainty of evidence was judged as very low. Conclusions: The Dangerous Decibels program is effective after eight weeks of intervention. The other programs cannot be quantified. They still present uncertainty about their effectiveness. The level of certainty is still low for this assessment. [ABSTRACT FROM AUTHOR]

Background: The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students' procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school. Methods: Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores. Results: Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively. Conclusions: Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training. [ABSTRACT FROM AUTHOR]

Purpose: Lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) individuals have health needs specific to their identities. However, they face discrimination and cis-heteronormativity in most patient-provider interactions, which often translate into poor healthcare. Evidence suggests doctors are inadequately trained to care for LGBTQ+ patients. Medical students are well-placed as the future workforce to establish affirming behaviours. This study garners LGBTQ+ patients' healthcare experiences, where limited qualitative evidence exists, and explores whether students have insight into these experiences. Method: Thirty LGBTQ+ patients and twenty students, evenly divided between Singapore and the United Kingdom (UK), two legally and culturally different countries, consented to semi-structured interviews in 2022 to evaluate their LGBTQ+ healthcare perceptions. Thematic analysis was conducted using a collaborative, iterative process involving five investigators, with frequent auditing of data interpretation. Results: Most patients described implicit biases with a lack of support and professionalism from doctors, hindering health outcomes. Patients experienced misgendering and a lack of recognition of sexual and gender diversity; students appreciated the need to acknowledge patient identity. Although perceptions surrounding certain themes were similar between patients and students in both countries, patients' voices on the complexity and dissatisfaction of gender-diverse care contrasted with students' lack of insight on these themes. Singapore patients were more concerned with sociolegal acceptance affecting health needs, whilst UK patients noted more nuanced barriers to healthcare. Although many students were unsure about specific health needs and perceived a lack of training, they expressed willingness to create an equitable healthcare environment. Conclusions: LGBTQ+ patients provided powerful narratives on discrimination surrounding their healthcare needs. To address these, medical students must be encouraged by healthcare educators to develop identity-affirming behaviours as future change-makers and challenge cis-heteronormative views. Alongside vital institutional changes tailored to each country, patients' and students' collective action would create meaningful educational opportunities to reach culture change. [ABSTRACT FROM AUTHOR]

Introduction: Telemedicine is an increasingly common form of healthcare delivery in the United States. It is unclear how there are differences in clinical performance in early learners between in-person and telemedicine encounters. Materials & Methods: The authors conducted a single-site retrospective cohort study of 241 second-year medical students to compare performance between in-person and telemedicine standardized patient (SP) encounters. One hundred and twenty medical students in the 2020 academic year participated in a telemedicine encounter, and 121 medical students in the 2022 academic year participated in an in-person encounter. SPs completed a multi-domain performance checklist following the encounter, and the authors performed statistical analyses to compare student performance between groups. Results: Students who completed in-person encounters had higher mean scores in overall performance (75.2 vs. 69.7, p < 0.001). They had higher scores in physical exam (83.3 vs. 50, p < 0.001) and interpersonal communication domains (95 vs. 85, p < 0.001) and lower scores in obtaining a history (73.3 vs. 80, p = 0.0025). There was no significant difference in assessment and plan scores (50 vs. 50, p = 0.96) or likelihood of appropriately promoting antibiotic stewardship (41.3% vs. 45.8%, p = 0.48). Conclusion: The authors identified significant differences in clinical performance between in-person and telemedicine SP encounters, indicating that educational needs may differ between clinical environments. [ABSTRACT FROM AUTHOR]

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations. [ABSTRACT FROM AUTHOR]

The stigma of nursing students towards people with mental illness (PMI) creates significant barriers to diagnosis, treatment, and recovery for those with PMI. It can also have a significant impact on the future career choices of nursing students in the field of psychiatry. Current research has found various influencing factors, including personal characteristics and educational influences. However, a comprehensive analysis that encompasses all aspects is lacking. The aim of the study was to conduct a convergent mixed‐method systematic review to synthesize the influencing factors of the stigma of nursing students towards PMI according to Framework Integrating Normative Influences on Stigma (FINIS) at micro, meso, and macro levels. PubMed, Web of Science, Cochrane Library, EMBASE, CINAHL and PsycINFO were searched from 1990 to 31 December 2023. The reference lists of the included literature were further checked to identify potentially relevant articles. Two authors independently screened all titles, abstracts, and full-text articles and extracted data. Study quality was assessed by two authors using the Mixed Method Appraisal Tool (MMAT). A total of 4865 articles were initially retrieved, and 73 of these articles were included. The results suggested that the stigma towards PMI by nursing students was influenced by micro, meso and macro levels. At each FINIS level, the most frequent influencing factors are personal characteristics, the treatment system and media images. Numerous interconnected factors exert an influence on the stigma towards PMI among nursing students. Our research can be used to identify barriers and facilitators to nursing students' stigma towards PMI and to provide supporting information for interventions designed to reduce this stigma. [ABSTRACT FROM AUTHOR]

Background: Many youth experiencing first-episode psychosis face more academic and vocational challenges than their peers. Yet few studies have explored the perspectives of youth who are not in education, employment or training (NEET) following psychosis and contrasted these with those of their counterparts engaged in education and/or employment. To address this gap, this study explored personal journeys of (re-)engaging in education and employment after psychosis. Methods: Using a descriptive qualitative design, grounded in self-determination theory, in-depth interviews were conducted with individuals receiving services at an early intervention program for psychosis. Eight youth who were NEET and six who were working/in education participated. Results: The analysis produced three themes that were salient to both youth with psychosis who were NEET and those in work/school: relatedness or the importance of belonging and being cared for; perceived competence; and a desire for a sense of autonomy. The themes, aligned with the self-determination theory, showed youths negotiating their decision to (re-)engage in education and employment. Discussion: Engaging in education and employment seems part of a larger process that draws on significant past experiences and the envisioned future self. Efforts targeting vocational functioning are best situated in understandings of identity, recovery, and psychological needs. [ABSTRACT FROM AUTHOR]

The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this goal and explored the potential depth of intercultural understanding (ICU) this may lead to. While we view ICU as linking directly to the SDG4 aim of developing learners' global citizenship, we also investigated the extent to which ICU transcends the appreciation of cultural diversity or 'other' cultures. Our findings suggest that in both contexts, ICU could be categorised into three key dimensions: a focus on similarities and differences, a focus on reflection and self, and a focus on transformation. In addition, there was little evidence of interculturality beyond the cultures of immigrants. Given the history in both contexts, we identify that interculturality must also involve more inclusion of Indigenous cultures within the curriculum for all students to ensure transformative intercultural outcomes are maximised. [ABSTRACT FROM AUTHOR]

Nowadays, in the times of the popularity and commercialization of dance, special attention should be paid to the situation of dance teachers. In different countries there are different possibilities to become a dance teacher. Such qualifications can be obtained at both sports and artistic universities. It is also possible to take up courses organized by national organizations, societies and dance associations. Many private schools and dance clubs organize training for dance instructors. In recent years, it has been even possible to acquire such qualifications via the Internet. Due to the various possibilities of gaining the qualifications of a dance teacher, there seems to be a need for verification, on the basis of which it will be possible to organizationally reconstruct dance schools and the substantive education process, all in order to develop the teaching staff. Research showed that it is necessary to verify people employed at dance schools, both in terms of theory and practice of sport as well as social competences. The context under study is the Polish one, however in close connection to international work in the area of dance education in Central Europe.. [ABSTRACT FROM AUTHOR]

What form might truth take in a theoretical frame which precludes notions of origin and telos? Catherine Malabou's theory of 'plasticity' is such a frame, as it takes the accumulation of life and not the search for eternal truths to be a central premise of philosophy. I conduct a close reading of central texts of Malabou's to conceptualise truth as a plastic phenomenon over three stages: conception, gestation, and nativity. The conception of truth involves its coming-into-shape; gestation its consolidation of shape; nativity the precariousness of being alive. 'Plastic truth' represents a meeting of negotiations, accidents, history, and morality, in constant motion; an epistemic modality with moral and political consequences for education. [ABSTRACT FROM AUTHOR]

Educational transitions can influence loneliness and increase mental health issues for young people transitioning between educational stages. The aim was to explore the link between educational transitions and emerging adults' loneliness and mental health and how they perceive they can alleviate and/or improve these issues. Semi-structured qualitative interviews with a total of 12 emerging adults, 10 females and two males aged 18–29 (mean age, 22.91) were conducted. Data were analysed using qualitative content analysis. Emerging adults' loneliness and mental health across educational transitions could be influenced by changes to their sense of security, for example concurrent transitions, increased academic demands, changed social network, insufficient attachment, lack of community, or changed physical environment. Transitions can be associated with positive expectations and self-development but also worry, emotional turmoil, loneliness, and mental health issues. A better transition experience can be enabled by increasing resources and activities and promoting a secure environment. [ABSTRACT FROM AUTHOR]

Even though regular engagement in physical activity (PA) among children can support their development and encourage the adoption of healthy lifelong habits, most do not achieve their recommended guidelines. Active travel (AT), or any form of human-powered travel (e.g., walking), can be a relatively accessible, manageable, and sustainable way to promote children's PA. One common barrier to children's engagement in AT, however, is a reported lack of education and training. To support children's participation in AT, this paper presents the development of a comprehensive 4-module online road safety education intervention designed to improve children's knowledge and confidence regarding AT. Using a qualitative integrated knowledge translation (iKT) approach undertaken with community collaborators (n = 50) containing expertise in health promotion, public safety, school administration, and transportation planning, our inductive thematic analysis generated fourth themes which constituted the foundation of the intervention modules: Active Travel Knowledge: Awareness of Benefits and Participation; Pedestrian Safety and Skills: Roles, Responsibilities, and Rules; Signs and Infrastructure: Identification, Literacy, and Behaviour; Wheeling Safety and Skills: Technical Training and Personal Maneuvers. Each theme/module was then linked to an explicit learning objective and connected to complementary knowledge activities, resources, and skill development exercises. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to determine the influence of educational interventions on improving the quality of life (QOL) of women suffering from pregnancy-related nausea and vomiting (NVP) as a systematic review. Methods: The current systematic review followed the standard Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist guideline. The English electronic databases were used to identify relevant studies published 2000 until 14 August 2023. The search strategies employed were based on Mesh browser keywords and free-text words. The study risk of bias was evaluated using the Cochrane Collaboration's tool for assessing the risk of bias tools and publication bias was evaluated using a funnel plot and Begg and Egger tests. The heterogeneity of the studies was evaluated using I2 and tau-squared tests. Data were analyzed using the RevMan 5 software. Results of the random-effects meta-analysis were presented using the standard mean difference, along with a 95% confidence interval (CI). Results: Out of the seven randomized clinical/control trial (RCT) studies with a total of 946 subjects included in the review, five studies reported a significant result, indicating that the interventions had a statistically significant effect on the QOL of women suffering NVP and in two studies did not have a significant result. A subgroup analysis was done based on the type of quality-of-life measurements. The pooled standardized mean difference (SMD) of four articles (Nausea and Vomiting Pregnancy Quality of Life, NVPQOL) with a total of 335 subjects was −2.91, and CI of −4.72 to −1.11, p value =.002, I2 = 97.2%. The pooled SMD of three articles (SF36) with a total of 611 subjects was −0.05, and CI of −0.23 to −0.12, p value =.550, I2 = 10%. Conclusions: The overall results of the analysis indicated that educational intervention had a small positive impact on the QOL of women experiencing NVP. However, to draw a better conclusion, it is recommended to conduct further studies with larger sample sizes and longer follow-up periods. [ABSTRACT FROM AUTHOR]

Education and work are two essential parts of young people's lives. Currently, the relationship between education and work in the youth policy field is predominantly discussed from the perspective of a narrow economic discourse of education to work transitions. This is despite the fact that this narrow paradigm of examining youth transition from school to work which was prevalent in the 1980s and early 1990s has been consistently problematised and re-worked in the past few decades. Drawing on longitudinal data collected from a cohort of Australian young adults reporting their self-assessment of and their reflections on the connection between their study and work, this paper provides new empirical evidence in support of some of the arguments that have emerged within the field of youth studies regarding transition. Grounded in a broader conceptualisation of transition and informed by theories of youth citizenship, this paper highlights the complexities involved in young people's navigation of education and work, and proposes the metaphor of a double helix which considers education and work as two interconnected venues through which recognition and meaning are achieved by young people in a postmodern society. [ABSTRACT FROM AUTHOR]

This article explores LGBTQ + young adults' schooling and university experiences at the intersection of ethnicity and sexuality in Australia. Using the lenses of sexual citizenship and belonging, a sociomaterial polytextual analysis of the 'middle' was conducted with data from qualitative in-depth narrative and photo-elicitation interviews among Lebanese, Indian and Anglo LGBTQ + young adults. The analysis found that while participants had encountered bullying and prejudicial attitudes based on sexuality, gender and ethnicity, many of them had positive experiences at school and viewed university as facilitators of opportunity and discovery. The findings suggest that educational institutions are neither inherently safe nor unsafe; rather, they are important spaces whereby the sociomaterial entanglements of identity, sexual citizenship and belonging are negotiated. Crucially, they demonstrate that minority sexuality, ethnicity and gender themselves are not immutable barriers to participation, and call for strategic investment into spaces that support both student safety and critical discussion. [ABSTRACT FROM AUTHOR]

The lives of young adults on Ameland, a small island off the northern coast of Friesland (the Netherlands), are defined by a particular kind of migratory rhythm between the island and the mainland. This is because all students in the Netherlands are required by the 'leerplicht' (compulsory education) law to finish high school with a so-called 'starting qualification', but the lone school on Ameland does not offer this diploma. For this reason, each year's graduating high school class undertakes the rite of passage of moving to the mainland to finish their education, usually in the nearby city of Leeuwarden. Most live together in Amelander houses in Leeuwarden, where they learn to live as independent adults from a young age, form friendships with Amelanders from other social networks and age cohorts, redefine and strengthen their sense of island identity, and bring these new connections home to the island each weekend. As a result, the social life of Ameland is renewed and remade through weekly acts of leaving and returning. In this multi-sited ethnographic study, we describe young adult mobility on Ameland and its implications for the island's social identity. [ABSTRACT FROM AUTHOR]

In this article I develop the conceptualisation of affective recognition as a means of deepening understandings of education's contribution to peacebuilding and social justice in conflict-affected contexts. Scholars have highlighted that one of the crises in peacebuilding education today is the failure to understand and harness the role of the transrational and the affective. I therefore bring together feminist theories of social justice and affective economies to analyse non-formal education programmes with young people in Cambodia and Kosovo and develop the concept of affective recognition. I contend that affective recognition demonstrates the central role of affect in enabling processes of peacebuilding and social justice through educational programmes. [ABSTRACT FROM AUTHOR]

Objective: Older adults with asthma (OAA) have elevated asthma morbidity rates. A six-session intervention based on self-regulation theory was shown to improve outcomes. However, wide-spread implementation was difficult due to the in-person design. Our objective was to determine the feasibility and acceptability of an updated intervention for OAA that is completely remote, includes a physician component, and utilizes shared decision-making (SDM). Methods: A pilot study of 12 OAA with uncontrolled asthma and their asthma providers was conducted at three health centers. The remote intervention (titled SOAR) consisted of 4 sessions (2 groups and 2 individual). Asthma providers (both specialists and primary care) were sent updates of progress along with information on how to incorporate SDM into the visit. Implementation (feasibility, acceptability, and appropriateness) and clinical (asthma control, asthma quality of life, perceived control, depression, and self-confidence) outcomes were measured. Results: SOAR was found to be feasible, acceptable, and appropriate, with values on validated implementation scales similar to those of in-person behavioral interventions. Asthma providers found the program helpful and intended to change care based on the updates. Asthma control scores improved significantly from baseline (14.2 to 16.8, p = 0.04), as did asthma quality of life (4.2 to 4.9, p = 0.03) and self-confidence to manage asthma (7.1 to 8.5, p = 0.02). There was no change in depression nor perceived control scores. Conclusion: A remote behavioral intervention appeared feasible and acceptable for OAA and their health care providers, and can improve outcomes. Larger scale implementation trials are warranted. [ABSTRACT FROM AUTHOR]

In recent decades, there has been a growing interest in studying the relationship between education and its impacts on the labour market. While the relationship between education and wages has been extensively researched, the empirical evidence regarding employment opportunities remains poor. In this article, we examine the impact of education in improving labour market outcomes of working-age individuals in Kosovo, emphasizing its role in the probability of employment. Our analysis is based on an extensive dataset compiled from Kosovo Labour Force Survey for 2015, 2016 and 2017, which includes more than 75 thousand observations. Using the probit model, we analyse the impact of education on the probability of employment and labour force participation in Kosovo. Our findings show that, relative to those with no formal education, the likelihood of being employed increases by 26.9% for individuals with primary education, while for those with secondary and tertiary education, the likelihood increases by 55 and 76.6%, respectively. We see these significant changes in employment opportunities due to education as significant returns to investment in education that have driven the increasing trends in educational enrolment in recent years. [ABSTRACT FROM AUTHOR]

Forced displacement has disrupted Syrian refugees' lives and exposed them to new communities and norms. This paper assesses how gender norms shape the lives of Syrian refugee adolescent girls in Jordan, using nationally representative data. We use factor analysis to summarise a variety of beliefs and behavioural aspects of norms: gender role attitudes, justification of domestic violence, decision-making, and mobility. We compare these outcomes by sex, nationality, and for adolescents versus adults. We complement our data on individual beliefs and behaviours with family and community beliefs and behaviours as proxies for others' expectations and behaviours. We then examine how own, family, and community gender norms relate to two key adolescent outcomes: domestic work and enrolment in school. We find that while gender role attitudes are similar across generations and nationalities, Syrian adolescent girls are particularly restricted in their mobility. Nonetheless, they have similar educational outcomes as boys and, after accounting for differences in socioeconomic status, as Jordanian girls. While gender inequality in domestic work is substantial, higher levels of own and mother's decision-making predict lower domestic workloads, illustrating the linkages between different dimensions of gender norms and economic outcomes. [ABSTRACT FROM AUTHOR]

This paper investigated teacher wellbeing in a rapidly expanding educational context of Universities of the Third Age in China. Based on the analysis of 48 metaphors innovatively elicited from 27 teacher participants, important cognitive, affective and social aspects of teaching and learning that configure teacher wellbeing have been outlined. It is argued that teaching is a cognitive development in which new knowledge, ways of teaching and understanding of self are progressively gained in the classrooms where students are often more senior and experienced. Teaching is also an emotional labor where passion, empathy, companionship and patience are crucial in facilitating successful later-life learning and aging. Furthermore, teaching realizes social functions, including but not limited to enlightening older adults, creating a synergized learning environment and fulfilling multiple social responsibilities as a good teacher, a cultural disseminator and a Chinese citizen. Findings suggest the need to understand these under-represented teachers for quality elderly education in the global trend of population aging. [ABSTRACT FROM AUTHOR]

This article reports a case study of older adults learning English in China. It indicates how, founded on consequentialist ethics, risk analysis, and safeguarding, it was decided to use covert research, drawing on the confluence of risk analysis, risk evaluation, risk management, safeguarding, research ethics, and important contextual and cultural features. Ethical principles of nonmaleficence, beneficence, safeguarding, and protection were addressed, and account was taken of the strength, likelihood, and consequences of risks, safeguards, and benefits, informed by Chinese cultural contexts, values, behaviors, and features of teaching and learning based on andragogy and geragogy. Implications are drawn for teaching and learning with older adults, advocating significant account to be taken of contextual factors. [ABSTRACT FROM AUTHOR]

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered. [ABSTRACT FROM AUTHOR]

Determinants of health are important drivers of health states, yet there is little work examining their role in the relationship between HIV stigma and health. This study uses moderation analysis to examine how determinants of health affect the relationship between enacted, internalized, and anticipated stigma and mental health. Quantitative data was collected on 337 participants in Ontario, Canada at baseline (t1) between August 2018 and September 2019 and at follow-up (t2) between February 2021 and October 2021. Separate moderation models were created with each determinant of health (age, gender, sexual orientation, ethnicity, geographic region, education, employment, and basic needs) acting as the moderator between types of stigma at t1 and mental health at t2. Age was a significant moderator for the relationship between internalized and enacted stigma at t1 and mental health at t2. Region was a moderator for enacted and anticipated stigma and mental health. Sexual orientation was a moderator for anticipated stigma and mental health. Lastly, having basic needs was a moderator for enacted and anticipated stigma and mental health. Our findings suggest that intervention strategies may be more effective by incorporating supports for these determinants of health in addition to stigma reduction to improve mental health. [ABSTRACT FROM AUTHOR]

Digital health technology interventions have shown promise in enhancing self-management practices among adolescents living with Human Immunodeficiency Virus (ALHIV). The objective of this scoping review was to identify the preferences of ALHIV in low- and middle-income countries (LMICs) concerning the use of digital health technology for the self-management of their chronic illness. Electronic databases, including PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL) (Plus with Full Text), Central (Cochrane Library), Epistemonikos, and Medline (EbscoHost), were searched. The review focused on English articles published before June 2023, that described a technology intervention for ALHIV specifically from LMIC. The screening and data extraction tool Covidence facilitated the scoping review process. Of the 413 studies identified, 10 were included in the review. Digital health technology interventions can offer enhanced support, education, and empowerment for ALHIV in LMICs. However, barriers like limited access, stigma, and privacy concerns must be addressed. Tailoring interventions to local contexts and integrating technology into healthcare systems can optimize their effectiveness. Review registration: OSF REGISTRIES () [ABSTRACT FROM AUTHOR]

This paper develops a new measure of human capital, calculated as a cohort-weighted average of the quality of education (PISA scores) and the quantity of education (mean years of schooling). Contrary to the existing studies, the relative weights of quality and quantity are estimated (and not calibrated). The quality of education is estimated to be three to four times more important for education than the quantity of education. The new measure has a strong link to productivity, which materialises with long lags. Productivity gains are much greater from improvements in the quality than quantity component of human capital. [ABSTRACT FROM AUTHOR]

The value and importance of play for children's well-being, learning and development is evidenced by its inclusion within the UN Convention on the Rights of the Child, and its increased policy and research presence on a national and international stage. However, with a need for educators and pupils to navigate a range of implicit tensions in understandings of play and formal learning, enactment of playful pedagogy in primary schools is not without its challenges. This article situates playful teaching and learning in the primary education sphere, drawing from the broader policy and research context, and findings from empirical case study research conducted with Irish primary school teachers (n = 6) exploring playful music pedagogy over a 6-week period in their classrooms in 2019. Results indicated teacher perceptions of a capacity for playful music pedagogy to facilitate deep, holistic learning in tandem with enhanced engagement and motivation for children. Also of note is a blurring of boundaries between play and work with implicit shifts to classroom culture, ownership, and associated movement outside comfort zones for teachers and pupils alike. Recommendations are made pertaining to cultural and policy shifts, and sustained support for educators in navigating tensions, paradoxes and challenges associated with implementing playful pedagogy in the Irish primary education context. [ABSTRACT FROM AUTHOR]

This paper assesses equality in Irish post-primary education, focusing on the provision of state-funded education and specifically on the provision of schools not segregated by religion, gender, or the charging of fees. Using the concept of the educational landscape, it integrates a macro-micro perspective that combines an analysis of national data generated by the Central Statistics Office and the Department of Education and Skills with a case study in Dublin. It shows that educational provision is far from equal in Ireland. Outside of Irish cities, it is largely the norm for the state to provide schools that do not separate or exclude children on the basis of religion, gender, or ability to pay. However, within Ireland's cities, such provision is much lower, and the educational landscape remains highly segregated. Moreover, within Dublin, it is not only the provision of inclusive (i.e. not segregated) post-primary facilities that is unequal, but the provision of post-primary education more generally. This spatially unequal educational investment may be linked to other inequalities experienced by Dublin's teenagers, with children in areas of low and segregated school provision spending a disproportionately large share of their time travelling to school compared to children in areas of higher state investment. [ABSTRACT FROM AUTHOR]

Background: Over the past two decades, "aphasia awareness" has been studied across 19 countries and five continents. Despite international efforts, awareness of aphasia has remained persistently low and little consideration has been given to what it actually means to be "aphasia aware". In order to raise awareness of aphasia, it is first necessary to understand how key stakeholders perceive the topic, and their experience of raising awareness of aphasia and the factors which may enable or hinder success. Aims: To explore international stakeholder: (1) perspectives on aphasia awareness, (2) experiences of delivering aphasia awareness campaigns; and to identify (3) barriers to, and facilitators of, successful aphasia awareness raising activities. Methods & Procedures: Two cross-sectional, international, online surveys were conducted. Survey 1 was conducted with people living with aphasia (PLWA: people with aphasia, family members, friends, carers). Survey 2 was conducted with people who work with PLWA (workers: clinicians, researchers, volunteers, consumer organisation representatives). The surveys contained 31 and 25 questions respectively across four topic areas: demographics, perspectives on aphasia awareness, experiences of running aphasia awareness campaigns, and barriers to, and facilitators of, raising awareness. Closed and open-ended responses were elicited. Data were analysed using descriptive statistics and qualitative content analysis. Outcomes and Results: A total of 105 PLWA and 306 workers, from 39 countries, completed the surveys. More than 90% of participants considered aphasia awareness to be "very" or "extremely important", primarily due to the communication and information barriers faced by people with aphasia daily. Participants reported that being "aphasia aware" meant knowing: that aphasia does not affect intelligence (PLWA), and how to communicate with a person with aphasia (workers). In total, 15% of PLWA and 31% of workers reported they had previously run an aphasia awareness campaign. Barriers to campaign success included insufficient resources (e.g., funding, time) and lack of experience and specialised skills (e.g., health promotion). Key facilitators included people living with aphasia (including celebrities) sharing their stories and being key members or leaders of the campaign. Conclusions: "Aphasia awareness" was considered essential by all participants. To enhance aphasia awareness misconceptions and stereotypes about communication disability must be challenged and practical education on how to communicate with a person with aphasia provided. These results lay the foundation for developing an international aphasia awareness campaign. Future research is needed to identify campaign priorities and to co-design the campaign. [ABSTRACT FROM AUTHOR]

While true interdisciplinarity is needed to understand morality and its development, a realistic step in that direction for the current special issue is to enhance and promote a neglected disciplinary contribution to the field, namely sociology. This special issue brings together six articles applying sociological analysis to moral development and education together with one article overviewing sociological contributions to morality in general. The work is intended to invigorate sociological treatments of moral development and education as a step toward a genuinely interdisciplinary domain of research on morality and its education. The contributions to this special issue bring alive the moral background by combining contextual and individual levels of analysis in the exploration of difficult topics. [ABSTRACT FROM AUTHOR]

Inspired by Aristotle and Goffman this article considers how the study of virtue acquisition may be pursued through an observational theorising about social interactions in institutions. Adapting Goffman's and Harré's notions of moral order and moral career, it proposes character education to be a dialogic process requiring negotiation between social actors over time. Taking part in educational institutions, learners learn to perform various roles in a manner by which virtues are to be attributed. But this is not all. Goffman's and perhaps Aristotle's accounts are arguably too 'thin' to allow for moral change, unless these processes themselves are mastered by learners and may be transcended by them. It is thus by applying the sociological imagination to the institutions we are in, the criticality necessary for true character is developed. The role of sociology in character education is therefore twofold: to inform educators in the creation of institutions and practices that transmit and manifest virtues; and, as an essential part of a virtue-ethics curriculum—giving moral agents the sensitising concepts necessary to understand, negotiate and mould the social frame. [ABSTRACT FROM AUTHOR]

Educational institutions exist in reciprocal relations with broader social and moral ecologies. These ecologies involve interactions of networks of individuals and groups with wider aspects of culture, and are therefore broadly social, and they contain explicit or implicit content with regard to right and wrong, and are therefore moral. There is growing recognition that educational institutions could do more to promote full flourishing for students, teachers, staff, society, and planet, but there has been relatively little attention to the role played by such social and moral ecologies in fostering this desired change. This paper argues that ecosystem stewards can inspire and lead educational institutions in this direction by loving more fully into being a cultural climate that promotes morally good forms of ecosystem-wide flourishing. This includes an exploration of a systems perspective in order to encourage a more intentional and skillful integration of healthy social and moral influences. [ABSTRACT FROM AUTHOR]

The diverging destinies hypothesis predicts that educational inequality increases in contemporary societies because parents with higher levels of education postpone the birth of their children. This hypothesis is supported by empirical evidence demonstrating that advanced parental ages improve children's educational outcomes. However, the consequences of socioeconomic differences in parental ages for the intergenerational transmission of education also depend on whether the associations between parental ages and child education vary by parental education. To test this hypothesis, we use data from three countries representing different welfare regimes: Germany, Norway, and the United States. In all three countries, children's educational attainment at the secondary school level increases with higher parental ages more in families with low than in families with highly educated parents. In other words, the intergenerational transmission of education is stronger for younger than for older parents. Consequently, our findings nuance the diverging destinies hypothesis by demonstrating that increasing parental ages in socioeconomically disadvantaged families increases educational mobility more than decreasing parental ages in socioeconomically advantaged families. These findings are qualitatively the same in all three countries, suggesting that diverging destinies also occur in countries outside the United States. [ABSTRACT FROM AUTHOR]

Educational hypogamy among women is inadequately explored in the Indian context. Based on National Family Health Survey (2019–21) data, this study elucidates the pattern and predictors of educational hypogamy and the role of caste in determining educational hypogamy in the country. Binary logistic regression and ordered logistic regression were applied using Stata. Fifteen percent of the women were in educationally hypogamous marriages, and there was an upward trend in its prevalence. The main determinants of educational hypogamy were lower age at marriage, backward caste, Hindu religion, rural residence, the educational achievement level of the bride, and higher age difference with the husband. Moreover, within educational hypogamy, caste hypergamy was preferred, primarily by socially backward groups. [ABSTRACT FROM AUTHOR]

Permanent exclusion in Scotland has been all but eradicated, with one young person permanently excluded in 2022/23, and the rate of temporary exclusion has been consistently decreasing since 2007. However, a wide range of exclusionary practices other than formal exclusion impact children and young people's access to and experiences of education. This paper explores alternative education provision (AP) in Scotland, reflects on the quality and purpose of AP, and considers the grey areas between mainstream provision, exclusion prevention work, and 'alternative' provision. We compiled an inventory of AP in two Scottish local authorities, using desk research and interviews with local and national stakeholders, then mapped the provision we identified according to purpose, programme, and mode of provision. We identified a wide array of 'alternative' educational provision including a preponderance of part-time third-sector offerings and AP provided within mainstream schools, which may reflect the current prevention-focused Scottish Government policy approach to exclusion. We raise questions around what counts as alternative, explore issues around the instability of some provision, and highlight areas that require further research to ensure that those who are directed to AP are having their statutory entitlements met and receiving a meaningful education. [ABSTRACT FROM AUTHOR]

Over the last five years, the Excluded Lives team has been examining the patterns and processes of school exclusions across the UK in order to identify those factors which may exacerbate or reduce exclusions. One of most the striking aspects is the contrasting accounts of the causes of exclusion provided by professionals and pupils. Drawing on interview data from 29 school-based professionals and 16 excluded pupils in Wales, the paper analyses the different discourses which underpin their respective narratives. Professional accounts draw on discourses of vulnerability – seeing their pupils' behaviour as symptomatic of some underlying malaise, typically as victims of adverse socio-economic and familial circumstances. Pupils' accounts, on the other hand, are not about underlying 'causes', but about the specific circumstances of the 'offence'. In their accounts, they are neither vulnerable nor victims. Indeed, they present their actions as rational – sometimes even heroic – responses to their situation. In drawing out this contrast, the paper does not seek to privilege one type of narrative over another – for both contain 'truths'. However, it concludes that the hierarchy of credibility might need to be rebalanced in favour of the pupil if pupil-professional dialogue is to progress and trust be fostered. [ABSTRACT FROM AUTHOR]