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Mental rotation is the ability to rotate objects in one's mind. Large age-related decreases in accuracy and processing time are often found in studies using paper-and-pencil or computerized mental rotation tests. For older participants, these tests are often too difficult. In the present study, real models consisting of cube figures were used to assess the mental rotation performance of middle and older aged adults. It should be investigated whether these tests were comparable to paper-and-pencil or chronometric tests and if very old participants were able to solve them. Eighty-four participants (49 females) between 40 and 90 years took part and were divided into middle (40–68 years) and older aged (69–90 years) and groups with higher (with college degree) and lower education (without college degree). For accuracy, main effects of gender and age group as well as interactions of age group and education were found. Younger participants outperformed older ones only in the group with lower education. For processing time, a main effect of age group as well as an interaction of age group and education was found. The age-related cognitive decline in the higher educated group was moderate, while a large effect appeared for the group without college degree. Age and gender effects of our new test with real objects were comparable to paper–pencil and computerized tests. Furthermore, a protective effect of education on the cognitive decline in mental rotation performance is discussed. [ABSTRACT FROM AUTHOR]

We carried out experiments to evaluate the readability of tablet devices and e-paper under staged illuminance conditions. In the experiments, we measured reading time and conducted subjective evaluations. In this study, we carried out experiments with a reading test to evaluate the visibility of tablet devices and e-paper under various illuminance conditions by those age groups with cataracts. [ABSTRACT FROM AUTHOR]

Generation Y can be taken to be the group of people born between 1977 and 2000. The aim of this paper is to investigate the initial career entry and long-term career employment expectations of UK undergraduate Generation Ys, in order to inform employability skills development in higher education. The empirical research comprises 26 focus groups with 172 undergraduates of this generation in 2 universities in the UK. The focus group participants are found predominantly to have high expectations of their employment in enjoyment, opportunity and progression. Overall, the respondents appear enthusiastic and optimistic, with a positive work ethic and healthy mindset. Fundamentally, recognising and appreciating undergraduate Generation Ys' opinions on their employment expectations enables development of their employability skills while they are in university. The paper sets out implications for higher educational stakeholders including students, graduates and employers on the development of employability skills.

Purpose: This paper aims to explore the intersection of generational traits of millennial teachers, multiculturalism and teaching in an era of Uncertain Times. Uncertain Times, as a framework for the paper, characterizes changing aspects of the current era in which we live, such as the rise of the internet and interconnectivity, globalization and demographic diversity. The examination of millennial traits works to conceptualize how millennial teachers' generational traits are always in a reciprocal relationship with Uncertain Times. Design/methodology/approach: This paper draws upon life history (Cole and Knowles, 2001; Goodson and Sikes, 2001) and narrative methodologies (Bruner, 2002; Clandinin and Connelly, 2000; Mishler, 1990; Reissman, 2008) as methods appropriate for investigating how millennial teachers understand multicultural teaching in Uncertain Times. In presenting the analysis, a case-centered analysis with the aim of theorizing from the case (Stake, 1995) is pursued. Findings: The paper highlights the complexity of millennial teachers' openness to diversity and multiculturalism. Three themes are illuminated within the findings: the significance of millennial teachers' generational ethos in their response to multiculturalism; a commitment to teaching "all students"; and teacher education's role in re-framing multiculturalism in Uncertain Times. Research limitations/implications: Millennial teachers may understand diversity and culture through internal processes (belief systems, inclusion, thoughts and feelings) and may also process how the external realities play a part in shaping understandings of diversity. Yet, it may be difficult for them to place the external and the internal in relationship to each other. The paradox that Castells (2010) articulates--of diversity as a uniting but also a dividing force--may be a site of struggle for millennial teachers. Practical implications: The paper recommends that teacher educators and teacher education programs re-frame multiculturalism in relationship to Uncertain Times, thereby providing novice teachers with ways to nuance their understanding of and commitment to multicultural education today. Social implications: Teacher educators and teacher education programs must work to prepare novice teachers for understanding the salience of diversity. This means going beyond an understanding of diversity and multiculturalism as merely honoring difference. Instead, it means placing these concepts in relation to the external context of Uncertain Times. This will assist novice teachers with recognizing the reciprocal relationship between one's generational ethos and the external context in which one lives. Originality/value: Throughout this paper, the external context in which teachers live and work is characterized through a framework of Uncertain Times, which depicts changing aspects of the current era in which we live. The following factors have been noted as significant: the rise of the internet and interconnectivity, globalization and demographic diversity. This paper considers how millennial teachers (those entering the teaching force today) consider the salience of multiculturalism in Uncertain Times.

Today's society consists of individuals who belong to different generations. Natural change will lead to the fact that a new generation of individuals will take up most of the society's structure, at the same time raising questions about behaviour in virtual space changes. Assimilation of new technologies in society greatly depends on consumer attitudes that are determined by the psychological characteristics of consumers. Purpose of the paper is to form a conceptual psychological profile of generation Z, which would create preconditions to adapt the electronic service solutions for the youngest generation of society. Features of the Theory of generations and psychological characteristics of the generation Z will be analysed in order to achieve this goal. Guidelines of information technologies (IT) solutions for adaptation for generation Z will be given due to established profile. This paper is based on analysis of scientific and practical literature, systematisation, comparison, graphical representation of information.

Analyses the 1293 Indian publications in cataract research during 2002-2011, with a focus on contribution and citation impact of 15 most productive countries, India's overall contribution, its growth, citation impact, the share of international collaborative papers, identification of significant countries in India's international collaboration, different types of cataract research, analyses of research by subfields and different population age groups, productivity, and impact of leading Indian institutions and authors and pattern of communication of Indian output in most productive journals. The Scopus Citation Database has been used to retrieve the data for 10 years (2002-2011). Indian publications increased from 87 papers in 2002 to 195 papers in 2011, witnessing an annual average growth rate of 10.03%, registering an average citation impact per paper of 3.26 and international collaborative share of 21.58% during 2002-2011. Suggest that the government should encourage the decision makers and ophthalmologists and allied persons involved in ophthalmic services to make serious efforts in reducing the burden of cataract disease by increasing the R&D, strengthening of national and international collaboration and improve the existing training programs for ophthalmologic professionals. [ABSTRACT FROM AUTHOR]

The market power of monopolies can severely restrict citizens' freedom of choice. In the case of utilities, often portrayed as natural monopolies, such power may result in high prices and unreliable or absent services, especially in marginalized communities such as low-income neighborhoods or remote rural villages. While government regulation has been the traditional remedy to curb natural monopolies' power, in this paper, we address a different solution: monopoly bypassing through collective action. We present two types of monopoly bypassing—partial and complete—through the lens of civic wealth creation (CWC): the generation of social, economic, and communal endowments that benefit communities. Through our analysis of three water and sanitation utility services cases, we demonstrate how CWC is used to catalyze the collective action of engaged citizens to effectively bypass monopoly power. The cases highlight the three stakeholder categories involved in CWC initiatives—communities, enterprises, and regimes of support—and illustrate how they act collectively to provide credible market-based solutions. [ABSTRACT FROM AUTHOR]

Conflicts and violence either inside or outside the classroom can affect the quality of learning within the classroom. Critical literacy is proposed as a strategic instructional practice which aims at teaching a nation's citizens to be literate and raising their critical and social consciousness (Freire, 2007). This paper suggests how teachers, as intellectual labor (Smyth, 2011), can implement a critical literacy framework to build a culture of peace in a reading class where students hold different 'taken-for-granted' ideologies of being 'us' and 'them.' It also proposes how Net Generation students in our EFL classrooms can make a significant contribution to the transformation of conflicts and violence stemming from divisions, hierarchy of differences and inequalities of the society into peace.

Considering the gender identity as a crucial aspect of the culture that shapes our daily life and recognising the research gap on this topic in the context of sustainable education, the paper describes the quantitative cross-sectional study on gender identity of students and teachers comparing the respondents by their age and sex. Three age groups (106 female and 62 male) participated in the study: 18-19-years-old pupils from comprehensive and vocational schools (n=59), 20-15-years-old university students (n=52) and 24-64-years-old teachers working at respective schools and universities (n=57). The original Bem Sex Role Inventory was administered to measure the individual gender identity types of masculinity, femininity, and androgyny. The majority of respondents from all age and sex groups described themselves as androgynous. Male and university students featured the scattering of scores more toward masculinity, while the scores of female, pupils, and teachers were more inclined toward femininity. No statistically significant differences were found among the three age groups, while sex appeared to be more influential factor causing significant differences between male and female in terms of gender identity with male's inclination toward masculinity and female's inclination toward femininity. Dominance of androgynous individuals challenges the current approaches to the gender education in the context of sustainable development.

The crucial step for organisations which are recruiting Generation Y into their workforce is to understand their perceptions and expectations. This would help organisations emerge with the right strategies to attract and retain the Generation Y cohort. The aim of this paper is to contribute to the body of knowledge base in respect of Generation Y expectations and perceptions on their career choices and its influence on leadership. However, due to lack of academic research on the career expectations and perceptions of Generation Y that deems to be important, popular literature and researches were included in this research (Vieira, 2010). The target sample and population were focused on Generation Y who is undergraduates within the Selangor area. A qualitative method was used in this study to gather perceptions. Although twenty participants were targeted as the sample, the findings and discussions of this research are based on fifteen responses due to the invalidity of the remaining five. The findings generated from the responses were found in line with the theories adopted and explained. Moreover, recommendations for both organisations in Malaysia and future researches are discussed.

The 21st century educational platform clamors for the affordance of learner autonomy and empowerment more than control and coercion. This study, therefore considers the reading preferences, motivations, issues, and other factors that govern the choice of literary texts from the perspectives of students towards designing a relevant literature program. Using both descriptive and developmental research designs as empirical approaches, responses from 59 English as a Second Language (ESL) learners coming from a homogenous, high performing group, were studied and analyzed. The results revealed that respondents generally read for pleasure and that themes related to happiness, adventure, mystery, and other issues relevant among adolescents were more favored. The students also reported that personal choice, contexts of literary texts, and academic workload affect their reading preferences. On a relative note, majority of the respondents were more interested to read novels and narratives written by contemporary, foreign authors, while several would want to learn more about classic, award-winning literary pieces from the Philippines. Based on the data collected, an online literature program for centennials or 'Generation Z' students was developed, the Generation Z Online Literature Program (GZOLP). Implications on the use of reading preferences and motivations in teaching literary texts and the rendering of literature programs among adolescent readers and other recommendations for further research are also provided in this paper.

This paper reports on the work of a peer supervision group engaged in simultaneous research and clinical supervision. During an 18‐month period, the group met to discuss 22 individual treatments of people diagnosed with psychosomatic disorders to identify common patterns of resistance and to assist therapists to effectively manage resistance. The aim of the present study was to identify and better understand psychological challenges the group experienced during this research process and its impact on their capacity to work effectively in their tasks. Supervision meetings were recorded and two types of qualitative analyses, derived from the work of Pichon‐Rivière and Bion, were performed to study the group work and processes. Analysis showed fluctuations and compromise formations between the tendency to work objectively and to regress during critical periods of the research process. Factors that pulled the group in both directions are identified and discussed. We believe many of the processes observed in this study are applicable to other peer supervision groups. An understanding of such group processes is likely to enhance group work. [ABSTRACT FROM AUTHOR]

Less attention has been paid to teachers' relationship to contemporary visual culture, and specifically about their own visual culture. In this paper, the author would like to focus on how they relate to these global visual discourses, in order to discuss their participation in the production of visual imaginaries. She will confront the argument that posits that teachers are totally opposed to the "mediatized children and youth," and completely alien to the language and imaginaries of electronic global media. The discussion of this paper will be organized around the results of a visual exercise performed during 2005-2007 in the context of courses on images and pedagogy, attended by teachers and education students from different countries in Latin America. The exercise asked the participants to select one powerful image in culture. This deliberately ambivalent assignment was intended to elicit the "ideoscapes" and "mediascapes" that teachers and education students value and embrace. The author will argue that the "powerful images" selected by teachers give many hints about the relationship between education and the production of global visual subjects. (Contains 5 figures and 10 notes.)

The evaluation of sign language proficiency needs to be based on measures with well-established psychometric proprieties. To date, no valid and reliable test is available to assess Polish Sign Language ("Polski Jezyk Migowy," PJM) skills in deaf children. Hence, our aim with this study was to adapt the British Sign Language Receptive Skills Test (the first standardized test to determine sign language proficiency in children) into PJM, a less researched sign language. In this paper, we present the first steps in the adaptation process and highlight linguistic and cultural similarities and differences between the British Sign Language Receptive Skills Test and the PJM adaptation. We collected data from 20 deaf children who were native signers (age range: 6 to 12) and 30 deaf children who were late learners of PJM (age range: 6 to 13). Preliminary analyses showed that the PJM Receptive Skills Test has acceptable psychometric characteristics (item analysis, validity, reliability, and sensitivity to age). Our long-term goal with this work was to include younger children (age range: 3 to 6) and to standardize the PJM Receptive Skills Tests, so that it can be used in educational settings and in scientific research.

Although there is no end of ethics courses offered at colleges and universities, many believe that neither the professoriate nor their institutional leaders has ever been collectively and authentically committed to shaping the moral formation of students. A considerable literature has emerged over the last decade alleging a widespread "subclinical" narcissism among millennials, that is, a literature referring to a range of narcissistic-like traits or behaviors that do not meet the threshold of a diagnosis of pathological narcissism but are nevertheless worrisome. While not everyone accepts these characterizations, this article is hardly alone in taking the trend seriously and especially wondering whether university faculty might be contributing to or even encouraging it. This article comments on these worries and suggest ways that the professoriate, rather than university leadership, might best advance the cause of humility. Many of the author's observations are anecdotal and draw on over 40 years of experience as a faculty member at various colleges and universities.

Scent matters in the lives of humans (and other living creatures). However, thus far, it is largely unexplored in ethnographic work in education. Drawing on and adding to the literature on 'smellscapes' as a way of conceptualising space, this paper adds new insights into early childhood education and care (ECEC) by reporting on the differentials in scent between the staffroom and the baby room in a nursery in Central London. In so doing, the distinctive aromas of disinfectant and spices, which characterised these two spaces, are interrogated in order to consider children and educators' embodied experiences of scent as well as well as to evidence examples of generational and racial inequities.

Preferred display luminance varies in relation to visual demand, image contrast, and ambient illumination. OLED is known to have a higher contrast ratio at a lower luminance output, and is more energy efficient at a lower luminance compared to LCD. To assess the preferred luminance in OLED and LCD in varied ambient lighting conditions, 48 young and older subjects were asked to perform reading, spreadsheet search, and videos viewing. They pre‐selected a preferred luminance level and then reassessed it after a 2‐min session for these tasks to arrive at a preferred luminance. Results show OLED has a lower preferred luminance compared to LCD, especially in bright viewing. Older viewers maintained a similarly higher luminance preference in dark and bright conditions, whereas young viewers preferred a lower luminance in dark viewing but not bright viewing. Conversely, pupil size was smaller in older viewers and in the bright condition. Image qualities were also better for the OLED, except brightness range and color vividness. These outcomes suggest lower OLED luminance is beneficial across age groups, ambient lighting, and task types, and can reduce energy consumption. [ABSTRACT FROM AUTHOR]

The global impact of drug shortages on healthcare systems is a concerning issue that needs urgent attention. These shortages not only jeopardize patient care, public health, and healthcare delivery but also pose distinct challenges for pediatric populations due to their specific medication requirements and vulnerabilities. It is imperative to address this issue to safeguard the health and wellbeing of this specific age group. This review Gaimed to conduct a systematic analysis of strategies for addressing drug shortages in pediatric care from 2014 to 2024. The search included five databases: PubMed, Reaxys, Embase, Scopus, and Science Direct, using the keywords "drug shortage" and "pediatric". The final protocol was developed following the guidelines outlined in the " The PRISMA 2020 statement: An updated guideline for reporting systematic reviews". In total, 234 publications were identified. After screening the search results and applying inclusion and exclusion measures, a total of 27 original research papers were included. The primary finding indicates that a comprehensive approach rooted in risk management can significantly mitigate drug shortages in pediatric settings. This approach should address underlying causes such as manufacturer and delivery challenges and focus on prevention through enhanced forecasting and vigilant shortage monitoring. The most prevalent response involved seeking alternative treatment options. It is imperative to implement institutional and national guidelines, foster communication, and provider education, and minimize waste to effectively mitigate drug shortages in pediatric settings. [ABSTRACT FROM AUTHOR]

Environmental factors, personal experience, and social interactions influence the development of teacher candidates' views of teachers' roles in school and society (Rose, Monda-Amaya, & Preast, 2018). This is especially true when we consider the unique needs of each generation of teachers. Ecological systems theory and social cognitive theory frame this study as teacher candidates are the product of their personal experiences and social interactions within an education system that must respond to evolving societal needs. This paper presents a descriptive analysis of two sections of a literacy methods course through the study of reflection journals, survey data, and exit interviews. Themes and patterns were identified within teacher candidates' responses (Glesne, 2011). Findings demonstrated that teacher candidates exhibited concerns and fears for not only their professional growth, but also the academic and emotional development of their students. The research occurred in the context of a Professional Development School (PDS) in an urban setting. The first section of the course identified the site's open classroom layout as a physical safety concern due to the rising prevalence of school violence from internal and external sources. The second section identified support structures for teachers and students that demonstrated a concern for emotional safety. This study highlights the need to recognize teacher candidates' unique generational experiences and their desires for safety and collaboration as part of their professional development as educators.

In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative curricular framework, including instructional approaches, to course instructors who taught a modular-based curriculum. The original course was designed to focus on improving students' individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in the curriculum. In the new curriculum, I draw on both Etienne Wenger's (1998) notion of communities of practice as sites for learning and Howe and Strauss' (2000; 2007) work on generational analysis as theoretical frameworks. Furthermore, I incorporate Wenger, McDermott, and Snyder's (2002) design principles for cultivating communities of practice as a framework for translating theory into practice. The initial information that I collected from students, instructors, and a thorough review of the original curriculum led to the main inquiry question: How can a curriculum, centred on building community in the classroom, help students to cultivate meaningful learning experiences that take learning beyond a "fake it 'til you make it" mentality? This question guided the curricular design process and also my experiences teaching the course at MSVU during the Fall semester of 2012.

The article presents the partial results of research on the requirements of students, members of the Generation Y, in providing employee benefits. The research was conducted in the period between 2002-2014 among master students of Mendel University in Brno. The paper examines whether the gender of the respondent influences the set of desired employee benefits. There were identified the top ten most requested benefits, for which there was done the analysis of their correlation with the gender of respondents and in the case of three of them there was identified a repeated (in more years) statistical correlation: Coverage of language courses, Additional salary (Midyear bonus), On-site parking. Correlations were also examined in the case of additional 30 benefits and in the case of 4 of them there was identified a repeated (in more 5 years) statistical correlation: Children's nurseries and kindergartens, Share on profits, Contribution to recreation and Contribution for Christmas (Annual bonus).

The workforce in almost all organizations is made up of several generations of employees who have different experiences and values. Generational diversity can bring heterogeneity to the workplace, but also lead to conflicts and a number of workplace complications. All this happens when employees belonging to different generations have to work together. That is why quality management of different generations is important. The fact is that stereotypes and beliefs are present and they lead to side effects not only on evaluators and decision makers of organizations, but also on employees. Based on the research done for the needs of this paper, we created models for the abilities of employees classified according to the age group they belong to and their tendency to learn and develop in organizations. From the created models, it can be determined that older employees are perceived as relatively inflexible and employees who resist changes and are less prepared for training. In contrast, their younger colleagues are perceived contrary to what is observed as a characteristic of older employees. This paper highlights the importance of investing in continuous learning and development for employees as modern models for managing different generations of employees. The research done in this paper aims to prove the connection between management models with different generations of employees in organizations in the Republic of North Macedonia and the level of productivity. [ABSTRACT FROM AUTHOR]

The study investigates the attitudes and practices of early career researchers (ECRs) in regard to citation-based metrics and altmetrics, providing the findings in the light of what might be expected of the millennial generation and in the context of what we already know about researchers in today's 'culture of counting' governed scholarly world. The data were gathered by means of an international survey, informed by a preceding, 3-year qualitative study of 120 ECRs from 7 countries, which obtained 1,600 responses. The main conclusions are: (1) citation indicators play a central and multi-purpose role in scholarly communications; (2) altmetrics are not so popular or widely used, but ECRs are waking up to some of their merits, most notably, discovering the extent to which their papers obtain traction and monitoring impact; (3) there is a strong likelihood that ECRs are going to have to grapple with both citation-based metrics and altmetrics, mainly in order to demonstrate research impact; and (4) the Chinese are the most metric using nation, largely because of governmental regulations.

One of the most salient characteristics of the recent evolution of Chilean higher education system is its rapid expansion. Conversely, the competencies required for the workforce have been slower to emerge. This paper examines the incidence of qualification and skill mismatches across different populations, across age groups, gender, and educational levels. The discrepancy between the qualifications and skills possessed by workers, and those required to perform their jobs is measured using the Survey of Adult Skills-PIAAC and a national socioeconomic survey. Our results suggest that overeducation is increasing across time, affecting mainly younger, higher educated workers. Overskilling is also a widespread phenomenon among this group, probably due to a crowding out process. Moreover, the high competition for accessing the best positions is leading to credential inflation. Thus, the axiom that education per se leads to a good job, which guides much student decision-making, seems increasingly diffuse and requires urgent review.

Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.

For many years now, knowledge production at universities and in countries like Vietnam has been framed by centre/periphery discourses. In this paper, we suggest that interpreting academics' research identities in relation to these discourses can assist in understanding ways in which Vietnamese academics negotiate knowledge production. For this article, data on six participants are drawn from a qualitative study in which semi-structured interviews were used to investigate the positioning of different generations of academics working in the area of social sciences, in Vietnam or in the diaspora. Findings from this data revealed that senior researchers positioned their own local knowledge and experiences as central to what they perceived to be the betterment of Vietnam. In contrast, early and mid-career academics, especially those who studied in Western countries, looked outward to apply Western research frameworks to the Vietnamese context, placing Vietnam in a more peripheral position in the global academic community.

To assess the profiles and outcomes of complex congenital nasolacrimal duct obstruction (C-CNLDO). Retrospective interventional case-series was performed on patients diagnosed with C-CNLDO and managed at a tertiary care Dacryology Institute from Jan 2016 to June 2019. Complex CNLDO was diagnosed based on intraoperative findings during probing and are defined as entities where CNLDO is secondary to, or associated with complex embryonic entities like buried probe, mal-development or non-development of bony NLD, additional proximal lacrimal dysgenesis, atonic sac, or associated craniofacial syndromes and craniofacial dysostosis. The parameters studied include patient demographics, clinical presentation, types of C-CNLDO, management modalities, and outcomes. Success was defined as the subjective resolution of epiphora and discharge with objective measures of normal tear meniscus height and dye clearance on fluorescein dye disappearance test. For patients who underwent a dacryocystorhinostomy (DCR), a minimum follow-up of 1-year post-DCR was considered for outcome analysis. Of the 2714 cases of CNLDO managed during this period, 482 (17.75%) were diagnosed as complex CNLDO. C-CNLDO showed predilection to the male gender (60.3%, 291/482). A significant number of patients (40.2%, 194/482) presented beyond 36 months of age. The common subtypes of C-CNLDO were atonic sacs (33.8%, 163/482), buried probes (19.7%, 95/482), and associated proximal lacrimal drainage anomalies (11.2%, 54/482). Since C-CNLDO is usually confirmed during the initial endoscopy-guided probing, the managements varied based on the type of C-CNLDO. Silicone intubation and/or balloon dacryoplasty (BDCP), and/or additional minimally invasive procedures were added to the initial endoscopy-guided irrigation and probing based on the nature of C-CNLDO. The overall resolution rate with these non-bypass modalities was 72.6% (350/482). Although the success rates start dropping in C-CNLDO patients beyond 3-years of age, significant success rates with multi-modal (non-bypass) management were noted in age-groups 3–5 years (71.8%, 79/110) and encouraging results (38.5%, 27/70) in 5–10 years age group. The anatomical and functional outcomes in those who underwent endoscopic or external dacryocystorhinostomy with a follow-up beyond 1-year was 96.4% (55/57). The age at presentation is delayed in patients with C-CNLDO. Multi-modal endoscopy-guided management facilitates the identification of several sub-types of C-CNLDO, and achieves significantly high favourable outcomes in older children. C-CNLDO refractory to probing, intubation and BDCP demonstrates high success with external or endoscopic dacryocystorhinostomy. [ABSTRACT FROM AUTHOR]

Part of a larger initiation mixed methods study (Greene, Caracelli, & Graham, 1989), this paper discusses the changes in young children's learning performance and efficiency (one element of the quantitative portion of the larger study) during clinical interviews in which each child interacted with a variety of virtual manipulative mathematics iPad apps. Researchers interviewed 100 children ages 3 to 8 using a protocol format with two pre-assessment apps, four learning apps, and two post-assessment apps. Following 30-40 minute interviews where children interacted individually with the mathematics apps, results showed that children in the Preschool group increased efficiency while maintaining performance, children in the Kindergarten group increased performance while maintaining efficiency, and children in the Grade 2 group increased their performance and efficiency in skip counting, but not in place value. Overall, children in different age groups responded in different ways to the apps and some apps had a greater influence on children's learning performance and efficiency than others. To conduct this study, researchers created a variety of research tools that were not readily available because research on children's interactions with iPad-based virtual manipulative mathematics apps is still in its infancy. The paper describes the processes our research team used to develop new tools for novel and unique research situations.

This paper presents a method that uses observed data from an age-period table to set bounds on the age, period, and cohort effects in an age-period-cohort multiple classification (APCMC) model. The rationale is that with enough periods over a long time span the age distributions within periods on the dependent variable will be affected by different sets of cohorts for each of the periods. This is likely to result in different trends in these separate period age distributions such that the trends in the age distributions will encompass the trend in the age effects that generated the dependent variable values. This approach can help to identify bounds that likely encompass the age, period, cohort parameters that generated the data. The data used in this papers are estimated homicide arrests by single years for those aged 15–64 for the periods 1964 to 2019 in the United States. I utilize the observed trends in the age-distributions for each of the 56 periods as different constraints on the trends for the age effects in the APCMC fixed effects model. These estimates are used to form bounds on the age effects, period effects, and cohort effects. [ABSTRACT FROM AUTHOR]

This document is an editorial titled "Youth vulnerabilities in European cities" published in the journal Frontiers in Sustainable Cities. The editorial discusses the multifaceted landscape of youth vulnerabilities in European cities and the correlation between social and spatial inequalities. The editorial highlights the importance of examining local circumstances, policy responses, and youth participation in addressing these vulnerabilities. It also mentions specific papers included in the research topic that delve into these issues. The document emphasizes the need for comprehensive approaches to tackle youth vulnerabilities and create more sustainable and equitable cities. [Extracted from the article]