Search

Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates teachers' perceived use of four types of AV input (video only, video with subtitles, video with captions and video with enhanced captions) and factors influencing teachers' perspectives on these types of input for in-class and out-of-class learning. Questionnaire data were collected from 193 L2 teachers across the globe about their perceived use of AV input. Teachers reported that they use video and captioned video most frequently in both classroom and out-of-class contexts. Logistic regression analyses revealed that teachers' perceived importance and comfort using specific AV input types were the two most important factors explaining teachers' reported use. Complementarily, open-ended responses were analyzed qualitatively to identify teachers' additional reasons for (non)use of such input.

Objective: The short-term safety of methylphenidate (MPH) has been widely demonstrated; however the long-term safety is less clear. The aim of this study was to investigate the safety of MPH in relation to pubertal maturation and to explore the monitoring of bone age. Method: Participants from ADDUCE, a two-year observational longitudinal study with three parallel cohorts (MPH group, no-MPH group, and a non-ADHD control group), were compared with respect to Tanner staging. An Italian subsample of medicated-ADHD was further assessed by the monitoring of bone age. Results: The medicated and unmedicated ADHD groups did not differ in Tanner stages indicating no higher risk of sexual maturational delay in the MPH-treated patients. The medicated subsample monitored for bone age showed a slight acceleration of the bone maturation after 24 months, however their predicted adult height remained stable. Conclusion: Our results do not suggest safety concerns on long-term treatment with MPH in relation to pubertal maturation and growth.

The present review intends to show the current state of teaching quantum-related content, to analyze and compare its learning efficiency, and to give a systemized overview of quantum-educational activities in the last years. We focus on teaching and learning elements, their innovative tools, and process-oriented studies that are empirically validated. In terms of content, we mainly concentrate on aspects of modern quantum technology. The final dataset for our analysis and synthesis included 50 studies published since 2017 and until the follow-up survey in February 2024. We have found that most of the teaching strategies described and investigated are in the field of quantum mechanics and are designed to provide an introduction to the rather broad and differentiated topic of quantum science. Studies specifically addressing mathematical concepts can exclusively be found for the target group of university students. Visualizing ideas or innovative social interventions to improve quantum learning is mainly found in schools while only a few approaches for further education show validated results. Tools most often examined in the studies reported were of digital nature, though some experiment-focused learning environments were also evaluated.

Text-matching software (TMS) is a standard part of efforts to prevent and detect plagiarism in upper secondary and higher education. While there are many studies on the potential benefits of using this technology, few studies look into potential unintended side effects. These side effects include students worrying about being accused of plagiarism due to TMS output, even though they did not intentionally plagiarise. Although such worries are frequently mentioned in the literature, little is known about how prevalent they are, why they occur and how students react to them. This paper aims to fill this knowledge gap. The data for the study comprise 36 interviews with upper secondary and Bachelor students from three European countries combined with survey data from 3,424 students from seven European countries representing a broad range of disciplines. The study found that a substantial proportion of the two groups of students -- 47% of upper secondary and 55% of Bachelor students -- had experienced TMS-related worries during their current studies. Furthermore, there were substantial differences across countries. Students worry partly because they have a poor understanding of how TMS is used in their institution, and partly because they know that plagiarism is taken very seriously. The study shows that TMS-related worries can lead students to become very focused on not being caught plagiarising, to such an extent that some adopt citation practices that they believe are suboptimal. The paper concludes that institutions using TMS should always combine it with training for students and teachers. Students should be clearly informed about how TMS is used and should develop an understanding of plagiarism and good citation practice that goes beyond the narrow focus on any overlap between texts elicited by the software.

Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.

The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.

The current stage of society development is very closely related to the digitalization of all spheres of public life without exception. Education in this regard should become the starting point or the basis for the competent and conscious application of Artificial Intelligence (AI) technologies, neural networks, and other cyber-physical systems based on AI, as well as robots and robotics objects. Digitalization in education is promoted by economic, social and structural prerequisites. The introduction of these technologies provides new opportunities to improve the educational process, but at the same time the application of these technologies faces some risks, the identification of negative consequences of which is delayed. The aim of the article is to provide the ways for the development of legal regulation of AI, robots and robotics objects in education. The study considers the experience of different countries in the implementation of AI technologies in the educational process, provides the opinions of international UNESCO experts, Russian and foreign researchers. According to the results of the research, three main directions of the relationship between the development of AI technologies and education are identified: 1) training with the help of AI technologies; 2) scientific and practical research of AI and its technologies; 3) training qualified specialists to work with AI in the process of obtaining secondary and higher education. The factors that hinder the implementation of these technologies, as well as the risks of negative consequences of their use in the form of violations of the students' rights are revealed. Findings and proposals for each of the identified areas are formulated.

Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has led the researchers to do a meta-analysis to analyse the effectiveness of PBL on secondary students' achievement in different scientific disciplines. Following the set of inclusion and exclusion criteria, 11 studies in Eurasia, Africa, and America conducted from 2016 to 2020 have qualified for this study. Six of which focused on JHS (n = 1047) and five on SHS (n = 375). Studies were obtained from various meta-search engines including Google, ERIC, and JSTOR. Further, the researchers used Harzing's Publish and Perish software to exhaust the search process. Sample size, mean, and standard deviation were analysed using the Comprehensive Meta-Analysis version 3 to determine the effect sizes (Hedge's g) and the results of moderator analysis, forest plot, funnel plot, and Begg-Mazumdar test. Findings have shown that PBL, as an approach to teaching science, had a large and positive effect (ES = 0.871) on the achievement of secondary students. However, grade levels and various scientific disciplines did not influence students' learning achievement. The conduct of more studies on the different factors affecting PBL implementation and specific effects of PBL on various student domains is recommended to facilitate comparative educational research in the future.

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers' attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers' views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

The advantages of higher education have received significant attention over time. However, recent research seems to challenge this assumption. It highlights that returns to education may be subject to inflation, may vary in relation to skills, and may not be equally distributed, thus posing new questions about the role of formal education. Against this background, the growing popularity of new forms of online education and training such as MOOCs (Massive Open Online Courses) have emerged. Investigating the way different learners use MOOCs may contribute to a deeper understanding of the evolution of the labour market outcomes of both traditional and technologically-mediated educational qualifications. Based on 43 semi-structured interviews conducted with MOOC users in the USA and in Europe, this article explores the potential of MOOCs on the labour market. The positional competition approach can help frame the results, inasmuch as MOOCs emerge as 'soft credentials'. These accessible and flexible educational tools seem to provide applicants in the job queue with additional resources, although their labour market value remains modest and ancillary to formal educational qualifications. From a long-term perspective, however, increasing reliance on this type of training may contribute to further shifting of responsibilities from collective actors to individual workers.

Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens' well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India's top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions.

Background: The high support needs of persons with profound intellectual and multiple disabilities hamper their possibilities for self-determination. To support their self-determination understanding of what this means for this group is necessary. Method: A three-round Delphi procedure with international experts was undertaken to operationalise self-determination for persons with profound intellectual and multiple disabilities. The quantitative output of Likert scales guided us in finding consensus or differences in the qualitative data. First round qualitative data were analysed thematically. Results: The analysis revealed four topics: (1) statements regarding the characteristics of the person with profound intellectual and multiple disabilities, (2) statements regarding characteristics of the social environment, (3) statements regarding the concept of self-determination, and (4) statements regarding the definition and operationalisation of concepts. Conclusion: Consensus was found on the assumption that persons with profound intellectual and multiple disabilities can live a self-determined life and on the importance of the interplay between persons with profound intellectual and multiple disabilities and the environment in order to experience self-determination.

With the increasing industrial relevance of new quantum technologies, a well-educated quantum workforce becomes increasingly crucial. The foreseeable lack of workforce raises important questions. What are the expectations regarding the future relevance of second-generation quantum technologies? What are the requirements for the workforce in the coming quantum industry? Which competences, knowledge, and skills should future employees have? In this paper, we report the results of our study that were aimed at mapping requirements and forecasts for the future quantum workforce. Our study consisted of three consecutive survey rounds. In total, we gathered 188 responses from industry and academic experts across Europe. Our study results served as an input for the development of the European Competence Framework for Quantum Technologies, delivered by the project QTEdu CSA for the European Quantum Flagship. In addition, we will discuss predictions from experts related to the future quantum workforce, including the expected industrial relevance of the main areas of quantum technologies, the need for educational efforts, and the expected influence of quantum technologies on everyday life.

Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.

Purpose: Using smart mobile devices, called mobile health (mHealth), facilitates providing health services, speeds up the process and reduces the costs and complications of direct services. Also, mHealth has many capabilities and applications in epidemic and pandemic outbreaks. This study aimed to systematically review the mHealth adoption researches in epidemic/pandemic outbreaks and provide some suggestions for future research for tackling for COVID-19. Design/methodology/approach: The results produced in this study are based on the literature analysis of 36 articles on mHealth adoption. To find the relevant studies; searches were done in PubMed, Google, Web of Science and Scopus by related keywords during 2020-2022. After selecting the studies based on the inclusion and exclusion criteria, data were collected by using PRIZMA methods for systematically reviewing the literature. Findings: Of the 727 retrieved studies, 36 studies related to mHealth services during the pandemic situation were included. This has been performed by collecting data including demographic details, methodological details, limitations and significance of relationships between the constructs from the available articles based on the mHealth services. All studies emphasized the positive effect of mHealth for usage in epidemic/pandemic outbreaks. Research limitations/implications: The main applications of mHealth for epidemic/pandemic outbreaks included public health aspects, data management, educational programs, diagnosis as well as treatment. mHealth is an appropriate method for encountering epidemic/pandemic outbreaks due to its extensive applications. In the pandemic outbreak of COVID-19, mHealth is one of the best choices to use in the patient-physician relationship as Tele-visits, using in fever coach, providing real-time information for healthcare providers, population monitoring and detecting the diseases based on data obtained from different locations. These findings will help the mHealth providers to design their services accordingly. Originality/value: This study contributes to the researchers and academicians by providing relevant information regarding the mHealth during the COVID-19 pandemic. This is the first time initiative to explore the research questions and future research direction for the researchers during the COVID-19 outbreak. Based on this, we present a comprehensive and actionable research agenda and practical implications.

The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals' beliefs, teachers' self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers' beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with the integrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

Background Preemptive kidney transplantation (PEKT) has better outcomes when compared with transplantation after dialysis. We aimed to examine trends in PEKT between 2000 and 2019 in Europe and to provide an overview of associated policies, barriers and initiatives. Methods Adult patients from 12 European countries who received a preemptive kidney transplant were included. The representatives of the registries providing these data were questioned on the policies, barriers and initiatives around PEKT. Results Between 2000 and 2019, 20 251 adults underwent PEKT [11 169 from living donors (LDs), 8937 from deceased donors (DDs)]. The proportion of first kidney transplantations that were preemptive more than doubled from 7% in 2000 to 18% in 2019, reflecting a similar relative increase for LD kidney recipients (from 21% to 43%) and DD kidney recipients (from 4% to 11%). Large international differences were found. The increase in PEKT was observed across all age, sex and primary renal disease groups. Countries had similar criteria for preemptive waitlisting. Barriers mentioned included donor shortage, late referral to the transplant center and long donor or recipient work-up. Suggested initiatives included raising awareness on the possibility of PEKT, earlier start and shorter work-up time for recipient and LD. Conclusions Over the last two decades the proportion of patients receiving a first kidney transplant preemptively has more than doubled, reflecting a similar relative increase for living and DD kidney recipients. [ABSTRACT FROM AUTHOR]

This international study examined how to support equity and inclusion for 18 mothers in academia ("motherscholars"). Applying Acker's theory of gendered organizations as a framework for the study, we recruited participants from Facebook groups for women and mothers in higher education across disciplines and nine countries. To attend to the needs of participants, we employed principles of "rigid flexibility," such as adjusting data collection to allow for texting as a form of interviewing. Thematic analysis coupled with researcher arts-based sketches led to identifying critical supports and obstacles for motherscholars, including mentoring and financial opportunities, institutional resources for families, open communication about families, and experiences of bias and isolation. Recommendations for practice, policy, and further research are included.

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students' understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations. In this paper we report findings from a survey of European upper secondary students' views on issues relating to academic integrity. We relate these findings to the students' training about academic integrity, self-reported level of questionable behavior and country of study. A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgment. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students' level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge.

Purpose: To provide novel empirical evidence on the role of advice in technological and non-technological innovation uptake decision-making processes from the perspective of European farmers, we develop the microAKIS (farmer microscale knowledge and innovation systems) framework. Design/methodology/approach: The MicroAKIS framework is expanded to gather empirical evidence built on quantitative data from a sample of 675 European farmers. Findings: Different types of innovation lead to different microAKIS, and farmers' involvement with innovation introduces new dynamics in advice supply. MicroAKIS supporting innovations tend to be small in size and diversity, suggesting the anticipated pluralism of advice resulting from advisory services privatisation across Europe did not work as expected, i.e. not translating into pluralistic microAKIS. Practical implications: Pluralism in advice for innovation is needed and could be enhanced by integrating different sources of advice: professional and non-professional, formal and informal, agricultural and cross-sectorial. Theoretical implications: We advance the scope of the AKIS concept by accounting for the temporal dynamics of innovation uptake decision-making and adopting multi-level analysis that combines micro (farm) and meso (region) scales. Originality/value: Empirical evidence at the European level, gathered from the common farmer's perspective on the dynamics of farm-level microAKIS and the role played by farm advisory, accounting for diversity of innovations and regional contexts.

This paper provides a comparative analysis of the drivers of English Language Competence (ELC) in a representative sample of European adolescents. School factors -- such as English instruction time and English onset -- are found to play an important role, especially in countries whose official languages are more distant from English. However, schools do not fully compensate for disparities in ELC. Gender, parental education and parental socioeconomic status are strongly associated with students' ELC. Particularly, girls and children from more privileged social backgrounds show systematically higher ELC, even net of school factors and reading ability in their own country language. The role of family background is stronger in countries with languages that are more distant from English, suggesting that family resources are needed more when the skills are more difficult to acquire elsewhere. Finally, informal English exposure through media and cultural products is strongly and positively associated with ELC. This holds true in countries with both high and low linguistic distance from English, suggesting that schools should promote more informal English learning to increase overall ELC and reduce social disparities.

Background: Knowledge about the quality of assessment methods used in the support of people with profound intellectual and multiple disabilities (PIMD) is scarce. This study aimed to provide an overview of the assessment methods used in practice and to examine whether these instruments were studied for their psychometric properties for people with PIMD. Method: Professionals (N = 148) from three European countries completed a survey on assessment practices. We performed a literature search to find information about the psychometric properties of the instruments that were identified in the survey. Results: Of the participants, 78.1% used assessments that were not developed for people with PIMD. Documentation on psychometric properties was found for 8 out of 116 instruments. Conclusions: Most of the instruments in use were not designed for people with PIMD, and information about their quality is lacking. Guidelines are needed regarding the use and development of assessment methods for people with PIMD.

The COVID-19 pandemic disrupted chemistry teaching practices globally as many courses were forced online, necessitating adaptation to the digital platform. The biggest impact was to the practical component of the chemistry curriculum--the so-called wet lab. Naively, it would be thought that computer-based teaching laboratories would have little problem in making the move. However, this is not the case as there are many unrecognized differences between delivering computer-based teaching in-person and virtually: software issues, technology, and classroom management. Consequently, relatively few "hands-on" computational chemistry teaching laboratories are delivered online. In this paper, we describe these issues in more detail and how they can be addressed, drawing on our experience in delivering a third-year computational chemistry course as well as remote hands-on workshops for the Virtual Winter School on Computational Chemistry and the European BIG-MAP project.

Given the increasing number of research on social media for educational purposes, few studies have examined the scientific literature in this field of interest. However, reviews that comprehensively mapped this research landscape in a broader view remain very limited. It is on this premise that the current study identifies the growth trajectory, distribution, and topical foci of scientific literature on social media in education published between 2007 and 2019. A total of 2,215 documents from Scopus-indexed journals were analysed. Using a bibliometric approach, the findings show a steady growth of scientific output and citations and the expansion of the topical foci in the past decade. Of the 15 examined social media platforms, Facebook, Twitter, and YouTube have attracted the greatest attention, while the rest remained underexplored or unexplored. The popularity of certain platforms among scholars was attributed to three factors: the number of active users, the pedagogical affordances, and the geographical scope. Implications for future studies are discussed.

The article discusses the sixth Nordic Family Health and Care Conference (NFHC24), held in Odense, Denmark, from May 21 to May 23, 2024. Topics discussed include interdisciplinary collaboration to improve family health, key concepts such as family support and caregiver burden, and various measurement tools used to assess family health and functioning.

Background: The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. Aim: To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. Methods: Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in‐person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. Results: The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face‐to‐face, virtual and blended learning methods. Conclusion: Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology. [ABSTRACT FROM AUTHOR]

The article examines the conditions for the formation of the food supply system (hereinafter – FSS) of Ukraine in the European environment of the agrarian market. The conceptual foundations of the new paradigm of the FSS of the recipient country in the European environment of the agrarian market were developed and a system of criteria for the comprehensive evaluation of its integral indicator was presented. Indicators of food self-sufficiency were given, and a SWOT analysis of the food supply of the population in the recipient country was carried out. Indicators of the state of food security in Europe and the prevalence index of malnutrition in the world have been determined. Preventive security measures of the FSS of Ukraine (the recipient country) in the environment of the agricultural market of the European donor countries were developed. The decomposition of the general variation of the share of expenditure on food products in the structure of aggregate expenditure of households of Ukraine and European countries in the two-year forecast period was carried out. [ABSTRACT FROM AUTHOR]

Rainwater is a source of freshwater that affects the aquatic and terrestrial ecosystems, and consequently human health. Since potential toxic elements (PTEs) have been found in rainwater in Southern Europe, its quality should be evaluated. This review assesses the current knowledge of the quality of rainwater in Southern Europe concerning PTEs, as well as its impact on the environment and human health. The presence of PTEs in rainwater poses challenges and simultaneously an opportunity for innovation in environmental management, particularly in water management. Further monitoring of rainwater quality, research, and policy development are needed to ensure that rainwater remains a viable and safe water resource. The challenges of rainwater quality regarding PTEs and of rainwater harvesting as a measure of drought mitigation, as observed in Southern Europe, require investing in rainwater treatment technologies. The treatment of rainwater harvested in Southern Europe can reduce environmental and health risks posed by PTEs, while enhancing the region's resilience to climate change and water scarcity. [ABSTRACT FROM AUTHOR]

Eurysomus soloduchi Minich, 1992 is a deep-bodied actinopterygian from the Middle Permian (Roadian) of European Russia, described by D. N. Esin. Unfortunately, the type specimen is lost. We nominate a second known skeleton of E. soloduchi from the type locality as a neotype of this species. Some features not previously identified in the species are described, and the dentition is described in detail for the first time. The morphology of E. soloduchi indicates a intermediate phylogenetic placement among species of paraphyletic genus Platysomus Agassiz, 1833 because it has features of both 'Platysomidae' Young, 1866 (P. superbus Traquair, 1881, P. parvulus Williamson, 1849, P. striatus Agassiz, 1833) and 'Bobasatraniidae' Stensiö, 1932 (P. gibbosus (Blainville, 1818), P. biarmicus Eichwald, 1857, P. swaffordae Mickle & Bader, 2009, P. schultzei Zidek, 1992). The lower jaw is deep and bears molariform teeth with apical cusps. All teeth have traces of in-vivo wear. The jaw anatomy and dentition indicates that E. soloduchi was adapted to a durophagous feeding habit, but we assume that it was a generalist feeder that could consume hard prey. [ABSTRACT FROM AUTHOR]

Aim: To determine which riverine invertebrate traits respond consistently to anthropogenic impacts across multiple biogeographic regions. Location: Europe. Time Period: 1981–2021. Major Taxa Studied: Riverine invertebrates. Methods: We compiled a database of riverine invertebrate community time series for 673 sites across six European countries spanning six freshwater ecoregions. We compared trait responses to anthropogenic impacts (quantified as changes in 'ecological quality') among regions for seven 'ecological' traits, which reflect habitat preferences, and nine 'biological' traits (e.g., morphology or life history), which represent taxon‐specific attributes that can influence ecosystem processes. Results: Four ecological traits (current, microhabitat, salinity and trophic preferences) and one biological trait (dispersal mode) responded consistently across regions. These responses were primarily driven by spatial differences among poorer to better quality sites. Responses to temporal changes in quality were comparable but less pronounced. Main Conclusions: Consistent responses to anthropogenic impacts across multiple ecological traits indicate these traits may improve broader scale measurements, comparisons and predictions of community responses. However, we could not use ecological traits to identify the actions of specific stressors because multiple traits always responded as a group. Inconsistent responses across almost all biological traits indicated that these traits may be less predictive of impacts across regions. Predictions of how biological traits, and associated ecosystem processes, respond to anthropogenic impacts may be most effective at regional scales where responses are more consistent. [ABSTRACT FROM AUTHOR]

Policy PointsHealth care systems around the world rely on a range of methods to ensure the affordability of prescription drugs, including negotiating prices soon after drug approval and relying on formal clinical assessments that compare newly approved therapies with existing alternatives.The negotiation framework established under the Inflation Reduction Act is far more limited than other frameworks explored in this study. Adding elements from these frameworks could lead to more effective price negotiation in the United States. Context: In 2022, Congress passed the Inflation Reduction Act, which allowed Medicare, for the first time, to begin negotiating the prices for certain high‐cost brand‐name prescription drugs. Many other industrialized countries negotiate drug prices, and we sought to compare and contrast key features of the negotiation process across several health systems. We focused, in particular, on the criteria for selecting drugs for price negotiation, procedures for negotiation, factors that influence negotiated prices, and how prices are implemented. Methods: We included four G7 countries in our analysis (Canada, France, Germany, and the United Kingdom [England]), two Benelux countries (Belgium and the Netherlands), and one Scandinavian country (Norway) with long‐established frameworks for drug price negotiation. We also analyzed the Veterans Affairs Health System in the United States. For each system, we gathered relevant legislation, government publications, and guidelines to understand negotiation frameworks, and we reached out to key drug price negotiators in each system to conduct semistructured interviews. All interviews were recorded, transcribed, and coded, and data were analyzed based on an internal assessment tool that we developed. Findings: All eight systems negotiate the prices of brand‐name prescription drugs soon after approval and rely on formal clinical assessments that compare newly approved drugs with existing therapies. Systems in our study differed on characteristics such as whether the body performing clinical assessments is separate from the negotiating authority, how added health benefit is assessed, whether explicit willingness‐to‐pay thresholds are employed, and how specific approaches for priority disease areas are taken. Conclusions: High‐income countries around the world adopt different approaches to conducting price negotiations on brand‐name drugs but coalesce around a set of practices that will largely be absent from the current Medicare negotiation framework. US policymakers might consider adding some of these characteristics in the future to improve negotiation outcomes. [ABSTRACT FROM AUTHOR]

Simple Summary: This study assessed 47 patients with penile cancer who underwent inguinal lymphadenectomy using either an open or robot-assisted approach. Our observations showed that robot-assisted inguinal lymphadenectomy resulted in longer operating times and less bleeding compared to the open approach. No significant differences were observed between the two groups for other perioperative variables. After a five-year follow-up, there were no differences in recurrence-free survival or overall survival between the groups. Background: Inguinal lymph node (LN) dissection (iLND) is mandatory in cN2 penile squamous cell carcinoma (PSCC). Open iLND (OIL) is often omitted due to the high rate of complications. A minimally invasive approach may reduce morbidity; however, evidence supporting its role to treat bulky nodes is limited. This study aimed to present the outcomes of the largest European single-center series of robot-assisted iLND (RAIL) for the treatment of cN2 PSCC and to compare the surgical and survival outcomes of this approach with the standard of care. Methods: A retrospective analysis was conducted on men with cT1-4N2M0 PSCC undergone either OIL or RAIL at our institution from January 2014 onwards. Baseline demographics, perioperative data, and oncologic outcomes were analyzed. Results: Overall, 47 patients were included; 38 (81%) underwent OIL. Median age was 59 years, with 23 men (48%) presenting with a ≥4 Charlson comorbidity index. Operation time was significantly longer in the robotic cohort (212 min vs. 145 min; p < 0.001), while the length of stay (p = 0.09) and time to inguinal drainage removal (p = 0.08) were not. Estimated blood loss favored the robotic approach (60 mL vs. 300 mL; p < 0.001). Post-operative complications rates were comparable in the two groups (25% vs. 47%; p = 0.17): four major complications were observed overall, and these were all in the OIL cohort. Median LN yield was comparable between the two groups (18 vs. 25; p = 0.05). Final pathology reports showed no significant differences in tumor stage distribution between the cohorts (p = 0.54). Kaplan–Meier analysis did not reveal any significant differences in RFS probabilities between the two treatment groups (Log Rank = 0.99). Conclusions: RAIL demonstrated comparable perioperative and oncologic outcomes to OIL for cN2 PSCC, with the benefit of reduced estimated blood loss. RAIL is a feasible option for cases where a minimally invasive approach is preferred, offering comparable perioperative safety and oncological outcomes. [ABSTRACT FROM AUTHOR]

The message of physical education (PE) has been one of a 'contested ground' with regular debate around its purpose, alongside conceptual confusions. A major channel of communication that strongly influences public perceptions is through mainstream media, yet how media platforms have reported on the PE profession has received a scarcity of research attention. The aim of this research was to investigate international media reporting of PE over a five-year period. To generate key concepts and themes emerging from the international PE media (English speaking), researchers conducted a Leximancer text mining analysis of media articles published via the Google News function between January 2013 and March 2018. A PE for health discourse was evident from across the international media reporting of PE with regular concepts and themes focused upon the 'physical' including activity, health, obesity, physical activity and exercise. It was also evident that there were clear links between the concept of 'physical education' with regulatory concepts such as 'requirements, reporting and law'. Notable thematic absences related to how PE goals can be met through teaching, learning and programming. Unpacking conceptual and thematic insight into how the PE profession has been reported into the public sphere sheds light on key trends, discourses and influences that are being communicated to the public across global contexts.

Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.

The theory of planned behaviour (TPB) captures important individual beliefs (attitudes, subjective norms and perceived behaviour control), which influence people's intentions towards performing a given behaviour. Due to the successful application of TPB to a number of areas of human activity, it has been adopted as a framework in a number of studies assessing teachers' intentions towards implementing inclusive education. However, little work has been done to synthesise these studies. In this study, we reviewed published studies on inclusive education (2007 to 2019), which used the TPB as a framework to understand reporting trends and identify research gaps. We followed the guidelines for the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Five keywords were used to search for studies in nine databases, which resulted in the identification of 604 papers, of which 22 satisfied the pre-set inclusion and quality assessment criteria. Although the findings from some studies confirm the ability of TPB to predict teachers' intentions, the link between the predictors and actual behaviour was unclear. Moreover, there was divergence between the findings of the qualitative and quantitative studies. Limitations, recommendations for future studies and implications for inclusive practice are discussed.

The use of video has become commonplace in education today. Educators are engaging students with video communication technology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to synthesize research on the use of video as a teaching tool in online and blended courses. A systematic approach was used to identify 64 peer-reviewed studies published from 2010 to 2020. A qualitative synthesis of the studies resulted in four themes: delivering video lectures, fostering discussions with video, using video assessments and feedback, and creating video check-ins. Each theme and related research are discussed in the article. Gaps in the literature are identified and recommendations are made for future research.

Neoliberal theories--whether the new public management, principal-agent theory, or performance management--have provided the rationale for sweeping reforms in the governance and operation of higher education. This paper expands our understanding of neoliberal theory and practice by examining a leading neoliberal reform: performance-based funding (PBF) for higher education in the USA, Europe, Canada, Australia, and elsewhere. Our analysis of PBF examines not only its impacts but also its origins and implementation. Neoliberal theory has been used not only "prospectively" to design and argue for certain public policies but also "retrospectively" to analyse the origins and implementation of neoliberal policy. Hence, this paper examines this retrospective neoliberal analysis in order to determine how well neoliberal theory helps us understand the origins and implementation of neoliberal policy: in this case, the socio-political forces that gave rise to PBF; and the political and organizational features of the processes by which PBF was implemented.

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

Cardiovascular diseases (CVDs) and neoplasms have been considered as public health concerns worldwide. This study aimed to estimate the epidemiological patterns of death burden on CVDs and neoplasms and its attributable risk factors in Western Europe from 1990 to 2019 to discuss the potential causes of the disparities. We collected data on CVDs and neoplasms deaths in 24 Western European countries from the Global Burden of Disease Study. We analyzed patterns by age, sex, country, and associated risk factors. The results include percentages of total deaths, age-standardized death rates per 100,000 population, and uncertainty intervals (UIs). Time trends were assessed using annual percent change. In 2019, CVDs and neoplasms accounted for 33.54% and 30.15% of Western Europe's total deaths, with age-standardized death rates of 128.05 (95% UI: 135.37, 113.02) and 137.51 (95% UI: 142.54, 128.01) per 100,000. Over 1990–2019, CVDs rates decreased by 54.97%, and neoplasms rates decreased by 19.54%. Top CVDs subtypes were ischemic heart disease and stroke; top cancers for neoplasms were lung and colorectal. Highest CVD death burdens were in Finland, Greece, Austria; neoplasm burdens in Monaco, San Marino, Andorra. The major risk factors were metabolic (CVDs) and behavioral (neoplasms). Gender differences revealed higher CVDs death burden in males, while neoplasms burden varied by risk factors and age groups. In 2019, CVDs and neoplasms posed significant health risks in Western Europe, with variations in death burdens and risk factors across genders, age groups, and countries. Future interventions should target vulnerable groups to lessen the impact of CVDs and neoplasms in the region. [ABSTRACT FROM AUTHOR]

Purpose: To assess the real-world prevalence of microsatellite instability (MSI)/mismatch repair (MMR) testing and related tumor status in recurrent/advanced endometrial cancer patients in Europe. Methods: Data were from two multi-center, retrospective patient chart review studies conducted in the United Kingdom, Germany, Italy, France and Spain: The Endometrial Cancer Health Outcomes-Europe-First-Line (ECHO-EU-1L) study and the ECHO-EU-Second-Line (ECHO-EU-2L) study. ECHO-EU-1L included recurrent/advanced endometrial cancer patients who received first-line systemic therapy between 1/JUN/2016 and 31/MAR/2020 after recurrent/advanced diagnosis. ECHO-EU-2L included patients with recurrent/advanced endometrial cancer who progressed between 1/JUN/2016 and 30/JUN/2019 following prior first-line systemic therapy. Data collected included patient demographics, MSI/MMR tumor testing and results, and clinical/treatment characteristics. Results: ECHO-EU-1L included 242 first-line patients and ECHO-EU-2L included 475 s-line patients. For all patients, median age at recurrent/advanced diagnosis was 69 years, roughly half had endometrioid carcinoma histology and over 75% had Stage IIIB-IV disease at initial diagnosis. The prevalence of MSI/MMR testing in the first-line and second-line cohorts was similar (36.4 and 34.9%, respectively). Among those tested, a majority had non-MSI-high/MMR proficient tumors (80.7 and 74.7% among first- and second-line patients, respectively). About 15% had MSI-high/MMR deficient tumors in both cohorts, and a few patients had discordant results (3.4 and 10.8% among first- and second-line patients, respectively). Conclusion: Prior to the approvals of biomarker-directed therapies for recurrent/advanced endometrial cancer patients in Europe, there were low MSI/MMR testing rates for these patients of just over one-third. Given the availability of biomarker-directed therapies, increased MSI/MMR testing may help inform treatment decisions for recurrent/advanced endometrial cancer patients in Europe. [ABSTRACT FROM AUTHOR]

Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and repetitive behaviours were lower in females than males, alongside comparable levels of social interaction and communication difficulties in females and males. Current ADI-R and ADOS scores showed no sex differences for ASD severity. There were lower socio-communicative symptoms in older compared to younger individuals. This large European ASD sample adds to the literature on sex and age variations of ASD symptomatology.

This article discusses the tension between quality assurance and quality enhancement in engineering education at a programme level. It acknowledges that accreditation has evolved for many years, but does not agilely support innovation or implement changes in educational programmes. Existing quality assurance systems, institutional collaboration networks, as well as new innovative quality enhancement models and processes are described, contrasted and synthesised. Quality enhancement is analysed based on its function as a source of inspiration and dissemination of good practice. The article reflects on a novel and more collaborative approach to quality enhancement, built on the foundations of specific pedagogical standards and rubrics (e.g. CDIO). One solution leading to real continuous quality enhancement could be flexible and agile evaluation processes. These are founded on measurement and rating frameworks and complemented with quality assurance for engineering education. Incremental enhancement is based on relevant needs identified collaboratively between programmes.

In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher social class background and the concern to transmit one's cultural habitus. They further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalise the necessity of its existence.

Organizations are increasingly recognizing the important role employee inclusion perceptions play in promoting positive employee attitudes and behaviors. Although social networks are frequently cited as being a driver of perceived inclusion, little empirical work has examined the social network conditions that give rise to it. We address this gap by examining how both network position (indegree centrality) and network structure (network closure) relate to perceived workplace inclusion. We test our hypotheses with a sample of 364 professionals in a multinational pharmaceutical firm. We find that both indegree centrality and network closure are positively related to perceived workplace inclusion. The relationship between network centrality and perceived workplace inclusion is strengthened by a high level of network closure. In addition, the relationship between network closure and perceived workplace inclusion is strengthened by a high level of need for affiliation. Our results, therefore, suggest that both network centrality and closure play an important role in employee perceptions of inclusion and demonstrate the importance of considering need for affiliation as a boundary condition. We conclude by discussing the implications of these findings for theory and practice. [ABSTRACT FROM AUTHOR]

In this first of three papers, we seek to understand how the new "integrated care" global policy directive, pursuing greater alignment for health and social care systems, will be translated into preparation for practice concerning interprofessional education (IPE) from pre-to-post registration level and for continuing professional development. We ask questions about the implications for leaders and practitioners in the field of IPE and collaborative practice (CP). In seeking to understand this new global policy directive, we explore the plethora of definitions, concepts and perspectives, continuously evolving and at times counterproductive as they try to synthesize complexity, to describe how health and social care systems and practitioners work together. We trace research on how integrated care is understood drawing upon transnational current understandings of integrated working in North America, Europe and the UK. We ask questions of the ambitions of integrated care aligned to forging closer working relationships between health and social care practitioners to tackle modern complex healthcare challenges. In reading the literature we have sought to identify the themes which emerge to direct the field of IPE and CP so that the workforce is prepared to deliver care, as policy makers intended, within locally designed new innovative care systems. We conclude that it remains unclear as to whether these new policy aspirations will achieve the connectivity required, for a supported workforce, committed to working together to deliver care envisaged to help people experiencing complex long-term conditions, disadvantage and health inequalities. In our second paper, we review the developmental pathway for IPE, taking a closer look at preparation for integrated care pathways and collaborative practice, seeking evidence to guide us. Finally, in our third paper, we turn our attention to the implications for the workforce composition, dynamics, and relationships, exploring heightened progressive ever-changing roles and responsibilities, focusing on social work. [ABSTRACT FROM AUTHOR]