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BackgroundQUALIFY was a 28-week, randomized, open-label, head-to-head trial that assessed improvements across multiple measures in stable patients with schizophrenia with aripiprazole once-monthly 400 mg vs paliperidone palmitate.MethodsSecondary effectiveness assessments included physician-rated readiness for work using the Work Readiness Questionnaire, the Clinical Global Impression-Severity and Clinical Global Impression-Improvement scales, and quality of life with the rater-blinded Heinrichs-Carpenter Quality of Life Scale. Patients assessed their treatment satisfaction and quality of life with Subjective Well-Being under Neuroleptic Treatment-short version and Tolerability and Quality of Life questionnaires.ResultsOdds of being ready for work at week 28 were significantly higher with aripiprazole once-monthly 400 mg vs paliperidone palmitate (adjusted odds ratio, 2.67; 95% CI, 1.39-5.14; P=.003). Aripiprazole once-monthly 400 mg produced numerically or significantly greater improvements from baseline vs paliperidone palmitate in all Quality of Life Scale items. With aripiprazole once-monthly 400 mg vs paliperidone palmitate at week 28, there were significantly more Clinical Global Impression-Severity and Clinical Global Impression-Improvement responders (adjusted odds ratio, 2.26; P=.010, and 2.51; P=.0032) and significantly better Clinical Global Impression-Improvement scores (least squares mean treatment difference, -0.326; 95% CI, -0.60 to -0.05; P=.020). Numerically larger improvements with aripiprazole once-monthly 400 mg vs paliperidone palmitate were observed for patient-rated scales Subjective Well-Being under Neuroleptic Treatment-short version and Tolerability and Quality of Life. Partial correlations were strongest among clinician-rated and among patient-rated scales but poorest between clinician and patient-rated scales.ConclusionsConsistently greater improvements were observed with aripiprazole once-monthly 400 mg vs paliperidone palmitate across all measures. Partial correlations between scales demonstrate the multidimensionality of various measures of improvement. More patients on aripiprazole once-monthly 400 mg were deemed ready to work by the study end.Trial registryNational Institutes of Health registry, NCT01795547, https://clinicaltrials.gov/ct2/results?id=NCT01795547).

In a Swedish sample of persons eligible for disability services and aged 55 years or older in 2012, persons (n = 601) with autism spectrum disorder diagnoses registered in specialist care were identified. Register data concerning diagnoses of other psychiatric disorders, psychiatric care, and psychiatric medication were reviewed. More than 60% had been in contact with psychiatric care. The majority had no intellectual disability (ID) diagnosis recorded during the study period. Apart from ID, affective disorders, anxiety and psychotic disorders were most commonly registered; alcohol/substance abuse disorders were uncommon. Psychotropic drug prescriptions were very common, especially in the ID group. Professionals need awareness of this vulnerable group; studies concerning their life circumstances and service requirements should be conducted.

In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006-2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades--sociocultural perspectives on learning--occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

In this piece, we argue that an economy of publication and citations has emerged that not only changes the notion of what is deemed quality in educational research but also changes the incentives of us as researchers. With pressure on publishing in "international" journals, education researchers are increasingly pushed to publish their research in the article format, and for many, in their second or third language (English). Additionally, we are to direct the research to an audience who might not at all be interested or knowledgeable about the context under scrutiny. With such pressure to publish in English-language journals, the question of who is allowed to publish and who is cited is of paramount significance. Based on our own empirical research on the adult educational research field as well as other bibliometric research, we propose that there is an "Anglophone" bias in educational research. We end with a discussion on the implications of the current trend to publish in indexed English-language journals and suggest that "Anglophone" as well as non-Anglophone scholars need to start citing other scholars than those from the dominating "Anglophone" countries in order to further enhance knowledge and debate within education. The ultimate irony of the developments described in this piece is that the researchers from non-Anglophone countries actively engage in a publication game that underscores their own subordination.

The benefit of digitalisation, including the use of information management systems and electronic databases, in improving the effectiveness of social protection programmes is acknowledged by researchers and practitioners. However, concerns about digital- and financial exclusion stemming from increased reliance on digital technologies have also surfaced in recent studies. This study uses official data from South Africa's General Household Survey and the Global Findex database to explore these concerns. The potential gains of expanding social protection programmes through digitalisation are tested with simulations and distinct levels of income shocks. Additionally, two logistic regressions are employed to analyse relevant demographic variables for digital and financial inclusion. In combination with the quantitative approach, qualitative interviews were conducted with social protection experts from the South African Social Security Agency to gain insights into the impact of the digitalisation of social protection programmes. The results suggest that digitalising identification and delivery mechanisms in social protection improves equality through increased income levels. Digital access is associated with education, income, gender, population group, family size, and participation in the formal or informal sector. Financial access is linked to education level and gender. The study also identified perceived opportunities, including enhanced verification and streamlined application processes, which can improve programme effectiveness. However, integration, coordination, limited digital infrastructure, and digital illiteracy challenges may increase both digital- and financial exclusion. [ABSTRACT FROM AUTHOR]

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates studying at Oxbridge and a dataset of the institutional origins of 580 Singaporean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

There is a paucity of diagnostic instruments for adults with autism spectrum disorder (ASD). This study evaluates the psychometric properties of the Swedish version of the Ritvo Autism and Asperger Diagnostic Scale-Revised (RAADS-R), an 80-item self-rating scale designed to assist clinicians diagnosing ASD in adults. It was administered to 75 adults with ASD and 197 comparison cases. Also, a subset completed the Autism Spectrum Quotient (AQ). Three out of four subscales had high internal consistency. Sensitivity was 91% and specificity was 93%. The ASD subjects had significantly higher mean scores on all subscales. ASD females had higher scores than ASD males on the sensory motor subscale, a dimension not included in the AQ. RAADS-R showed promising test re-test reliability. (Contains 9 tables and 1 figure.)

Many teachers and other service providers struggle with trying to address the many skills that are important for young children to acquire during the preschool years. Early Literacy Initiative project (Project ELI) is a comprehensive, two-tiered, early language and literacy intervention model that includes activities for all children as well as intensive interventions for children identified as at risk for delays through the authors' assessment-progress monitoring system. This article provides a brief overview of the process that the authors followed as they developed the first tier of Project ELI and provides examples of how classroom teams embedded opportunities for children of varying abilities and needs to learn and practice early language and literacy skills within activities and routines during the preschool day. The authors also present examples of adaptations that were made to address specific needs and goals of children with special needs and children who are identified as English language learners (ELL). The strategies presented in this article are ones that service providers could use to provide diverse children with multiple and varied opportunities to learn and practice early language and literacy skills during meaningful activities throughout the day. (Contains 5 tables and 1 note.)

Mammography screening programs have been implemented in European countries as prevention tools aimed at reducing breast cancer mortality through early detection in asymptomatic women. Nordic countries (Denmark, Finland, Iceland, Norway, Sweden, the Faroe Islands, and Greenland) demonstrated high participation rates; however, breast cancer mortality could be limited by further optimizing screening. This review aimed to explore factors that affect women's participation in mammography screening in Nordic countries. A systematic review of segregated mixed research synthesis using a deductive approach was conducted. The following databases and platforms were searched to identify relevant studies: CINAHL with Full Text (EBSCOHost), MEDLINE (EBSCOHost), PsycInfo (ProQuest), Scopus (Elsevier) and Web of Science Core Collection (SCI-EXPANDED, SSCI, A&HCI, CPCI-S, CPCI-SSH, and ESCI). The Critical Appraisal Skills Program was used for quality assessment. The Health Promotion Model was applied to integrate findings from qualitative and qualitative research. All methodological steps followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The final selection (16 articles) included studies from three Nordic countries: Denmark (four quantitative studies), Norway (one qualitative and four quantitative studies), and Sweden (three qualitative and seven quantitative studies). Sixty-three factors were identified as barriers, facilitators, or factors with no influence. A substantial number of obtained factors, spread across a wide spectrum, describe (non-)participation in mammography screening as a versatile phenomenon. Implications for practic e: The findings of this review could benefit the mammography staff and providers regarding possible interventions aimed at improving screening participation rates. [ABSTRACT FROM AUTHOR]

This article contributes to the civic identity development literature by exploring how a scholarship program emphasizing entrepreneurship and economic revitalization can facilitate engagement across difference in pursuit of shared anti-poverty commitments. Drawing on theories of entrepreneurial action, civic identity development literature, and a mixed methods approach, we propose a framework for how students conceptualize identity, race, and poverty as entrepreneurs of connection. The role of uncertainty is central to entrepreneurial action and a hallmark of community engagement. Combining an inquiry into their own sense of identity in relationship to their peers and community partners, students contribute to the development of the entrepreneurial ecosystem by making connections at the interpersonal, organizational, and systems levels. Students merge an understanding of their personal identities and situational context to build trust with diverse peers and community partners. Entrepreneurs of connection take action with community partners to pursue innovative solutions with a focus on social change. [ABSTRACT FROM AUTHOR]

Examined the network density, size, and organizational memberships of identified community leaders and other residents in two rural Missouri communities. Leaders had larger, more dense, and diffuse networks and more organizational memberships than others. (Author)

The Ellensburg (Washington) Children's Musical Theater, created as a community schools project 21 years ago, is still going strong. The theater provides interactive learning opportunities for children of all ages and sponsors other opportunities for children, including a children's writer's workshop and workshops on television violence. Describes how the project started, impact on participants, developing plays, and facilities required. (TD)