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La Investigación tiene como objetivo describir el nivel de conocimiento sobre investigación en estudiantes de la Facultad de Ciencias Contables de la UNMSM (2016). Se diseñó un cuestionario para realizar el trabajo de campo, que se aplicó a los estudiantes del último año de la Facultad de Ciencias Contables. Del total de estudiantes de la Facultad de Ciencias Contables, se tomó una muestra de 153 estudiantes, 76 estudiantes fueron de la Escuela Académica Profesional de Contabilidad, 38 estudiantes de Gestión Tributaria y 38 estudiantes de Auditoría Empresarial y del Sector Público. Se realizó un muestreo estratificado y un muestreo aleatorio simple. Los resultados muestran que falta fortalecer la investigación en los estudiantes de la Facultad de Ciencias Contables. También encontramos que no hay diferencias significativas en el nivel de conocimiento en investigación de los estudiantes por especialidad de la Facultad de Ciencias Contables de la UNMSM. Este resultado lo confirmamos haciendo una prueba Chi-cuadrado.

Introduction Direct observation of clinical skills is a key assessment strategy in competency-based medical education. The guidelines presented in this paper synthesize the literature on direct observation of clinical skills. The goal is to provide a practical list of Do’s, Don’ts and Don’t Knows about direct observation for supervisors who teach learners in the clinical setting and for educational leaders who are responsible for clinical training programs. Methods We built consensus through an iterative approach in which each author, based on their medical education and research knowledge and expertise, independently developed a list of Do’s, Don’ts, and Don’t Knows about direct observation of clinical skills. Lists were compiled, discussed and revised. We then sought and compiled evidence to support each guideline and determine the strength of each guideline. Results A final set of 33 Do’s, Don’ts and Don’t Knows is presented along with a summary of evidence for each guideline. Guidelines focus on two groups: individual supervisors and the educational leaders responsible for clinical training programs. Guidelines address recommendations for how to focus direct observation, select an assessment tool, promote high quality assessments, conduct rater training, and create a learning culture conducive to direct observation. Conclusions High frequency, high quality direct observation of clinical skills can be challenging. These guidelines offer important evidence-based Do’s and Don’ts that can help improve the frequency and quality of direct observation. Improving direct observation requires focus not just on individual supervisors and their learners, but also on the organizations and cultures in which they work and train. Additional research to address the Don’t Knows can help educators realize the full potential of direct observation in competency-based education.

Aim: The implementation of evidence-based practice (EBP) is extremely important and plays a vital role in healthcare practice. There have been few studies concerning the level of healthcare provided to patients in Saudi Arabia, using EBP as an indicator. This study is aimed at investigating physiotherapists’ behaviour, attitudes, awareness and knowledge about EBP, along with barriers that curb the implementation of EBP. Methods: A sample of convenience was used and an online survey consisting of 14 closed-ended questions was given to both clinical and academic physiotherapists in Saudi Arabia from May to October 2016. Data regarding demographics, behaviour, attitudes, awareness, knowledge, previous formal training and barriers to implementation of EBP were recorded. The data were analysed using IBM SPSS version 19. Results: A total of 604 physiotherapists participated in the survey, out of which 385 respondents provided complete data. Nine participants were undergraduate physiotherapy students or not physiotherapists and their responses were excluded. The final number of participants included in data analysis was 376. The majority of the participants were men (60.4%) and most of them had completed their bachelor degree (66.2%). Although most physiotherapists reported a positive attitude towards the use of research in practice, there were many who were unfamiliar with the terms and implementation of EBP. The majority of physiotherapists had no formal EBP training (70.2%) in universities or any authorized training centres. According to the responses collected, the most important barrier to the implementation of EBP was insufficient teaching in previous education (43.1%), followed by lack of research knowledge and skills (36.4%). The study revealed that there was a significant association between physiotherapists’ attitude and their education level, while no significant associations were identified based on other demographic data. In addition, there were significant associations between physiotherapists’ awareness and knowledge and demographics such as education level, work setting, job title and previous training in EBP. Conclusion: There is a prominent gap in terms of understanding and applying the concept of EBP among physiotherapists in Saudi Arabia. Given that the majority of practicing physiotherapists reported no formal training in EBP, there is a need to integrate concepts related to EBP into the undergraduate and graduate curriculum. In addition, strategies must be developed and implemented to encourage practicing physiotherapists for gaining knowledge and proficiency in EBP.

The main goal of this review is to summarize practical approaches concerning the application of microfluidic systems for the analysis of various biomarkers and pollutants, as well as microbes, in water and wastewater matrixes. This problem involves multidisciplinary expertise combining research knowledge from various areas, including wet chemistry, biochemistry, physical chemistry, molecular biology, genetics, signal processing, microelectronics material science, and separation science. It has been documented that fairly primitive but fast and inexpensive screening methods involving paper-based analytical devices (PADs) and micro total analytical systems (μTAS) can be considered as serious alternatives to their more advanced counterparts such as GC, HPLC, and capillary electrophoresis coupled to various sophisticated detectors (e.g., multiwavelength spectrophotometers such as UV-Vis/DAD and mass spectrometers). The main advantage of PAD- and μTAS-driven technology is that such sensing devices may work under on-site and real-time conditions and measure a number of physical parameters and chemical factors simultaneously. Moreover, hybrid miniaturized analytical systems may combine sensing and data acquisition modules with common mobile phones and electronic devices working with global positioning systems and communicating through the Internet.

The progression of scientific knowledge requires replication of research results and an orderly accumulation of research knowledge. However, developmental science, like many other sciences, has too often prioritized individual studies at the expense of replication and synthesis efforts. In this chapter, I describe the concepts of replication and research accumulation and consider both their barriers and potentials for developmental science. I emphasize the importance of considering effect sizes rather than statistical significance, and I describe meta-analysis as a powerful tool in facilitating research accumulation and in guiding replication efforts. By considering advancement in terms of research accumulation rather than single studies, developmental science can achieve greater efficiency and precision to guide both future research and applied efforts.

This introduction provides background for the five articles in this special issue. It briefly describes the current neoliberal context within which PAR seeks to democratize knowledge and the ways PAR attempts to push traditional research epistemologies and methodologies toward more participatory stances. It also provides an overview of the five articles which includes two articles on PAR in the global South where PAR has its origins.

This article reflects on an enterprise project which aimed to build partnerships with police forces in England. In attempting to do ‘public criminology’ we had to negotiate internal and external organizational cultures, public management and ‘audit culture’. We focus on two levels of co-option we experienced during the project, by the university and the police: (1) internal university pressures such as definitions of ‘research’ and ‘enterprise’, funding and the terms of the ‘contract’ of the project; and (2) external pressures when engaging with police that included new public management principles and ‘fast academia’. The discussion draws on data from field notes and interviews with police officers and staff.

This chapter compares the conceptual foundations of health literacy and health disparities. It details some of the conceptual differences between health literacy and health disparities and explains some similarities that suggest the need for increased research collaboration. The chapter is among the first to address the structural and social determinants of health together and explain that future research needs to assess their interactions. Overall, the chapter creates a conceptual foundation as well as challenges future scholars/practitioners to take more multidimensional approaches to assess health's determinants. The chapter also attempts to demonstrate there is nothing more practical than good theory, or clear conceptual foundations. The chapter is divided into four sections that address the following topics: three conceptual frameworks about the determinants of health; opportunities in health disparities and health literacy research; seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research; as well as a conclusion. The chapter suggests there are vacuums in current research knowledge that need future attention - especially regarding the integration of health literacy and health disparities research.

In response to the need for meaningful data about student learning in research courses, we developed and implemented the Research Knowledge Assessment instrument to measure MSW student acquisition, application, and retention of research knowledge over a 3-year period across the research curriculum. Initial findings indicated that students entered the foundation research methods course with little research knowledge, gained some knowledge during the course but not at an acceptable level, and lost 22% of the gain by the beginning of the concentration research course. The greatest knowledge acquisition was in sampling and the least in theory and question development. Knowledge acquisition was associated with not having a BSW and not having adjunct faculty as a research instructor.

Mixed methods research (MMR) is an exciting, but challenging, approach to research in adapted physical education (APE) contexts. In this chapter, we mainly describe the underlying paradigm assumptions about MMR in this area. It is our paradigm assumption that our field’s researchers should be aware of the philosophical issues that may have a direct impact on how MMR is conducted. Further, we provide a rationale for the use of MMR in APE contexts as well as a brief description of a few MMR studies that have been performed. Given the lack of MMR in APE, we also provide examples of disability-specific studies through the lens of adapted physical activity. While MMR designs have not been used to the full extent in the field, we hope that more APE researchers will attempt to conduct future MMR studies to further our research knowledge and utilize clinically useful findings immediately for people with disabilities in meaningful ways.

Objective: Reflecting critically on the epistemological aspects of the of knowledge construction on Nursing Administration in Brazil. Methods: This is an article of theoretical reflection that aims to assess the epistemological aspects of the construction of knowledge about Nursing Administration. Results: The knowledge about Nursing Administration has a long way to go, as its epistemological repertoire is still timid. In addition, the lack of distinction of this knowledge in the communication of research products underestimates the production on Nursing Administration, as these products appear diluted in other areas of Nursing (care, research, and teaching). Final considerations: Due to the reflections, the need for new scientific evidence is highlighted, whose formulation of research questions can contribute to the delineation of phenomena that distinguish Nursing Administration as an area of research knowledge.

Research is a systematic inquiry into phenomena to understand the phenomena and/or to solve problems related to the phenomena. Though tentative and not always correct, research knowledge can provide different perspectives of practices in school and balance the use of practitioner knowledge in classroom teaching, which is also not always correct. Several studies have indicated that teachers may not be able to find research that is relevant and practical for their immediate needs, and even if the relevant research reports can be found, teachers may have difficulty in reading, understanding and acting on them; the studies suggest that intermediaries work with teachers to address these issues. This chapter proposes guidelines to help intermediaries identify relevant studies that can help teachers address their areas of concern, interpret these studies, present them, explain how the findings and suggestions from the studies can be implemented in their classrooms and work with them in the implementation. The guidelines were developed based on a case study in which an intermediary (the author) facilitated the use of educational research by three chemistry teachers in their practice by supporting the teachers in the development of research-informed instructional material and strategies to address their students’ difficulties in planning chemistry experiments.

Bu çalışmanın amacı İngilizce hazırlık programında çalışan öğretim görevlilerinin öğretmen araştırmasına ilişkin özyeterlilik algı düzeyi, özyeterlilik algısı ile eğitim durumu, öğretmenlik deneyimi ve yüksek lisans yapılan program gibi değişkenlerle olan ilişkisini araştırmaktır. Veri toplamak için Araştırma Yeterliliği Ölçeği (Boran, 2018) ve yarı yapılandırılmış görüşmeler kullanılmıştır. Çalışmaya İstanbul’da yer alan bir vakıf üniversitesinden 101 İngilizce öğretim görevlisi katılmıştır. Çalışmanın sonucu, İngilizce hazırlık okulunda çalışan öğretim görevlilerinin öğretmen araştırmasına ilişkin özyeterlilik algı düzeyinin oldukça yüksek seviyede olduğunu ortaya koymuştur. Öğretim görevlileri araştırma sürecinin pek çok aşamasında yeterli olduğunu belirtirken, toplanan verilerin analizini yapmak konusunda kendilerini diğer aşamalara göre daha az yeterli hissetmiştir. Özyeterlilik düzeyi eğitim durumuna göre istatiksel anlamda önemli bir fark gösterirken, deneyim yılı ve tamamlanan yüksek lisans programına göre önemli bir fark saptanmamıştır. Görüşmelerde öğretim görevlilerinin özyeterlilik algısının araştırma deneyimleri, eğitim durumları, araştırma bilgileri, uygulama sürecindeki zorluklar, zaman ve iş yükü gibi mevcut çalışma ortamlarıyla ilişkili koşullara göre değişkenlik gösterdiğini ortaya çıkarmıştır. Bu bakımdan bu çalışma öğretmenlerin meslek içi eğitim gereği kendi okullarında yaptıkları araştırmalarda veya kaydoldukları yüksek lisans programlarında aldıkları desteğin ayrıca önemli olduğunu ortaya koymuştur. Bulgular öğretmen eğitimcileri, İngilizce öğretmenliği bölümleri ve yüksek lisans programları için önemli sonuçlar ortaya koymuştur., The study aimed at exploring teacher research self-efficacy beliefs of English instructors by investigating their mean level of perceived efficacy as well as the relationship between their research self-efficacy beliefs and highest qualification, teaching experience and MA in ELT. Data came from efficacy in research questionnaire (Boran, 2018) and semi-structured face to face interviews. 101 instructors who work at an English preparatory school of a foundational university participated to the study. The findings of the study revealed that instructors had a moderately high level of efficacy. While instructors felt sufficiently capable across all sub-components of teacher research, they felt less capable in doing analysis compared to other teacher research tasks. The findings indicated a significant difference between self-efficacy according to highest qualification. However, there was not a significant difference according to teaching experience and completed MA programs. The interviews revealed that perceived personal efficacy for doing research changed depending on prior research experience, academic training, research knowledge, difficulties in dealing with research tasks, contextual conditions such as time and workload. In this regard, this study revealed the significance of support for teachers who do research as part of continuous professional development in their schools and master programs they are attending. The results have important implications for teacher educators, English language teaching and master’s programs.

This review critically analyses >200 papers collected by searching on Pubmed the word "nanoplastics", a group of emerging contaminants which are receiving growing attention. The present review intends to provide an overview of current knowledge on nanoplastic pollution starting with the theory of polymer degradation, passing to laboratory confirmation of nanoplastic formation and ending with the possible occurrence in sea water samples. Most of the observations proposed focus the attention on polystyrene (PS) because the majority of research knowledge is based on this polymer. Moreover, we thoroughly describe what effects have been observed on different organisms tested in controlled conditions. Nanoplastics formation, fate and toxicity seem to be a very dynamic phenomenon. In light of this, we identify some aspects retained crucial when an ecotoxicological study with nanoplastics is performed and which elements of nanoplastics toxicity could be deeper covered.

Academics and practitioners agree there are substantial barriers to systematically transferring audit research knowledge to policymakers. We adopt a design science approach to investigate the efficacy of employing a research synthesis to transfer academic research knowledge to audit standard setters. We create a real-time simulation with former standard setters, based on a group audit issue that arose in actual deliberations, to represent a “typical” instantiation of the knowledge transfer problem. Following design science prescriptions, we evaluate the pragmatic validity of the prototype synthesis, its creation process, and related interactive communication with our standard setters. We provide initial evidence (“proof of concept”) that a research synthesis can effectively and efficiently transfer audit research knowledge to audit standard setters. A key implication is that an individual research article’s main role in knowledge transfer to audit practice is as an input into a research synthesis that informs specific practice concerns.

The dramatic change of economic environment triggers the more complicated complex cooperation among firms, governments, and research institutions. Actually, cooperation efficiency (CE) of some industry-university-research (IUR) knowledge innovation alliances has not achieved expected levels. Accordingly, this paper organizes an empirical analysis of 296 groups of China's IUR alliances and then investigates the effect of risk among stakeholders, operations process risk, and environmental risk on alliances' CE. Empirical results present that decreasing stakeholders' risk improves alliances' CE. Further, alliances' cooperative R&D mode, human capital, digestion and absorption capabilities of technology progress, degree of R&D output sharing by firms, firms' compliance for R&D funds input, and universities and research institutions' compliance for R&D activities all positively affect alliances' CE. Additionally, alliances' favorable external environmental improves such efficiency and further strengthen the effect of stakeholders' risk on this efficiency. Our findings will help participants of IUR alliance and policy-makers to enhance alliances' CE with the fall of actual risk they need to deal with, also providing a flexible way to establish an effective partner-selection mode.

This chapter presents a summary and reflection on its roles, activities, funding, outputs and outcomes, operational experience, the problems of long-term sustainability and the lessons that can be drawn from this pioneering initiative in the North East throughout the last decade and the implications for the next decade.

Information Systems (IS) as a discipline is still young and is continuously involved in building its own research knowledge base. Design Science Research (DSR) in IS is a research strategy for design that has emerged in the last 16 years. Junior IS researchers are often lost when they start with a project in DSR. We identified a need for a set of guidelines with supporting reference literature that can assist such novice adopters of DSR. We identified major themes relevant to DSR and proposed a set of six guidelines for the novice researcher supported with references summaries of seminal works from the IS DSR literature. We believe that someone new to the field can use these guidelines to prepare him/herself to embark on a DSR study.

Objectives Globally, the research knowledge gap exists in the sexual reproductive health (SRH) services of street adolescents. The intensity of the problem is high in settings like Ethiopia, where there are limited access and integration of services. This study aimed at exploring risky sexual behaviors, needs, and barriers of SRH services among street adolescents in Nekemte town. A community-based cross-sectional study design with mixed approaches was used on a sample size of 219 street adolescents. Supplementary qualitative data of 24 in-depth interviews were collected from the street adolescents and SRH service providers. Time-location sampling or venue sampling technique (VDT) was used for a quantitative study. Quantitative data were analyzed by SPSS version 24.0. Results About 93% of street adolescents reported difficulty in accessing contraceptives. Behavioral change and sustainable access to SRH services are lacking among street adolescents. The Knowledge gap is more evident in early adolescents (10–13) period than the other classes. In general, street adolescents are deprived of access to SRH services. Mobile and flexible access to contraceptives should be designed targeting street adolescents.

This accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on ‘what works’, all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development. Divided into three parts, this book examines the various understandings of being ‘research-engaged’ and covers key issues such as: Finding and interpreting research How to apply and evaluate findings in reliable ways Planning and carrying out a classroom-based project Building a culture of research within a school Establishing local research networks Publishing work Illustrated with inspiring examples of how to these implement ideas in schools, The Teachers’ Guide to Research is perfect for practicing schools teachers, student teachers and educational leaders who are looking to expand their research knowledge and rekindle their professional curiosity.

У статті розкрито критерії та показники визначення рівнів сформованості дослідницьких умінь студентів спеціальності «Початкова освіта». Із цією метою застосовано методи узагальнення педагогічного досвіду й контент-аналізу. На основі проаналізованого науково-педагогічного досвіду та вимог Професійного стандарту і Державного стандарту початкової освіти розроблено систему критеріїв і показників вимірювання рівнів володіння дослідницькими вміннями, що дасть можливість виявити деякі причини неуспішності студентів у проведенні досліджень і окреслити для кожного з них індивідуальну траєкторію формування цих умінь., The article describes the criteria and indicators necessary to determine the levels of research skills of intending primary school teachers. For this purpose, methods of generalizing pedagogical experience and content analysis were applied.It was found that scientists differentiate building of research skills at three or four levels. The level is basically diagnosed according to three criteria.Based on the pedagogical experience and requirements of the Professional Standard and the State standard of primary education, the following criteria for determining levels of developed research skills of intending primary school teachers are distinguished: motivation (students’ interest in mastering research skills and carrying out researches, awareness of their value and importance in the professional activity of intending elementary school teachers); research knowledge (knowledge about the content, methodology and logic of research, their features in the field of primary education; skills for analyzing, synthesizing, generalizing, classifying and comparing information; create new ideas); conducting research operations (achieving the planned goal and expected results, conducting research according to their logic); scientific style of speech (oral and written skills to express opinions in different genres of scientific style: reports, articles, essays, theses, public speech, disputes, discussions, etc.); introspection (interpreting the results, determining the mistakes that were made, and eliminating them, appreciating the level of achieving the goals and tasks, defining the possible ways to improve the work performed).The study of the levels of developed research skills based on the defined criteria is aimed at identifying the reasons for students’ failure in conducting research and determining an individual approach to master these skills according to the appropriate level.

Background: Hand hygiene is a general term referring to any action of hand cleansing by using water and detergent and for the removal of transient microorganisms from hands.Hand hygiene is recognized as the leading measure to prevent cross-transmission of microorganisms and to reduce the incidence of healthcare associated infections. There are many experiences that the lack of knowledge, attitude and poor practice in hand hygiene in healthcare workers transmit infection in patients and in other healthcare workers. Methodology: This descriptive study was conducted in Gulab Devi Chest Hospital. I had taken 100 healthcare workers to complete my research. The sampling technique of my research was cross-sectional sampling technique, use to collect the data. Results: In this research knowledge was not good in all HCWs, Overall knowledge of hand hygiene by all HCWs was less than 50%. The attitude in nurses and medical student in this research was moderate doctors and technologists have poor attitude in hand hygiene. The practices among HCWs in Gulab Devi Chest Hospital were also poor which was less than 50%. Conclusion: The HCWs in Gulab Devi Hospital had poor knowledge, practices on hand hygiene. However, attitudes of medical student and nursing had satisfactory.

To explore how managers describe leading towards person-centred care in Swedish nursing homes.Although a growing body of research knowledge exists highlighting the importance of leadership to promote person-centred care, studies focused on nursing home managers' own descriptions of leading their staff towards providing person-centred care is lacking.Descriptive interview study. COREQ guidelines have been applied.The study consisted of semi-structured interviews with 12 nursing home managers within 11 highly person-centred nursing homes purposively selected from a nationwide survey of nursing homes in Sweden. Data collection was performed in April 2017, and the data were analysed using content analysis.Leading towards person-centred care involved a main category; embodying person-centred being and doing, with four related categories: operationalising person-centred objectives; promoting a person-centred atmosphere; maximising person-centred team potential; and optimising person-centred support structures.The findings revealed that leading towards person-centred care was described as having a personal understanding of the PCC concept and how to translate it into practice, and maximising the potential of and providing support to care staff, within a trustful and innovative work place. The findings also describe how managers co-ordinate several aspects of care simultaneously, such as facilitating, evaluating and refining the translation of person-centred philosophy into synchronised care actions.The findings can be used to inspire nursing home leaders' practices and may serve as a framework for implementing person-centred care within facilities. A reasonable implication of these findings is that if organisations are committed to person-centred care provision, care may need to be organised in a way that enables managers to be present on the units, to enact these strategies and lead person-centred care.

This paper describes a three-semester hour applied research course taught over three semesters in a revamped PhD research curriculum at a Midwestern high research activity (R2) university-based nursing program. Faculty developed this strategy to help students become adequately prepared nurse scientists. Students and faculty engaged in a collaborative research project to provide students with opportunities to develop, integrate, and apply research knowledge, skills, and attitudes while concurrently advancing through the related research courses. A summary of these experiences and what was learned is organized within a knowledge, skills, and attitudes (KSA) framework. The collaboration between faculty and student peers was essential to students' success in the course. Student and faculty perspectives were used to describe what was learned during the first year this course was taught, together with future recommendations.

Energy retrofitting of existing residential buildings has a great potential to achieve a sustainable future. One important way to reach this potential is to understand homeowners’ retrofit behaviors due to their crucial roles in retrofit adoption and retrofit effects. Despite many attempts, researchers and governments still know less about the holistic profile of homeowners’ retrofit behaviors, which brought little success in trigging renovation activities and achieving expected retrofit effects. This study tries to fill this research gap by a comprehensive review of the body of existing research. A keyword-based scientometric analysis was performed based on a set of 152 journal articles. By further refining keywords, main research domains pertaining to investment-decision-energy behaviors, policy instruments, retrofit types, construction & services, and methods & methodologies were mapped to show relevant research knowledge and research topics. Based on these research results, a further integrated framework was developed, which explains homeowners’ retrofit behaviors in a systematic way of cross-disciplinary knowledge interactions. Furthermore, implications for retrofit policies in existing buildings were provided. This study is useful for facilitating future research to deepen homeowners’ retrofit behaviors, and also provides valuable references for policy makers to successfully promote home energy retrofit.

The MAterials Simulation Toolkit (MAST) is a workflow manager and post-processing tool for ab initio defect and diffusion workflows. MAST codifies research knowledge and best practices for such workflows, and allows for the generation and management of easily modified and reproducible workflows, where data is stored along with workflow information for data provenance tracking. MAST is open-source and available for download (see PDF for links)., 26 pages

One in three women will experience a clinically significant urinary tract infection (UTI) by age twenty-four and almost half will have at least one in their lifetime. Recurrent UTIs (rUTIs) are defined as having greater than two infections in a 6-month period, or three infections over twelve months, with complete resolution for at least two weeks. These may be due to relapse from incomplete treatment (persistence) or re-infection (new source). It may be difficult to distinguish between the two, where the same organism is cultured. There are several risk factors for rUTIs including an impairment of the body’s immune system and virulence factors. Reversible or treatable causes are sought and excluded in the patient’s initial review. Patient’s with rUTI are often complex and difficult to manage. The long-term management options in women are multimodal and should focus on prevention of relapse and recurrence. Behavioural factors include adequate hydration, care with sexual hygiene, reducing one’s body mass index (BMI) and post-void residual (PVR) volume. There are several non-antimicrobial options for rUTIs which have become a multi-billion-dollar business. Unfortunately, there are numerous studies which fail to show any major benefit or having conflicting data. Vaccines are currently being explored as a prevention strategy, delivered through injection, intra-nasal sprays, or vaginal suppositories, which are made from combinations of heat killed uro-pathogenic strains. There are no widely available vaccines at present due to limited clinical success. It is well established that appropriate antibiotic therapy results in higher rates of symptom relief and bacterial eradication in women with uncomplicated cystitis. There are several options for antimicrobial use which have been shown to be highly effective in reducing the risk of rUTI in women. The pain and discomfort of the UTI must be balanced with the cost and risk of developing resistance when using antimicrobials. Continuous prophylaxis, pre- and post-coital voiding, and self-starting are the three commonly accepted options for prophylaxis. The choice between these will depend upon patient preference, cultures and previous pattern of infection. Intra-vesical instillation of hyaluronic acid and chondroitin sulphate have been used for glycosaminoglycan (GAG) layer replenishment for many indications, including interstitial cystitis, overactive bladder syndrome, radiation cystitis and prevention of rUTI. At present, intra-vesical therapies are reserved for only those with the most unresponsive rUTIs. The principles of treating rUTI are to break the cycle and to treat any reversible causes. With our ever-expanding research knowledge, there are now many useful products that may be used for the successful treatment of rUTI. A management plan including a combination of a non-antimicrobial and selective antimicrobial regime for a minimum of six months should be considered. It is a prudent clinician that clearly defines this management plan, with reassurance of a finite period of therapy.

Agricultural extension and technology transfer services play a vital role in disseminating research knowledge, skills and income generating strategies among the farming communities in Kenya. However, there exists a kind of disconnect between the amount of information and technologies developed in research centres and what is implemented by the farmers. The study evaluated the access and use of extension approaches in promoting uptake of improved sorghum technologies. The study systematically selected 129 farmers from four villages. Data on farmers' gender, age, household leadership, occupation and agricultural extension approaches were collected. The study revealed that 83% of the respondents were female out of which, 67% were engaged in improved sorghum production technologies. Besides, 56% young women (20 to 49 years) had embraced the growing of improved sorghum varieties Gadam and Sila 1. Further, mobile phones and radio services were the main means of access to the improved sorghum technologies. In addition, there was a strong positive correlation (r=0.122, P=0.01) between extension approaches and uptake of the sorghum technologies. Besides government agricultural extension agents, visits to progressive farmers and/or research sites and use of demonstration plots contributed to 68% and influenced uptake of improved sorghum technologies. It was concluded that gender, family position and age of the farmer contribute to the uptake of improved sorghum technologies. Moreover, mobile phones and radio technologies play an important role in access of sorghum technologies.

The aim of this study was to find out whether registered nurses read research articles, understand them and translate the research to practice. There is a problem with research knowledge translation in the clinical setting. Despite exposure to research, registered nurses often distance themselves from reading nursing research. A point-prevalence survey was conducted on a sample of registered nurses in a peripheral hospital in Western Australia. The survey was distributed to all wards of the hospital ( n = 7). One-hundred and five ( n = 105) registered nurses were eligible to participate. Ninety-five ( n = 95) completed and the survey. The survey consisted of 11 general questions and an open-ended question. The majority of registered nurses in clinical practice found research articles difficult to understand because of research jargon. Most indicated that they sometimes or never understood what they are reading. Almost all nurses revealed that if research articles were in a ‘simpler’ language they would read them more and apply what they had learned. Promoting a common, user-friendly language in a research abstract or summary which is targeted to the registered nurse audience may assist in finding a common knowledge exchange between researchers and nurses and so help bridge the gap between research and practice.

This special issue is concerned with mobilising research knowledge for teaching and teacher education. Various terms are used to describe this concept so we begin by elaborating what we mean by it....

This paper uses Bernstein’s concept of grammar to illuminate aspects of educational research. The relationship between internal and external languages of description in the production of disciplinary knowledge is examined. This leads to a reflection on the various factors both internal and external to the discipline of educational studies that foster and undermine forms of research knowledge.

Purpose The production of large quantities of biochar from natural fires has been a part of human history for millennia, causing CO2 emissions to the atmosphere and exerting long-term effects on soil processes. Despite its potential importance and recent work reflecting the wide interest in biochar, a general review of our deep understanding of biochar functions within forest soils is currently lacking. Gaps in research knowledge in this field are identified in this paper.

I n this article, I am going to share my personal viewpoint and knowledge on how to communicate orthodontic research via social media. This is based upon many years experience of involvement with computers and recently writing a surprisingly successful orthodontic blog. Like many people, I have used the Internet extensively in my work as an academic orthodontist, it is recently that I have become aware and made use of social media in obtaining and disseminating research knowledge. This article is, therefore, not based on any science; it is only my personal experience and other low levels of evidence. I am not going to reference any sources in this article because they are all available using an electronic search. This is an article about contemporary communication, which while having few restraints has great importance when considered in the realm of orthodontic communications. It is also difficult to write an article on social media because knowledge of this field is closely associated with age. This is because the younger generation of orthodontists will have grown up with the rapid developments in social media. As a result, I shall set this article at the level of someone who has minimal experience of this continuously changing area. Finally, I will only discuss platforms with which I have experience. I will start with Twitter.

Objective: To evaluate dementia care organisations’ capacity to acquire, assess, adapt and apply dementia research. Methods: We used the Canadian Health Services Research Foundation’s survey, ‘Is research working for you?’ by inviting the members of the New Zealand National Dementia Cooperative to participate in the online survey. Results: A total of 146 (32%) members responded and indicated that, although the workforce had the skills to engage in research and implement evidence into practice, there was limited organisational support in terms of the time, resources and access to external support. Conclusions: We propose a number of strategies to improve knowledge translation in dementia care.

The current study provides an overview of the research knowledge about unique problems encountered by transition-aged youths with dual diagnoses. A description of the considerable physical and emotional changes experienced by transition-aged youths provides a foundation for exploring the pressures and challenges compounded by mental health issues and substance abuse. Programs that provide intensive support throughout the transition years pay valuable dividends. However, transition-aged youths with dual diagnoses of mental disorders and substance abuse find themselves faced with limited or nonexistent options. There is a confusing lack of continuity and consistency of supports and services, which complicates the already perplexing circumstances that beleaguer the lives of young adults with dual diagnoses. [ Journal of Psychosocial Nursing and Mental Health Services , 54 (3), 48–51.]

American Educational Research Association presidents’ presidential addresses have only intermittently considered relevance as a criterion of quality for education research. A few, though, argued that education research could only distinguish itself from research in the disciplines through attention to improving educational outcomes. David Krathwohl (1969) called for a coherent community encompassing practitioners, policymakers, and researchers. Philip Jackson (1990) urged that local research knowledge, rather than research-based dictates, be communicated. Alan Schoenfeld (1999) challenged education researchers simultaneously to build knowledge and offer solutions to practical problems. He anticipated current research-practice partnerships and shifts toward practice-embedded research supports. But only if the larger education research enterprise supports these efforts will the shift be radical and robust enough to persist and survive.

Volcanism is a potentially important natural source of mercury (Hg) to the environment. However, its impact on the global Hg cycle remains poorly understood despite advances over the last five decades. This represents a major uncertainty in our understanding of the relative contributions of natural and anthropogenic Hg sources to the global atmosphere. This uncertainty, in turn, impacts evaluation of the effectiveness of policies to mitigate the impact of anthropogenic Hg on the environment. Here we critically review recent progress in volcanic Hg emission research, including advances in sampling methods and understanding of the post-emission behavior of Hg in the atmosphere. Our statistical analysis of the limited available data shows that the plumes of non-arc volcanoes exhibit significantly higher Hg concentrations than arc volcanoes, yet the latter emit 3-fold higher Hg fluxes on average. Arc volcanism also dominates volcanic gas emissions globally, indicating that arc volcanoes should be a priority for future Hg emission research. We explore several methodological challenges that continue to hinder progress in quantifying global volcanic Hg emissions, and discuss the importance of longer time-frame data collection to capture temporal variations in emissions. Recommendations are proposed for working toward a more accurate assessment of the global volcanic Hg flux. A detailed summary of all published volcanic Hg emissions data worldwide is also presented as a reference tool for future work.

Microplastic pollution is a global enviromental issues. This is the first time in recent decades that quantitative and qualitative evidence from bibliometrics and Altmetric has been used to conduct an in-depth statistical analysis of global microplastics research knowledge and demonstrate research progress, trends and hotspots. We comprehensively searched the Web of Science Core Collection scientific database from its inception (1986) to September 21, 2019. The study shown that the number of papers on microplastics has increased significantly since 2011. Worldwide, researchers in the field come mostly from Western Europe, mainly spread in the UK, Netherlands and Belgium. With the exception of China, the contribution of developing countries was very limited. Moreover, this study systematically elaborated the hotspots in this field (especially in ecological toxicity and human health risks). The results shown that research on marine systems and marine plankton is still dominant. Since human beings are the ultimate consumers of the food chain, microplastics may have potential effects on the human respiratory system and gastrointestinal tract. Towards that end, some topics and perspectives are noted that could indicate the current scientific hotspots and guide future research directions.

Background: Queen’s University (Ontario, Canada) has been offering the Summer Work Experience Program (SWEP) - a subsidized work opportunity for university undergraduate students - since 1995. The Queen’s University Nursing and Health Research Internship program, established in May 2017, involves nursing SWEP students. The program was designed to build research knowledge and experience for nursing students. The aim of this article is to describe the program components, and intern and faculty insights.Methods: To obtain feedback from current and past interns and faculty, an electronic survey was distributed. Data were analyzed for common themes.Results: Themes consolidated from interns (n = 4) included challenges as learning opportunities, new perspectives on research, and successes and opportunities. Themes that emerged from faculty (n = 7) were program challenges and successes, and needs and concerns of interns.Conclusions: Overall, interns and faculty members perceived the program as a valuable learning experience. Suggestions for program development and potential changes are discussed from both an intern and faculty perspective. Further recommendations for program development are explored, with potential changes for future offerings.

In this chapter, we present an exploration of a digital visual method we have called “vignethnography”, which combines “vignette” and “ethnography” to produce a brief but detailed visual story that provides insights into the everyday lives of participants by focussing on a single aspect. By collaboratively generating research knowledge, vignethnography effectively draws on the contemporary digital moment, where due to the ease of producing and circulating images afforded by smartphones, populations of all ages increasingly share routines and events with relatives and friends, visually. We argue that vignethnography is effective for researching with older adults because of its capacity to gauge insights into their digital practices as well as narratives of place. We position vignethnography as an emergent methodology that contributes to experimentation and innovative methods in the social sciences and research in visual techniques afforded by digital devices.

The attention to pre-service teacher inquiry in teacher education is growing. This document analysis is focused on the development of practitioner inquiry competences in teacher education programs for primary education in 19 different universities of applied sciences in the Netherlands. First, the intended purpose of pre-service teacher inquiry is studied. This provided six different aspects for the development of practitioner inquiry competences. In the second phase, the study was focused on how these aspects were operationalized in the described programs. Results show that research skills have been extensively described in all study programs in terms of intended learning outcomes, teaching and learning activities, and assessment. Research knowledge and application of research results are integrated in conducting research. Although the inquiry habit of mind is found most important in the rationale, the implementation rarely meets the principle of constructive alignment. Neither does the attention to inquiry stance in educational practice.

We test whether there is a link between the performance of universities, measured through a concept of efficiency, and the economic development of the regions in which they operate. Indicators of teaching, research, and third mission are considered as outputs. To handle endogeneity problems between the efficiency of universities and economic development, a system generalized method of moments and then an instrumental variable approach are used. Our findings reveal that the presence of efficient universities fosters local economic development. Knowledge spillovers occur to areas that are in close geographical proximity to efficient universities. Results are robust to different estimation strategies.

Step 2 of the EBP practice decision-making process centers on efficiently locating the best available and relevant practice research. This chapter will offer a detailed introduction to both print and online research information resources available for EBP. Both aggregated sources and individual article sources will be addressed. Approaches to efficiently and effectively search for practice research are also offered. This will guide clinical social workers to finding specialized research knowledge for practice.

We have seen that the evidence-based medicine (EBM) and evidence-based practice (EBP) movements follow the overall goals of Dr. Archibald Cochrane who sought to increase the use of effective treatments while reducing the use of ineffective and harmful treatments. In addition, EBP is usefully understood via three different perspectives in the social work and the allied professional literature. As such, the focus of EBP discussion will differ based on the perspectives of (1) clinical practitioners, (2) researchers, and (3) funders or program administrators. While these different audiences all are key parts of the EBP movement, their specific purposes vary widely.