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The twenty-eight item Sense of Online Community Scale was completed by 293 online students at a midsized southeastern United States university to ascertain community importance and activities associated with its formation and maintenance on the program and institutional level. A large majority of these students believed that a sense of community was important and that a sense of belonging, affiliation, and trust were valuable for community formation. Participants also believed that program and institutional activities, both academic and social, played key roles in community formation. However, academic activities (e.g., advising, program milestones, writing centers, library support) were rated as more influential than social activities (e.g., get-togethers, online games, institution sporting events). When demographic characteristics were considered, non-White participants rated their sense of affiliation with their program/institution higher than White participants. Participants who lived within a one-hour commute to campus (51% of our sample) rated institutional social activities higher than those who lived farther out. Doctoral students rated program activities as more conducive to community formation than masters, and graduate certificate students and undergraduate students rated affiliation to their program/institution higher than master's and graduate certificate students.

The purpose of this study was to explore the relationship between online instructors' pedagogical beliefs and their choices of online learning activities. Data were collected from 167 faculty members with the use of online instructors' pedagogical beliefs and student learning activities surveys at a medium-sized masters-level public university located in the western United States. A canonical correlation was conducted to determine whether relationships existed between the pedagogical beliefs and enacted online learning activities. Results showed that participating instructors had more student-centered beliefs than teacher-directed beliefs. Most instructors implemented activities such as reading textbooks, articles, and lecture notes frequently or extensively, whereas student-centered practices such as collaborative projects and peer review or feedback were implemented less frequently. Furthermore, the analysis revealed that online courses tend to include more student-centered activities when instructors lean more toward constructivist pedagogical beliefs. However, the data showed that student-centered beliefs co-exist with traditional teaching practices. The results of this study may be useful for online educators, professional development professionals, instructional designers, and administrators supporting online programs who aim to influence faculty's beliefs to derive more learner-centered education.

This study focused on the development and validation of the Sense of Online Community Scale (SOCS), which includes 28 Likert-type scale items across six subscales: (1) program community; (2) program academic activities; (3) program social activities; (4) institutional academic activities; (5) institutional social activities; and (6) affiliation. The validation process included an implementation with 293 learners enrolled in online programs at a higher education institution in the eastern United States. The model was evaluated with and without outliers, and results show that the model aligned well with the SOCS. The means of all items except one exceeded 3.5 on a 5.0 scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Time in an online program was not a statistically significant predictor of the validation model, though most of our participants were in the first or second year of their degree programs. Findings demonstrate that the SOCS is a reliable and valid instrument that other researchers may use to investigate community in online environments on both the program and the institutional level.

Prior research has established the importance of the supervisor-doctoral candidate relationship and highlighted the importance of mentoring practices for the successful completion of doctoral theses/dissertations in the online environment. This article presents the findings of a survey with faculty members who work as supervisors in online and blended doctoral programs, and e-mentor students working on dissertations, or did so at a distance as a result of COVID-19. The survey was designed around the five sections of technology use in e-mentoring, strategies related to communications and expectations, strategies related to research processes, strategies related to emotional and social support for students, and institutional support, with a focus on which technologies and strategies faculty found most helpful. The results of the e-mentoring survey are presented and discussed in the context of prior literature and future research.

Abstract Background Critical care nurses (CCNs) around the globe face other health challenges compared to their peers in general hospital nursing. Moreover, the nursing workforce grapples with persistent staffing shortages. In light of these circumstances, developing a sustainable work environment is imperative to retain the current nursing workforce. Consequently, this study aimed to gain insight into the recalled experiences of CCNs in dealing with the physical and psychosocial influences of work-related demands on their health while examining the environments in which they operate. The second aim was to explore the complex social and psychological processes through which CCNs navigate these work-related demands across various CCN wards. Methods A qualitative study following Thorne’s interpretive descriptive approach was conducted. From October 2022 to April 2023, six focus groups were organised. Data from a diverse sample of 27 Flemish CCNs engaged in physically demanding roles from three CCN wards were collected. The Qualitative Analysis Guide of Leuven was applied to support the constant comparison process. Results Participants reported being exposed to occupational physical activity, emotional, quantitative, and cognitive work-related demands, adverse patient behaviour, and poor working time quality. Exposure to these work-related demands was perceived as harmful, potentially resulting in physical, mental, and psychosomatic strain, as well as an increased turnover intention. In response to these demands, participants employed various strategies for mitigation, including seeking social support, exerting control over their work, utilising appropriate equipment, recognising rewards, and engaging in leisure-time physical activity. Conclusions CCNs’ health is challenged by work-related demands that are not entirely covered by the traditional quantitative frameworks used in research on psychologically healthy work. Therefore, future studies should focus on improving such frameworks by exploring the role of psychosocial and organisational factors in more detail. This study has important implications for workplace health promotion with a view on preventing work absenteeism and drop-out in the long run, as it offers strong arguments to promote sufficient risk management strategies, schedule flexibility, uninterrupted off-job recovery time, and positive management, which can prolong the well-being and sustainable careers of the CCN workforce.

Abstract Distance Education in Saudi Arabia is experiencing a steady increase in female student enrollments due to a number of factors including increased E-learning modalities. E-learning provides more equal learning opportunities than traditional gender-segregated face-to-face classes because online learning environments have fewer gender restrictions. This allows women to participate more equally in higher education and benefit from the expertize of male instructors. This study examines Saudi female students’ perceptions of online learning in university courses taught by male instructors. It documents the supports and challenges female students encountered when they took these courses and considers cognitive, social, and teaching presence. Recommendations include providing faculty training and professional development programs to build online teaching confidence and equip faculty members with teaching skills in culturally specific teaching contexts.

Abstract Abrupt radiocarbon (14C) excursions, or Miyake events, in sequences of radiocarbon measurements from calendar-dated tree-rings provide opportunities to assign absolute calendar dates to undated wood samples from contexts across history and prehistory. Here, we report a tree-ring and 14C-dating study of the Neolithic site of Dispilio, Northern Greece, a waterlogged archaeological site on Lake Kastoria. Findings secure an absolute, calendar-dated time using the 5259 BC Miyake event, with the final ring of the 303-year-long juniper tree-ring chronology dating to 5140 BC. While other sites have been absolutely dated to a calendar year through 14C-signature Miyake events, Dispilio is the first European Neolithic site of these and it provides a fixed, calendar-year anchor point for regional chronologies of the Neolithic.

This paper reviews theories regarding online learning communities in higher education and their relevance to online degree programs. While these theories are used extensively to promote and maintain community within online courses, little attention has been placed on broader factors that can influence perceptions of online community. Based on our research as well as an extensive review of the literature, this paper articulates limitations in current research and posits a framework to look at institutional, program, and professional layers. The framework also considers community salience from these layers at various points in a learner's program. Based on the layers presented, the framework proposes that true communities are shaped by myriad partners and that these partnerships should not be ignored in community research. Furthermore, it admonishes educators to provide guidance to learners regarding the purposes of community formation both during and beyond program completion. Lastly, the paper articulates needs for further research as online degree programs consider community development and maintenance through more holistic approaches.

Debris flows are important processes for the assessment of natural hazards due to their damage potential. To assess the impact of a potential debris flow, parameters such as the flow velocity, flow depth, maximum discharge, and volume are of great importance. This study uses data from the Illgraben observation station in the central Alps of Switzerland to explore the relationships between these flow parameters and the debris flow dynamics. To this end, we simulated previous debris flow events with the RAMMS::Debrisflow (Rapid Mass Movement Simulation::Debrisflow) runout model, which is based on a numerical solution of the shallow water equations for granular flows using the Voellmy friction relation. Here, the events were modelled in an effort to explore possible controls on the friction parameters μ and ξ, which describe the Coulomb friction and the turbulent friction, respectively, in the model. Additionally, sediment samples from levee deposits were analysed for their grain size distributions (14 events) and their mineralogical properties (4 events) to explore if the properties of the fine-grained matrix have an influence on the debris flow dynamics. Finally, field data from various debris flows such as the flow velocities and depths were statistically compared with the grain size distributions, the mineralogical properties, and the simulation results to identify the key variables controlling the kinematics of these flows. The simulation results point to several ideal solutions, which depend on the Coulomb and turbulent friction parameters (μ and ξ, respectively). In addition, the modelling results show that the Coulomb and turbulent frictions of a flow are related to the Froude number if the flow velocity is < 6–7 m s−1. It is also shown that the fine-sediment grain size or clay-particle mineralogy of a flow neither correlates with the flow's velocity and depth, nor can it be used to quantify the friction in the Voellmy friction relation. This suggests that the frictional behaviour of a flow may be controlled by other properties such as the friction generated by the partially fluidised coarse granular sediment. Yet, the flow properties are well-correlated with the flow volume, from which most other parameters can be derived, which is consistent with common engineering practice.

Abstract Most established clinical walking tests assess specific aspects of movement function (velocity, endurance, etc.) but are generally unable to determine specific biomechanical or neurological deficits that limit an individual’s ability to walk. Recently, inertial measurement units (IMU) have been used to collect objective kinematic data for gait analysis and could be a valuable extension for clinical assessments (e.g., functional walking measures). This study assesses the reliability of an IMU-based overground gait analysis during the 2-min walk test (2mWT) in individuals with spinal cord injury (SCI). Furthermore, the study elaborates on the capability of IMUs to distinguish between different gait characteristics in individuals with SCI. Twenty-six individuals (aged 22–79) with acute or chronic SCI (AIS: C and D) completed the 2mWT with IMUs attached above each ankle on 2 test days, separated by 1 to 7 days. The IMU-based gait analysis showed good to excellent test–retest reliability (ICC: 0.77–0.99) for all gait parameters. Gait profiles remained stable between two measurements. Sensor-based gait profiling was able to reveal patient-specific gait impairments even in individuals with the same walking performance in the 2mWT. IMUs are a valuable add-on to clinical gait assessments and deliver reliable information on detailed gait pathologies in individuals with SCI. Trial registration: NCT04555759.

Abstract Organismal functional strategies form a continuum from slow- to fast-growing organisms, in response to common drivers such as resource availability and disturbance. However, whether there is synchronisation of these strategies at the entire community level is unclear. Here, we combine trait data for >2800 above- and belowground taxa from 14 trophic guilds spanning a disturbance and resource availability gradient in German grasslands. The results indicate that most guilds consistently respond to these drivers through both direct and trophically mediated effects, resulting in a ‘slow-fast’ axis at the level of the entire community. Using 15 indicators of carbon and nutrient fluxes, biomass production and decomposition, we also show that fast trait communities are associated with faster rates of ecosystem functioning. These findings demonstrate that ‘slow’ and ‘fast’ strategies can be manifested at the level of whole communities, opening new avenues of ecosystem-level functional classification.

Course design is critical to online student engagement and retention. This study focused on the development and validation of an online course design elements (OCDE) instrument with 38 Likert-type scale items in five subscales: (a) overview, (b) content presentation, (c) interaction and communication, (d) assessment and evaluation, and (e) learner support. The validation process included implementation with 222 online instructors and instructional designers in higher education. Three models were evaluated which included a one-factor model, five-factor model, and higher-order model. The five-factor and higher-order models aligned with the development of the OCDE. The frequency of use of OCDE items was rated above the mean 4.0 except for two items on collaboration and self-assessment. The overall OCDE score was related to self-reported levels of expertise but not with years of experience. The findings have implications for the use of this instrument with online instructors and instructional designers in the design of online courses.

The suture anchors' insertion angle and its traction resistance are the main subjects of this study. Twenty trials were realized using threaded suture anchors in four diferents angulations (30º /45º /60º /90º) in human bone (distal femur) and another twenty trials in artificial bone (SawboneTM). The anchors were pulled out being tractioned uprightly from its bone surface by a Kratos Universal test machine. The human bone results found no relation between the main subjects of this study, so whithout statistical value. On the other hand at the artificial bone the insertion angle of 90º beared more traction, being statistically significant compared to the other angles.

The purpose of this study was to group instructors based on their patterns of implementing activities in their online courses, to examine factors that influenced differences within clusters, and to explore whether cluster membership affected instructor satisfaction. Data were collected from faculty at a university in the western United States with the use of three instruments that measure pedagogical beliefs, implementation of instructional activities, and instructor satisfaction. Latent class analysis method was used to identify instructor groups and examine how the groups differed in pedagogical beliefs, characteristics, and satisfaction. The resulting two-cluster solution includes two orientations: content and learner-centric. Of the covariates examined, constructivist pedagogical beliefs and gender were the significant predictors of cluster membership. Results also showed a significant difference between the predicted clusters pertaining to online instructor satisfaction.

Abstract Background Adolescents and young adults (AYAs) are diagnosed with cancer during a challenging period of life. We aimed to (1) describe positive changes (posttraumatic growth; PTG) and illness perception, and (2) determine associations between PTG and illness perception, sociodemographic, and cancer-related characteristics in Swiss AYA cancer survivors. Methods We conducted a population-based survey among AYA cancer survivors diagnosed 1990–2005 at age 16–25 years, who had survived ≥ 5 years. We used the Posttraumatic Growth Inventory (PTGI) and the Brief Illness Perception Questionnaire (BIPQ). Data were analyzed using descriptive statistics and linear regressions. Results Among 389 contacted survivors, 160 responded (61.3% male; mean age = 34 years, SD = 5.8). The mean PTG sum score was 54.63 (SD = 20.24; range: 8–101). Survivors reported high PTG especially in the domains Appreciation of life (mean = 3.23; 95% confidence interval, 3.05–3.40), Personal strength (2.94; 2.77–3.12), and Relating to others (2.57; 2.40–2.74). Neither sociodemographic nor cancer-related characteristics were associated with PTG. Survivors who perceived follow-up care as helpful (p