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Social capital is frequently invoked as a reason for engaging in collaborative environmental governance. Yet we have a limited understanding of how collaborative environmental governance mobilizes different types of social capital and how the advantages and costs of social capital accrue for different groups of people. Explicit measures of social capital, such as through social network methods, will help build an understanding of how social capital facilitates collective processes and for whom. We reviewed highly cited articles in Web of Science and Scopus using ‘social capital’ as the search term to identify foundational and emergent social capital concepts. In the context of collaborative environmental governance, we operationalized these social capital concepts with network measures drawn from our expertise and highlighted existing empirical relationships between such network measures and collaborative outcomes. We identified two different perspectives on social capital—one based on social relations that could be readily operationalized with social network measures and the other based on actor characteristics that can further contextualize network data. Relational social capital concepts included social relations among actors; the collective social setting in which relations are embedded; and the advantages and costs that social capital confers to individuals and the collective. Social capital concepts based on actor characteristics included socio-cognitions (e.g. trust, norms, identification with a group, shared meanings) and community engagement (e.g. group membership, civic participation, volunteerism). Empirical evidence using social network approaches to measure social capital reveals patterns in relationship building that influence collaborative and other sustainability outcomes. Social network approaches described here may help define and quantify the social capital mobilized by collaborative governance. Additional research is necessary to track the social capital of collaboratives over time, link it to outcomes, and better understand the social justice implications of collaborative governance.

Background: Surgical quality improvement (QI) plays a critical role in optimizing patient outcomes and reducing healthcare costs. QI programs focusing specifically on thyroid cancer surgical care are lacking. This study aimed to (a) select and introduce surgical quality indicators for thyroid cancer and (b) identify areas for QI at the state‐level. Methods: A multidisciplinary team of thyroid cancer and QI experts selected 10 thyroid cancer‐specific quality indicators and assessed the quality of thyroid cancer surgical care compared to current national guidelines. Analysis of the first year (January–December 2023) of data collection was performed using descriptive statistics. Results: The thyroid cancer quality indicators included preoperative cytology, postoperative pathology, staging, cancer size, margin status, extrathyroidal extension, lymph nodes, postoperative complications within 30 days, documented follow‐up treatment, and documented surveillance plans. 112 surgeons performed 360 thyroidectomies for thyroid cancer at 51 hospitals. Preoperative cytology was not performed in 34.3% (n = 103) of cases with thyroid cancer on final pathology. When the extent of surgery was evaluated by papillary cancer size, 50.0% (n = 38) of patients with <1 cm cancers underwent total thyroidectomy, and 13.8% (n = 4) with >4 cm underwent thyroid lobectomy. Positive margins were found in 16.2% (n = 53). Postoperatively, 19.2% (n = 69) of patients lacked documented follow‐up, and 18.6% (n = 67) lacked thyroid cancer surveillance plans. Conclusions: Establishing a dedicated QI program for thyroid cancer provides a previously unharnessed opportunity to enhance the quality of thyroid cancer surgical care. Statewide surgical quality collaboratives offer a model for establishing thyroid cancer QI initiatives across diverse healthcare settings in other states and countries. [ABSTRACT FROM AUTHOR]

Guided by empirical work on coercive and collaborative lay theories of power, this qualitative study explored perceptions and experiences of power acquisition and maintenance in romantic relationships. Utilising data from 15 semi-structured interviews, we generated four themes using reflexive thematic analysis. Two themes related to the coercive theory of power: (1) patriarchal culture automatically affords men more power, (2) the practice of coercion. Two themes corresponded with the collaborative theory of power: (1) power balance is desired and beneficial, (2) emotional responsiveness and awareness. While most participants articulated features of both coercive and collaborative theories of power, the emergence of either was largely dependent on the context in which power was discussed. Our findings indicate potential gender differences. While both men and women were described as capable of using coercive tactics to acquire relationship power, men were articulated to adopt overt strategies, whereas women were highlighted to employ furtive tactics. Women additionally described how culture is functionally coercive insofar as it is structured to afford men greater power in romantic relationships. Collectively, our results provide preliminary support for extending lay theories of power into the context of romantic relationships whilst highlighting the complexities in how they emerge and are discussed. [ABSTRACT FROM AUTHOR]

The Covid 19 pandemic requires critical re-evaluation of the way Higher Education can help students maximise their learning to adjust and adapt to a new reality. This requires a holistic approach which extends beyond consideration of student learning in formal settings to understanding the role informal learning can play. Whilst research exists on informal independent learning, less focus has been placed on how students collaborate informally as part of their learning process. In this study interviews with HE students in Spain and the UK offer insight into variable but beneficial informal collaborative learning (ICL) practices. The value attributed to ICL emphasises its potential contribution to the current educational landscape and the merit of recognising it as a distinct concept. Further, uneven access and the role of learner maturity signal the potential for universities to enhance learning and increase access by playing an active a role in developing ICL skills and personal networks. [ABSTRACT FROM AUTHOR]

This article explores how lens‐based practices can articulate and respond to art education phenomena. The affective turn in education and appearances of education in artists' film and moving‐image are explored to help identify different appearances and experiences of art education pedagogy. Interspersed by clip descriptions from students and my affective descriptions of watching Être et avoir by Nicolas Philibert, and writing about a film made for the Freelands Foundation SHIFT series, I examine how using moving‐image practice to make a collaborative film in a college of further education in the West Midlands, England can dislocate art education pedagogy from Saul's parcelled and segmented time towards affective encounters and out‐of‐time, temporal experiences. Deleuze's time‐image film theory is explored to position pedagogy as a distinct, affective and temporal phenomena in Art Education and is used to compare the experience of both the making of and watching a film in an education context. [ABSTRACT FROM AUTHOR]

Background: A person-centered and collaborative practice is considered crucial in contemporary physiotherapy. These ideals are often embraced in theory but are difficult to put into practice. As problems and solutions are related, understanding and refining theory on practical problems can close the knowing-doing gap and link the problem to the development of possible solutions. Objective: To explore the challenges with providing physiotherapy as part of collaborative and person-centered rehabilitation services. Methods: This article reports on an all-day interactive workshop with eight focus group discussions where physiotherapists from six different professional settings participated. We draw on theories of institutional logics to interpret the results. Results: Challenges were linked to: 1) Professional level: Services being based on what the profession can offer – not on users' needs; 2) Organizational level: Rewarding efficiency instead of user outcomes; and 3) System level: Not knowing the other service providers involved or what they are doing. Conclusion: An innovative practice was constrained by multilevel social systems: the professional logic shaping the perceived professional scope, the organizational logic shaping the understanding of what was expected in the organizational context, and a system logic within a biomedical paradigm. Transforming and transcending these social systems is needed to realize collaborative and person-centered practice. [ABSTRACT FROM AUTHOR]

Objectives: To identify the leadership styles, strengths, strategies, and key factors of PA leaders in healthcare executive, clinical, and academic settings. Methods: An exploratory, qualitative study was completed through the American Academy of Physician Associates 2023 Practice Survey to answer seven qualitative questions. Of the 1,423 PAs who responded to the survey invitation, 348 PA leaders in formal and informal roles chose to answer, for a 24.4% response rate. Results: For PA leaders' styles and strengths, collaborative and emotional intelligence emerged as themes. For key factors of PA leadership, balancing expectations and giving and receiving critical feedback emerged as themes. For skills or qualities PA leaders wish they had before starting to lead, project management skills and increased confidence emerged as themes. Conclusions: Leadership development training needs to be in the didactic and clinical curriculum of PA programs for the future of PA leadership. Leadership pathways for PA leaders in healthcare executive, clinical, and academic settings need to be created and established more widely. [ABSTRACT FROM AUTHOR]

AbstractCollaborative Augmented Reality (CAR) involves multiple users working together in an augmented reality setting to accomplish tasks. In CAR, transparent techniques enable users to see occluded objects in complex environments, yet they often struggle to discern which part of a complex object they have selected. Workspace awareness refers to understanding how others interact within a shared workspace and influence the choice of visualization techniques. This study investigated workspace awareness regarding different object selection visual feedback in co-located CAR. It explored four technique variations: Hi (highlight), Hi-Ray (ray emitting), Hi-View (view switching), and Hi-RV (ray emitting and view switching). Thirty-two participants were divided into 16 pairs, with an instructor demonstrating how to assemble an engine component and a student replicating the process using the four visualization techniques. Results showed the visualization techniques did not affect task completion time significantly. The Hi and Hi-Ray technique had the highest error rate, while the Hi-RV technique had the lowest. However, users preferred the Hi-View technique, which scored highest in interaction, collaboration quality, workspace awareness, and required less workload. To enhance awareness, participants pointed out the weakness in the combination of visual feedback, particularly with the ray emitting technique, which causes confusion when multiple objects are selected due to visual clutter. They suggested that integrating audio feedback could help alert users to their choices, and using color-based indicators could distinguish different actions, such as indicating correct or incorrect placement of virtual objects. [ABSTRACT FROM AUTHOR]

We explore digital transformation and socio-technical systems through the perspectives of collaboration, co-generation, and domestication. Building on Morten Levin's influential work, we discuss how digital technologies are integrated into work environments, emphasising the necessity for democratic, participatory approaches. We discuss how his ideas of collaborative, democratic practice originating in the 1990s hold up to today's organisational challenges like digital and sustainability transitions. Are the ideas and practices still valid, or do we need to update them? We identify the grand challenges that must be met: Ensuring sustainable digital transitions and developing educated, skilled workers in digitally transformed organisations. [ABSTRACT FROM AUTHOR]

This study aims to find out the strategies of English teachers in teaching writing for high school students. This research was conducted in one of the high schools in Karawang, the subject in this study was one grade 10 English teacher. This research is a qualitative research, to collect researcher data using observation and interviews. The results of the analysis showed that teachers applied the Collaborative Learning strategy, which encourages students to collaborate in groups to complete writing tasks, as well as the Multimedia-Based learning (MBL) strategy, which involves the use of media such as videos and PowerPoint presentations to support students' understanding of recount text material. The use of collaborative strategies has proven to be effective in increasing student engagement and understanding through discussion and sharing of ideas. Meanwhile, multimedia-based media helps students understand concepts visually and interactively. The findings of this study show that teachers use Collaborative Learning and Multimedia-Based learning (MBL) strategies to teach writing recount texts. In conclusion, the implementation of this strategy provides positive results in learning to write recount texts, by increasing student engagement and understanding comprehensively. [ABSTRACT FROM AUTHOR]

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Abstract Background Type 2 diabetes (T2D) is one of the most prevalent chronic diseases worldwide and a leading cause of cardiorenal disease and mortality. Only one-third of individuals with T2D receive care as recommended by the American Diabetes Association’s clinical practice guidelines. Effective strategies are needed to accelerate the implementation of guideline concordant T2D care. Methods The Michigan Collaborative for Type 2 Diabetes (MCT2D) is a statewide population health collaborative quality initiative (CQI) developed to improve the care of all people with T2D in Michigan. MCT2D has developed a learning health system with physician organizations and their constituent practices to support quality improvement initiatives focused on (1) improving use of guideline-directed pharmacotherapy to improve cardiorenal outcomes, (2) increasing evidence-based use of continuous glucose monitoring, and (3) supporting use of lower carbohydrate eating patterns. Results Between 2021 and 2022, MCT2D recruited 28 of the 40 Michigan-based physician organizations participating in Blue Cross’ Physician Group Incentive Program with 336 constituent practices and 1357 physicians in primary care (304), endocrinology (21) and nephrology (11). In January 2022, baseline data included a sample of 96,140 unique individuals with T2D. The baseline HbA1c was ≤ 7.0% for 66.3% of patients (n = 32,787), while 14.9% of patients had a most recent HbA1c ≥ 8.0% (n = 7,393). The most recent body mass index (BMI) was ≥ 30.0 for 64.8% of patients (n = 38,516). Discussion MCT2D has organized a statewide collaborative to recruit and engage a diverse and large set of physician organizations and their constituent practices. This is a promising opportunity to accelerate adoption of guideline-concordant care for people with T2D and may be a model for other state or regional collaboratives. Future directions include specific evidence-based interventions targeted at reducing diabetes-linked comorbidities and associated healthcare costs as well as strategies focused on T2D prevention among at-risk populations.

Gathering citizens, research organizations, companies, policymakers and practitioners is often considered sufficient for creating a Living-lab aimed at change towards food system sustainability.However, sustainability remains a social construct calling for a deliberation about the values that must be prioritised. These values need to be debated at each level of the food chain, from the choice of crops (neglected vs. main crops) and seeds (commons vs. intellectual property) through production (organic vs. weak agroecology) and processing (small-scale vs. industrial) to food supply and retail (local vs. global).The DIVINFOOD project’s Living-labs create favorable conditions for the emergence of such debates, in a food democracy perspective. Further to farmers, processors and researchers, they all aim to engage, around neglected and underutilized agrobiodiversity, groups of stakeholders that are still too rarely represented in participatory research approaches, such as teachers and students of agricultural schools, chefs, marginalized people, gardeners and citizen-led organisations.All actors are regularly invited into:● farmer’s fields to observe, evaluate and comment on cultivated biodiversity, and Genotype-Environment (GxE) interactions,● chefs’ kitchens to taste, co-create recipes,● laboratories to analyze, raise research questions, discuss results,● micro-enterprises to co-conduct diagnosis,● neighborhood associations to increase awareness about sustainable food systems,● meetings with policy-makers to co-develop short food chains and territorial networks.Each of the 9 Living-labs acts in its own territory. Bringing them together allows to shape a meta-Living-lab in which changes are studied, debated, observed, documented, initiated, and reflected.The connection of Living-labs makes it possible to think these changes locally and act globally for their realisation. By making collective decisions to give voice to very small structures in each region, this meta-living lab contributes to profound changes for the sustainability and diversity of the global food system.

The operating room demands well-functioning workflows and optimized communication. Based on the formalization of specific surgical interventions via BPMN, intraoperative checklists can automatically be generated to support the surgical team by the provision of relevant clinical information and situation-dependent assistive functions. While focusing on the surgeon, other actors have not yet been considered. The aim of this work is therefore the extension of the intraoperative checklist to enable role-specific support and improved communication between the actors. The BPMN approach is adapted to depict role-specific surgical steps and clinical information to realize the collaborative, multi-role usage of the checklist. The proof of concept demonstrates the automatic generation of intraoperative checklists which provide relevant information depending on the role. An initial evaluation of the checklist based on the cochlea implantation use case shows promising results.

This study used video feedback in a collaborative development study to help improve teachers' perceptions of the learning needs of students with autism spectrum disorders (ASD) and intellectual disabilities (ID) and enhance their active participation in the classroom. Crucially, teachers need the necessary skills to discern students' subtle communications, as students with ASD and co-occurring ID may have reduced or non-existent verbal language and may express their needs mainly through behaviours. The first author video recorded ten classroom lessons and collaborated with three teachers to discuss the recordings in six meetings over the course of one semester. The data used for the analysis was taken from the first (February) and last (June) collaborative meetings of the semester. The results show how collaborative video feedback can influence teachers' judgements about students' learning and further their professional development; the subtle signals that students use to communicate become more visible when the video recordings are viewed multiple times. The collaborative discussions facilitated the teachers' understanding of students' behaviours and actions. In addition, the teachers' focus shifted from identifying general aspects of their students' behaviours to their skills and knowledge. [ABSTRACT FROM AUTHOR]

This study introduces the CP-EODE algorithm, a novel hybrid of the Equilibrium Optimizer (EO), and the Differential Evolution (DE) algorithm. It addresses EO's tendency toward premature convergence by enhancing its exploration capabilities. The motivation for this research stems from the need for more efficient and economically viable designs in engineering, particularly in the optimization of shell-and-tube heat exchangers (STHEs) and photovoltaic module parameters. The CP-EODE algorithm leverages DE's exploration strengths to enhance EO's performance adopting a cooperative parallel approach that divides the population into EO and DE sub-populations for a more effective search space exploration. The validation of CP-EODE's effectiveness commenced with its application to 29 benchmark functions, where a Friedman test yielded an F r value of 22.19, significantly surpassing the critical value of 7.81, and a Wilcoxon signed rank test confirmed statistical improvements with a z-score beyond − 1.96. Four quality metrics were discussed to provide a detailed assessment of CP-EODE's performance highlighting its robust exploration and exploitation capabilities. In practical applications, CP-EODE demonstrated significant advancements in STHE design achieving up to 19.706% reduction in heat exchanger surface area compared to traditional and other algorithmic designs, showcasing its potential to enhance engineering design efficiency and cost-effectiveness. A critical examination of the algorithm's convergence rate revealed its swift optimization capability, with rapid attainment of optimal solutions in various test cases, further establishing CP-EODE's advantage in handling complex optimization challenges. Through rigorous statistical analysis and performance metrics, CP-EODE emerges as a superior solution for complex optimization challenges, underscoring the value of hybrid algorithmic strategies in engineering optimizations. [ABSTRACT FROM AUTHOR]

Background: Addressing wellbeing at the community level, using a public health approach may build wellbeing and protective factors for all. A collaborative, community-owned approach can bring together experience, networks, local knowledge, and other resources to form a locally-driven, place-based initiative that can address complex issues effectively. Research on community empowerment, coalition functioning, health interventions and the use of local data provide evidence about what can be achieved in communities. There is less understanding about how communities can collaborate to bring about change, especially for mental health and wellbeing. Method: A comprehensive literature search was undertaken to identify community wellbeing initiatives that address mental health. After screening 8,972 titles, 745 abstracts and 188 full-texts, 12 exemplar initiatives were identified (39 related papers). Results: Eight key principles allowed these initiatives to become established and operate successfully. These principles related to implementation and outcome lessons that allowed these initiatives to contribute to the goal of increasing community mental health and wellbeing. A framework for community wellbeing initiatives addressing principles, development, implementation and sustainability was derived from this analysis, with processes mapped therein. Conclusion: This framework provides evidence for communities seeking to address community wellbeing and avoid the pitfalls experienced by many well-meaning but short-lived initiatives. [ABSTRACT FROM AUTHOR]

Lowita Beach was a tourist area in Suppa District, Pinrang Regency, with 11 tourist attractions. The annual increase in visitors to Lowita Beach can compromise tourist comfort and damage the area's natural habitat. This is the basis for researchers to analyse the Physical Carrying Capacity (PCC) of Lowita Beach. This study aimed to determine the characteristics of tourist activities, assess the physical carrying capacity of the area, and formulate the role of tourist villages in managing the Lowita Beach area. The research approach used was research and development, as initiated by Borg and Gall: the calculation of Physical Carrying Capacity (PCC), area parameters, and the number of tourists. The study population comprised 93 tourists who visited the Lowita Beach area. Data was collected through the completion of questionnaires, interviews, measurements, and field observations. A quantitative-descriptive approach was used for data analysis. The Physical Carrying Capacity (PCC) analysis reveals that Lowita Beach's ideal capacity is 1 visitor per day, yet it currently hosts an average of 35 visitors daily, significantly surpassing this threshold. This overcapacity indicates that the beach is experiencing environmental strain and underscores the need for management strategies to align visitor numbers with sustainable limits. In conclusion, despite the physical carrying capacity (PCC) of Lowita Beach being 17 visitors per day, the present daily visitor count suggests that the beach is currently facing overcrowding, albeit not to a significant extent. Hence, it is necessary to implement policy interventions from the tourist villages of Tasiwalie and Wiringtasi, which should include the establishment of standardized operating procedures and fostering collaboration among stakeholders, in order to ensure sustainable tourism management at Lowita Beach. [ABSTRACT FROM AUTHOR]

BACKGROUND: School Resource Officer (SRO) programs do not reduce school violence and increase school discipline. We describe the use of a culturally responsive framework to form a school community collaborative among students, parents, staff, administrators, and law enforcement to reform an SRO program, promote school safety, and reduce punitive measures. METHODS: Members of a participating school district, a local county, and a university collaborated. Adapting an identified culturally responsive model, a racially/ethnically diverse school community co‐developed and implemented a School Community Collaborative (SCC) to address a school safety priority (SRO program reform). The main outcomes were SCC model development and implementation, policy change, and school community feedback. RESULTS: Sixteen community members participated in the 5‐week SCC with students, staff, law enforcement, and parents. The SCC revised the district's SRO memorandum of understanding (MOU) with law enforcement. Participants reported favorable feedback, and 89% reported the inclusion of diverse voices. CONCLUSIONS: Co‐development and implementation of an SCC process with schools were feasible. School SCC participated in a community‐engaged evaluation and revision of an MOU. [ABSTRACT FROM AUTHOR]

This study investigated the perspectives of Grade 8 Achievers on collaborative learning, aiming to understand their experiences with this educational approach in classrooms. The research employed a qualitative approach to examine collaborative learning through the lens of student participants. This approach addressed the gap in traditional research, which often focuses on the facilitator's perspective. The findings revealed valuable insights into the transformative potential of collaborative learning for high-achieving students. Notably, the study highlighted the importance of fostering trust, creating safe spaces for exploration, and the role of "social knowing" in collaborative knowledge construction. These insights offer valuable information for educators to design and implement collaborative learning experiences that empower students to learn from and with each other, fostering a richer understanding of the collaborative learning process and its impact on learners. [ABSTRACT FROM AUTHOR]

An advanced network system (ANS) is characterized by extensive communication features that can support a sophisticated collaborative network structure. This is essential to hosting various forms of upcoming modernized and innovative applications. Security is one of the rising concerns associated with ANS deployment. It is also noted that machine learning is one of the preferred cost-effective ways to optimize the security strength and address various ongoing security problems in ANS; however, it is still unknown about its overall effectivity scale. Hence, this paper contributes to a systematic review of existing variants of machine learning approaches to deal with threat identification in ANS. As ANS is a generalized form, this discussion considers the impact of existing machine learning approaches on its practical use cases. The paper also contributes towards critical gap analysis and highlights the study's potential learning outcome. [ABSTRACT FROM AUTHOR]

BACKGROUND: School Resource Officer (SRO) programs do not reduce school violence and increase school discipline. We describe the use of a culturally responsive framework to form a school community collaborative among students, parents, staff, administrators, and law enforcement to reform an SRO program, promote school safety, and reduce punitive measures. METHODS: Members of a participating school district, a local county, and a university collaborated. Adapting an identified culturally responsive model, a racially/ethnically diverse school community co‐developed and implemented a School Community Collaborative (SCC) to address a school safety priority (SRO program reform). The main outcomes were SCC model development and implementation, policy change, and school community feedback. RESULTS: Sixteen community members participated in the 5‐week SCC with students, staff, law enforcement, and parents. The SCC revised the district's SRO memorandum of understanding (MOU) with law enforcement. Participants reported favorable feedback, and 89% reported the inclusion of diverse voices. CONCLUSIONS: Co‐development and implementation of an SCC process with schools were feasible. School SCC participated in a community‐engaged evaluation and revision of an MOU. [ABSTRACT FROM AUTHOR]

Think-pair and share papers focus on the tests administered to different levels of the students on varied activities. With the help of the results, analysis was shown in the form of a discussion. The paper is based on task-based learning which contributes to collaborative and cooperative learning that do take place in the classroom scenario. Sometimes the content discussed with peers helps the students for deeper learning. Hence the activities related to Dictation Method, Internal Communications, Think Pair and Share Activity among the Engineering Students about writing an email for a job, an activity on Pop Picture Collage, and the activity related to efficient Reading skills. [ABSTRACT FROM AUTHOR]

• Generation of a specific data ontology for underground built heritage spaces. • Specific data structure for the documentation, management and conservation of the typology of Underground built heritage spaces. • Annotation of the alphanumeric data of the heritage asset on the three-dimensional model using web applications, facilitating the reading and understanding of the heritage information. Progress in the field of documentation and safeguarding of heritage buildings has evolved considerably since the implementation and use of information models. However, these models are being refined and particularised in an attempt to cover the full range of elements to be protected. There is one case that has not yet been sufficiently studied, namely the specific typology of underground built heritage spaces, where the procedures designed for more conventional buildings are not applicable. A lack of consensus has been detected in the standardisation of data processing, which is fundamentally since these spaces do not respond to the classification nor as a building or as an archaeological site. In addition, the morphology of these spaces, -with irregular surfaces of complex geometry-, makes the three-dimensional representation indispensable to record concise and exact documentation. This research proposes a specific methodology for processing heritage data from CIDOC-based models for underground built heritage spaces that fills the identified gap. The research also proposes solutions to the ontological problem of linking information and annotated data, establishing a methodology for performing this kind of work directly on three-dimensional models using web applications. This simplification of the procedure facilitates the reading and multidisciplinary access to the information of the agents involved in safeguarding heritage, replacing two-dimensional projections representation with the introduction of three-dimensional tools. [ABSTRACT FROM AUTHOR]

Learning Development is emerging as a transformative force in the constantly evolving landscape of Higher Education (HE) requiring LD to adapt to the technological, cultural and pedagogical changes while embracing cultural diversity and weaving values into their pedagogical practices in the physical and virtual spaces that are available to them. Learning spaces play a crucial role in education, impacting student engagement, comfort and overall learning outcomes and therefore, it is crucial for LD to thoughtfully design diverse spaces for “Working in partnership with students and staff to make sense and get the most out of HE” one of ALDinHE’s (2024) Five Values of Learning Development and “promote engagement in learning and equity of opportunity for all to reach their potential” (PSF 2023). The poster illustrates how the campus-based LD office and ClassCollaborate for 1:1 and group tutorials in one UKHEI were intentionally designed to develop agentic, empowered learners who engage in meaningful conversations with the tutor and/or their peers, co-construct knowledge and navigate HE through respectful dialogue to make sense of their academic journey, thrive and achieve their goals. These dynamic, sustainable spaces are underpinned by Vygotsky's Social Constructivism (1978) and Laurillard's Conversational Framework (2002) demonstrating Teaching Presence (TP) and Social Presence (SP) fostering critical thinking essential for learning and Cognitive Presence (CP). LD spaces where TP, SP and CP, the interrelated elements of Garrison, Anderson, and Archer’s (2001) Community of Inquiry (CoI) theoretical framework interact, are inclusive places for creating deep and meaningful (collaborative-constructivist) learning experiences taking into account diverse learning needs including social justice issues. It is noteworthy that spaces influence how learning developers facilitate learning and how students learn on a case by case basis and the CoI can be a blueprint for designing future physical and virtual spaces for LD promotion.

Abstract Evaluating couples’ coping with infertility and its impact on their mental health is valuable in designing supportive programs. Since infertility is a shared problem in married life, coping with it requires collaborative coping strategies. Therefore, the aim of the present study was to design and psychometrically evaluate the collaborative coping with infertility questionnaire (CCIQ) in candidates of assisted reproductive techniques (ART). The exploratory factor analysis of a 27-item questionnaire designed based on the Likert scale in the Persian language was evaluated through the principal component analysis method in a cross-sectional study conducted on 200 couples who volunteered for ART. The cut-off point of factor loadings was considered 0.4. Furthermore, the criterion validity of the questionnaire was evaluated using a 12-item revised Fertility Adjustment Scale (R-FAS) and its relationship with the score of the CCIQ. Moreover, the internal consistency of the questionnaire was evaluated using Cronbach’s alpha correlation coefficient. In the exploratory factor analysis, 20 items with a factor loading above 0.4 were extracted under three factors. The three extracted factors with a value above one explained 43.78% of the variance of CCIQ. The factor loading of the accepted items ranged between 0.402 and 0.691. External reliability was confirmed with Cronbach’s alpha coefficient of 0.98. The relationship between CCIQ and R-FAS score was significant (p

Background Insufficient awareness of foot self-care among diabetic individuals results in diabetic foot ulcers. The management of diabetes and diabetic foot ulcers demands a well-coordinated approach that involves multiple healthcare providers (HCPs). The present study aims to develop and validate an interprofessional collaborative (IPC) educational program involving HCPs to efficiently oversee and instruct the public on appropriate strategies for self-managing diabetic foot health. Methods The research group worked on creating an educational module titled ‘An Interprofessional Collaborative Educational Module on Self-Management of Foot for Individuals with Type II Diabetes Mellitus.’ The objective of this module was to promote the adoption of proper practices in self-managing foot health for individuals with type 2 diabetes mellitus. A panel of 13 experts participated in a two-stage validation process using the Delphi method to assess the module and its educational resources. Subsequently, the module was tested on a group of 30 participants, i.e., individuals with diabetes, with its efficacy evaluated through conversation analysis and in-depth interviews. Results The three-month-long module included three sessions • 1: Diabetes and its health implications • 2: Diabetic foot and self-management • 3: Interprofessional education in diabetic foot care The mode of content delivery was via Whatsapp, and the educational resources, in the form of pamphlets, flowcharts, handouts, case-based cartoons, and videos on diabetes, including diabetic foot, its risks, and self-management, were shared regularly. All participating experts consensually validated the module and educational resources. Analysis of in-depth interviews revealed that the module immensely benefitted the participants and helped them improve their knowledge and practices of foot care in diabetes. Conclusions The study concludes that IPC educational modules can enhance adherence to proper diabetic foot care practices, potentially reducing the occurrence of foot ulcers and amputations, and ultimately improving the quality of life for individuals with diabetes.

This study aimed to examine changes in depression and anxiety symptoms from before to during the first 6 months of the COVID-19 pandemic in a sample of 1,339 adolescents (9-18 years old, 59% female) from three countries. We also examined if age, race/ethnicity, disease burden, or strictness of government restrictions moderated change in symptoms. Data from 12 longitudinal studies (10 U.S., 1 Netherlands, 1 Peru) were combined. Linear mixed effect models showed that depression, but not anxiety, symptoms increased significantly (median increase = 28%). The most negative mental health impacts were reported by multiracial adolescents and those under 'lockdown' restrictions. Policy makers need to consider these impacts by investing in ways to support adolescents' mental health during the pandemic.

BACKGROUND: Unintended extubations remain a common complication across neonatal intensive care units, with very low birthweight infants being the most vulnerable of them all. Ongoing efforts across different institutions exist with the goal of reducing the rate of unintended extubations to keep a median rate of <2 events per 100 ventilator days as defined by the Vermont Oxford Network. Our objective was to reduce unintended extubations in the very low birthweight infant in a large delivery hospital to ≤2/100 ventilator days. METHODS: A collaborative group was formed between two academic health institutions targeting training and implementation of the Children's National unintended extubation system, focusing on endotracheal tube securement methods and surveillance protocols. RESULTS: The unintended extubation rate decreased from 3.23 to 0.64 per 100 ventilator days. Changes were implemented from 2018–2020 with a sustained reduction in the unintended extubation rate of 1.54 per 100 ventilator days. Most events occurred between 12 : 00 pm –4 : 00 pm and the commonest cause was spontaneous (25%) followed by dislodgment during repositioning (19%). CONCLUSION: Very low birth weight infants present a challenge to endotracheal tube maintenance due to their developmental and anatomical changes during their neonatal intensive care unit stay. Successful reduction of unintended extubations in the very low birthweight infant can be achieved by adaptation of successful protocols for older infants. [ABSTRACT FROM AUTHOR]

The core function of joint registries is to collect, collate, and present data about patients who undergo joint replacement surgery, and afford clinicians and administrators a range of analytic functions to monitor service performance. This article describes the development, evolution, and future of arthroplasty registries, drawing particularly from the experience of the Scottish Arthroplasty Project (SAP). The SAP was established in 1999 and is one of the oldest arthroplasty registries in the world. It collects information on patients undergoing hip, knee, ankle, shoulder, and elbow arthroplasty. The primary aim is to encourage continual improvement in the quality of care provided for arthroplasty patients in Scotland. It is distinct in terms of administration and methodology from the National Joint Registry (NJR) of England, Wales, and Northern Ireland as it monitors patients rather than implants. Since its inception, its work has contributed to a reduction in overall complication rates and a significant decrease in hospital length of stay for the growing number of patients undergoing arthroplasty. It continues to provide a robust database that is used to underpin national guidance through data-driven research. The research carried out by dedicated SAP fellows has enhanced the research portfolio of the SAP and raised its profile through high quality peer-reviewed publications. The SAP continues to evolve and by collaborating with other Scottish registries it will provide larger datasets containing greater diversity and granularity of information. These developments as well as ongoing analysis of existing areas ensure that the SAP continues to maintain and improve standards in arthroplasty across Scotland. [ABSTRACT FROM AUTHOR]

This study explores the collaborative process that two Korean–English and one Spanish–English bilingual Early Head Start family childcare educators, two instructional coaches, and the author engaged in as they co-created intentional bilingual pedagogical approaches to support young emergent bilinguals and co-develop critical (trans)languaging awareness. Data included participant and non-participant observations; field notes; debriefing sessions between the teachers and the author, and instructional coaches and the author; informal interviews with teachers; and two Saturday meet-ups with all participants and the author. Data were analyzed using thematic analysis to identify salient themes in the creation and implementation of practices and pedagogies that leveraged both teachers' and children's languaging practices as we deepened our critical language awareness. The design-based collaborative approach that involved co-learning, co-planning, and co-shifting supported our focus on critical language use, trial of different (trans)languaging practices that transgressed English hegemony, and decision-making around how to best leverage everyone's linguistic strengths in support of children's developing bilingualism. [ABSTRACT FROM AUTHOR]

Previous studies have indicated decreased students' proficiency in Arabic composition writing. A survey showed that 63.4% of students received a "fragile" score on an Arabic composition test. Numerous factors contribute to this deterioration, such as a limited vocabulary, ineffective reading skills, and a poor ability to organize thoughts. Gaining proficiency in strategic reading is essential for enhancing writing skills. Thus, this study aims to investigate how students perceive the use of Collaborative Strategic Reading to develop Arabic composition writing skills. This quantitative study relies on a questionnaire for data collection, with a sample size of 25 fourth-year secondary school students from Sekolah Agama Menengah Sungai Merab Luar. According to the study, students feel optimistic about utilizing this reading strategy in terms of interest, motivation, and vocabulary expansion. Additionally, the strategy helped students improve their Arabic composition writing skills by assisting them in selecting relevant topics and writing in an appropriate Arabic style. [ABSTRACT FROM AUTHOR]

Evaluating couples' coping with infertility and its impact on their mental health is valuable in designing supportive programs. Since infertility is a shared problem in married life, coping with it requires collaborative coping strategies. Therefore, the aim of the present study was to design and psychometrically evaluate the collaborative coping with infertility questionnaire (CCIQ) in candidates of assisted reproductive techniques (ART). The exploratory factor analysis of a 27-item questionnaire designed based on the Likert scale in the Persian language was evaluated through the principal component analysis method in a cross-sectional study conducted on 200 couples who volunteered for ART. The cut-off point of factor loadings was considered 0.4. Furthermore, the criterion validity of the questionnaire was evaluated using a 12-item revised Fertility Adjustment Scale (R-FAS) and its relationship with the score of the CCIQ. Moreover, the internal consistency of the questionnaire was evaluated using Cronbach's alpha correlation coefficient. In the exploratory factor analysis, 20 items with a factor loading above 0.4 were extracted under three factors. The three extracted factors with a value above one explained 43.78% of the variance of CCIQ. The factor loading of the accepted items ranged between 0.402 and 0.691. External reliability was confirmed with Cronbach's alpha coefficient of 0.98. The relationship between CCIQ and R-FAS score was significant (p < 0.0001). The results of the study showed that the 20-item CCIQ enjoyed acceptable validity and reliability in the three dimensions of 'dynamic interaction,' 'reorganizing married life goals,' and 'perception about infertility,' which can be used to evaluate collaborative coping with infertility questionnaire in ART candidates. [ABSTRACT FROM AUTHOR]