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Few policies and little research exist regarding the disclosure of genomic results to research participants in Africa. As understanding participant preferences would be pivotal to the success of the feedback process, this study set out to address this issue by engaging with enrolled participants from an ongoing genomics research project on neurodevelopmental disorders with the aim to assess the anticipated impact of receiving pertinent results and explore the preferences for feedback in a South African context. Twelve semi-structured interviews were conducted with 17 parents of children participating in the research study. Transcribed interview data and observational notes were analysed using thematic analysis and framework matrices. Participants linked their own meaning to the impact of receiving a pertinent result and perceived the information as useful for reasons other than only clinical utility. These included closure, improved management of their child's condition and information regarding recurrence risks. In terms of preferences for feedback, an in-person result delivery session, conducted by a member of the study team or medical professional familiar with their child was preferred. In addition, participants felt a sense of ownership over their blood or their contribution to the research study, finding meaning even in non-pertinent results. These findings provide insight into the type of discussions that may be valuable in enabling the development of best practices and guidelines for the return of individual genetic research results, in a culturally appropriate manner, within South African communities. [ABSTRACT FROM AUTHOR]

The purpose is to identify homogeneous groups of consumers towards the purchase of Lifelong Learning services in the context of their purchasing behaviour.The theory of system analysis, economic‐statistical and empirical methods were used. The respondents were consumers of services provided in the centres of additional education of the largest Russian universities. The data for the study was collected by means of an online survey via Google Forms service.Six groups of educational services consumers were identified: 1st – “LLL” consumers who identify their learning experience as ineffective (corresponding to the response “get nothing out of learning”); 2nd – men and women not more than 35 years old, targeting mainly not in the family, but in building a career, quite often participating in various educational activities; 3rd – women who choose the format of training in the form of retraining programs; 4th – women working as freelancers or self‐employed, some of them on maternity leave; 5th – women up to about 35 years old, working as line workers, without children and without higher education; 6th – men under the age of 40, with a good financial situation, who independently choose a certain training programme in order to obtain specific knowledge.The concept of “Lifelong Learning” involves the continuous development and improvement of skills, competences and knowledge throughout life, which helps to enhance competitiveness and sustainability of social and economic development.

Analysis of scholarship in the physical, biological, and social sciences has discovered that peer-reviewed journals publish a much larger proportion of articles with statistically significant findings compared to articles with null results. Publication bias in criminology and criminal justice (CCJ) has received very little attention, however. The current study is an exploratory analysis of research in leading CCJ journals across 2 years to determine the current state of null findings in contemporary CCJ scholarship. Our findings are consistent with studies in other disciplines; null results are rare in leading CCJ journals. We explore the context of our findings, outline the importance of examining publication bias to improve CCJ research and better inform policy, and discuss the limitations of our approach. [ABSTRACT FROM AUTHOR]

Abstract Background Sharing research findings with participants is recognized as an ethical imperative for the research community. However, most discourse on this topic in mainstream public health takes a paternalistic approach, with researchers retaining the power to choose if, when, and how research findings are shared. Methods Fieldwork took place from August 2018 to January 2019 and again from August 2019 to December 2019 among two communities in the south Indian state of Kerala. We integrated participant engagement with study findings into the research protocol, using various collaborative strategies identified during the design stage, forming partnerships with participants and determining appropriate forms of dissemination for different participant groups during fieldwork. Results Findings from previous research projects undertaken with these communities by other researchers had not been shared with them. This was interpreted by the communities as researchers not being interested in making a difference to their situation. In the current study, building reciprocal relationships that minimized power disparities, and providing outputs in tailored formats that promoted active engagement were key factors that enabled participants to engage with results. This engagement added value by enabling us to co‐develop study recommendations. This process also enabled the community to have ownership of the results and use them to advocate for health system change to improve access to health care. Conclusion Research should be transformative for participating communities. Participants have a right to know the results of the research they participate in since their knowledge provides the research data which can in turn promote community change. Operationalising this requires researchers to build partnerships with participants and their communities from the outset. The role of participants must be reimagined, and adequate resources should be built into the research process. This is both socially responsible and ethical, but also improves the impact and legitimacy of research for the participants and the communities that they represent. Patient or Public Contribution Participants of our research contributed to the design of various aspects of the engagement processes including the venue, the formats used for engagement, interpretation of the findings and recommendations from our research.

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Sharing research findings with participants is recognized as an ethical imperative for the research community. However, most discourse on this topic in mainstream public health takes a paternalistic approach, with researchers retaining the power to choose if, when, and how research findings are shared. Methods: Fieldwork took place from August 2018 to January 2019 and again from August 2019 to December 2019 among two communities in the south Indian state of Kerala. We integrated participant engagement with study findings into the research protocol, using various collaborative strategies identified during the design stage, forming partnerships with participants and determining appropriate forms of dissemination for different participant groups during fieldwork. Results: Findings from previous research projects undertaken with these communities by other researchers had not been shared with them. This was interpreted by the communities as researchers not being interested in making a difference to their situation. In the current study, building reciprocal relationships that minimized power disparities, and providing outputs in tailored formats that promoted active engagement were key factors that enabled participants to engage with results. This engagement added value by enabling us to co‐develop study recommendations. This process also enabled the community to have ownership of the results and use them to advocate for health system change to improve access to health care. Conclusion: Research should be transformative for participating communities. Participants have a right to know the results of the research they participate in since their knowledge provides the research data which can in turn promote community change. Operationalising this requires researchers to build partnerships with participants and their communities from the outset. The role of participants must be reimagined, and adequate resources should be built into the research process. This is both socially responsible and ethical, but also improves the impact and legitimacy of research for the participants and the communities that they represent. Patient or Public Contribution: Participants of our research contributed to the design of various aspects of the engagement processes including the venue, the formats used for engagement, interpretation of the findings and recommendations from our research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Remote Sensing is the property of Editorial Office of Journal of Remote Sensing & Science Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the rapid development and integration of AI in various domains, understanding the nuances of AI research has become critical for policymakers, researchers, and practitioners. However, the results are vast and diverse and even can be contradictory or ambivalent, presenting a significant challenge for individuals seeking to grasp and synthesize the findings. This perspective paper discusses the ambivalent and contradictory research findings in the literature on artificial intelligence (AI) and explores whether ChatGPT can be used to navigate and make sense of the AI literature.

The current article extends a comprehensive analysis of innovative ELT (English Language Teaching) classroom methods for teaching English. The objective is to investigate the fundamental principles, theoretical underpinnings, examples of activities/strategies, benefits, prospective challenges, and research findings associated with each method. By synthesizing the existing literature, this paper highlights the significance of incorporating innovative methods in ELT and their potential to improve language learning outcomes, learner engagement, and motivation. The methodology of the study included a systematic literature search to identify relevant studies. We utilized ERIC, Education Source, Scopus, and Google Scholar databases with keywords and search terms on innovative methods, ELT, teaching English, language acquisition, and implementation. Filter based on publication dates, language, and journals with peer review was implemented to refine the search results. The selection procedure included evaluating the relevance of article titles and abstracts to the research objectives and inclusion criteria. For in-depth analysis, full-text articles meeting the inclusion criteria were obtained. The inclusion/exclusion criteria included research quality, relevance to the topic, methodology employed, and the availability of empirical evidence. The findings of the examined studies highlight the importance of innovative ELT methods. These strategies emphasize learner engagement, meaningful communication, critical thinking, and problem-solving abilities. Educators frequently utilize technology, authentic materials, real-world duties, and interactive activities to create dynamic and engaging learning environments. Consistently, research has shown that innovative methods enhance learner motivation, languagelearning outcomes, and engagement. The implications for practice suggest that ELT practitioners should embrace learner-centered approaches, incorporate various innovative methods, encourage learner autonomy and critical thinking, utilize technology and digital resources, and consider contextual factors when implementing these methods. In addition, programmes for professional development and ongoing reflection are recommended to assist teachers in integrating innovative methods into their classrooms. This review paper concludes by emphasizing the significance of innovative methods in ELT and their potential to improve language learning outcomes and student engagement. This paper lays the groundwork for ELT practitioners to employ innovative approaches and create dynamic and effective learning environments by exploring these methods' fundamental principles, benefits, and challenges. To further advance the field of innovative ELT practises, future research should address gaps, assess long-term effects, and investigate emergent trends and technologies. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.

Research is a critical component in social work academic and practice circles. Research aims at interrogating research implications and findings to ensure that it influences policy, practice and inform interventions. However, in Africa, specifically Zimbabwe academics are more interested in publishing research articles for their professional development and promotion in work places such as universities. It seems little attention is given to disseminate findings to stakeholders, research participants, communities so that changes and implementation of programs is effected by evidence from research findings. There is need for decolonisation and education on the part of African social workers to consider the later call seriously to develop communities. The researchers recommend blending academic and practical implications of social work research findings if social work research is to bring noticeable and great changes for emerging clinical and developmental issues for individuals, groups and communities. Furthermore, if participants and key informants know that their contributions are valued they are likely to take research seriously as the outcome will benefit them. [ABSTRACT FROM AUTHOR]

The subject of the article concerns the issue of constructing and reconstructing national identity. The object of interest here is a sociological case study of Serbian national identity. It includes reconstruction and interpretation of in-depth interviews conducted in Serbia with the representatives of Serbian symbolic elites. The concept of symbolic elites is approached in the discussed research from Teun van Dijk’s perspective. Thus, they are individuals and groups directly involved in the production of public opinion, who have an impact on the content of publicly available knowledge, and the creation and legitimization of public discourse. The work is embedded in the methodological framework of Critical Discourse Analysis (CDA) and is based on the assumptions of the Discourse‐Historical Approach (DHA). In this optics, the most important thing is the historical and social context of the studied process of the discursive construction of national identity. Therefore, the conclusions also touch upon the historical, political, and social perspective of the formation of Serbian national identity. The reflection also aims at presenting the analysis from the contemporary perspective (mainly in 2008-2020). Thus, paying attention to the political divisions in Serbia and the country’s road to democratization and European integration, the discussed research study shows the comprehensive specifics of the studied national identity.

Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research. [ABSTRACT FROM AUTHOR]

Abstract Introduction: Translating research findings into practice requires understanding how to meet communication and dissemination needs and preferences of intended audiences including past research participants (PSPs) who want, but seldom receive, information on research findings during or after participating in research studies. Most researchers want to let others, including PSP, know about their findings but lack knowledge about how to effectively communicate findings to a lay audience. Methods: We designed a two-phase, mixed methods pilot study to understand experiences, expectations, concerns, preferences, and capacities of researchers and PSP in two age groups (adolescents/young adults (AYA) or older adults) and to test communication prototypes for sharing, receiving, and using information on research study findings. Principal Results: PSP and researchers agreed that sharing study findings should happen and that doing so could improve participant recruitment and enrollment, use of research findings to improve health and health-care delivery, and build community support for research. Some differences and similarities in communication preferences and message format were identified between PSP groups, reinforcing the best practice of customizing communication channel and messaging. Researchers wanted specific training and/or time and resources to help them prepare messages in formats to meet PSP needs and preferences but were unaware of resources to help them do so. Conclusions: Our findings offer insight into how to engage both PSP and researchers in the design and use of strategies to share research findings and highlight the need to develop services and support for researchers as they aim to bridge this translational barrier.

Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research.

Few policies and little research exist regarding the disclosure of genomic results to research participants in Africa. As understanding participant preferences would be pivotal to the success of the feedback process, this study set out to address this issue by engaging with enrolled participants from an ongoing genomics research project on neurodevelopmental disorders with the aim to assess the anticipated impact of receiving pertinent results and explore the preferences for feedback in a South-African context. Twelve semi-structured interviews were conducted with 17 parents of children participating in the research study. Transcribed interview data and observational notes were analysed using thematic analysis and framework matrices. Participants linked their own meaning to the impact of receiving a pertinent result and perceived the information as useful for reasons other than only clinical utility. These included closure, improved management of their child's condition and information regarding recurrence risks. In terms of preferences for feedback, an in-person result delivery session, conducted by a member of the study team or medical professional familiar with their child was preferred. In addition, participants felt a sense of ownership over their blood or their contribution to the research study, finding meaning even in non-pertinent (secondary findings) or negative results. These findings provide insight into the type of discussions that may be valuable in enabling the development of best practices and guidelines for the return of individual genetic research results, in a culturally appropriate manner, within South-African communities., Competing Interests: Conflict of interest: The authors declare no competing interests.

There exists a wide gap between coaches' needs and the information that is being disseminated by sport scientists. Therefore, the purpose of this study was to examine coaches' perceptions concerning this bridging the knowledge gap between sport science and coaching in South Africa. Semi-structured interviews were conducted with eight high-performance sport coaches aged 24 to 42 years (M age = 33.50, SD = 6.44 years). Coaches participated in the study if they met the following selection criteria: (1) coaching a priority sport recommended by Sport and Recreation South Africa and (2) having been in coaching for at least five years at a high-performance level. Following a thematic analysis of the transcripts, the following three broad themes emerged: (1) sources of coaching knowledge, (2) barriers to sport science support, and (3) coaches' thoughts about knowledge transfer. Recommendations on strategies to close the gap between sport scientists and coaches are provided. [ABSTRACT FROM AUTHOR]

Slovak language and literature belongs to the leading subjects in the system of secondary education in the Slovak Republic. The persistent traditional teaching techniques (encyclopedic-memorization) and the absence of systematic development of critical thinking in the process of education has caused an identified below average state of critical thinking of students at secondary grammar schools. The aim of our half-year experiment was to verify the effectiveness of The Programme of Development of Critical Thinking of Pupils in the Subject of Slovak Language and Literature. To meet the set target we implemented an experiment (a single-factor technique of parallel groups). Out of 16 first-grade secondary grammar schools classes (N = 365) two equivalent groups were selected for the experiment – an experimental group (n = 32) and a control group (n = 30). The main measurement means was the Watson-Glaser Critical Thinking Appraisal Test. The conclusions of the experiment pointed out the effectiveness of the intervention programme.

The subject of the article concerns the issue of constructing and reconstructing national identity. The object of interest here is a sociological case study of Serbian national identity. It includes reconstruction and interpretation of in-depth interviews conducted in Serbia with the representatives of Serbian symbolic elites. The concept of symbolic elites is approached in the discussed research from Teun van Dijk's perspective. Thus, they are individuals and groups directly involved in the production of public opinion, who have an impact on the content of publicly available knowledge, and the creation and legitimization of public discourse. The work is embedded in the methodological framework of Critical Discourse Analysis (CDA) and is based on the assumptions of the Discourse-Historical Approach (DHA). In this optics, the most important thing is the historical and social context of the studied process of the discursive construction of national identity. Therefore, the conclusions also touch upon the historical, political, and social perspective of the formation of Serbian national identity. The reflection also aims at presenting the analysis from the contemporary perspective (mainly in 2008-2020). Thus, paying attention to the political divisions in Serbia and the country's road to democratization and European integration, the discussed research study shows the comprehensive specifics of the studied national identity. [ABSTRACT FROM AUTHOR]

Family members of critically ill patients experience significant psychosocial changes during and after exposure to the critical care environment. During the critical care period, providers focus on the patient's critical condition and pay little attention to the family's needs, so they required special care. A cross-sectional design was used to collect data by using an online survey that includes sociodemographic questionnaire and Critical Care Family Needs Inventory. A total of 177 family members participated. Results indicated that the most important psychosocial need was assurance followed by information, comfort, and support. Nurses should identify these needs and help family members cope with the psychosocial aspects of care. Future research should focus on how these needs evolve over time as well as the effectiveness of related coping mechanisms. [ABSTRACT FROM AUTHOR]

Research is a main source of solutions to national development. Researches in Mathematics education are carried out in higher educational institutions of learning and educational research institutes. Making the end user to have access to research findings is crucial in research processes, of which many researchers do not extend their studies. This paper investigated the sources wherein the primary school Mathematics teachers access research findings. The study sampled 170 primary school Mathematics teachers from two purposively selected Local Government Areas of Ibadan municipalities in Nigeria. ARFQ was a research questionnaire in 2 sections with section A containing bio- data and section B has 10 items on a 3-point scale. The items were for the primary school Mathematics teachers to indicate the degree to which the listed items serve as a source of access to research findings to them. The instrument was validated by using 23 primary school Mathematics teachers outside the study sample, the coefficient of reliability with Cronbach alpha was obtained as r= .70. A research question was answered and two hypotheses were tested item-by-item with t-test at .05 significant level. The findings showed that female teachers quite very much outnumbered the male teachers in our primary schools. Books, discussions with colleagues and lecture room information are topmost as sources of their access to research findings. There is a significant difference between male and female access to online materials (p=.026), conferences and workshops (p=.036) as sources of access to research findings in Mathematics education, with females having higher mean scores than males. There is a significant difference between public and private school teachers' access to online materials (p=.003), journals and proceedings (p=.008) as sources of access to research findings in Mathematics education, with private schools having a greater mean. It was concluded that the teachers did not have access to the best sources of research outlets which are journals, proceedings, conferences and workshops. The study also recommended that journals and proceedings should be directed to primary school libraries. Résumé La recherche est une des principales sources de solutions au développement national. Les recherches en enseignement des mathématiques sont menées dans les établissements d'enseignement supérieur des instituts d'apprentissage et de recherche pédagogique. Faire en sorte que l'utilisateur final ait accès aux résultats de la recherche est crucial dans les processus de recherche, ce qui fait que de nombreux chercheurs ne prolongent pas leurs études. Cet article a étudié les sources dans lesquelles les enseignants de mathématiques du primaire accèdent aux résultats de la recherche. L'étude a échantillonné 170 enseignants de mathématiques du primaire de deux zones de gouvernement local sélectionnées à dessein des municipalités d'Ibadan au Nigéria. Le questionnaire de recherche nommé ARFQ était divisé en 2 sections avec la section A contenant des données biologiques et la section B comprenait 10 éléments sur une échelle de 3 points. Il s'agissait pour les professeurs de mathématiques du primaire d'indiquer dans quelle mesure les éléments énumérés leur servaient de source d'accès aux résultats de la recherche. L'instrument a été validé en utilisant 23 professeurs de mathématiques du primaire en dehors de l'échantillon de l'étude, le coefficient de fiabilité avec Cronbach alpha a été obtenu comme r = 0,70. Une question de recherche a été répondue et deux hypothèses ont été testées élément par élément avec un test t à un niveau significatif de 0,05. Les résultats ont montré que les enseignantes étaient bien plus nombreuses que les hommes dans nos écoles primaires. Les livres, les discussions avec des collègues et les informations sur les salles de conférence sont les principales sources d'accès aux résultats de la recherche. Il existe une différence significative entre l'accès des hommes et des femmes aux documents en ligne (p = 0,026), aux conférences et aux ateliers (p = 0,036) en tant que sources d'accès aux résultats de la recherche dans l'enseignement des mathématiques, les femmes ayant des scores moyens plus élevés que ceux des hommes. Il existe une différence significative entre l'accès des enseignants des écoles publiques et privées aux matériels en ligne (p = .003), aux revues et aux actes (p = .008) en tant que sources d'accès aux résultats de la recherche dans l'enseignement des mathématiques, les écoles privées ayant une moyenne plus élevée. Il a été conclu que les enseignants n'avaient pas accès aux meilleures sources de sources de recherche que sont les revues, les actes, les conférences et les ateliers. L'étude a également recommandé que les revues et les actes soient dirigés vers les bibliothèques des écoles primaires.

Introduction: Translating research findings into practice requires understanding how to meet communication and dissemination needs and preferences of intended audiences including past research participants (PSPs) who want, but seldom receive, information on research findings during or after participating in research studies. Most researchers want to let others, including PSP, know about their findings but lack knowledge about how to effectively communicate findings to a lay audience. Methods: We designed a two-phase, mixed methods pilot study to understand experiences, expectations, concerns, preferences, and capacities of researchers and PSP in two age groups (adolescents/young adults (AYA) or older adults) and to test communication prototypes for sharing, receiving, and using information on research study findings. Principal Results: PSP and researchers agreed that sharing study findings should happen and that doing so could improve participant recruitment and enrollment, use of research findings to improve health and health-care delivery, and build community support for research. Some differences and similarities in communication preferences and message format were identified between PSP groups, reinforcing the best practice of customizing communication channel and messaging. Researchers wanted specific training and/or time and resources to help them prepare messages in formats to meet PSP needs and preferences but were unaware of resources to help them do so. Conclusions: Our findings offer insight into how to engage both PSP and researchers in the design and use of strategies to share research findings and highlight the need to develop services and support for researchers as they aim to bridge this translational barrier. [ABSTRACT FROM AUTHOR]

The main aim of this article is to evaluate the outcomes presented in the previous articles in relation to similar projects and studies conducted in monolingual contexts in other parts of Europe as well as Latin America, where bilingual education and CLIL are increasingly being embraced in the official curricula. The effects of CLIL on L1, L2 and content learning (from a quantitative standpoint) and the way in which bilingual education and CLIL programmes are playing out at all organisational and curricular levels (from a qualitative point of view) in these different contexts will be discussed in relation to the outcomes obtained in the longitudinal macro-study presented in the previous contributions of this special issue. The overarching conclusions, which this comparative perspective allows for, will be highlighted, discerning possible patterns that emerge, pinpointing potentially discrepant findings and underscoring the main lessons learned from CLIL implementations across diverse monolingual settings. [ABSTRACT FROM AUTHOR]

When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child's development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources. [ABSTRACT FROM AUTHOR]

Aims: To examine the strengths and weaknesses of multi‐context (international) qualitative evidence syntheses in comparison with single‐context (typically single‐country) reviews. We compare a multi‐country synthesis with single‐context syntheses on facility‐based delivery in Nigeria and Kenya. Design: Discussion paper. Background: Qualitative evidence increasingly contributes to decision‐making. International organizations commission multi‐context reviews of qualitative evidence to gain a comprehensive picture of similarities and differences across comparable (e.g., low‐ and middle‐income) countries. Such syntheses privilege breadth over contextual detail, risking inappropriate interpretation and application of review findings. Decision‐makers value single‐context syntheses that account for the contexts of their populations and health services. We explore how findings from multi‐ and single‐context syntheses contribute against a conceptual framework (adequacy, coherence, methodological limitations and relevance) that underpins the GRADE Confidence in Evidence of Reviews of Qualitative Evidence approach. Data sources: Included studies and findings from a multi‐context qualitative evidence synthesis (2001–2013) and two single‐context syntheses (Nigeria, 2006–2017; and Kenya, 2002–2016; subsequently updated and revised). Findings: Single‐context reviews contribute cultural, ethnic and religious nuances and specific health system factors (e.g., use of a voucher system). Multi‐context reviews contribute to universal health concerns and to generic health system concerns (e.g., access and availability). Implications for nursing: Nurse decision‐makers require relevant, timely and context‐sensitive evidence to inform clinical and managerial decision‐making. This discussion paper informs future commissioning and use of multi‐ and single‐context qualitative evidence syntheses. Conclusion: Multi‐ and single‐context syntheses fulfil complementary functions. Single‐context syntheses add nuances not identifiable in the remit and timescales of a multi‐context review. ImpactThis study offers a unique comparison between multi‐context and single country (Nigeria and Kenya) qualitative syntheses exploring facility‐based birth.Clear strengths and weaknesses were identified to inform commissioning and application of future syntheses.Characteristics can inform the commissioning of single‐ and multi‐context nursing‐oriented reviews across the world. [ABSTRACT FROM AUTHOR]