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Mindfulness-based interventions have gained popularity among elite athletes, but their effectiveness in enhancing archery performance has been inconsistent. This study examined the feasibility of a 12-week mindfulness flow program (MFP) specifically designed for the archers and assessed the effect of the MFP on shooting performance. Twelve members of the Hong Kong Archery Team voluntarily participated in the present study. Their shooting performance, anxiety, mindfulness, and flow state were assessed before and after the MFP intervention. The results showed that the MFP was highly feasible, with 100% attendance. The athletes highly enjoyed the MFP sessions (mean rating: 7.9/10). Improved shooting performance, increased mindfulness, and flow state levels, and reduced anxiety were also observed after the intervention. These findings suggest a positive reception from and potential benefits for athletes. However, it is suggested to conduct additional research using randomized controlled trials to explore the program's effects and applicability in enhancing sports performance. [ABSTRACT FROM AUTHOR]

INTRODUCTION: There are few widely-available, evidence-based options to support quality of life (QOL) for people living with Alzheimers disease and related dementias. METHODS: We performed a randomized, controlled trial with a Waitlist control group to determine whether an online, livestream, mind-body, group movement program (Moving Together, 1 hour, 2 days/week, 12 weeks) improves QOL in people with cognitive impairment (PWCI) or care partners (CPs) and explore mechanisms of action. The primary outcome for both participants was self-reported QOL. Secondary outcomes and potential mediators included mobility, isolation, well-being, cognitive function, and sleep in PWCI and burden, positive emotions, caregiver self-efficacy, stress management, and sleep in CPs. Blinded assessors collected outcome data at baseline, 12, and 24 weeks. We assessed adverse events including falls through monthly check-in surveys and collected qualitative data through evaluation surveys. Intention-to-treat analyses used linear mixed models to compare mean change over time between groups and calculated standardized effect sizes (ESs). RESULTS: Ninety-seven dyads enrolled (PWCI: age 76 ± 11 years, 43% female, 80% non-Hispanic White; CPs: age 66 ± 12 years, 78% female, 71% non-Hispanic White); 15% withdrew before 12 weeks and 22% before 24 weeks. PWCI self-reported significantly better QOL from baseline to 12 weeks in the Moving Together group compared to the Waitlist group (ES = 0.474, p = 0.048) and CPs self-reported improved ability to manage stress (ES = 0.484, p = 0.021). Improvements in participant self-reported QOL were mediated by improvements in their self-reported well-being and CP-reported ability to manage stress. Results were similar when the Waitlist group participated in the program (QOL ES = 0.663, p = 0.006; stress management ES = 0.742, p = 0.002) and were supported by qualitative data. Exploratory analyses suggested possible fall reduction in PWCI. There were no study-related serious adverse events. DISCUSSION: Online programs such as Moving Together offer a scalable strategy for supporting high QOL for PWCI and helping CPs manage stress. TRIAL REGISTRATION: ClinicalTrials.gov NCT04621448. HIGHLIGHTS: The approval of new medications that slow cognitive decline in people living with Alzheimers disease and related disorders (ADRD) has raised hope and excitement. However, these medications do not appear to impact quality of life, which is often considered by patients and care partners to be the most important outcome.In this randomized clinical trial, we found that an evidence-based, online, livestream, mind-body, group movement program significantly and meaningfully improves self-rated quality of life in people with ADRD and helps care partners manage stress. Mediation analyses revealed that the key drivers of improvements in participants quality of life were improvements in their feelings of well-being and care partners ability to manage stress. Exploratory analyses also suggested a 30% reduction in falls.These results are important because they suggest that an online program, which is available now and can be performed by people from the comfort of home or other location of choice, could be recommended as a complement or alternative to new therapies to help maximize quality of life for people living with ADRD and their care partners.

IntroductionThis study aimed to understand whether older adults' longitudinal completion of assessments in an online Alzheimer's disease and related dementias (ADRD)-related registry is influenced by self-reported medical conditions.MethodsBrain Health Registry (BHR) is an online cognitive aging and ADRD-related research registry that includes longitudinal health and cognitive assessments. Using logistic regressions, we examined associations between longitudinal registry completion outcomes and self-reported (1) number of medical conditions and (2) eight defined medical condition groups (cardiovascular, metabolic, immune system, ADRD, current psychiatric, substance use/abuse, acquired, other specified conditions) in adults aged 55+ (N = 23,888). Longitudinal registry completion outcomes were assessed by the completion of the BHR initial questionnaire (first questionnaire participants see at each visit) at least twice and completion of a cognitive assessment (Cogstate Brief Battery) at least twice. Models included ethnocultural identity, education, age, and subjective memory concern as covariates.ResultsWe found that the likelihood of longitudinally completing the initial questionnaire was negatively associated with reporting a diagnosis of ADRD and current psychiatric conditions but was positively associated with reporting substance use/abuse and acquired medical conditions. The likelihood of longitudinally completing the cognitive assessment task was negatively associated with number of reported medical conditions, as well as with reporting cardiovascular conditions, ADRD, and current psychiatric conditions. Previously identified associations between ethnocultural identity and longitudinal assessment completion in BHR remained after accounting for the presence of medical conditions.DiscussionThis post hoc analysis provides novel, initial evidence that older adults' completion of longitudinal assessments in an online registry is associated with the number and types of participant-reported medical conditions. Our findings can inform future efforts to make online studies with longitudinal health and cognitive assessments more usable for older adults with medical conditions. The results need to be interpreted with caution due to selection biases, and the under-inclusion of minoritized communities.

Introduction: Health literacy is defined as the capacity, resources and insight to seek information, ask critical questions and be an advocate for one's health. Sexual literacy is framed in similar terms, relating to the capacity to navigate emotionally and physically safe sexual encounters and to hold a critical and assertive stance on relationship dynamics, gender and consent. In this paper, we present findings from a qualitative study that explored how young people's use of the internet develops sexual literacy. Methods: In-depth interviews were conducted with 22 young people (aged 18-25). Interviews explored the ways in which young people participate in online spaces to learn about sex, relationships, bodies and other aspects of sexual health. Data were analysed using qualitative, inductive thematic coding techniques. Results: Young people described learning about sexual health online as a process of exploring ideas, topics or experiences (going down 'rabbit holes'). It was rarely the case that young people searched for specific information. Young people described engaging with multiple sources of content and multiple people online to learn about relationships or sex. This was often personal. Young people wanted to understand their own experiences and hear stories from people with similar experiences. Engaging with multiple sources, stories and people enabled critical reflection and peer-based learning. Discussion: Building sexual health literacy is not simply about providing young people with sexual health information. Rather, it is about supporting young people to develop critical insight and capacity to reflect deeply on experiences and issues that affect their sexual relationships. The online environment supports sexual literacy as it enables critical inquiry, access to multiple perspectives, peer connection and personal reflection. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to examine the use of Eye Movement Desensitization and Reprocessing (EMDR) in online counseling for children with single-incident trauma. Method: A qualitative case study method was employed. The research was conducted with two volunteering children and their parents. The sessions were transcribed by the authors, and code names (Ipek and Eylül) were assigned to protect the participants' identities. İpek's traumatic memory was explored through drawing pictures with tactile bilateral stimuli and Eylül's traumatic experience was addressed using tactile bilateral stimuli during the EMDR therapeutic story technique. The Child Revised Impact of Events Scale (CRIES-8) was used for pre-test, post-test, and follow-up testing to support the session descriptions. Results: The results indicated that post-traumatic symptoms were reduced and remained at a low level for an extended period in both clients. Conclusions: It is suggested that future studies should explore various bilateral stimulation methods in online EMDR, conduct larger-scale studies with children who have experienced different types of traumatic events, and investigate the impact of various EMDR protocols on children. [ABSTRACT FROM AUTHOR]

Total neoadjuvant therapy (TNT) of rectal cancer improves rates of pathological complete remission and progression-free survival. With improved clinical response rates, interest grew in a non-operative approach/watch and wait (WaW) for this disease. In 2020, the working groups of ACO/AIO/ARO published a consensus statement on the use of TNT, including a non-operative approach. However, the best combination scheme remains unclear. Despite the increasing use of TNT, there is a lack of comprehensive data on its current implementation and practices. To address this knowledge gap, a multicenter survey was conducted to capture the use of TNT protocols in German-speaking radiotherapy departments. At the beginning of 2023, a GDPR-compliant online survey was conducted in Germany, Austria, and German-speaking Switzerland. The questionnaire comprised 43 questions covering various aspects of TNT, including chemotherapy and WaW concepts. Most respondents (98.4%) confirmed awareness of the consensus on TNT for rectal cancer. Institutions treated an average of 30.22 rectal cancer patients annually. Most respondents (76.2%) reported treating over 80% of patients neoadjuvantly. Regarding TNT, 33.3% treated 21–50% with such a protocol. No significant association was found between the institution type and TNT application. In 62/63 cases, tumor board discussion was standard before offering TNT. VMAT was the predominant technique (82.5%). For rectal cancer dosing, the 50/50.4Gy scheme was most common, followed by 45Gy with a boost and the 5 × 5Gy scheme. Dosing schemes for TNT varied slightly, with more participants reporting the use of 5 × 5Gy compared to radiation therapy for rectal cancer in general. CBCT was the primary IGRT method (88.9%). Larger hospitals typically administered chemotherapy themselves, while private practices collaborated with medical oncologists (p < 0.0001). The most common concurrent chemotherapy drugs were 5-fluorouracil/capecitabine (64.4%) and oxaliplatin (37.3%). A WaW strategy was reported to be institutional implemented by 63.8%. The timing of offering WaW was split, with 50% offering it after radiochemotherapy and 47% during the informed consent talk. For planned WaW, 62% prefer normofractionated TNT. TNT appears to be widely implemented in the German-speaking radio-oncological community, regardless of the type of institution. Image-guided therapy, multidisciplinary team decisions, and internal guidelines play an important role. TNT seems to have already altered treatment protocols for rectal cancer toward an organ-preserving approach in selected cases. In these WaW cases, normofractionation appears to be preferred over hypofractionation. [ABSTRACT FROM AUTHOR]

Interventions implemented in the digital space play an important role in the response to global concerns about the prevalence of online child sexual abuse. Digital detection software (e.g. Sweetie) utilized to combat this behavior is a well-known example. Far fewer examples of digital interventions focused on its prevention exist. This review sought to identify digital interventions currently being implemented that aim to prevent online child sexual abuse, or intervene early, through deterrence and redirection. Guided by the PRISMA scoping review framework, a search was conducted across four databases, with snowballing from reference lists of selected sources. After exclusion criteria were applied, six sources were selected for review. Findings suggest that digital interventions (e.g. warning messages and chatbots) can be used to deter and redirect individuals at-risk of, or in the early stages of engaging in online child sexual abuse, with greater deterrent effects observed when messaging aligns with situational crime prevention principles. However, limited application and evaluation of these interventions to date constrains inferences regarding the impact of these prevention efforts. To supplement findings, several other emerging examples of digital interventions and conceptual/theoretical works (that did not meet the original inclusion criteria) are cited. Findings of this review should be considered alongside these other examples to inform the ongoing design and scaling up of digital interventions aimed at preventing online child sexual abuse. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate the feasibility and effectiveness of a mindfulness-based group intervention (The COndiVIDere program) delivered online to people with MS (PwMS) in the time of COVID-19. Materials and methods: This is a single-arm longitudinal study with a nested qualitative study. The COndiVIDere program is composed of five weekly sessions (1-h each) plus three booster monthly sessions. Data were collected immediately before the beginning of the program, after the five weekly sessions, and at 3- and 6-month follow-ups. Results: Fifty PwMS participated in the program. Participants improved in anxiety, stress, loneliness and mindfulness ("non-judgmental inner experience" component). Improvements on most outcomes occurred at post-intervention and reached the statistically significant threshold at 3-month follow-up. Mindfulness improvements keep increasing at each time point. Qualitative data confirmed the COndiVIDere program feasibility and the positive psychological impacts on participants. Mindfulness, compassion and the group setting were considered the most important active elements. Conclusions: Study findings support COndiVIDere feasibility and effectiveness with PwMS and its broad applicability in this population. IMPLICATIONS FOR REHABILITATION: COndiVIDere is a highly structured, brief, manualized, online mindfulness-based intervention It is effective in improving participants' anxiety, stress, loneliness and mindfulness It can be effectively delivered online to people with MS with varied socio-demographic and clinical characteristics [ABSTRACT FROM AUTHOR]

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students' experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants' primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants' challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students' necessity for flexibility. [ABSTRACT FROM AUTHOR]

Digital games are an increasingly dominant form of digital entertainment with billions of players globally. While most of these games have a commercial focus, fields like public health and education have seen a growth of “serious games,” which aim to solve real world problems. In the context of biodiversity conservation, mobile games have been controversial, with some raising concerns around the way digital channels risk replacing the very nature they portray, therefore deepening a “nature‐deficit disorder.” We ran a randomized controlled trial to evaluate the impact of the mobile game “Kākāpō Run” on pro‐environmental behaviors amongst a cohort of 200 participants in New Zealand. Kākāpō Run was developed by a UK conservation charity, and aims to increase the support for Kākāpō conservation, as well as to increase pro‐environmental behaviors linked to Kākāpō conservation. Study participants completed a 10‐minute questionnaire before spending 1 hour playing their assigned mobile game over seven days. This was monitored by asking participants to share screenshots of their app usage for the duration of the experiment. After this, all participants re‐took the questionnaire. We found a positive impact across some knowledge and attitudes questions, behavioral intentions linked to willingness to volunteer time and support policies aiming to remove invasive predators, as well as manage pet cats actively. However, we found no change in willingness to donate or actual donations. This research showcases both the potential of mobile games for conservation outreach and marketing, and the importance of rigorous impact evaluation. We call for conservationists engaged in designing and promoting mobile games to approach game design and evaluation in a more research‐centered way to help develop an evidence base around the intended and unintended consequences of game playing. This mainstreaming of gaming science across conservation will be critical to allow mobile games to realize their potential as a leading communication channel. [ABSTRACT FROM AUTHOR]

Objective: Eating disorders (EDs) comprise a range of illnesses characterised by disordered eating, distressing thoughts, and changes in weight. EDs in the perinatal period are a growing concern. Maternity staff receive little training in this area and often report feeling ill-equipped to recognise or respond to presentations of ED during this time. The study aimed to develop and evaluate an online educational module for clinicians and support workers to improve knowledge of EDs in the perinatal period. Method: Education modules were developed using a co-design process with consumer advocates, peer support workers, clinicians, and experts. Consumer perspectives, evidence-based videos, activities, and text relating to screening, management, monitoring and referral of perinatal individuals with EDs were included in the module. Quantitative and qualitative data from pre- and post- surveys were used to evaluate changes in knowledge and confidence before and after completing the module, and to assess staff satisfaction, usability, and obtain feedback for improvement. Results: Use of the online education module significantly increased staff knowledge of EDs in the perinatal period. Participants also felt more confident in discussing the topic with patients, screening, supporting, and referring a person with ED in the perinatal period. Participants also reported the module was engaging and easy-to-use. Conclusions: Findings indicate that the ED online education module is an engaging and easy-to-use tool for improving the knowledge and skills of the healthcare workforce, thereby improving patient care and health outcomes. The development of additional online resources for clinicians would be beneficial for increasing staff capability and improving patient services. Plain English Summary: Eating disorders (ED) in pregnancy and after birth are a serious and growing concern for maternity services. Few educational and training options currently exist to support clinicians to identify and manage EDs during this time. The authors co-designed an online education module with lived experience consumers, peer workers, and clinicians, designed to improve identification, management, and referral of women experiencing ED's. Evaluation of the modules using online surveys showed that the online module was acceptable and engaging for users, and increased staff knowledge and confidence in identifying and managing these presentations. Online modules are a cost-effective resource that could improve staff capabilities and patient care in the long term. [ABSTRACT FROM AUTHOR]

Standard online tutorials at The Open University, based in the UK, are generally tutor-led with the tutor setting the agenda and content. This study investigated the inclusion of online student-led drop-in tutorials to support assessment on an OU level one module. The aims were to gauge the value to students of this style of tutorial, to understand their behaviour during the sessions and to assess their overall experience. Data were collected via two student surveys, confidence polls at the end of each tutorial and one student-led focus group. Other evidence used included attendance data and student achievement on the module. Twenty-three percent of the cohort attended at least one drop-in session. The students surveyed indicated that this style of tutorial was a valuable addition to the overall tuition strategy. The majority arrived at the start of each session and stayed until the end, rather than ‘dropping in and out’. Most reported that listening to questions from other students was useful, even if they had no question of their own to ask. The overall findings were that students value this style of tutorial. Those who attended reported increased confidence in subsequently completing assignments. There were also some indications that attendees gained higher assessment scores. [ABSTRACT FROM AUTHOR]

Background: Suicide prevention gatekeeper Training (GKT) is a frequently used suicide prevention intervention, however, there is still limited information about its long-term impact and effectiveness of online delivery. Aims: The current study aimed to test the effectiveness of online GKT compared to in-person GKT in improving participant training outcomes. Methods: A non-randomised comparison of pre-, post- and six-month follow-up data was conducted. In total 545 people participated in GKT, 317 in SafeTALK in-person sessions and 228 in online "Start" GKT by LivingWorks. Main outcome measures included: perceived knowledge; perceived preparedness; gatekeeper efficacy; and gatekeeper reluctance to intervene. Results: Linear mixed model analysis demonstrated a significant effect for time for both modes of delivery for all four outcome measures. Post-hoc testing revealed that significant improvement in all outcomes were maintained above baseline at six-months following online and in-person training. Conclusions: Online training performed as good, or better than in-person GKT, on measured outcomes demonstrating utility and effectiveness of the modality for use in suicide prevention training practices. Findings additionally indicate that online training may reach participants that in-person programs do not. This study provides evidence that Online GKT has significant utility in addressing a crucial need for online alternatives to evidence-based suicide prevention training. [ABSTRACT FROM AUTHOR]

Social media has been a crucial online space, yet our comprehension of government censorship remains limited by insufficient research. This study addresses this scholarly gap by probing two key inquiries: censorship's motives and evolutionary course. An analysis of 360 censorship incidents from 2006 to 2023 across 76 countries examines three primary rationales: political, social, and security, with political motives prevailing. The reasons for censorship vary across platforms and years, with political and social factors predominantly impacting Facebook and YouTube, while security concerns notably affect TikTok and Telegram. Regional disparities in censorship underscore the prevalence of political motives in Asia and Africa, social factors in South Asia and the MENA region, and security concerns in North America, Europe, and Oceania—the entirety of the Western world. The escalating social media censorship, particularly driven by political and social considerations since 2015, underscores a broader trend of dwindling democracy and burgeoning digital authoritarianism globally. We presume that a nation's democratic environment indicates its social media censorship practices, suggesting the nexus of local and global politics with technology complicates the understanding of social media censorship. [ABSTRACT FROM AUTHOR]

A large-scale (n = 1323) survey of mnemonic recall, self-reported familiarity, cued explanation, and application by introductory statistics students was conducted at a large research university in the southeastern United States. The students were presented 14 mnemonics during the fall 2017 term. Different nonoverlapping cohorts of students were asked at different time points to complete a survey about mnemonic use. At each time point, the students were asked to recall any mnemonic that they remembered, explain the mnemonic when cued, self-report their degree of familiarity, and apply the mnemonic. Of the 14 mnemonics, acronym-type mnemonics were recalled more frequently, but longer phrase-type mnemonics were explained and applied more often. These findings suggest that instructors should provide scaffolding to move a student from recalling a mnemonic to using a mnemonic toward successful completion of the statistics problem at hand. [ABSTRACT FROM AUTHOR]

Higher Education Institutes (HEIs) have been met with an unprecedented demand on their student counselling and wellbeing services in recent years with the impacts of COVID‐19 and high rates of mental health concerns amongst student populations. Online mental health programs offer one solution by providing students with quick and easy access to effective therapeutic content. The Focused Minds Program is an evidence‐based eight‐module online self‐guided cognitive behavioural intervention that targets the transdiagnostic risk factor of perfectionism and has been shown to decrease depression, anxiety, and disordered eating. The program was implemented at a UK university between 2021 and 2023. Recruitment occurred via departmental emails, academic staff, and the university's counselling staff and website. Participants were provided with access to the intervention for 6‐weeks and completed weekly surveys of psychosocial measures. The trial's implementation was assessed using the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework: reach (uptake via the recruitment channels), effectiveness (outcomes on psychometric measures of mental wellbeing), adoption (staff and organisational support), implementation (intervention engagement and attrition), and maintenance (continued implementation across the trial period). Key barriers to successful implementation, as well as proposed solutions, are discussed to guide future online mental health interventions provided in HEIs. [ABSTRACT FROM AUTHOR]

The paper develops a philosophical account of emotions experienced and communicated on the internet, and, in particular, in the context of social media use. A growing body of research across disciplines has investigated the distinctive features of emotions in the digital age, and a key question in this regard concerns whether online emotions are the same kind of phenomena as those undergone offline. In this paper, I contribute to addressing this question by suggesting that the structure and characteristic features of internet-mediated emotions can be accounted for within the perspective of Peter Goldie's narrative theory of emotion. To do so, I first offer a reconstruction of Goldie's conception of emotions as complex, dynamic, episodic and structured phenomena. I then move to show how the experience of emotions on social media like Facebook displays the characteristics which are at the core of Goldie's account, proceeding to suggest that this enables us to better understand some of the features of emotions undergone on the internet. More specifically, I argue that the intensity, persistence and contagiousness of some online emotions can be better understood if we adopt Goldie's framework. [ABSTRACT FROM AUTHOR]

This paper is a retrospective look at the last ten years of development in online third-party arrangements within the Australian higher education sector. A total of 42 higher education providers are reviewed. The analysis initially focuses on the state of online third-party arrangements in Australian higher education. It then investigates the current scale of partnership arrangements these universities have with third-party companies that offer education technology platforms to deliver online courses. The analysis indicates that online third-party arrangements are likely to grow in post COVID-19 context. However, despite the scale of the activities, this paper reveals that better data collection and reporting are needed to inform third-party education delivery at the national level. The paper highlights the need for universities to set and monitor standards for the courses delivered in an online third-party arrangement. [ABSTRACT FROM AUTHOR]

Despite the growing acknowledgement by development academics and educators of the need to decolonise the study and teaching of development, and to apply an intersectional gender lens to development issues, there has been little discussion and few examples of how this can be achieved in an online undergraduate gender and development (GAD) course. A scan of undergraduate GAD course syllabi from Canadian universities revealed an absence of intersectionality and decolonisation as concepts and approaches, minimal linkages between GAD theory and practice, and an uncritical focus on the UN Sustainable Development Goals (SDGs). In this practice note, I share several approaches to centre intersectionality, promote critical and decolonial perspectives, and bridge theory and practice in a newly created online course at the University of the Fraser Valley, BC, Canada. Drawing upon themes that emerged in online discussion posts and course evaluations, I also discuss students' views. [ABSTRACT FROM AUTHOR]

Young people's digitally-mediated interactions entail negotiating co-existing risks and opportunities. This paper discusses youth perspectives on these risks and opportunities, based on data from focus groups conducted with 12–21-year-olds in England. Analysis of examples of digitally-mediated interactions shared by participants suggests that pursuing opportunities involved or created risk for oneself and/or others, while motivations to pursue opportunities were shaped by risks resulting from the actions of others. Flows of risk and opportunity were, therefore, reciprocal across a dynamic continuum of 'digital' – 'non-digital' contexts and relational both for and between young people. It is argued that a reciprocal and relational conceptualisation of 'post-digital' negotiations of risk and opportunity among youth facilitates critical engagement with their accounts of their online lives as well as identification of the interconnections between individual, interpersonal and community-ethical spheres of meaning and experience. [ABSTRACT FROM AUTHOR]

Despite recent calls for more peer support initiatives aimed at promoting mental health in postsecondary institutions, those initiatives remain scarce. In this study, a multisite randomized controlled trial was designed to assess the effect of an online peer support intervention based on acceptance and commitment therapy using mental health and school indicators. Undergraduate students were recruited in three Canadian universities and randomly assigned to an intervention (n = 54) or a wait-list control group (n = 53). Compared to control participants, those who took part in the program self-reported reduced psychological inflexibility, stress, anxiety and depression, and increased psychological flexibility and well-being. The intervention had no effect on academic satisfaction and engagement. These results were found both in completer and intent-to-treat samples. The findings provide evidence that peer support may be a beneficial adjunct to mental health interventions offered to college and university students. [ABSTRACT FROM AUTHOR]

Introduction: At the beginning of the COVID-19 pandemic, student placements in the Master of Music Therapy at the University of Melbourne were rapidly redesigned to create alternative online opportunities. Two online placement models; a simulated practicum (or SimPrac) and telehealth placement; were arranged. With little previous literature to draw upon, data was gathered to explore student and supervisor experiences of online placements and develop understanding of pedagogical considerations to inform future planning. Methods: Quantitative data were collected via an adapted Satisfaction with Simulation Experience Scale (SSES) and qualitative data via open-ended survey questions and semi-structured focus group interviews. Results: SSES results indicated high satisfaction from all cohorts with the online placement experience. Qualitative analysis led to the development of four pedagogical considerations for supporting student learning: Respond to Context with Creativity and Flexibility; Scaffold Student Learning; Foster Peer Relationships; and Supplement Online Learning. Discussion: Findings aligned with recent scholarship in the wider field of Work Integrated Learning (WIL) and indicate a need for questioning prevailing modes of music therapy placement delivery in line with the contemporary context. While online placements were not always understood to provide authentic music therapy experiences, this perspective may need further contemplation given the ongoing need for online music therapy service provision. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Clinical & Experimental Hypnosis is the property of Routledge 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.)

Over the past 50 years dark tourism has also seen exponential growth in terms of both physical and digital contexts. Dark tourism is primarily a concentration around documented accounts of physical violence, and theorisations centred on dark tourism studies have generally fallen within either behavioural or interpretivist perspectives. Such perspectives are indicative of the continually evolving nature of dark tourism and its receptiveness to new definitions, conceptual frameworks, and theorisations. Taking this into consideration, this concept paper seeks to develop and broaden the notion of "dark tourism" within the era of late capitalism by presenting a content analysis of Amazon's virtual warehouse tour. In drawing upon critical notions of violence and the emerging deviant leisure framework, this paper will aim to instigate fresh academic enquiry into the nature of dark tourism, expand its theoretical underpinnings, and subsequently provide a means in which to examine how banal forms of tourism play an integral part in the proliferation of some of the most serious harms that populate the contemporary neoliberal landscape. Within this fresh interpretation of dark tourism, this paper also examines the relationship between the Internet, technology and late-stage capitalism, and the implications that this has in studying how corporations use such forms of media in tourism production in order to downplay and obfuscate the realities behind their activities. [ABSTRACT FROM AUTHOR]

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature 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.)

Introduction: People living with young-onset dementia and their care-partners are at risk of a range of adverse mental health outcomes and social isolation. There are few interventions aimed at supporting couples affected by young-onset dementia, which poses unique psychosocial challenges for younger people. Methodology: This pre-post interventional mixed methods pilot study aimed to assess the feasibility and acceptability of an online group program for people with young-onset dementia and their care-partners living at home in Australia. The Music And Psychology and Social connections (MAPS) program aimed to address: (1) the challenges and changes associated with young-onset dementia; and (2) coping and wellbeing. The program involved six weekly two-hour sessions co-facilitated by a psychologist and music therapist, and a private Facebook group. The primary outcomes of feasibility and acceptability were assessed through a post-program focus group, separate individual feedback sessions with each couple, and a program evaluation questionnaire. Thematic analysis was conducted on the focus group transcripts and field notes from couple feedback sessions. We also examined the preliminary utility of MAPS in improving mental health and social connectedness, using quantitative pre-post-measures. Results: Five couples completed the MAPS program. The most common dementia type was Alzheimer's Disease. Participant attendance was 87% across all sessions. Qualitative findings supported acceptability of the program with four emergent themes: being connected to others with shared experiences; reframing thoughts and feelings about dementia; music as a therapeutic tool; and benefits of MAPS. Conclusion: The high retention rate, qualitative findings and positive program evaluation suggest MAPS may be a promising, feasible and acceptable program for couples affected by young-onset dementia. [ABSTRACT FROM AUTHOR]

Background: Instructional videos have been increasingly critical to afford effective learning experiences in online courses, but most videos follow a lecturing monolog delivery format. This format tends to lead students to observe the videos passively. Previous laboratory studies have indicated that observing dialog videos of an instructor tutoring a tutee enhances student learning more than watching monolog videos of the same instructor lecturing. This paper describes two empirical studies that replicated the laboratory findings in large-scale college-level online STEM courses. Results: The results show that observing dialog videos of tutoring led to superior learning outcomes compared to monolog videos of lecturing, regardless of whether students observe the videos individually or collaboratively, as long as they engaged generatively with the materials. This finding was confirmed across two tested STEM domains. Conclusions: The findings of these classroom studies suggest that observing dialog tutoring videos is a novel and robust online instructional format that can be generalized across STEM domains. The benefit of overhearing tutorial dialogs requires students to engage in Constructive and Interactive behaviors, as defined by the ICAP framework, rather than exposing students to long didactic lectures. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Accessing peer support can be difficult for people with, or carers of people with, inherited intellectual disabilities. One way to improve access is to provide services online, yet few studies have explored people's experiences with online peer support programmes. We aimed to explore experiences with such programmes for communities affected by fragile X‐associated conditions.Qualitative study involving individual semi‐structured interviews with 16 people with, or carers of people with, a fragile X‐associated condition (n = 4 adult premutation carriers; n = 12 parents/carers of children/adults), who participated in at least one of three online peer support programmes: educational webinars, Facebook discussion group and small peer group sessions via Zoom. Reflexive thematic analysis was used to develop themes.Three overarching themes relating to experiences were as follows: (1) uncertainty and value of shared experiences, (2) support navigating healthcare, (3) advantages being online, but still a place for in‐person events. Educational webinars were perceived to be a valuable source of information about fragile X‐associated conditions although people had variable information needs. Facebook discussion groups enabled people to connect with others, although participants expressed some competing preferences for how the groups were organised. Zoom peer group sessions were perceived to help participants feel supported by others, but that consistency in organisation was important.Online peer support programmes were perceived to be beneficial, bridging informational gaps and facilitating social connection. However, participants believed there was still a place for in‐person events, some felt educational webinars did not always meet their needs and some had privacy concerns. [ABSTRACT FROM AUTHOR]

AbstractThe study deals with understanding of the factors associated with online ratings and reviews that help the healthcare consumers in better decision making. Data was collected from 303 participants using mixed methods. The results indicate the factors that help in decision making which includes use of ratings as a reference, impact of positive and negative ratings, whether these ratings depict the actual worth of healthcare service provider and the relevance of these websites in decision making. This study concludes that there is significant relevance of online rating and review websites on healthcare consumers in selecting a healthcare provider. [ABSTRACT FROM AUTHOR]

Background: Depression and anxiety are prevalent after stroke and associated with poor outcomes. We previously co-developed a stroke-specific self-management intervention, HEADS: UP (Helping Ease Anxiety and Depression after Stroke). The two studies reported here aimed to test the feasibility and acceptability of the HEADS: UP course and supporting materials, and research processes ahead of a definitive trial. Methods: We recruited community-dwelling stroke survivors (SS) ≥ 3 months post-stroke, with symptoms of mood disorder (Hospital Anxiety and Depression Scale ≥ 8). Participants could 'enrol' a family member/ 'other' to take part with them, if desired. Study 1 tested HEADS: UP delivered in-person, and informed optimisation of research processes and intervention delivery and materials. In a pragmatic response to Covid-related socialising restrictions, HEADS: UP was then adapted for online delivery, tested in Study 2. The primary outcome (both studies) was the feasibility (acceptability, fidelity) of the intervention and of research processes. Quantitative data (including patient-reported outcome measures (PROMs) assessing mood and quality of life) and qualitative data were collected pre-/post-intervention. Descriptive statistics were used to analyse quantitative data; a thematic framework approach was used to analyse qualitative data. Both studies received ethical approval prior to commencement. Results: Study 1 Feasibility: 13 (59.1%) of 22 potentially eligible stroke survivors consented; aged 66 (median, interquartile range (IQR) 14); male (n = 9; 69%); 28 (IQR 34) months post-stroke. Of these, n = 10 (76.9%) completed PROMS pre-intervention; n = 6 (46.2%) post-intervention. Acceptability: Nine (69.2%) of the 13 participants attended ≥ 4 core intervention sessions. Aspects of screening and data collection were found to be burdensome. Study 2 Feasibility: SS n = 9 (41%) of 22 potentially eligible stroke survivors consented; aged 58 years (median; IQR 12); male (n = 4; 44.4%); 23 (IQR 34) months post-stroke. Of these, n = 5 (55.6%) completed PROMS pre-intervention; n = 5 (55.6%) post-intervention. Acceptability: Five (55.6%) of the 9 participants attended ≥ 4 core sessions. They found online screening and data collection processes straightforward. [ABSTRACT FROM AUTHOR]

Background Aims Methods Results Conclusions Insomnia is a prevalent condition in Australia that increases the risk of depression and anxiety symptoms. Cognitive behaviour therapy for insomnia (CBT‐i) is the recommended ‘first line’ treatment but is accessed by a minority of people with insomnia.To improve CBT‐i access in Australia, we aimed to develop and test a self‐guided interactive digital CBT‐i program.An online randomised controlled trial was conducted from August 2022 to August 2023 to investigate the effect of digital CBT‐i, versus digital sleep education control, on symptoms of insomnia (ISI), depression (PHQ‐9), anxiety (GAD‐7), fatigue, sleepiness and maladaptive beliefs about sleep at 8‐week follow‐up. The control group accessed the intervention after the 8‐week follow‐up. Questionnaires were additionally administered at 16 and 24 weeks. Intent‐to‐treat mixed models and complete‐case chi‐squared analyses were used.Participants included 62 adults with insomnia symptoms (age M (SD) = 52.5 (16.3), 82% female, ISI = 18.6 (2.9)). There were no between‐group differences in baseline characteristics or missing 8‐week data (14.5%). After adjusting for baseline scores, CBT‐i was associated with lower insomnia (Diffadj (95% CI) = 7.32 (5.0–9.6), P < 0.001, d = 1.64), depression (3.36 (1.3–5.4), p = 0.002, d = 0.84), fatigue (5.2 (2.5–7.9), P < 0.001, d = 1.00) and maladaptive beliefs about sleep (11.0 (4.1–18.0), P = 0.002, d = 0.82), but not anxiety symptoms at 8 weeks (1.84 (−0.1 to 3.8), p = 0.060, d = 0.50). Compared to control, CBT‐i was associated with greater rates of insomnia remission (ISI <8; 0.0%, vs 40.0%, P < 0.001) and response at 8 weeks (ISI reduction ≥6; 7.1% vs 72.0%, P < 0.001). Improvements in insomnia and depression were maintained at 24 weeks in the CBT‐i group.This interactive digital CBT‐i program resulted in large and sustained improvements in symptoms of insomnia, depression, fatigue and maladaptive beliefs about sleep in Australian adults with insomnia symptoms. Implementation programs are required to increase digital CBT‐i access and uptake. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Discussion Trial Registration Scientific research has consistently emphasised the high levels of stress encountered by family caregivers of individuals living with dementia. However, conventional self‐help approaches remain underutilised. The ‘Diversity‐On’ study addresses this issue. The study employs a storytelling approach to develop and evaluate an online self‐help program that is participatory and diversity‐sensitive, thereby ensuring congruence with diverse identities and lifeworlds.The study uses a mixed‐methods design, comprising the allocation and implementation of the intervention, the development of stories, a process evaluation (N = 20) and an outcome evaluation (quantitative: N = 130, qualitative: N = 20). The study's primary focus is its comprehensive participatory approach, integrated throughout the research process. The study is dependent on the input of a number of stakeholders, all of whom are committed to advocating for the concerns of patients.Given its participatory methodology and intersectional perspective, the ‘Diversity‐On’ study is anticipated to yield a number of significant outcomes. The study has the potential to empower family caregivers of individuals living with dementia who are under high stress, empowering them to take part in self‐help groups despite multiple barriers, thus alleviating their burden. Additionally, it has the capacity to promote the well‐being of caregiving relatives who are providing care and are experiencing high levels of stress. The study's objective is to maintain home care arrangements for as long as possible, in accordance with the values and preferences of care recipients and their families. The study intends to develop and assess a customised online self‐help resource that is suitable for a diverse range of users and that remains accessible beyond the study period.The project is subsequently registered in ClinicalTrials.gov [ABSTRACT FROM AUTHOR]

Background: Evidence-based parenting programs delivered using online technology are an important way to enhance programuptake. To date, programs that address emotion socialization processes, such as Tuning in to Kids, have always been delivered in person, via group or one-to-one delivery. This study used a randomized control design to examine the effcacy of the self-paced Tuning in to Kids OnLine (TIKOL). Method: Participants were 150 parents of children aged 4-10 years old with challenging behaviors, randomized into intervention or 10-month waitlist control. Parents and teachers completed questionnaires at baseline and 6 months after the intervention (equivalent time points for controls) measuring parent wellbeing, parent emotion socialization, parent effcacy, child behavior, and anxiety. Results: Analyses, using mixed methods multilevel modeling, showed that intervention parents reported significantly reduced emotion dismissiveness and increased emotion coaching, empathy and effcacy compared to controls who did not. Parents participating in TIKOL also reported that their children's behavior problems and anxiety were significantly improved. Greater engagement (modules watched and duration of support calls) was associated with more significant improvements. Conclusion: Findings provide preliminary support for the effcacy of TIKOL in improving parents' emotion socialization and reducing child behavior problems and anxiety, especially when efforts to support online engagement are utilized. Further evaluation using independent observations and a sample representing a wider demographic would strengthen these findings. [ABSTRACT FROM AUTHOR]

AbstractObjectivesMethodResultsConclusionTo alleviate the high prevalence of depressive symptoms and dementia in older Americans (≥65 years), we developed a depression intervention, Caregiver-Provided Life Review (C-PLR), and taught family caregivers life review skills online compared to a synchronous group virtual training, and examined the feasibility and delivery impact (N = 20 dyads).In a cross-sectional, mixed-methods dyadic design, we recruited family caregiver-care recipient dyads nationwide, collected the pre- and post-intervention measures on care recipients’ depression (primary outcome), life satisfaction, caregivers’ burden, caregiving rewards, and dyads’ relationship quality (secondary outcomes), and compared them using t-tests. We took fidelity scores to measure caregivers’ feasibility of delivering life reviews adhering to the protocol.Care recipients’ depressive symptoms declined significantly following the C-PLR intervention (p = 0.034) and caregivers’ rewards increased from the pre- to post-period (p = 0.019). Caregivers’ qualitative interviews supported the quantitative results that online-trained caregivers’ ability to deliver the intervention with high adherence to protocol (15.9 ± 0.27 out of 16) without increasing caregiver burden.This pilot study suggested that the C-PLR could make a positive impact on both caregivers’ and care recipients’ mental health. This innovative, cost-effective, and easily implemented activity can be used by any dyad regardless of whether they have any health-related deficits. [ABSTRACT FROM AUTHOR]

Many nations have been alerted to the need to improve their capacity to provide widespread online education during the COVID-19 pandemic. As a developing country, South Africa faced difficulties to resort in online education since most of its public higher education institutions have been for a long time conducted face to face lessons. During the hard lockdown which was experienced since March 2020, higher education institutions (HEIs) closed their campuses, ending decades of in-person instruction. To save the academic year, South African higher education institutions had to adopt the online learning system and digitally transform. Reputable universities such as the University of South Africa (UNISA) and the University of Cape Town (UCT) led this digital transformation as they were already accustomed to offering lessons online and strongly support distance learning. This paper applies a qualitative document analysis (QDA) whereby existing literature was used to collate existing data. The study finds that the transition from face-to-face learning to digital learning platforms brought some positive prospects in the world of the fourth industrial revolution (4IR). However, there have been challenges associated with this transition which in most were faced by African students coming from economically challenged backgrounds. Problems such as acquiring laptops, data for connectivity, and siblings and parents disturbing the time for online learning at home. It is concluded that the move to a blended learning form is vital for the educational landscape in South Africa. This would ensure that the HEIs in the country move with the digital transformation and embraces the notion of artificial intelligence in the 4IR era. [ABSTRACT FROM AUTHOR]

Introduction: Online games provide a socializing environment for children aged 8–10 years, but there is a lack of information in the literature about whether children who stutter (CWS) access online gaming environments as frequently as their nonaffected peers and about their interaction habits. This study aimed to investigate the participation frequency of school-age CWS and children who do not stutter (CWNS) in online games, the speech characteristics during games, and whether they encountered bullying-like behaviors during games. Methods: A total of 91 CWS (F/M = 18/73; age range = 8–13) and 116 CWNS (F/M = 60/56; age range 8–13) participated in this study. Children's participation habits in online, chat-based, multiplayer games were evaluated with web-based questionnaires. Differences between questionnaire responses were analyzed using the significance test for a difference in two proportions. Results: There was no significant difference between the participation rates of CWS and CWNS in online games (z = 1.46; p = 0.14), their frequency (p > 0.05), and the time they spent in the game (p > 0.05). It was found that those who stutter preferred to use one-word expressions more than their peers who do not stutter (z = 2.03; p = 0.04), and those who stutter had higher rates of not encountering bullying-like behaviors in online games than those who do not stutter (z = 2.2; p = 0.03). Discussion/Conclusion: CWS and CWNS show similar participation habits in online, chat-based, multiplayer games with similar frequency and duration. Speech features that emerge in online games and whether these games play a role in providing CWS with a communication environment where the risk of bullying is reduced and fluency is increased may be the subject of future research. [ABSTRACT FROM AUTHOR]

The fading affect bias (FAB) occurs in autobiographical memory when unpleasant emotions fade faster than pleasant emotions and the phenomenon appears to be a form of emotion regulation. As emotion regulation is positively related to problem solving, the current study examined FAB in the context of problem solving. In-person and online studies asked participants to provide basic demographics, describe their problem-solving abilities, and rate various healthy and unhealthy variables, including emotional intelligence and positive problem-solving attitudes. Participants also completed an autobiographical event memory form for which they recalled and described two pleasant and two unpleasant problem-solving and non-problem-solving events and rated the initial and current affect and rehearsals for those events. We found a robust FAB effect that was larger for problem-solving events than for non-problem-solving events in Study 1 but not in Study 2. We also found that FAB was positively related to healthy variables, such as grit, and negatively related to unhealthy variables, such as depression. Moreover, many of these negative relations were inverted at high levels of positive problem-solving attitudes, and these complex interactions were partially mediated by talking rehearsals and thinking rehearsals. [ABSTRACT FROM AUTHOR]

Background: Little is known about delivering telehealth from a healthcare provider's perspective. Purpose: To investigate physiotherapists' (PTs) experiences in delivering live online exercise and education for people with knee osteoarthritis (OA). Methods: This was a qualitative individual interview study with a thematic analysis approach. The interviewees were six PTs delivering 8 weeks of supervised online exercise and education for people with knee OA in secondary public care in Denmark. Results: The three main themes were (1) From hands to words—on the transition from on‐site to on‐line physiotherapy, (2) Online selection—on the perceived barriers to managing a telehealth service and (3) Therapeutic relation under pressure—on the contextual difficulties in building relationships and alliances in online classes. Conclusion: The PTs in this study seemed to gradually come to terms with delivering first‐line OA care online, appreciating advantages and new possibilities. PTs' initial apprehension towards this new form of physiotherapy service may be rooted in the traditional conception of physiotherapy as a predominantly manual profession but also in a lack of formal training in physiotherapy telehealth services. This study underlines the growing need for better and more formalised training in physiotherapy telehealth services to meet growing demands. [ABSTRACT FROM AUTHOR]

Background: Following the outbreak of the Covid‐19 pandemic and associated social distancing requirements, Pain Services were no longer able to deliver face‐to‐face Pain Management Programmes (PMP). As an alternative, the Bury Integrated Pain Service developed an interactive, online programme, delivered via Microsoft Teams videoconferencing technology. However, the efficacy of such programmes is unclear. The aim of this project was to assess whether comparable results were observed with online PMPs as with face‐to‐face PMPs. Methods: A non‐inferiority study comparing patients attending an online PMP to a historical cohort of patients attending face‐to‐face PMPs. Analyses of variance were performed to assess between group differences and chi squared tests to compare the proportion of patients making clinically meaningful changes in pain, musculoskeletal health, anxiety, depression and self‐efficacy. Results: 24% of patients (n = 9) deemed suitable for the online PMP were unable to participate due to technological difficulties. This resulted in 28 people attending the online PMP. Greater mean reductions in anxiety (GAD‐7 mean difference = 1.9; p < 0.05) and depression (PHQ‐9 mean difference 3.3; p < 0.05) were observed with face‐to‐face PMP and a greater proportion of patients made clinically meaningful improvements in musculoskeletal health (face‐to‐face = 13; online = 5), anxiety (face‐to‐face = 7; online = 1), and depression (face‐to‐face = 11; online = 2). Conclusions: Some patients appear to obtain significant benefit from online PMPs, but this appeared to be to a lesser extent than face‐to‐face PMPs. It is possible that factors related to the experience of the pandemic influenced these results. However, online PMPs appear to show some promise and further research is warranted to explore the value of online PMPs. [ABSTRACT FROM AUTHOR]

This paper draws on original research from a larger study of racism and Islamophobia online around football, particularly a set of interviews with staff at English football clubs whose responsibility is to manage social media. We use that information alongside our reflections on "platformed racism" to appraise how expressions of racism on social media differ from those in and around the grounds, and how clubs and others in football contest them. This involves a consideration of three themes commonly identified by those speaking on behalf of the clubs: The triggers that ignite racist posts; the partnerships necessary to counter them; and their proposed solutions. Hence this is not just a cue for a collective wringing of hands, but an effort to point the way forward. [ABSTRACT FROM AUTHOR]

Background and Purpose: The impact of the COVID-19 pandemic on physiotherapy education meant that innovative responses were needed quickly. This paper describes a scholarly approach to changes within an entry-level physiotherapy program where one of its clinical placements was replaced with a fully online unit during 2020, as well as exploring the experiences of students who completed this newly developed online unit. Methods: A mixed methods approach was used. Sixteen of a possible 31 students responded to an online survey comprising quantitative and open-ended questions. Results: The majority of participants were satisfied with the unit and reported that: the unit helped them to learn valuable skills; feedback from educators was helpful; and that they were able to apply to future contexts. Small numbers of students were more ambivalent about the use of online media and tools including discussion boards, the workload and being part of a learning community. Conclusion: The online unit described in this research is evidence that non-traditional forms of clinical education might also address clinically important learning outcomes, provide sustainable options and alleviate some of the stresses that both tertiary providers and healthcare settings endure. However, these types of placement experiences require a paradigm shift from educators, the profession, accrediting bodies and even future students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students' marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 fullonline students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p=.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p=.05). The Tukeya,b post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. [ABSTRACT FROM AUTHOR]

• Non-invasive composition determination from six different measurements experimentally verified. • Composition determination from density data most accurate and robust. • Data from system level heat pump testing sufficient for rapid mixture model evaluation. • REFPROP mixture models for R-1234yf/1233zd(E), R-1234yf /1336mzz(Z), R32/1224yd(Z) and several ternary mixtures thereof proven useful for system level design. Refrigerant mixtures are frequently used in air-conditioners and heat pumps. However, mixtures with high glides of 30 K and more during evaporation are rare, partially because there is an increased concern about composition shifts within the system. An easy and reliable inline composition measurement could alleviate these concerns and simplify the handling of systems with high-glide mixtures. This study investigates six composition determination methods, which are all non-invasive, five of which can be conducted during system operation. All methods were applied to all available mixtures in a dataset of 380 data points. The binary and ternary mixtures tested consist of the refrigerants R-1233zd(E), R-1336mzz(Z), R-1234yf, R-1224yd(Z), and R-32. Each method was applied to all datapoints collected with a certain refrigerant mixture at varying operating conditions. The average of the calculated mass fraction was then compared to the manually charged mass fraction. For the density method, this difference of the calculated and measured mass fraction was always less than 0.03 and usually smaller than 0.01 across all tested mixtures. Most other methods performed well with deviations typically less than 0.05. Some of the methods require only low-cost sensors like thermocouples and pressure transducers. Property data of ternary mixtures is also discussed in the study but a composition determination, theoretically possible combining any two of the six methods, is not attempted in this study. [ABSTRACT FROM AUTHOR]

Online platforms have transformed gambling into a daily activity for many, raising concerns about its potential harm. Notably, marketing strategies play a crucial role in influencing gambling behaviors and normalizing gambling. This study aims to explore the relationship between monthly marketing expenditure by the gambling industry, the online amount of money bet, and the number of online accounts (active and new) in Spain. A secondary goal is to assess the impact of marketing restrictions under the Spanish Royal Decree 958/2020 on the relationship between marketing and online gambling behavior. Longitudinal study. Data covering January 2013 to December 2023. Dependent variables included: new accounts, active accounts, gambler deposits, and the total money bet. Independent variables included: expenditure on advertising, bonuses, affiliate marketing, and sponsorship. A Seasonal Autoregressive Integrated Moving Average (SARIMA) model was employed to assess marketing's impact on online gambling behavior. Findings show that investment in advertising (P ≤ 0.025), promotions (P < 0.001), and sponsorships (P ≤ 0.004) significantly increase the number of new and active accounts, deposits, and total money bet. For instance, it has been estimated that, for every €1 invested in bonuses and sponsorship, gamblers deposit €1.6 and €4 into their accounts, respectively. Moreover, the Spanish law regulating gambling advertising has seemingly weakened the link between marketing expenditure and gambling behavior, with the notable exception of bonuses, where the impact has intensified. These results underline the importance of ongoing monitoring and regulation of gambling behavior in Spain, emphasizing the need for strict adherence to regulations. [ABSTRACT FROM AUTHOR]

This mixed methods study explored online grocery shopping perceptions by surveying individuals who do and do not receive SNAP benefits (n = 129) and by conducting interviews with SNAP recipients (n = 26) who have grocery shopped online. T-tests assessed survey findings, codebook thematic analysis was used to identify qualitative themes, and results were interpreted collectively. Survey results found no differences in perceptions of online grocery shopping between SNAP and non-SNAP recipients (p-values = 0.2-1.0) and that 97% of SNAP recipients felt comfortable using SNAP online. Five qualitative themes were identified and provided context to the survey results. The study findings can inform policy actions within SNAP. [ABSTRACT FROM AUTHOR]

Metacognition is a valuable tool due to its role in self-regulated learning. However, online learning settings bring new challenges for engaging in metacognition given the unique opportunities and challenges presented by the online space, especially for diverse populations and students underrepresented in STEM (UR-STEM). Thus, we investigated whether a relationship existed between college STEM students’ metacognition—measured by their spontaneously produced metacognitive phrases in online course discussions forums—and their success in an online STEM college course—measured by their final course grade. Using Bayesian generalized linear models, we examined whether this relationship differed for UR-STEM compared to non-UR-STEM students and whether related course behaviors (i.e., engagement and verbosity) and prior knowledge predicted variance in course grade. Metacognition plausibly predicted course grade and no plausible differences between UR- and non-UR-STEM students were found, suggesting that the online space could afford students from diverse groups the capacity to engage equally in a critical aspect of self-regulated learning: metacognition. Implications of the results for teaching and learning STEM content in the online space are discussed. [ABSTRACT FROM AUTHOR]

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The use of a facilitator is a growing phenomenon in K-12 remote teaching contexts. The aim of this study is to analyse aspects of facilitating students' learning and interaction, with a special focus on the role of the facilitator. Frame factor theory was used as an analytical framework, including different educational conditions. The following research questions were posed: (1) How do different frame factors condition remote teaching? (2) How do these frame factors influence the role of the facilitator in remote teaching? Data were generated from observations (12 h) and interviews with remote teachers and facilitators (N = 18). Results show that frame factors seem to create two types of classroom context that condition the role, task, and responsibility of the facilitator. In the larger classroom context, the facilitator was a threefold resource - practical, pedagogical, and social in an ongoing collaboration with the teacher, whereas in the small classroom context, the facilitator mainly was a practical resource when needed. [ABSTRACT FROM AUTHOR]

Objectives: The COVID-19 pandemic has brought substantial mental health challenges as well as significant changes in the delivery of clinical care and interventions, such as switching from traditional face-to-face to online mode. This study aimed to compare the effectiveness and the course experience of a video-conferencing mindfulness-based intervention (MBI) with that delivered face-to-face. Method: Schoolteachers (N = 170) were randomly assigned to face-to-face group (n = 94) and video-conferencing group (n = 76) for an 8-week MBI. The schoolteachers' well-being, including psychological distress, insomnia, perceived stress, mindfulness, positive and negative affect, and life satisfaction, was measured before and after the MBI. Attendance, treatment fidelity, home practice compliance, and program acceptability were collected after the MBI. Qualitative feedback from the two groups was also collected to explore the differences in participants' subjective experiences. Results: Both face-to-face and video-conferencing formats of MBI resulted in better general mental health, more positive affect, and higher life satisfaction, as well as significantly lower levels of insomnia, stress, and negative affect. Observed improvement was comparable between face-to-face and video-conferencing MBI. The two groups also showed comparable adherence, intervention fidelity, and program acceptability. Qualitative results showed that while video-conferencing MBI might be weaker in group process, it provided better accessibility for participants. Conclusions: This study supported the effectiveness and feasibility of video-conferencing MBIs, which are highly accessible for teachers in need of mental health support. Further research exploring enhancements to the group process in video-conferencing MBIs may further improve the effectiveness of online programs. Preregistration: This study is not pre-registered. [ABSTRACT FROM AUTHOR]

Today, the determinants of second-hand shopping are not comprehensive and are limited to physical stores; and most of the previous research has largely ignored the factors that motivate the online purchase of second-hand products. Considering the great accessibility of second-hand products through online retailers and stores, we will examine why consumers purchase second-hand products online; and further, whether price consciousness moderates the purchase behaviour of used products online.In this context, the purpose of the present research is to examine what factors determine consumers' purchase behaviour of second-hand products online; and further analyse the moderating role of consumer price consciousness in online second-hand purchase behaviour. For this purpose, based on the second-hand shopping motivation theory a conceptual model of second-hand online purchase behaviour is proposed and empirically tested on a sample of405consumersthrough Structural Equation Modelling (SEM). Findings show that consumers are driven mostly by environmental motivations when purchasing second-hand products online, followed by trust towards the online store and economic factors. Interestingly, ethical motives exert a negative impact on second-hand purchase behaviour, which could be perceived by individuals as other kind of overconsumption. In addition, results indicate the moderating influence of consumer price consciousness on the purchase intention of second-hand products online. This study extends the literature on second-hand shopping through an empirical examination of the factors influencing consumer purchase behaviour of used products through online stores. [ABSTRACT FROM AUTHOR]