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Inspired by pandemic-transformed instruction, this paper examines the digital accessibility of five tech tools used in information literacy sessions, specifically for students who use assistive technologies such as screen readers. The tools are Kahoot!, Mentimeter, Padlet, Jamboard, and Poll Everywhere. First, we provide an overview of the Americans with Disabilities Act (ADA) and digital accessibility definitions, descriptions of screen reading assistive technology, and the current use of tech tools in information literacy instruction for student engagement. Second, we examine accessibility testing assessments of the five tech tools selected for this paper. Our data show that the tools had severe, significant, and minor levels of digital accessibility problems, and while there were some shared issues, most problems were unique to the individual tools. We explore the implications of tech tools' unique environments as well as the importance of best practices and shared vocabularies. We also argue that digital accessibility benefits all users. Finally, we provide recommendations for teaching librarians to collaborate with campus offices to assess and advance the use of accessible tech tools in information literacy instruction, thereby enhancing an equitable learning environment for all students. [ABSTRACT FROM AUTHOR]

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation. [ABSTRACT FROM AUTHOR]

How do American men's attitudes about masculinity differ across intersections of race/ethnicity, immigration status, and education? This paper uses the NSFG 2011-2019, a large survey (n = 17,944) representative of American men aged 15-44. It analyzes white men; Black men; non-immigrant Latinos; and immigrant Latinos, with each broken down by less than a bachelor's; a bachelor's degree; or an advanced degree, for a total of 12 intersections. Most differences between men of different races/ethnicities/immigration statuses were between men with less than a bachelor's. Several groups were more conservative on some attitudes but not others. For instance, among men with less than a bachelor's, white men were more conservative than Black men regarding an attitude about going to the doctor, but less conservative than Black men on attitudes about showing pain or men's sexual needs. Additionally, the attitudinal differences that emerged were distinct for different levels of education. Among men with less than a bachelor's, most significant differences emerged regarding the attitudes about going to the doctor and men's sexual needs. In contrast, among men with a bachelor's, most differences emerged regarding the attitude about showing pain. Among men with the same racial/ethnic identity and immigration status, men with lower levels of education were more likely to endorse conservative attitudes about masculinity. All three intersections are meaningfully related to attitudes about masculinity, and future research about masculinity attitudes should not analyze social identities/statuses separately but rather as they intersect with one another. [ABSTRACT FROM AUTHOR]

The growing multiracial population in the United States necessitates a shift in research attention to include mixed‐race youth. While racial‐ethnic socialization (RES) research has predominantly focused on family contexts, this review highlights the role of schools in shaping the RES socialization of mixed‐race youth in the United States. Existing literature indicates that RES plays a vital role for multiracial children and adolescents by helping them navigate their complex identities, promoting a sense of belonging, and enhancing mental health outcomes. However, studies explicitly exploring RES for mixed‐race children in elementary and secondary schools are limited, and RES is often theorized without structural conceptualizations of race and racism. Using Critical Multiracial Theory (MultiCrit) as a theoretical lens, this review investigates the content and messages conveyed to mixed‐race youth at school. It considers transmissions from various sources (e.g., curriculum, teachers, peers) to uncover implications for the well‐being of mixed‐race students. This paper contributes to scholarship on school RES by considering how the process unfolds for the fastest‐growing demographic of students in the US (multiracials) using a sociohistorical approach (MultiCrit). The review concludes with future directions for researchers studying multiracial youth in K‐12 schools and considerations for practitioners working with multiracial students in school settings. Keywords: multiracial youth, mixed‐race, K‐12 schools, RES, MultiCrit [ABSTRACT FROM AUTHOR]

Education is of vital importance for the development and growth of a society. Due to the advancement in educational technologies, there have been significant changes in teaching and learning processes. The digital divide has impacted significantly on teaching and learning, at present, especially after the COVID-19 pandemic. Considering this transformation, a scientometric analysis of the global literature on the digital divide in education was conducted in this study. The bibliographic data was gathered through the Scopus database for the period 2001-2021, and a total of 1865 publications were retrieved. VOSviewer and Gephi visualization software were used to analyze data and create network maps. The findings revealed that the average number of citations per paper (ACPP) for the study period is 15.51, and the relative citation impact (RCI) ranges from 0.21 in 2003 to 19.81 in 2021. Among published articles, the contribution of co-authors is greater than that of single authors. Furthermore, the United States was the leading country, with 613 publications on the digital divide. With 11 publications on the digital divide in education, Pick, J.B., from the School of Business, University of Redlands, United States, was the most prolific author. It is believed that these findings would benefit researchers worldwide, as scientometric mapping is an exciting method that provides a comprehensive overview of a scientific issue and insights for future research. [ABSTRACT FROM AUTHOR]

It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based programme boasting broader positive outcomes, specifically surrounding one research question: What are the perceived outcomes of engagement in prison-based Shakespeare programmes, as reported by participants and practitioners? This paper outlines key overarching findings, surrounding perceived impacts of participation through the use of Shakespeare in multiple perceived roles (including playwright, character, mentor, friend, educator), work around literacy, emotional and expression skills and programme practices (including theatre-based activities, spaces, solo, group and ensemble activities, practitioner-participant interactions and ethos). These are connected to social-justice issues, concluding an overarching outcome of potential (re)humanisation of people in prison to society and themselves. [ABSTRACT FROM AUTHOR]

This paper conceptualises one possible antidote to the conditions that produce public mass gun violence (PMGV) in the United States. I begin by illuminating how PMGV is a backlash to the nation's 'founding' on the violent divisions of colonisation and coloniality. I then inquire: If PMGV is a reflection of a deep societal wound, what methodologies and educational considerations can we engage to prevent violence and promote healing? I explore an ecology of knowledges (EoK), cognitive justice, and transdisciplinarity to envisage how Other ways of knowing already figure into pedagogical practices that alleviate violence and create anti-oppressive societies. These theories unsettle Western and colonial logics that rely on contradictory thinking (e.g. good or evil). The theories also encourage us to get to know the 'other' in ourselves in order to get to know the 'other' in the disaffected, work with him, and soothe his desires for violence before they erupt. [ABSTRACT FROM AUTHOR]

Background: The ongoing COVID-19 pandemic has significantly impacted nursing education in developing and developed countries. In response to pandemic-related challenges such as campus shut downs, nursing schools implemented open and distance learning programs (ODL) that allowed them to continue offering nursing education. This paper reports on an ODL patient safety course implemented during the COVID-19 pandemic that was also used to facilitate an international, cross-cultural learning experience. Method: Forty undergraduate senior nursing students in the United States (U.S.) and the Dominican Republic (D.R.) enrolled in a synchronous and asynchronous ODL nursing patient safety course implemented by [Blinded] in conjunction with [Blinded]. Results: Thirty-seven students completed all of the program requirements. The majority of students rated their course experience highly; they agreed or strongly agreed with all course evaluation statements, including whether their overall course evaluation was positive (95%) and whether the curriculum was culturally appropriate (97%). Conclusions: Our experience in implementing a nursing patient safety ODL course can serve as a model for (1) how ODL can help nursing schools respond to restrictions imposed by an ongoing pandemic; (2) how ODL can be used to enhance cross-cultural nursing education; and (3) how nursing schools can collaborate effectively across borders. [ABSTRACT FROM AUTHOR]

This paper examines the causal effect of earning a GED or vocational degree on future illicit drug use, employing random assignment into the United States' most comprehensive education and vocational training program for at-risk youth – Job Corps – as a source of exogenous variability in degree attainment. Nonparametric bounds under relatively weak monotonicity assumptions are constructed to allow the random assignment to violate the exclusion restriction when used as an instrument. We also use a fixed effect model and propensity score weighting to supplement the results. The results from different methods suggest that degree attainment may have the most significant effect in reducing the illicit drug use of blacks, while the results for whites and Hispanics are less conclusive. [ABSTRACT FROM AUTHOR]

We study how technological change affects between‐ and within‐education‐group inequality in the United States. We develop a model with heterogeneous workers and firms in which the demand for skills is characterized by firms' recruiting behavior. We use the model to quantify the relative contribution of two types of technological change that affect the relative demand for skilled labor: technological change in firm‐specific productivity and technological change in labor productivity. We find that technological change in labor productivity, in the form of higher returns to skill in production, is the main driver of the increase in between‐ and within‐group inequality. Technological change in firm productivity, in the form of higher firm productivity dispersion, plays a less important role in explaining rising inequality, except for the increase in within‐group inequality for workers without a college degree. [ABSTRACT FROM AUTHOR]

Minimizing teacher stress is an essential aspect of effective teaching and supporting a healthy school climate. Previous research has indicated that teachers who experience elevated levels of occupational stress may have a negative perception of their school's climate, poor mental/physical health, poor relationships with their students, and are less likely to stay within their occupations. In addition, recent research has shown that Americans have experienced an increase in stress levels since the beginning of 2020 due to COVID-19-related stressors. This study sought to expand on previous research that investigated how teacher occupational stress is associated with teachers' perceptions of school climate. This study also examined how COVID-19-related stressors are associated with teachers' perceptions of school climate. Data from 111 elementary, middle, and high school teachers in the Southeastern United States were collected using self-report surveys on school climate, teacher occupational stress, and COVID-19-related stress. Linear regression analysis revealed that teacher occupational stress was not significantly associated with teachers' perceptions of school climate; however, a negative association between teachers' COVID-19-related stress and their perceptions of school climate was observed. This finding suggests that as teachers' COVID-19-related stress increased, their perceptions of school climate tended to decrease. The findings of this study provide insight into how to better support teachers' well-being so they can effectively perform their jobs and contribute to positive outcomes for students. [ABSTRACT FROM AUTHOR]

Objective. Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods. A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results. The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions. Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population. [ABSTRACT FROM AUTHOR]

Children with disabilities or specialized healthcare needs were legally excluded from U.S. public education for decades, but in the last 45 years, they have gained tremendous ground in receiving comparable educational opportunities as their non-disabled peers. The purpose of this article is to provide a historical review of the educational laws which affect children with disabilities, so that school nurses who work with these children understand the impact of these laws and the resulting changes in school nursing practice. Review of the United States' educational history provides school nurses the working background necessary to recognize their key role to support the education of children with disabilities and to advocate for these children's educational rights with their parents, school officials and policy makers. [ABSTRACT FROM AUTHOR]

Background: Universal design for learning (UDL) is considered best-practice for embracing inclusion for students with disabilities and there is growing evidence of its effectiveness in primary, secondary, and postsecondary education. However, little is known about if and how UDL is being implemented into United States graduate allied health and medical school curriculum as well as evidence of its benefits. Method: We used Arksey and O'Malley's (2005) methodological framework. Search engines were: PubMed, CINAHL Complete, ERIC, GoogleScholar, and Scopus. Data were analyzed by the research team using Covidence to organize articles, screen, and complete a full-text review. Data extraction was completed by identifying key themes in the manuscripts and categorizing articles accordingly. Results: Six studies were eligible: three intervention and three descriptive articles. Findings identify a need for UDL in these programs but research regarding the effect of implementation of this framework into medical and allied health programs is lacking. Conclusion: There is a scarcity of research on UDL in graduate education from the United States. Much of the literature found on use of UDL in medical and allied health graduate level programs is nonexperimental or descriptive. Future research is recommended to examine the impact of UDL in graduate education. [ABSTRACT FROM AUTHOR]

Innovation is often promoted as the path to overcoming the burdens of bureaucratic organizations and fostering improved service to the public. In a moment where governments face dynamic administrative and policy challenges, there is great need for leveraging innovative ideas from public sector employees. What is less clear are which factors of employee human capital correlate with feeling encouraged to innovate. We test how three types of human capital influence innovation: organization level, industry specific, and individual specific human capital. We also explore whether there are differences in feeling encouraged to innovate linked to education, training, and demographics such as gender, race, and age. Using survey responses from 2,191 public procurement officers from various levels of government in the United States, we find human capital components including experience, and age correlate with feeling encouraged to innovate, though not always in expected ways. [ABSTRACT FROM AUTHOR]

Although there has been an accelerated growth in the education field in developed countries since the second half of the 20th century, it is not the case among developing regions where progress is slow and uneven. To help the Southeast Asian region move forward, it is imperative to examine the topographical trends within this field of study. Thus, this study sought to gain empirical insights into the current status of educational research in Southeast Asia and how it compares globally and to the United States as the leading country in the field. A total of 13,527 documents from 709 education-related source titles from the Scopus database were examined. Using a bibliometric approach, the findings revealed that despite the region's progress in educational research, its contribution to global scientific knowledge remains modest compared to other leading countries. A stable growth rate and selective publications in favour of top-tier journals were also observed among the leading countries in the region. Meanwhile, education scholars from emerging countries frequently publish their work in low-tier journals. A substantial link between research productivity, impact, and collaboration was also observed. The paper concludes with practical, theoretical, and methodological implications of the findings. [ABSTRACT FROM AUTHOR]

A documentary review was carried out on producing and publishing research papers on studying differential equations, mathematical models, and education. The bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during 2017-2021, identifying 90 publications. The information provided by the said platform was organized employing tables and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 13 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that nation. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of differential equations, mathematical models, and education was Mathematics, with 37 published documents, and the type of publication that was most used during the period mentioned above was the conference article, which represents 47% of the total scientific production. [ABSTRACT FROM AUTHOR]

This paper proposed equity theory as a potential theoretical framework that may be considered to underpin an alternative compensation model that can work for teachers in the K-12 system in the United States. This approach may help with ensuring teacher performance and retention. The current compensation system adopted in many districts needs to be re-designed and should consider introducing an alternative compensation model to boost performance and to retain high-quality teachers in the nation's classrooms. [ABSTRACT FROM AUTHOR]

The Kenyan diaspora's involvement in development has increasingly become an object of research and government policy. This paper explores the ways that members of the contemporary Kenyan diaspora in the United States participate in education-related activities 'back home', emphasising their motivation as well as barriers to and facilitators of their engagement. Findings from this mixed-method study of Kenyans living in the United States suggest that participants' transnational activities related to education are diverse and directed towards individuals known to them and a wide range of institutions. Additionally, their engagement is mediated by personal circumstances, beliefs about the transformative power of education, and trust in existing structures. Furthermore, study participants are interested in increasing their level of educational engagement despite persistent institutional and structural barriers. The paper suggests measures that could enhance diaspora engagement in education in Kenya. [ABSTRACT FROM AUTHOR]

The 2018 United States (US) National Military Strategy claimed that professional military education (PME) in the US had 'stagnated'. Since then the 2020 US Joint Chiefs of Staff publication Developing Today's Joint Officer's for Tomorrow's Ways of War can be seen as a direct response to such stagnation. The associated temporal positionings of war from stagnation, to today's officers, to tomorrow's ways of war, reinforce the significance of wartime in how professional military education is framed. In this paper I ask: To what extent do professional military education mission statements rely on frames of wartime for a construction of purpose, what are the implications of such framings for goals of minimizing violence and suffering, and how may such potential limitations be addressed in the classroom? A focus on wartime can help us draw out significant strategic and ethical challenges of conflict termination alongside 'forever wars', the normalization of exceptional security practices and violence, and the way in which prioritizations of either doing war 'better' or minimizing the likelihood of war are in seemingly direct epistemological competition. Given a goal of less insecurity, in an era in which fewer and fewer wars actually 'end' or 'end' with a sense of victory, I assess the extent to which engaging critical approaches in PME may help or hinder the need to challenge self-propagating dynamics of wartime that may be limiting efforts at lessening violence. [ABSTRACT FROM AUTHOR]

The aim of the article is to explain holistically the main provisions of sustainable development in the nature-society-human system based on the methodology for analyzing changes in energy flows and the power of socio-economic systems. The authors consider the development of society as a creative process aimed at changing the direction and speed of free energy flows (useful power) in Space and Time. They also consider sustainable development in the nature-society-human system to be consistent with the laws of the global evolution of living nature and the laws of the historical development of humankind. The paper focuses on key questions concerning the new concepts of sustainable development; the methodology for designing the sustainable development using the concept of energy flows in open, non-equilibrium stable systems and power change analysis approach. The results of the main positions of the models and their interpretation are presented based on the statistical data of United States of America (USA) in the period of 1960–2021. One of the most important primary things in order to bring about changes in people's thinking, understanding and attitude towards sustainability issues is their education in different forms – formal education and non-formal education opportunities. Creating an interdisciplinary approach and explaining sustainability as a set of economic, social and ecological factors also play a crucial role in raising public awareness of sustainability issues. [ABSTRACT FROM AUTHOR]

There is a growing recognition in the fields of public health and medicine that social determinants of health (SDOH) play a key role in driving health inequities and disparities among various groups, such that a focus upon individual-level medical interventions will have limited effects without the consideration of the macro-level factors that dictate how effectively individuals can manage their health. While the health impacts of mass incarceration have been explored, less attention has been paid to how the "war on drugs" in the United States exacerbates many of the factors that negatively impact health and wellbeing, disproportionately impacting low-income communities and people of colour who already experience structural challenges including discrimination, disinvestment, and racism. The U.S. war on drugs has subjected millions to criminalisation, incarceration, and lifelong criminal records, disrupting or altogether eliminating their access to adequate resources and supports to live healthy lives. This paper examines the ways that "drug war logic" has become embedded in key SDOH and systems, such as employment, education, housing, public benefits, family regulation (commonly referred to as the child welfare system), the drug treatment system, and the healthcare system. Rather than supporting the health and wellbeing of individuals, families, and communities, the U.S. drug war has exacerbated harm in these systems through practices such as drug testing, mandatory reporting, zero-tolerance policies, and coerced treatment. We argue that, because the drug war has become embedded in these systems, medical practitioners can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and by becoming engaged in policy reform efforts. A drug war logic that prioritises and justifies drug prohibition, criminalisation, and punishment has fuelled the expansion of drug surveillance and control mechanisms in numerous facets of everyday life in the United States negatively impacting key social determinants of health, including housing, education, income, and employment. The U.S. drug war's frontline enforcers are no longer police alone but now include physicians, nurses, teachers, neighbours, social workers, employers, landlords, and others. Physicians and healthcare providers can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and engaging in policy reform. [ABSTRACT FROM AUTHOR]

This paper examines the history of home economics (family and consumer sciences) education and Cooperative Extension practices in the United States, from 1862 to the present. Efforts are made to understand in what ways the lives of marginalized people were addressed by the home economics profession over time within the United States. In light of this historical context, this paper features current efforts to decolonize FCS/home economics across three practice settings, including an Historically Black College/University (HBCU), a Predominantly White Institution (PWI) (land-grant), and the Cooperative Extension System. As members of the American Association of Family and Consumer Sciences Diversity and Inclusion Community, the authors conclude with questions and goals for addressing colonialism in the home economics profession in the United States. [ABSTRACT FROM AUTHOR]

Background: In fact, most schools around the world are not well equipped to have discussions and keep current on the expansion of artificial intelligence (AI) in many aspects of society and economy. They either ignore this conversation, or simply criticize technology, but these resistances are not stopping wide spread of various types of AI projects in schools, mainly driven by corporations, and fueled by incentives that might not match well with long term educational objectives of student success, diversity, equity, and inclusivity. Objectives: The overall purpose is to address the rising gap between the ultrafast development of AI and the meticulous technological application of education, and to suggest the important bridge of building technological leadership in teacher preparation to get ready for the grow of AI in education. Methods: The contextual review examines the field of AI development in education through three lenses: conceptual context, practice context, and research context. Results and Conclusions: The paper provides educators and policy makers an overall background of the phenomenon of AI in education. The study has revealed there is an urgent need for research and development in teacher preparation as well as in the philosophy of technology in education to bridge the gap between AI and education. Lay Description: The initiative addresses the rising gap between the ultrafast development of artificial intelligence and the meticulous technological application of education.To get ready for AIED, the project advises educators, technologists, and policy makers to focus on educational leadership, and philosophy of technology in education to overcome the ethical bottleneck hindering AI progress at the philosophical level.The study highlights the critical need for more research on learning and classroom management, teacher preparation programs, school administration, educational philosophy, and educational policy. [ABSTRACT FROM AUTHOR]

Aim: To examine the diagnostic reasoning skills of two nurse practitioner student cohorts. Introduction: Nurse practitioners continue to play a pivotal role in health care provision. Diagnostic reasoning is a core skill of advanced practice. A comparative diagnostic reasoning study between two student cohorts was undertaken between 2018 and 2019. Methods: A validated diagnostic reasoning scale was completed by nurse practitioner students in the United Kingdom and the United States of America at the beginning and end of their clinical placements. The study utilized descriptive quantitative statistics from the data submitted by 22 survey respondents from an online survey. Results: Analysis of the diagnostic reasoning skills suggested there was a difference in the structural memory scores when compared with the beginning of their clinical placements and the final semester of their clinical placements. Conclusion: Diagnostic reasoning skills are a core skill of advanced practice. As students progress through their training, these skills improve. Despite the statistical difference in diagnostic reasoning scores, caution should be made in determining any larger implications due to the small number of participants in this study. Further study is needed in this area. Summary statement: What is already known about this topic? Diagnostic reasoning is a core skill for nurse practitioners.There is minimal research in this area.Diagnostic accuracy is vital for ensuring patient safety. What this paper adds? Structural memory scores improved at the end of nurse practitioner clinical placements. What are the implications of this paper for policy/practice/research/education? Further global research in the field of diagnostic reasoning for nurse practitioners and nurse practitioner students is needed to validate these findings.It is important to ensure nurse practitioners have competency in diagnostic reasoning to reduce diagnostic error.Curricula could be designed to incorporate the use of the DTI to evaluate a student's progress throughout the clinical portion of the nurse practitioner programme. [ABSTRACT FROM AUTHOR]

This study employs a poststructuralist theoretical framework to explore parents' attitudes towards children's right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The findings suggest that participants struggle with embracing and practising children's right to play as defined by the United Nations Convention on the Rights of the Child (UNCRC), reflecting culturally-sensitive and -contextualised concerns around their children's future success. Those concerns are connected with the hegemony of Confucianism in shaping educational values in Chinese education. In the context of globalisation, this paper points to the empowerment of parents in practising children's rights to play in China. [ABSTRACT FROM AUTHOR]

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. [ABSTRACT FROM AUTHOR]

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students' prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students' prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking. [ABSTRACT FROM AUTHOR]

Background: Advancing healthcare access and quality for underserved populations requires a diverse, culturally competent interprofessional workforce. However, high educational debt may influence career choice of healthcare professionals. In the United States, health professions lack insight into the maximum educational debt that can be supported by current entry-level salaries. The purpose of this interprofessional economic analysis was to examine whether average educational debt for US healthcare graduates is supportable by entry-level salaries. Additionally, the study explored whether trainees from minoritized backgrounds graduate with more educational debt than their peers in physical therapy. Methods: The study modeled maximum educational debt service ratios for 12 healthcare professions and 6 physician specialties, incorporating profession-specific estimates of entry-level salary, salary growth, national average debt, and 4 loan repayment scenarios offered by the US Department of Education Office of Student Financial Aid. Net present value (NPV) provided an estimate for lifetime "economic power" for the modeled careers. The study used a unique data source available from a single profession (physical therapy, N = 4,954) to examine whether educational debt thresholds based on the repayment model varied between minoritized groups and non-minoritized peers. Results: High salary physician specialties (e.g. obstetrics/gynecology, surgery) and professions without graduate debt (e.g. registered nurse) met debt ratio targets under any repayment plan. Professions with strong salary growth and moderate debt (e.g. physician assistant) required extended repayment plans but had high career NPV. Careers with low salary growth and high debt relative to salary (e.g. physical therapy) had career NPV at the lowest range of modeled professions. 29% of physical therapy students graduated with more debt than could be supported by entry-level salaries. Physical therapy students from minoritized groups graduated with 10–30% more debt than their non-minoritized peers. Conclusions: Graduates from most healthcare professions required extended repayment plans (higher interest) to meet debt ratio benchmarks. For several healthcare professions, low debt relative to salary protected career NPV. Students from minoritized groups incurred higher debt than their peers in physical therapy. [ABSTRACT FROM AUTHOR]

Building on social psychological research on individual bias, this article uses the concept of "perceived blameworthiness" to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or "blameworthy," than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S. schools. Teachers in the experiment are randomly assigned to view and respond to a video of a White, Black, or Latino boy committing identical misbehavior. I find that Black boys experience teacher blaming bias, where they are perceived as being more "blameworthy" than White boys for identical misbehavior. Results for Latino boys are directionally similar to those for Black boys but do not reach statistical significance. Findings have implications for racialized assessments of behavior across a range of evaluative contexts. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between countries' bilateral trade with the United States that is not due to gravity (non-gravity trade) and the distribution of income within countries. In countries where only a small share of the population are educated, an increase in non-gravity trade is associated with a significant increase in income inequality. As education of the population increases the correlation between non-gravity trade and income inequality becomes smaller. Non-gravity trade has no significant effect on income inequality in countries that are world leaders in education. [ABSTRACT FROM AUTHOR]

Purpose: This research explores the impact of parental educational attainment, race, ethnicity, gender and employment on the time parents spend educating their children during the COVID-19 pandemic. Design/methodology/approach: School closures to prevent the spread of COVID-19 have affected billions of students worldwide, and have had an impact on the economy and the society. With classes being cancelled or taught remotely, the importance of parental intervention in children's education has accelerated. Findings: The authors find that more educated parents allocate more time on child education, while higher income and employment have an adverse effect. Fathers are likely to spend more time than mothers in teaching and educating their children during COVID-19. Practical implications: The findings have implications in identifying children whose education suffers the most in times of a pandemic and determining the main target group of policies designed to train children, encourage parental involvement and support children's educational development. Originality/value: This is the first paper that examines the variations in parental time with children across social and economic subgroups during the COVID-19 pandemic. The authors also focus on the time parents spend educating their children rather than just supervising them. The authors additionally examine the determinants of the time children study on their own. Finally, the analysis is novel because it is based on the newest available data collected to examine the trends and experiences of individuals in the United States triggered by COVID-19. [ABSTRACT FROM AUTHOR]

Optimizing School Operations, Holistically School districts in the United States face a variety of operational problems, often treated in isolation due to their inherent complexity: for instance, school assignment and school transportation are rarely considered jointly. We develop an optimization-based approach to three key problems in school operations: school assignment, school bus routing, and school start time selection. Our methodology improves upon the state of the art in two ways: by leveraging a simplifying assumption of fixed route arrival times to tractably optimize school bus schedules and school start times simultaneously, and by proposing a postimprovement heuristic to jointly optimize assignment, bus routing, and scheduling. We evaluate our approach on a practical case study. Getting students to the right school at the right time can pose a challenge for school districts in the United States, which must balance educational objectives with operational ones, often on a shoestring budget. Examples of such operational challenges include deciding which students should attend, how they should travel to school, and what time classes should start. From an optimizer's perspective, these decision problems are difficult to solve in isolation, and present a formidable challenge to solve together. In this paper, we develop an optimization-based approach to three key problems in school operations: school assignment, school bus routing, and school start time selection. Our methodology is comprehensive, flexible enough to accommodate a variety of problem specifics, and relies on a tractable decomposition approach. In particular, it comprises a new algorithm for jointly scheduling school buses and selecting school start times that leverages a simplifying assumption of fixed route arrival times, and a postimprovement heuristic to jointly optimize assignment, bus routing, and scheduling. We evaluate our methodology on simulated and real data from Boston Public Schools, with the case study of a summer program for special education students. Using summer 2019 data, we find that replacing the actual student-to-school assignment with our method could lead to total cost savings of up to 8%. A simplified version of our assignment algorithm was used by the district in the summer of 2021 to analyze the cost tradeoffs between several scenarios and ultimately select and assign students to schools for the summer. [ABSTRACT FROM AUTHOR]

To investigate the physical activity levels and experiences of students enrolled in a service-learning dog walking class. Participants: College students (N = 10) from a rural university in the Eastern United States (age = 20.8 years ±1.2; 80% female; 90% White). Method: Students wore NL-1000 pedometers twice a week for 50 minutes for ten weeks. They also completed reflection papers at the end of the class. Pedometer data was analyzed using Microsoft Excel and the papers were analyzed through inductive coding. Results: Students obtained approximately 40% of their recommended daily physical activity requirements during class time. Reflection papers revealed that student beliefs about shelter dogs were challenged and that their primary motivations for attending class involved the physical activity needs of the dogs. Conclusions: Incorporating a service component into a physical activity course whereby the physical activity needs of others are the focus can be beneficial for all involved. [ABSTRACT FROM AUTHOR]

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses. [ABSTRACT FROM AUTHOR]

Purpose: Death by suicide among Black people in the USA have increased by 35.6% within the past decade. Among youth under the age of 24 years old, death by suicide among Black youth have risen substantially. Researchers have found that structural inequities (e.g. educational attainment) and state-specific variables (e.g. minimum wage, incarceration rates) may increase risk for suicide among Black people compared to White people in the USA. Given the limited understanding of how such factors systematically affect Black and White communities differently, this paper aims to examine these relationships across US states using publicly available data from 2015 to 2019. Design/methodology/approach: Data were aggregated from various national sources including the National Center for Education Statistics, the Department of Labor, the FBI's Crime in the US Reports and the Census Bureau. Four generalized estimating equations (GEE) models were used to examine the impact of state-level variables on suicide rates: Black adults suicide rate, Black youth (24 years and younger) suicide rate, White adult suicide rate and White youth suicide rate. Each model includes state-level hate group rates, minimum wage, violent crime rates, gross vacancy rates, and race-specific state-level poverty rates, incarceration rates and graduation rates. Findings: Across all GEE models, suicide rates rose between 2015–2019 (ß = 1.11 – 2.78; ß = 0.91 – 1.82; ß = 0.52 – 3.09; ß = 0.16 – 1.53). For the Black adult suicide rate, state rates increased as the proportion of Black incarceration rose (ß = 1.14) but fell as the gross housing vacancy rates increased (ß = −1.52). Among Black youth, state suicide rates rose as Black incarcerations increased (ß = 0.93). For the adult White suicide rate, state rates increased as White incarceration (ß = 1.05) and percent uninsured increased (ß = 1.83), but fell as White graduation rates increased (ß = −2.36). Finally, among White youth, state suicide rates increased as the White incarceration rate rose (ß = 0.55) and as the violent crime rate rose (ß = 0.55) but decreased as state minimum wages (ß = −0.61), White poverty rates (ß = −0.40) and graduation rates increased (ß = −0.97). Originality/value: This work underscores how structural factors are associated with suicide rates, and how such factors differentially impact White and Black communities. [ABSTRACT FROM AUTHOR]

Community engagement is crucial for controlling disease outbreak and mitigating natural and industrial disasters. The COVID-19 pandemic has reconfirmed the need to elevate community engagement to build equity, trust and sustained action in future health promotion preparedness strategies. Using the health promotion strategy of strengthening community action enhances the opportunity for better outcomes. There is, therefore, a need to improve our understanding of community engagement practices during crises, scale-up good community engagement initiatives, and improve and sustain people-centered approaches to emergency responses. This paper presents five case studies from the United States, Singapore, Sierra Leone, Kenya and South Africa that demonstrate the potential strengths that can be nurtured to build resilience in local communities to help mitigate the impact of disasters and emergencies. The case studies highlight the importance of co-developing relevant education and communication strategies, amplifying the role of community leaders, empowering community members to achieve shared goals, assessing and adapting to changing contexts, pre-planning and readiness for future emergencies and acknowledgement of historic context. [ABSTRACT FROM AUTHOR]

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Since its inception in 2020, coronavirus (COVID-19) has had a devasting impact on the world community. The majority of the responses to COVID-19 in the United States have been hearing-centric and thus have failed to take into consideration the needs of the D/deaf community, specifically within education. As a result, COVID-19 had a disproportional negative impact on K-12 students who are D/deaf. The switch to online learning during COVID-19 highlighted the problems within the Individuals with Disabilities Education Act (IDEA), an Act intended to provide students with disabilities public education. To protect the education of students who are D/deaf in COVID-19 and post-COVID-19 times, reform to IDEA is necessary. This Note first argues that Congress should amend IDEA to expressly declare that the Board of Education v. Rowley, which holds that schools do not have to provide students who are disabled with an education as beneficial as the student's peers who are non-disabled, is no longer the correct interpretation. Congress should expressly state in a reauthorization of IDEA that IDEA entitles students with disabilities to an equally beneficial education to that given to their peers who are non-disabled. Second, this Note argues that in light of the COVID-19 pandemic and the popularization of virtual learning, Congress should amend IDEA to expressly apply in all online models of education. [ABSTRACT FROM AUTHOR]

OBJECTIVE There has not any formal education program covering geriatric oncology within Turkish Society for Radiation Oncology (TROD) residency programs similar with other countries. Developing geriatric knowledge could provide radiation oncologists to plan RT according to frailty status and geriatric syndromes. Learning specific needs of radiation oncologists (ROs) would allow TROD to arrange the existing education program according to the needs of society. The aim of this study is to determine the geriatric oncology educational needs and awareness of TROD members. METHODS We used an 18-item survey to collect cross-sectional opinion data from the members of TROD over 2 months. This quantitative survey was developed through discussions with the members of TROD Geriatric Oncology Working Group. Responses were analyzed with descriptive statistics and common themes. RESULTS Six hundred TROD members were contacted and 201 responded (34%). The most common age group was the ages of 40-49 years with a rate of 31.8%; this was followed by 23,8% aged <30 year. They stated that geriatric patients constitute 40.9% of their daily practice. It was observed that 62.4% had difficulty in making decisions in geriatric patient group, with whom they had such intense communication in daily clinic practice. More than half (62.4%) of responders had difficulty when managing the geriatric patients; 75% agreed additional geriatric training would be helpful. CONCLUSION There are significant deficiencies related to geriatric management of geriatric cancer patients within the TROD members. Most ROs agreed that it is important to integrate geriatric oncology training to improve and personalize the standards of geriatric patients. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

Social reproduction theory names at least two distinct traditions, one of which has a long history in educational research. Social reproduction theory in education emerged out of a concern with education's relationship to capitalist inequalities. By contrast, social reproduction feminism developed out of feminist interventions regarding the role of women's unpaid care-work in the reproduction of capitalism. In this paper, we suggest that the renewed energy surrounding social reproduction feminism provides an opportunity to revisit social reproduction theorizing in education. We review the fields' histories and ready the ground for an integrated framework. At the heart of this integration is a feminist analysis of reproductive labor in its contradictory relationship to capitalism. Expanding the analysis from the reproduction of capitalist relations to the reproduction of life under capitalism, this approach avoids the pitfalls of determinism and attends to students' participation and teachers' work in the contested labor of social reproduction. [ABSTRACT FROM AUTHOR]

Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition, national and international test results are of considerable interest. In this paper, we show that national testing in England and the USA have shown little or no improvement over the years. This finding is not isolated; it appears to be a global phenomenon. Data from large-scale international assessments such as PISA, TIMSS and PIRLS are remarkably stable over time. This paper reviews the trends from country-specific and international data and explores some of the reasons which have been offered for such stability. We argue that these explanations are insufficient and ways forward are discussed. [ABSTRACT FROM AUTHOR]

The author comments on a study by S. H. Woolf, published in the issue about life expectancy in the U.S. She discusses some caveats on the comparisons presented by Woolf in discussing methodology and data, three of the four causes that Woolf notes are causing midlife mortality to rise in the U.S., and results that do not make a lack of higher education causal in the higher mortality rates for those without a four-year college degree.

Purpose: Public education is an important institution in any democracy, and the significant resources invested form a critical pillar in its provision. The evidence used to manage said resources is, therefore, an important issue for education leaders and a matter public interest. The purpose of this paper is to consider the role education finance leaders in Ontario, Canada, and what types of evidence they are using, how they are being employed and how much priority is given to each. Design/methodology/approach: The paper employs a review of Ontario's K-12 education funding policies/reports, and interviews with five K-12 funding model experts/leaders – four business superintendents from school boards of varying sizes (based on enrollment) and one system leader (to introduce perspective from the two levels of governance in resource management) to understand how these experts use evidence to inform resource decision making. This sampling strategy was also grounded in a key assumption: School boards with larger enrollment – and consequently larger budgets – will have greater capacity to use all forms of evidence when managing resources, as the majority of board revenue comes from grants that are mostly based on enrollment. Findings: The findings bring important definition and prioritization of evidence that inform leaders' resource decision making in education. The results point to two tacit, normative, unacknowledged and, yet, competing evidence frameworks driving resource management. The government is the most influential, prioritizing strategic policy, performance data, fiscal context and professional judgment; values embedded in policy and research were mentioned only in passing, while local anecdotal types of evidence were given less priority. Compounding this challenge is that all sides in debates on school resource needs face issues of access to, transparency in the use of and the prioritization given to various evidence types. Research limitations/implications: Governments, with the assistance of academics, should formally articulate and make public the evidence framework they use to drive resource decision making. All sides of the resource management debate need to value a wider range of evidence, notably evidence that speak to local concerns, to reduce information gaps and, potentially, improve on the effective delivery of local educational programming. Education finance researchers could help to address access gaps by distilling research on the effective use of resources in a manner that is timely, tailored to the fiscal climate and to system- or district-level readiness for the implementation of a particular initiative. Practical implications: Resource management driven solely by "facts" can support student achievement outcomes and effective system operation, but alone will not satisfy local-level aspirations for education or inspire public confidence; a key ingredient for the sustainability of this public institution. The results could be used to improve the balance of "decent information" used to inform resource deliberations and establish a shared understanding across stakeholder groups to facilitate compromise. The current state of affairs has all sides in advancing claims for resource needs based on what they understand to be evidence all while portraying competing claims as uninformed, undermining public confidence in education. Originality/value: The paper draws from interviews with business superintendents and a system-level funding model expert, both lesser studied leaders on this topic in the Canadian context; offers a clear articulation of the evidence frameworks at play and the priority given to each type and how they are being used; presents definition and prioritization of evidence from the perspective of leaders in the Canadian context (most of literature is from the USA) – experts acknowledge that resource knowledge is contextually contingent and insight generated from other contexts will help to advance the field. [ABSTRACT FROM AUTHOR]

How did narratives about character education in the United States change between 1985 and 2016 and what does this reveal about the changing meaning of character over this time period? Policymakers and pundits have frequently invoked ideas of "good" versus "bad" character as they attempt to blame individuals for their own circumstances. It makes sense to trace these narratives in their various forms, beginning with the discourse around character and children. Character education programs are a natural object to study in order to capture these narratives. Despite this, sociologists have largely ignored character education, which leaves a significant gap in the scholarly knowledge about both character education and the social construction of designations of "good" versus "bad" character more generally. In this paper, I address this gap by examining the narratives around character education between 1985 and 2016. After analyzing 600 articles from Education Week and the New York Times mentioning character education, I find that there is a significant expansion of the ways in which advocates argue for character education in the schools. Whereas earlier narratives encouraged character education as a means to teach students how to be good, moral people starting in the early 2000s, these narratives expanded to include teaching character as a means to improve academic performance. This finding is significant as we continue to see both education reformers pushing for character education as a tactic to improve achievements and policymakers and pundits invoking character flaws as a means to blame individuals for structural inequality. [ABSTRACT FROM AUTHOR]

This paper investigates trends in adult child‐rearing values in the United States over a 30‐year period, from the mid‐1980s into the first decades of the 21st century. Using data from the General Social Surveys, we report trends in emphasis on five child traits: think for self, obey, work hard, popularity, and helping others. Independent of the time of the surveys, child‐rearing values are associated with several individual attributes: gender, schooling level, occupational class, birth year, race/ethnicity, region, party identification, religious affiliation, and religiosity. Socioeconomic factors continue to be among the most important, but contrary to many arguments, occupational class, as measured by Weeden–Grusky micro‐classes, has a relatively less important role in predicting child‐rearing values, once education is taken into account. Religious variables are also important, less so than socioeconomic factors, but there is support for the hypothesis of the growing strength over time in the impact of religious conservatism and participation. [ABSTRACT FROM AUTHOR]

This paper argues that the ideological and material reproduction of "effective schooling" in the Age of Capital functions to normalize and perpetuate the unequal social relations and oppressive dynamics that characterize free market economies and their accompanying political and cultural practices in the historical and educational context of the United States of America. I argue that the intersection of three perspectives furthers the work of scholars grounded in the various disciplines--advocacy anthropology, the anthropology of education, and the mutual engagement of anthropology and critical disability studies--and demonstrates that a multi-intertransdisciplinary lens is essential for deepening an understanding of the discourses as well as the concrete practices that push 'disorderly' student subjects into precarious circumstances that threaten their physical, emotional, and psychological integrity. [ABSTRACT FROM AUTHOR]