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This article starts from the following question: how does playing enable learning from experiences that children create to escape the routines and prescriptions of the curriculum? To bring problematizations from this question, we developed an ethnographic investigation from a post-critical perspective in a municipal public school. The argument developed here is that children experiment, invent and create ways to play to escape the routine of school curricula, and thus learn by playing and play by learning. Based on the experiences that children themselves are exposed to, we understand that by exposing ourselves to the good affections they allow us to have, we also need, as teachers, to invent other times, intervals, durations, extensions to proliferate learning in school curricula, which escape of the rigidity and control given by the normative prescriptions that constitute many curricula. [ABSTRACT FROM AUTHOR]

Highly cited papers reflect the top 1% of field and publication year papers. Highly cited papers are important in terms of the number of citations they receive in their subject area and often attract the attention of most researchers in terms of their high quality. Therefore, this study aimed to analyze highly cited papers in the field of sport sciences from a bibliometric perspective and to identify subject areas that have the potential to be highly cited. This research analyzed highly cited papers in the field of sport sciences published during 2010-2020, indexed in the Web of Science of the Clarivate Analytics. The results show that most of the highly cited papers in sport sciences are in sport medicine and published by prominent and renowned researchers. Moreover, most of these papers were contributed by researchers from the European and American continents. The results also show that the United States of America (USA), McMaster University of Canada, and Professor Lars Engebretsen led in publishing highly cited papers in sport sciences. It can be concluded that five thematic clusters were formed by highly cited papers in sport sciences, most of which were in the subject area of sport injuries and exercise physiology. Only highly cited papers in the field of sport sciences were analyzed, and a thorough analysis of all papers in this field is needed for a definite conclusion. This study identifies that the subject area has a great impact on a paper to be highly cited, and only some subject areas in the discipline of Sport Sciences have the potential to be highly cited. [ABSTRACT FROM AUTHOR]

Background: The EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and education; as well as national and local curricula development groups. Methods: Early in 2018, preliminary draft paper was written by members of the European Association for Palliative Care (EAPC) spiritual care reference group inviting comment on the four core elements of spiritual care education as outlined by Gamondi et al. (2013) in their paper on palliative care core competencies. The preliminary draft paper was circulated to experts from the EAPC spiritual care reference group for feedback. At the second stage feedback was incorporated into a second draft paper and experts and representatives of national palliative care organizations were invited to provide feedback and suggest revisions. The final version incorporated the subsequent criticism and as a result, the Gamondi framework was explored and critically revised leading to updated suggestions for spiritual care education in palliative care. Results: The EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different development stages of the palliative care services across the European region. Conclusions: Better education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all palliative care staff. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide curriculum support to religious educators working in Catholic schools. The paper provides a practical response to research advocating serious attention be given to religious educators because they are at the "coalface" of Catholic education, increasingly confronted by content and policy decisions, the diverse values and needs of their students, and other competing cultural and social challenges. Religious educators play a significant role in the evangelising mission of the Catholic Church as interpreters of Scripture and Tradition and can positively or negatively influence the quality of their students' learning and its application. Entitled RECALL, the support offered to religious educators in this paper is research-led and utilises educational, standards-based principles. It is a community-minded approach that aims to build religious literacy and deepen the religious educators' awareness and connections to the legacy of the Catholic Faith Tradition. The desired outcome is to inspire evidence-based conversations encompassing faith and reason, the perceived value and reality of the identity and mission of the Catholic Church, and its impact on Catholic culture and education. Intended to enhance rather than replace existing professional formation, the approach has structures, pedagogical processes, and practices that draw from a set of overarching theoretical considerations. Furthermore, the approach employs three guiding questions for categorising and analysing Catholic content. The questions are: (i) "Who are we as Catholics and what is our mission?" (ii) "What do we believe?" and (iii) "How do we practice?" The proposed curriculum support to religious educators may foster a culture of learning in Religious Education that is focused on improving and progressing the quality of educational outcomes for students. The premise is that if religious educators are supported to engage with the great Gospel narrative, their students may do the same. [ABSTRACT FROM AUTHOR]

Introduction: Routine medical care in Germany, Austria and Switzerland is being increasingly impacted by the cultural and linguistic diversity of an ever more complex world. Both at home and as part of international student exchanges, medical students are confronted with different ways of thinking and acting in relation to health and disease. Despite an increasing number of courses on cultural competence and global health at German-speaking medical schools, systematic approaches are lacking on how to integrate this topic into medical curricula. Methodological approach: This paper is based on a structured consensus-building process by a multidisciplinary committee composed of faculty and students. In a first step, a qualitative online survey was carried out in orderto establish an inventory of definitions and concepts. After the second step, in which a literature search was conducted and definitions of global health and transcultural and intercultural competence were clarified, recommendations were formulated regarding content, teaching and institutional infrastructure. Based on small-group work and large-group discussions, different perspectives and critical issues were compiled using multiple feedback loops that served to ensure quality. Results: An inventory on the national and international level showed that great heterogeneity exists in regard to definitions, teaching strategies, teaching formats and faculty qualification. Definitions and central aspects considered essential to medical education were thus established for the use of the terms "cultural competence" and "global health". Recommendations are given for implementation, ranging from practical realization to qualification of teachingstaff and education research. Outlook: High-quality healthcare as a goal calls for the systematic internationalization of undergraduate medical education. In addition to offering specific courses on cultural competence and global health, synergies would be created through the integration of cultural competence and global health content into the curricula of already existing subject areas. The NKLM (the national competence-based catalogue of learning objectives for undergraduate medical education) would serve as a basis for this. [ABSTRACT FROM AUTHOR]

This paper proposes a method for finding the shortest path of a mobile robot using deep reinforcement learning with utilizing Proximal policy optimization algorithm (PPO) enhanced with curriculum learning. By modelling the environment in 3D space using the Webots simulator, we extend the PPO algorithm's capabilities to handle continuous states from 8 IR sensors and control the velocities of two motors of E-puck robot. Our study uniquely integrates curriculum learning into the PPO framework, aiming to improve adaptability and training efficiency in complex environments. A comparative analysis is conducted between the modified PPO, the original PPO, and the deep deterministic policy gradient algorithm, highlighting the strengths of our approach The results demonstrate that our curriculum-augmented PPO algorithm not only accelerates the training process but also shows superior adaptability and generalization in new environments. This work underscores the significant potential of curriculum learning in enhancing the performance of deep reinforcement learning algorithms for robust and efficient robotic navigation. [ABSTRACT FROM AUTHOR]

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

The article is a result of a complementary advanced publication workshop accompanying the curriculum course exercises for PhD students, on the role of ICT in the research work of a scientist. To fulfill the extended course requirements the participants decided to write relevant paper, if possible, related to their individual research endeavors and their relations to the digital world. The paper consists of a collection of short chapters written by young researchers. They express their own views, based on early research experience, relevant generally to the inclusion of critical digital age components in their theses. The chapters are only moderately consulted by the tutor in the direction of finding a common denominator related to social sciences. [ABSTRACT FROM AUTHOR]

Curriculum reforms at the secondary-school level in Malaysia began in 1988 and was fully implemented in 1989. Heagly and Evans define curriculum as structured experience provided by the school for the student, so the student can meet all set learning outcomes to the best of their abilities. Prior to the introduction of the Secondary School Integrated Curriculum (KBSM), many issues were identified in the secondary school curriculum that served as the benchmark for curriculum reforms in Malaysia. Based on analysis, the introduction of KBSM was closely related to the turbulent historical issues during the first three decades after independence. These issues include problems with unity, inability to produce skilled labour, and the fragile and still negligible usage of the national language. Therefore, this article analyses the historical issues closely related to the introduction of KBSM, and the individuals responsible for ensuring KBSM comes into reality. The historical method is used as the thrust of this paper. Data collection-wise, this paper uses the qualitative analysis method of archival and library research. This approach aims to gather information and analysis a variety of primary and secondary sources such as the Report of the Education Committee 1956, Report of the Education Review Committee 1960, and the Cabinet Committee Report on Review of Implementation of Education Policies 1979, along with the Curriculum Committee Meeting Minutes in 1972, 1986 and 1987. The findings confirm the three historical issues strongly influenced the thought processes that went into planning and drafting KBSM. Implication-wise, the curriculum underwent reforms, towards a shift in the field of education following these historical issues. [ABSTRACT FROM AUTHOR]

The paper intertwines the Hobbesian curriculum elements presented at Leviathan's chapter XXX with Natural Laws described in chapters XIV and XV. The analysis was divided in 4 phases: 1) listing chapter XXX educational contents; 2) finding Natural Laws aspects which were potential equivalents to the content listed; 3) comparing pertinent arguments and theoretical points to those correspondences; 4) emphasizing interpretative insights that resulted from the analytical comparison. Such methodological approach justifies the few references to texts other than Leviathan. Amongst the findings, the paper underlines that all curriculum elements could be articulated with, at least, one Natural Law, being the third law the most frequent. [ABSTRACT FROM AUTHOR]

Psychosomatic obstetrics and gynecology (POG) encompasses a wide variety of topics. While specialists in this field agree that it is important for practicing clinicians to be familiar with psychosomatic issues related to women's health, there is no consensus about the best practices for teaching and assessing this knowledge, or even which are the topics that should be included. By examining existing literature on educational methodology, this paper aims to suggest best practices that are proven useful in teaching issues related to POG. The paper considers learning objectives for what should be taught, recommendations as to best practices for curriculum delivery, and suggestions for how to assess learners' ability to meet the objectives. Establishing guidelines for teaching POG may be useful for learners at different levels and in various settings. [ABSTRACT FROM AUTHOR]

Aiming to establish a dialogue with modern man, who lives in a culture marked by great challenges, church documents put a great emphasis on the via pulchritudinis. The via pulchritudinis, i.e., the way of beauty, is considered to be a privileged way of achieving dialogue. Awareness of the importance of beauty, in close connection with goodness and truth, is increasingly present in the theological and the religious–pedagogical thought. One of the specific questions related to education for beauty refers to the education of a person who is called to transform his or her life into a "work of art". This paper reflects on only one specific aspect of the issue of shaping human beauty/goodness, that is, people's "humanity", in connection with the challenges of increasingly complex coexistence in diversity. Globalization and migration trends, primarily by complicating life together/coexistence, pose certain challenges to man as an individual, as well as to the entire society, especially the challenge that is coexistence of different cultures and religions. Since these problems also penetrate school classrooms, education systems are expected to provide appropriate responses. The paper consists of two parts. In the theoretical part, two specific fundamental issues related to the education of a person's "humanity" in the atmosphere of "conflict culture" are considered: the issue of comprehensive education following the ancient connection of beauty and goodness, as well as the issue of education for coexistence. The second part presents the results of the research which was carried out in the Republic of Croatia and which aimed to examine the presence of curriculum content that enables the acquisition of religious–dialogical competence, using the method of text analysis. In more exact terms, faced with the challenges that arise from a society burdened with misunderstanding, violence and hostility, often linked with a religious affiliation and worldviews, we ask ourselves the following question: to what extent is the contemporary education system in the Republic of Croatia, at the level of its curricula, open to the comprehensive development of students, especially in terms of the development of the religious–dialogical dimension, necessary for living a good and beautiful life in the modern multicultural and multireligious world? The results reveal a different, mostly insufficient, openness of the curriculum to the religious dimension of intercultural education. That is one of the reasons why the education system does not seem to be open to the development of the knowledge, attitudes and skills necessary for a harmonious and "beautiful" coexistence in modern society. [ABSTRACT FROM AUTHOR]

Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM. [ABSTRACT FROM AUTHOR]

This paper presents a magnetoencephalography (MEG) study on reading in Bangla, an east Indo-Aryan language predominantly written in an abugida script. The study aims to uncover how visual stimuli are processed and mapped onto abstract linguistic representations in the brain. Specifically, we investigate the neural responses that correspond to word length in Bangla, a language with a unique orthography that introduces multiple ways to measure word length. Our results show that MEG signals localised in the anterior left fusiform gyrus, at around 130ms, are highly correlated with word length when measured in terms of the number of minimal graphemic units in the word rather than independent graphemic units (akśar) or phonemes. Our findings suggest that minimal graphemic units could serve as a suitable metric for measuring word length in non-alphabetic orthographies such as Bangla. [ABSTRACT FROM AUTHOR]

In many applications, artificial neural networks are best trained for a task by following a curriculum, in which simpler concepts are learned before more complex ones. This curriculum can be hand-crafted by the engineer or optimised like other hyperparameters, by evaluating many curricula. However, this is computationally intensive and the hyperparameters are unlikely to generalise to new datasets. An attractive alternative, demonstrated in influential prior works, is that the network could choose its own curriculum by monitoring its learning. This would be particularly beneficial for continual learning, in which the network must learn from an environment that is changing over time, relevant both to practical applications and in the modelling of human development. In this paper we test the generality of this approach using a proof-of-principle model, training a network on two sequential tasks under static and continual conditions, and investigating both the benefits of a curriculum and the handicap induced by continuous learning. Additionally, we test a variety of prior task-switching metrics, and find that in some cases even in this simple scenario the a network is often unable to choose the optimal curriculum, as the benefits are sometimes only apparent with hindsight, at the end of training. We discuss the implications of the results for network engineering and models of human development. [ABSTRACT FROM AUTHOR]

Introduction: This paper describes 'Project 8', a campaign that aims to reduce glycated haemoglobin (HbA1c) to 8% or more among patients with diabetes mellitus, utilising healthcare professionals and local community residents and focusing on education and support. The study is based in Uonuma—a small rural city in Japan with a declining population and an increased number of older people. Description: 'Project 8' began in Uonuma's Koide Hospital in 2008. The Uonuma School for Community Health and Social Care was established in 2011 with the cooperation of a clinic's general practitioner. Medical students, trainees, doctors, and health care professionals have been holding 'open schools' (daytime lectures) and 'night schools' (evening lectures) to educate the community residents about various health issues. Through repeated lectures, the residents have been made aware of lifestyle-related diseases, including diabetes, and the meaning of 'Project 8'. Discussion: Over the last decade, the hospital's campaign has expanded within the community, showing a statistically significant reduction of diabetic patients with HbA1c ≥ 8%, which successfully deferred the start of dialysis for many of them. Conclusion: Well-integrated community care requires interprofessional education, collaborative practice, and the participation of community residents in health education. [ABSTRACT FROM AUTHOR]

Service-learning represents an innovative pedagogy that integrates academic learning with community service to address environmental issues based on experiential learning principles. This innovative pedagogy enhances higher education learning out-comes by fostering active engagement, real-world context, interdisciplinary insight, skills development, and civic engagement among students. The merging of service-learning contributes to a profound understanding of the subject matter, its practical applications, and personal and professional growth. This paper provides an overview of the implementation of service-learning in the STEM field, with a primary focus on the decade-long involvement of the Faculty of Chemistry and Technology in environmental protection projects. Through collaboration with the non-governmental organisation Sunce and partners from the University of Split, this initiative, led by environmental experts, has introduced a novel approach to higher education, facilitating knowledge expansion, skill improvement, and expertise development for both students and academic staff. The impact has been substantial, with the University of Split attaining the 21st position globally on the “World Universities with Real Impact” list for ethics in 2021, largely attributable to these service-learning projects. Service-learning has been integrated into the SEA-EU initiative, furthering its development at the University of Split, and establishing it as a pioneer in this field. Institutionalising service-learning in higher education requires the establishment of dedicated courses, integration into existing programmes, and the allocation of resources for academic staff, community partners, and students. Successful implementation requires a collaborative, iterative process involving careful planning, preparation, and assessment, ensuring that students benefit from meaningful opportunities to apply course content to real-world challenges while positively impacting the community. [ABSTRACT FROM AUTHOR]

This paper describes a postgraduate training programme in child and adolescent mental health (CAMH) in Nigeria. It explains the background, curriculum development, teaching, evaluation and outcomes. By its 10th year the programme had trained 166 CAMH professionals from 14 African countries. Many of the graduates are running clinical CAMH services in their countries, mostly pioneered by them. They are also conducting CAMH training, including as faculty on the programme, and some are in international CAMH leadership roles. Key success elements of the programme that can be replicated in other low- and middle-income countries include international partnership, adopting a train-the-trainer approach, using a curriculum that covers clinical aspects of CAMH while also developing leadership and research skills, use of free-access training resources, and access to seed funding. [ABSTRACT FROM AUTHOR]

The paper analyzes the multidimensional concept of wisdom based on which it develops a structure for a separate subject in primary and secondary schools, Environmental Education and Wisdom, as one of the key responses in a constructive confrontation with the global environmental crisis, especially climate change. The cultivation of wisdom, especially through environmental education, is a necessary response to the environmental and climate crisis which are primarily an ethical crisis and a crisis of human morality. The paper is divided into two parts. The first part examines the multidimensional concept of wisdom -- as a cognitive process, as a virtue, and as a personal good -- which helps us recognize how our judgments and actions do good or harm to the overall life on the planet. Numerous ecological disturbances and devastation of ecosystems occur locally and globally due to the lack of wisdom and humanity's reckless activity. Wisdom provides a guideline for morally and politically responsible action and underlines the long-term rather than the short-term consequences of human impact on the Earth, especially the climate. The second part develops a model of a separate subject Environmental Education and Wisdom. We need a more serious approach to environmental education that will take into account what is ethically, wisely, and morally responsible towards the Earth and its inhabitants, and not only what brings economic profit and the satisfaction of human interests. [ABSTRACT FROM AUTHOR]

This paper presents the meta-theoretical Consolidated Framework for Implementation Research (CFIR) that was adapted to structure a narrative scoping review to inform the evaluation of an Ethical Education (EE) curriculum. The CFIR is a tried and tested implementation science model used effectively within health care settings. To date, it has not been used as a framework in an educational context. The five domains of the CFIR: characteristics of the individual; inner setting; outer setting; intervention characteristics; and implementation process were interrogated and mapped to educational constructs namely: teacher characteristics; school and class settings; wider school community; curriculum characteristics; and curricular implementation, respectively. This paper illustrates how an implementation science approach, using these educational constructs, can inform a scoping review to support the evaluation of a curriculum. [ABSTRACT FROM AUTHOR]

"Decolonizing the mind" (Ngugi) is an ongoing task, even after 50 years or more of political independence. This is particularly the case with respect to theological education, where norms and structures still faithfully follow the Western pattern laid down in the colonial era. New initiatives in theological curriculum development that authentically connect with African issues and concerns and enable theological institutions to break from the shackles of these are an ongoing need, with developments on the African continent making such initiatives ever more urgent. This paper describes and analyzes the pioneering approach of the Akrofi-Christaller Institute (ACI), an indigenous Ghanaian institution, the background to its emergence and the process of implementation over the course of the past 25 years that has produced a successful, full-orbed and wide-ranging theological curriculum connecting with religious, cultural, social and inter-faith issues; the facilitating factors and the challenges on the journey and lessons that could be learned by other institutions wishing to indigenize their curricula. It is hoped that Kwame Bediako's thinking on curriculum design for theological education which has shaped the ACI story of curriculum innovation, as well as the story of its implementation and ongoing development, may provide a model for other institutions desirous of breaking free from the colonial mode, in Africa and beyond in the non-Western world, and facing similar issues. After briefly setting ACI in its historical context, the paper goes on to elucidate the overall vision of the Institute that undergirds the curriculum and provides the rationale for its development. It identifies the fundamental pillars on which the curriculum rests and outlines a model for the basic framework of the curriculum. It then goes on to analyze the ways in which such a vision and framework enable a fresh approach to what has hitherto been seen as normative in the theological disciplines, with a view to creating space in the curriculum to address present-day African (and other non-Western) felt needs in mission and ministry. The paper touches on more recent developments to the original curriculum in response to emerging contextual issues and concludes with possible lessons that may be learned from the ACI story. [ABSTRACT FROM AUTHOR]

This research paper presents an enhanced economic load dispatch (ELD) approach using the Teaching–Learning-Based Optimization (TLBO) algorithm for 10 thermal units, examining the impact of Plug-in Electric Vehicles (PEVs) in different charging scenarios. The TLBO algorithm was utilized to optimize the ELD problem, considering the complexities associated with thermal units. The integration of PEVs in the load dispatch optimization was investigated, and different charging profiles and probability distributions were defined for PEVs in various scenarios, including overall charging profile, off-peak charging, peak charging, and stochastic charging. These tables allow for the modeling and analysis of PEV charging behavior and power requirements within the power system. By incorporating PEVs, additional controllable resources were introduced, enabling more effective load management and grid stability. The comparative analysis showcases the advantages of the TLBO-based ELD model with PEVs, demonstrating the potential of coordinated dispatch strategies leveraging PEV storage and controllability. This paper emphasizes the importance of integrating PEVs into the load dispatch optimization process, utilizing the TLBO algorithm, to achieve economic and reliable power system operation while considering different PEV charging scenarios. [ABSTRACT FROM AUTHOR]

Education is a powerful medium to bring about reform among the youth masses of India. Quality education is an important goal in sustainable development, but the scope of quality education has been exclusive to sexual education, especially in India. Given the current situation of sexual violence and misconduct in India, it is evident that there is a dire need for Sex Education for the masses. The present research is a survey study in which a sample of 234 Indian college students between the age ranges of 18-23 years was chosen. The sample was collected using a convenient sampling method via Google Forms. In this study, the authors measured the sexual and reproductive health knowledge of university students and found a serious lack of awareness regarding sexual and reproductive health practices. For instance, on average 14% of participants did not know any contraceptive methods for women or men. A whopping 82% of participants have never had a sexual examination while being sexually active. Several other instances were seen in the survey results, and hence the authors introduced a foundation course on sexual education that can be recommended to the education authorities. This course will be a compulsory paper for all freshers in their first semester of undergraduate studies and possibly extend the proposed model to the high school curriculum. The authors have introduced modules on sexual orientation, reproductive health, physical awareness, sexual violence and consent, sexual health and masturbation, cultural norms about sex, and more. This paper will have high applicability because, if the course is adapted to the educational system, there is a chance that this course can make the youth aware of several sexual problems, leading to safer sex, a reduction in sexually transmitted infections (STIs), a reduction in sexual violence cases, and fewer teen pregnancies. “In future research”, the authors can also address the menstrual hygiene problems faced by young girls in large parts of the country. [ABSTRACT FROM AUTHOR]

The teaching of human parasitology is essential for students of health sciences, especially medicine, because it is a major global public health problem-occurring with high frequency in low-income countries-and because of its presence in countries considered developed. In this sense, it is estimated that worldwide there are 2,800 million individuals infected with soil-transmitted helminths, 20 to 30% people infected with Toxoplasma gondii, 300 to 500 million new cases of malaria per year, and nearly 15 million Latin Americans with Chagas disease, an infection caused by Trypanosoma cruzi. This narrative review article analyzes information available in digital repositories on aspects of the traditional educational program of human or medical parasitology using descriptors or keywords closely related to the topic. The reviewed articles were mainly those published in peer-reviewed, indexed and prestigious scientific journals. Moreover, the traditional program of parasitology and the prevailing pedagogy are described with the purpose of encouraging discussion on the methods that lead to its learning. Also, given the dynamic nature of this process and the constant challenges that must be faced in this field, said information can help to explore new ways of teaching parasitology in answer to the demands of the context. In conclusion, parasitic diseases have affected humankind throughout history, causing illness, disability and death in millions of people. Therefore, among the measures to fight such a terrible scourge, the training of more and better professionals in the area is promoted due to their leading role in the design and execution of control programs. As a result, the need to describe in detail the characteristics of the traditional teaching of this branch of knowledge arises-as shown in this paper-in view of the new human teaching methods: participatory learning, problem-based learning and Internetassisted learning. [ABSTRACT FROM AUTHOR]

This study of curriculum plans for basic teacher training for secondary education, understood as historical-cultural artefacts that mediate teaching practice, allows us to understand what professional educators aim to teach. This paper analyses how content and skills around guidance and tutoring are handled in the guides produced by the different official Master's degree courses in teacher training for secondary education offered by 43 universities from all over the country. A documentary analysis of plans and teaching guides or programmes (as appropriate) was carried out, classifying the contents according to whether the content for guidance and tutoring is approached as a specific subject, whether it is integrated into other subjects, and whether it forms part of a generic module or a freechoice module. The results of the descriptive analyses of the 65 guides selected show that there is no single approach in how guidance and tutoring are handled in these Master's programmes. However, two groups of models are identified (a curriculum model with integrated representation and a curriculum model as specific subject), which appear in different formats, although our analysis shows that guidance and tutoring is handled in depth in only a few cases. [ABSTRACT FROM AUTHOR]

This paper comprises a review of the book "Daily Life, Education, and Cultures: achievements, tensions, and new perspectives", organized by Vera Maria Candau, which offers valuable contributions on curriculum, daily life, and culture. It reflects a critical stance towards coloniality and monoculturality in contemporary education, aiming to promote a fairer and more democratic society. Divided into four parts - "Daily Life, Education, and Cultures (GECEC): articulating projects and quests", "Cosmologies, epistemologies, pedagogies, and 'other' curricula", "Decoloniality, interculturality, whiteness, and educator formation", and "Human rights, social cartography, youth cultures: insurgent subjectsknowings-doings" - the book compiles thought-provoking reflections to enrich academic debate. [ABSTRACT FROM AUTHOR]

In the context of recent educational reforms, the resolution CNE/CP 02/2019 was promulgated, defining the National Curricular Guidelines for Teacher Education, replacing the old Guidelines (Resolution CNE/CP 02/2015), and requiring Higher Education Institutions to reformulate the pedagogical projects of undergraduate courses. The present paper seeks to trace a comparative analysis between the two guidelines, understanding the social, economic and political contexts of their implementation, exposing their similarities and differences, as well as the possible consequences of the modification in the training profile of new teachers. The study carried out here points out that, in general, the current guidelines are more prescriptive and standardizing in relation to their predecessors, besides not bringing elements about continuing education and not talking much about the issue of professional development of teachers. Considering such characteristics and the undemocratic context of its implementation, the current resolution can be seen as a step backwards in Brazilian public educational policies. [ABSTRACT FROM AUTHOR]

Context: The majority of people with serious health-related suffering in low- and middle-income countries lack access to palliative care (PC). Increased access to PC education is greatly needed. Objectives: This paper describes the process to adapt an advanced PC training course for a Chilean context. Methods: A joint team of intercultural PC educators from the US and Chile conducted a series of key informant interviews and a target audience survey to iteratively design a PC training course in Chile. Results: Eight key informant interviews identified a strong need for formal PC education pathways, confirmed the five central learning domains, and helped to identify potential course sub-topics. A target audience survey of 59 PC providers from across Chile confirmed a strong desire to participate in such a course. Conclusion: Our team of intercultural PC educators adapted an advanced PC course to the unique context of Chilean providers. [ABSTRACT FROM AUTHOR]

Studies have shown that national-level initiatives to equip medical students with relevant digital competencies carry many benefits. Yet, few countries have outlined such competencies for clinical practice in the core medical school curriculum. This paper identifies current training gaps at the national level in digital competencies needed by students in the formal curricula of all three medical schools in Singapore from the perspectives of clinical educators and institutional leaders. It bears implications for countries that intend to implement standardized learning objectives for training in these digital competencies. Findings were drawn from in-depth interviews with 19 clinical educators and leaders of local medical schools. Participants were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. Thirteen of the participants were clinical educators while 6 were deans or vice deans of education from one of the three medical schools in Singapore. While the schools have introduced some relevant courses, they are not standardized nationally. Moreover, the school's niche areas have not been leveraged upon for training in digital competencies. Participants across all schools acknowledged that more formal training is needed in digital health, data management, and applying the principles of digital technologies. Participants also noted that the healthcare needs of the population, patient safety, and safe procedures in the utilization of digital healthcare technologies should be prioritized when determining the competencies needed by students. Additionally, participants highlighted the need for stronger collaboration among medical schools, and for a stronger link between current curriculum and clinical practice. The findings highlighted the need for better collaboration among medical schools in the sharing of educational resources and expertise. Furthermore, stronger collaborations with professional bodies and the healthcare system should be established to ensure that the goals and outcomes of medical education and the healthcare system are aligned. [ABSTRACT FROM AUTHOR]

Background: The National Competence-Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) serves as the foundation for curricular development in undergraduate medical education in Germany. A new version of the NKLM was launched in 2021, and medical faculties are now evaluating the learning objectives (LOs). This paper describes the evaluation process used at Hannover Medical School. Methods: The evaluation process was structured in three steps. LOs were rated as "keep", "modify" or "delete". First, the 1133 LOs were compared with the mapping of the Hannover curriculum from 2017. Then, a small team from the Curricular Development Department conducted a pre-evaluation of the 1133 LOs. Finally, a group of clinical experts and students discussed and agreed on the ratings. Results: For 868 LOs, one or more counterparts were found in the mapping, but 265 new LOs were not found and thus, classified as new. In the first rating, 779 LOs were kept, 300 were modified (172 due to wording), 45 were deleted, and there was no rating for 9 LOs. The expert group changed 47 of the pre-evaluation decisions. The final rating was to keep 738 LOs, modify 356, and delete 39 LOs. Conclusion: This method effectively evaluated the LOs from NKLM 2.0 while balancing expert knowledge and an overview of the curriculum. [ABSTRACT FROM AUTHOR]

Despite remarkable success has been achieved by convolutional neural networks (CNNs) in no-reference image quality assessment (NR-IQA), there still exist many challenges in improving the performance of IQA for authentically distorted images. An important factor is that the insufficient annotated data limits the training of high-capacity CNNs to accommodate diverse distortions, complicated semantic structures and high-variance quality scores of these images. To address this problem, this paper proposes a hierarchical curriculum learning (HCL) framework for NR-IQA. The main idea of the proposed framework is to leverage the external data to learn the prior knowledge about IQA widely and progressively. Specifically, as a closely-related task with NR-IQA, image restoration is used as the first curriculum to learn the image quality related knowledge (i.e., semantic and distortion information) on massive distorted-reference image pairs. Then multiple lightweight subnetworks are designed to learn human scoring rules on multiple available synthetic IQA datasets independently, and a cross-dataset quality assessment correlation (CQAC) module is proposed to fully explore the similarities and diversities of different scoring rules. Finally, the whole model is fine-tuned on the target authentic IQA dataset to fuse the learned knowledge and adapt to the target data distribution. Experimental results show that our model achieves state-of-the-art performance on multiple standard authentic IQA datasets. Moreover, the generalization of our model is fully validated by the cross-dataset evaluation and the gMAD competition. In addition, extensive analyses prove that the proposed HCL framework is effective in improving the performance of our model. [ABSTRACT FROM AUTHOR]

Background: Qualitative research explains observations, focusing on how and why phenomena and experiences occur. Qualitative methods go beyond quantitative data and provide critical information inaccessible through quantitative methods. However, at all levels of medical education, there is insufficient exposure to qualitative research. As a result, residents and fellows complete training ill‐equipped to appraise and conduct qualitative studies. As a first step to increasing education in qualitative methods, we sought to create a curated collection of papers for faculty to use in teaching qualitative research at the graduate medical education (GME) level. Methods: We conducted literature searches on the topic of teaching qualitative research to residents and fellows and queried virtual medical education and qualitative research communities for relevant articles. We searched the reference lists of all articles found through the literature searches and online queries for additional articles. We then conducted a three‐round modified Delphi process to select papers most relevant to faculty teaching qualitative research. Results: We found no articles describing qualitative research curricula at the GME level. We identified 74 articles on the topic of qualitative research methods. The modified Delphi process identified the top nine articles or article series most relevant for faculty teaching qualitative research. Several articles explain qualitative methods in the context of medical education, clinical care, or emergency care research. Two articles describe standards of high‐quality qualitative studies, and one article discusses how to conduct the individual qualitative interview to collect data for a qualitative study. Conclusions: While we identified no articles reporting already existing qualitative research curricula for residents and fellows, we were able to create a collection of papers on qualitative research relevant to faculty seeking to teach qualitative methods. These papers describe key qualitative research concepts important in instructing trainees as they appraise and begin to develop their own qualitative studies. [ABSTRACT FROM AUTHOR]

The new Competency-Based Medical Education (CBME) curriculum was introduced in August 2019. Phase-I of the CBME curriculum encompasses preclinical subjects, each with its own set of competencies to be assessed according to the new CBME guidelines. Internal Assessment (IA) serves as the foundation of the CBME curriculum and is an essential component of medical education. It is included in Module three of the CBME curriculum and aids in the assessment of various competencies. IA consists of both formative and summative assessments, and employing multiple methods can enhance its effectiveness. The incorporation of regular feedback and remedial measures is crucial within the IA framework. The purpose of present review is to provide a review of the IA in Phase I based on CBME and previous research papers. [ABSTRACT FROM AUTHOR]

The digital humanities (DH) remain a growing area of interest among researchers and a locus of new positions within libraries, especially academic libraries, as well as archives, museums, and cultural heritage organizations. In response to this demand, many programs that train information professionals have developed specific curricula around DH. This paper analyzes courses offered within two overlapping contexts: American Library Association (ALA) accredited programs and iSchools. In addition to documenting the scope and extent of DH courses in these settings, we also analyze their contents, relating our findings to previous research, including analysis of job ads and interviews with professionals. [ABSTRACT FROM AUTHOR]

Sport is critical to the health and well-being of youth, especially those who are socially vulnerable. COVID-19, however, brought challenges to the design and implementation of youth sport programs. The paper details the three adaptions of LiFEsports that ensured youth could continue to learn social skills through sport during the pandemic. In addition to describing how the programs were modified, we provide descriptive findings showing how youth participants responded to the adapted programs and compare participant responses to those from pre-pandemic versions of LiFEsports camps to illustrate the quality of the adapted programs were comparable. Efforts to improve implementation fidelity are needed, yet some innovations are important to leverage for virtual and at-home sport programming. [ABSTRACT FROM AUTHOR]

The forms in which Environmental Education (EE) is included in the curriculum are a long-standing concern in the Latin American didactic field. In this paper we analyse the current curricular designs for the Basic Secondary School in the province of Buenos Aires, Argentina. Although in hierarchically superior regulations (Provincial Education Law and General Framework of Curricular Policy), EE is based on critical and ethnographic perspectives, it has an uneven transversal presence in the curricular designs. Some subjects present an empty EE curriculum, while others show fragmentary and contradictory perspectives. Only in Social Sciences, Geography and Citizenship Building is there a critical and ethnographic vision, linked to contemporary environmental conflicts. From Geography we recovered the experiential dimension and the enjoyment of the environment as a contribution to the pedagogies of environmental conflict and to the ongoing implementation the new national EE regulations. [ABSTRACT FROM AUTHOR]

Background: The National Mental Health Survey reports a huge treatment gap for all mental disorders. There is an acute shortage of mental health professionals in India. Hence, there is a dire need to support task-shift interventions by nurses in providing non-pharmacological interventions for persons suffering from mental health issues. The traditional psychiatric nursing curriculum emphasizes nurses' knowledge and skills rather than their competency in providing mental health care. We designed an innovative, digitally driven, modular-based primary care psychiatry program for nurses (PCPP-N) to incorporate mental health with physical health and emphasize redesigning nursing practice. In this paper, we discuss the rationale and guiding principles behind designing the curriculum of PCPP-N. Discussion: The PCPP-N program is based on nine guiding principles to provide skill-based, pragmatic, and feasible modules of a higher collaborative care quotient (CCQ) and translational quotient (TQ) that are essential for upskilling primary care nurses. In this program, nurses are trained through telemedicine-based 'on-consultation training' augmented with collaborative video consultations. A tele-psychiatrist/tele-psychiatric nurse will demonstrate how to screen, identify, and plan treatment for patients with psychiatric disorders from patients coming for general medical care using the manual Clinical Schedules of Primary care psychiatry Nursing (CSP-N). The CSP-N manual includes a screener, simplified diagnosing guidelines relevant for nurses and primary care settings, nursing management, pharmacological management, and related side effects, counseling, and follow-up guidelines. This program helps the nurses in identifying the most commonly prevalent adult psychiatric disorders presenting to primary care. Conclusion: This PCPN curriculum contains pragmatic modules with higher CCQ and TQ. This curriculum is dynamic as the learning is interactive. Upskilling primary care nurses in integrating mental health with physical health may reduce the mental health burden. Further, the policymakers and administrators plan to integrate mental health along with physical health in national health programs. [ABSTRACT FROM AUTHOR]

Background: Adolescent pregnancy remains a major global health issue, increasing the risk of complications during pregnancy and childbirth in mothers and babies. In Tanzania, adolescent pregnancy threatens girls' education and makes it difficult for them to obtain a proper job; hence, the majority fall into poverty. Previous studies have developed and conducted reproductive health education for adolescent students; however, they evaluated only the effect immediately after education. Therefore, this study investigated the effects of reproductive health education on attitudes and behaviors toward reproductive health among adolescent girls and boys one year after the intervention in rural Tanzania. Methods: A longitudinal quasi-experimental study was conducted with 3295 primary and secondary students (2123 in the intervention group, 1172 in the control group) from three purposefully selected wards in Korogwe District. In the intervention group, the students received reproductive health education. We used paper-based questionnaires to evaluate the effect of the adolescent education program on attitudes and behaviors toward reproductive health education. To analyze the association between the intervention and each outcome, mixed-effect multiple regression analyses was conducted. Results: The mean age, primary school proportion, and female proportion of the intervention and the control group was 13.05 (standard deviation (SD) 1.59), 14.14 (SD 1.7), 77.9% and 34.3%, and 54.2% and 52.6%, respectively. There was no statistically significant effect of reproductive health education on adolescent health attitudes and behaviors in the multiple regression analyses (coefficient: − 0.24 (95% confidence interval (CI): − 0.98 to 0.50), coefficient: 0.01 (95%CI: − 0.42 to 0.43)). Conclusion: A statistically significant effect of reproductive health education on adolescent health attitudes and behaviors was not found. An effective reproductive health education intervention to improve the attitude and behaviors of reproductive health among Tanzania adolescents in the long term remain to be determined, particularly in real-world settings. Trial registration The National Institute for Medical Research, Tanzania (NIMR/HQ/R.8a/Vol. IX988). Plain Language Summary: Adolescent pregnancy increases the risk of complications during pregnancy and childbirth, which could cause death among 15–19-year-old girls. In Tanzania, one in four adolescents aged 15–19 began childbearing. However, there is no officially recognized curriculum for reproductive health in schools. Additionally, cultural and traditional norms prevent parents from discussing sexuality with their children. A solution to this issue is for a third party, such as a non-profit organization, to provide adolescents with adequate reproductive health education in schools. Previous studies have developed and evaluated a reproductive health education program and found significant effects on improved knowledge and behavior among adolescent girls and boys immediately after the intervention. This study examined the effects of reproductive health education on adolescents' attitudes and behavior toward reproductive health one year after the intervention in rural Tanzania. We could not find a statistically significant effect of reproductive health education on adolescents' attitudes and behavior during a one-year period in the multiple regression analyses. These results could have been influenced by the location of the intervention, contents, period of evaluation, and other potentially unknown factors. [ABSTRACT FROM AUTHOR]

The goal of this paper is to better understand the importance of a long-erased border between two empires that once partitioned Poland and its ongoing effect on regional educational achievement. Previous research has indicated that inherited norms towards education may explain the observed gap in the achievement of students in the former Austrian and Russian partitions of Poland. Findings suggest that although a gap in favour of the former Austrian partition does indeed exist in four school subjects, there is no convincing evidence of the causal effect of historically rooted norms on the achievements of today's students. If such an effect exists, it is probably indirect and works through the accumulated educational attainments of adult generations and quality of instruction rather than by directly influencing the attitudes of today's students. [ABSTRACT FROM AUTHOR]

This article presents a literature review of researches investigating the triad: interdisciplinarity - curriculum – Physics teacher training. To do so, we used the Capes Periodicals Portal (an important Brazilian scientific platform which covers all areas of knowledge, making materials available in electronic format) to collect articles that, according to the discussions and results presented in each work, were categorized into three thematic lines: (I) Epistemological principles of interdisciplinary teaching; (II) Perceptions about Interdisciplinarity; (III) Interdisciplinary Practices in School and Teacher Training. As a result, in analyzing 54 works by content analysis approach, we obtained an overview to understand how research in the area is positioned and interprets the investigated phenomenon. The papers collected demonstrate issues from local perspectives (institutional reality, school routine and individual narratives) to national and global instances (educational policies and official documents), showing contexts, criticisms, challenges and possibilities in the implementation of interdisciplinarity in the Physics curriculum, both in Basic Education and in Higher Education. This article aims to trace a metric profile of the research field based on articles from journals in the area. [ABSTRACT FROM AUTHOR]

This paper analyzes pedagogical experiences of a Science teacher who taught in a Rio de Janeiro’s public school between the 1960s and 1990s. Her experiences relate to a singular pedagogical action structured by building and maintaining a zoo where wild animals were protected and used in didactic activities under ecological-evolutionary perspectives and on behalf of the conservation of wild fauna. The paper discusses the changes in the teacher’s practices that was originated by resignifications of naturalistic traditions, appropriated during her initial formation in Natural History in the face of the increasing influence of the field of Environmental Education over the years. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to analyze the history and development of curriculum policy as a field of study, as well as its definitions and delimitations. This paper also proposed two curriculum policy approaches inspired by the policy analysis cycle created by Harold Laswell. This work pinpointed the evolution and development of curriculum policy concepts since it appeared in a publication in the mid-50s. The importance of adopting more precise definitions of the concept which take into consideration the different kinds of existing curriculum policies is stressed. The paper ended with the presentation of two curriculum policy analysis approaches based on the policy analysis cycle that might complement other approaches used in the study of curriculum policies. [ABSTRACT FROM AUTHOR]

Critical Management Studies, and the business school within which it has flourished, is in crisis. Again. Instead of shutting down the business school, as Martin Parker has proposed, this paper argues for re-locating the business school, meaning that location (as in jurisdiction) should be central to the school's identity, mission and understanding of the world. The paper describes how business schools, as promoters of globalization and internationalization, have worked to stigmatize the local in teaching and inquiry. Two case studies on the Celtic Tiger and corporate manslaughter illustrate the argument. If business schools and universities are to celebrate the local, then they should actively de-internationalize, unwinding some of the embedded practices of internationalization. Business schools should also work to re-integrate themselves back into the university, forging stronger links with disciplines that have traditionally eschewed the pursuit of generalized theory, such as history, law, classical studies and engineering. This also means abandoning the ABS Guide as a way of assessing research output and instead investing time in designing and installing a local, university-wide research assessment scheme. Finally, re-locating the business school means re-imagining the school's curriculum, approach to research, understanding of critique, and how it imagines and engages with its own polis. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to use the two-way fixed effect (TWFE) methodology to estimate the impact of the reform, exploiting its staggered implementation across regions. The analysis is restricted to graduates from the short vocational track before and after the reform. Design/methodology/approach: This paper studies the impact on the length of school-to-work transition of a reform that extended from two to three years the short vocational track in Italy in the early 2000s. Findings: The study finds that the reform had a positive impact and reduced school-to-work transition by around five months (a 24% reduction). Moreover, the new short vocational track proved to be extremely effective for migrants and females, whose school-to-work transition was reduced by 1.4 years and 0.9 years, respectively. In implementing the new short vocational track, some regions adopted a quasi-market organization in which private training institutions competed with public schools. This model proved to be more effective in shortening school-to-work transitions, in particular for migrants. Originality/value: This study makes an important contribution to the literature on the labor-market effect of vocational education by showing that lengthening the short vocational track, and changing the overall content of curricula, can speed up school-to-work transition. [ABSTRACT FROM AUTHOR]

In the context of the new era, the distinctive function of BD (big data) analysis and prediction also introduces a new way of thinking to university IPE (ideological and political education), broadens the domain of university IPE, and enhances the curricular offerings of IPE universities. In order to enhance the intelligence and personalization of the intelligent teaching system, this paper describes in detail the design and implementation processes for each component of the system. It also uses the association mining rule algorithm of data mining. To maintain population diversity, a population initialization method and a neighborhood-based search operator are used, both of which are based on a thorough consideration of the characteristics of complex networks. The neighborhood search strategy enhances the local search capability of the TLBO (Teaching-Learning Based Optimization) algorithm. The optimized TLBO algorithm presented in this paper achieves the highest average modularity value of 0.5238 through testing on real-world data sets. The outcomes demonstrate that the algorithm performs well and is successful in identifying problems in the community. [ABSTRACT FROM AUTHOR]

This article synthesizes ideas that emerged over the course of a 10-week symposium titled "Teaching Reproducible Research: Educational Outcomes" https://www.projecttier.org/fellowships-and-workshops/2021-spring-symposium that took place in the spring of 2021. The speakers included one linguist, three political scientists, seven psychologists, and three statisticians; about half of them were based in the United States and about half in the United Kingdom. The symposium focused on a particular form of reproducibility--namely computational reproducibility--and the paper begins with an exposition of what computational reproducibility is and how it can be achieved. Drawing on talks by the speakers and comments from participants, the paper then enumerates several reasons for which learning reproducible research methods enhance the education of college and university students; the benefits have partly to do with developing computational skills that prepare students for future education and employment, but they also have to do with their intellectual development more broadly. The article also distills insights from the symposium about practical strategies instructors can adopt to integrate reproducibility into their teaching, as well as to promote the practice among colleagues and throughout departmental curricula. The conceptual framework about the meaning and purposes of teaching reproducibility, and the practical guidance about how to get started, add up to an invitation to instructors to explore the potential for introducing reproducibility in their classes and research supervision. [ABSTRACT FROM AUTHOR]

This paper presents two algorithms for the large-scale automatic detection and instance segmentation of potential archaeological mounds on historical maps. Historical maps present a unique source of information for the reconstruction of ancient landscapes. The last 100 years have seen unprecedented landscape modifications with the introduction and large-scale implementation of mechanised agriculture, channel-based irrigation schemes, and urban expansion to name but a few. Historical maps offer a window onto disappearing landscapes where many historical and archaeological elements that no longer exist today are depicted. The algorithms focus on the detection and shape extraction of mound features with high probability of being archaeological settlements, mounds being one of the most commonly documented archaeological features to be found in the Survey of India historical map series, although not necessarily recognised as such at the time of surveying. Mound features with high archaeological potential are most commonly depicted through hachures or contour-equivalent form-lines, therefore, an algorithm has been designed to detect each of those features. Our proposed approach addresses two of the most common issues in archaeological automated survey, the low-density of archaeological features to be detected, and the small amount of training data available. It has been applied to all types of maps available of the historic 1″ to 1-mile series, thus increasing the complexity of the detection. Moreover, the inclusion of synthetic data, along with a Curriculum Learning strategy, has allowed the algorithm to better understand what the mound features look like. Likewise, a series of filters based on topographic setting, form, and size have been applied to improve the accuracy of the models. The resulting algorithms have a recall value of 52.61% and a precision of 82.31% for the hachure mounds, and a recall value of 70.80% and a precision of 70.29% for the form-line mounds, which allowed the detection of nearly 6000 mound features over an area of 470,500 km2, the largest such approach to have ever been applied. If we restrict our focus to the maps most similar to those used in the algorithm training, we reach recall values greater than 60% and precision values greater than 90%. This approach has shown the potential to implement an adaptive algorithm that allows, after a small amount of retraining with data detected from a new map, a better general mound feature detection in the same map. [ABSTRACT FROM AUTHOR]

In this paper, a new hybrid multiobjective algorithm, namely, the modified bald eagle search Algorithm (MBES), integrated with the grasshopper optimization algorithm, is proposed to solve the unit commitment (UC) problem. We consider a standard 10-unit power system with two wind farms, two photovoltaic farms, and flexible loads for optimization purposes. The UC problem is tackled under uncertainties related to demand and renewable generation capacities. To account for these uncertainties, probability density functions (PDFs) are assigned to the sources of uncertainty, and Monte Carlo simulation (MCS) is employed to select several scenarios with specific probability coefficients. Additionally, two innovative objective functions based on operation cost and emissions are introduced, with each scenario weighted based on its occurrence probability. To assess the performance of the proposed MOGOA-MBES algorithm, simulations are conducted across three scenarios with varying conditions, and the results are compared against those obtained from several multiobjective algorithms. Our findings, supported by optimization results and the S-metric index, demonstrate that the proposed MOGOA-MBES algorithm outperforms other algorithms in terms of reducing operation cost and emissions. Furthermore, the simulation results reveal that uncertainties lead to an increase in cost and emissions, whereas the inclusion of flexible loads and their participation in the UC program can effectively mitigate cost and emission levels. [ABSTRACT FROM AUTHOR]

While libraries no longer dream of having everything patrons might ever want or need, they can make an effort to get closer to those needs without going over budget. It doesn't have to take loading additional records in the catalog or a team oflibrarians to find and select titles. This paper explores the process Eastern Kentucky University Libraries went through to create and develop a mediated demand driven acquisitions workflow starting with interlibrary loan requests and helped the collection become modern, diversified, and more responsive to current users and curriculum. [ABSTRACT FROM AUTHOR]