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"Go to temples of science and ideas of Europe. Imitate the Tugendbund, 'the Union of Virtue', of which thousands of German youth are the members. Always keep the rule of 'Fit soul is in fit body' in mind" (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman's statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman's statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of "cultural institutions will be a big part of human life" (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.

The analysis of international and collaborative publication trends in prominent behavior‐analytic journals has been a topic of interest for behavioral researchers. This paper focuses on publication trends from 1997 through 2020 in three prominent journals: Journal of the Experimental Analysis of Behavior (JEAB), Journal of Applied Behavior Analysis (JABA), and Perspectives on Behavior Science (PBS). The variable of interest was the percentage of articles published per geographical category—Australasia/East Asia, Europe, Latin America, Middle East, North America, and Africa. The results showed that 79, 96, and 87% of the published articles in JEAB, JABA, and PBS, respectively, were conducted by researchers with a North American affiliation. Furthermore, 12, 4, and 4% of the articles in JEAB, JABA, and PBS, respectively, were coauthored by at least two researchers from different geographical categories. [ABSTRACT FROM AUTHOR]

Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.

The aim of this study is to investigate the effects of countries' development level in sports medicine, exercise and sports performance on their success in Olympic Games. Within this purpose, 1027 papers that were published between 2010 and 2018 in the journal of Sports Medicine, of which impact factor was 7.074 in 2017, were examined in analytical and correlational terms considering the first author and total author numbers. Pearson Correlation was utilized to find out the relationships between the papers from various countries and their success at Olympic Games. Regarding the number of medals won by the countries in the 2016, 2012 and 2008, Olympic Games were found significantly correlated with the number of first author (r = 0.73) and total author (r = 0.74).

The ongoing global COVID-19 pandemic has revolutionized the education system and forced fundamental changes in the teaching-learning process. The present study aims to explore various modes of education used by educational institutions across the world and provide a holistic understanding of different measures taken by governments and universities to endure the crippling crisis. The radical shift to digital pedagogy followed by online assessments and examinations brought new experiences to both educators and learners. This paper elucidates the extraordinary challenges encountered by various stakeholders in making the required shift to digital learning and the substantial attempts made by educational institutions to minimize learning losses. The paper also presents various opportunities induced by the COVID-19 pandemic and highlights the need to develop appropriate mechanisms to deal with such an unforeseen crisis in future. To this effect, some recommendations have been made that may enable educational institutions to eliminate adversities and maintain academic integrity in tempestuous times.

Comparative education research is complicated by the difficulty of identifying comparable units across contexts. This paper considers the advantages and limitations of a functional equivalence approach to comparative education. The functional equivalence approach allows us to meaningfully compare the operations that serve each function in the full curriculum value chain of design, application, and updating. We use a theory-based list of common processes in each phase to develop a survey for experts from nine countries, then code their responses to derive ten key common functions. The functional equivalence approach allows us to aggregate some operations that serve the same functions, so our set of functional equivalents is slightly shorter than the theory-based list of processes. In comparing across contexts, we find easily identifiable functional equivalents, functional equivalents that manifest through very different operations, functional equivalents carried out by a wide variety of actors and institutions, similar operations that are not functionally equivalent, and functional equivalents that are not consistently present in all contexts. The functional equivalence approach helps identify comparable operations despite contextual diversity.

Non-consensual sterilisation is not only a historic abuse. Cases of unethical treatment of women around the time of a pregnancy continue in the Twenty-First Century in five continents. Sterilisation is being carried out by some healthcare professionals at the time of delivery, or soon afterwards, without valid consent. A range of contemporary examples of such practices is given. Respecting women's autonomy should be the touchstone of the consent process. Avoidance of force, duress, deception and manipulation should go without saying. Ethnic minority communities and women living with HIV, in particular, are being targeted for this kind of abuse. Attempts have been made in various countries and by international professional organisations to introduce clinical guidelines to steer health professionals away from this malpractice. Survivors have sought justice in domestic and international courts. This paper critically assesses the evidence on the practical, ethical and legal issues around the handling of consent for these procedures. Suggestions are made about possible regulatory responses that address abuse, whilst maintaining access for those individuals who freely elect to undergo these procedures. [ABSTRACT FROM AUTHOR]

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The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.

Purpose: Executives who are engaged in strategic planning for higher education generally complain about the process and the lack of clear outcomes from the strategic plan. They generally argue that the process is complex and sometimes confusing and the end result does not justify the time spent in preparing the plan. The extant literature on strategic planning in higher educational institutions (HEIs) is replete with these types of complaints. The work undertaken in this paper provides a solution to this problem. This paper proposes a simplified and efficient strategic planning model which executives can use to facilitate strategic planning in HEIs. This model takes into consideration, all the elements of previous models and synthesize them into a manageable, simplified framework that can be adapted to meet the planning needs of senior executives in any HEI. Design/methodology/approach: The paper uses the action research framework to ground the solution to the problem identified. The action research framework is a sound research method that assists in resolving some of the practical problems executives in HEIs encounter as they move towards strategic planning. The researcher and a client in the higher educational sector, the UWI, engaged in collaborative problem-solving to develop a strategic plan for the client. To derive the solution, the researcher drew on the experience of the strategic planning process at the University of the West Indies (UWI) and also a number of selected universities in North American, Europe, Asia and Africa. The researcher then synthesized the outcomes from the deliberations and consultations with the client, the UWI and drew on theoretical knowledge in strategic management to derive the simplified model for strategic planning in higher education. Findings: The research presented in this paper found that the existing strategic planning models used in higher education are generally complex, mostly designed specifically for an individual institution and lacks clarity regarding the implementation process. To overcome these problems for strategic planners in higher education, this paper proposes a simplified model that can be adapted by any HEI to assist with their strategic planning process. The Brainstorming- Visioning Action Results (B-VAR), the solution to the problem, presents the various elements of the strategic planning process that will need to be in place in order to develop a workable strategic plan and one that is implementable and will deliver tangible results for the HEI. Originality/value: Besides adding to our knowledge in strategic management and specifically, strategic management in higher education, the greatest value from this paper is the solution it presents to solve the long-standing problem of having complex and ineffective planning models to lead strategic plan development in HEIs. The added value is that the model is integrative as it draws on elements of previous planning models but simplified them for their adaptation to any HEI.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" "Educational Management Administration & Leadership" 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." "Educational Review" 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." "Management in Education" 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." "Review of Education" 5 (3): 267-307).

Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

In this paper we consider the experiences of international students studying in Norway, analysing data from more than 5,000 survey respondents. Variations according to students' region of origin and whether they are full degree students or exchange students are the focus. Students report a high level of overall satisfaction, exchange students in particular, and the vast majority of students are content with the quality of teaching. Students from the African continent report being more content than others, despite struggling somewhat more with academic demands and having weaker social networks, something they have in common with Asian students. Multivariate analyses show that type of mobility (full degree cf. exchange), region of origin, coping with academic demands, satisfaction with teaching and interaction with Norwegians are predictors of overall satisfaction with studying in Norway. The patterns observed are assumed to be related to prior experiences and expectations.

Robust estimates of CO 2 budget, CO 2 exchanged between the atmosphere and terrestrial biosphere, are necessary to better understand the role of the terrestrial biosphere in mitigating anthropogenic CO 2 emissions. Over the past decade, this field of research has advanced through understanding of the differences and similarities of two fundamentally different approaches: "top-down" atmospheric inversions and "bottom-up" biosphere models. Since the first studies were undertaken, these approaches have shown an increasing level of agreement, but disagreements in some regions still persist, in part because they do not estimate the same quantity of atmosphere-biosphere CO 2 exchange. Here, we conducted a thorough comparison of CO 2 budgets at multiple scales and from multiple methods to assess the current state of the science in estimating CO 2 budgets. Our set of atmospheric inversions and biosphere models, which were adjusted for a consistent flux definition, showed a high level of agreement for global and hemispheric CO 2 budgets in the 2000s. Regionally, improved agreement in CO 2 budgets was notable for North America and Southeast Asia. However, large gaps between the two methods remained in East Asia and South America. In other regions, Europe, boreal Asia, Africa, South Asia, and Oceania, it was difficult to determine whether those regions act as a net sink or source because of the large spread in estimates from atmospheric inversions. These results highlight two research directions to improve the robustness of CO 2 budgets: (a) to increase representation of processes in biosphere models that could contribute to fill the budget gaps, such as forest regrowth and forest degradation; and (b) to reduce sink-source compensation between regions (dipoles) in atmospheric inversion so that their estimates become more comparable. Advancements on both research areas will increase the level of agreement between the top-down and bottom-up approaches and yield more robust knowledge of regional CO 2 budgets., (© 2019 John Wiley & Sons Ltd.)

This paper investigates the phenomenological experiences of academic acculturation of selected non-British post-doctoral academics with a retrospective focus on their experiences as PhD students. The participants came from different disciplines and countries of origin to pursue several years of postgraduate research in different British higher education institutions. The typical, yet distinct, experiences of an exceptional group of early career academics offer invaluable insight into the joys, excitement, puzzlement and challenges that international students often encounter as they embark on studying and living in a foreign country such as the UK. Using Urie Bronfenbrenner's bio-ecological theory of human development, our paper presents a theoretical perspective that can help elucidate and offer a greater understanding of what appear to be complex incidences in international students' experiences. These incidences can, arguably, be crucial to the success or failure of students' sojourns.

Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.

Background: Non-communicable diseases (NCDs) remain a major challenge in the 21st century. High-income countries (HICs) populations are ethnically and culturally diverse due to international migration. Evidence suggests that NCDs rates differ between migrants and the host populations in HICs. This paper presents a review of NCDs burden among migrant groups in HICs in Europe, North America and Australia with a major focus on cardiovascular diseases (CVDs), cancer and diabetes.Methods: We performed a narrative review consisting of scholarly papers published between 1960 until 2018.Results: CVD risk differs by country of origin, country of destination and duration of residence. For example, stroke is more common in sub-Sahara African and South-Asian migrants, but lower in North African and Chinese migrants. Chinese migrants, however, have a higher risk of haemorrhagic stroke despite the lower rate of overall stroke. Coronary heart disease (CHD) is more common in South-Asian migrants, but less common in sub-Saharan and north African migrants although the lower risk of CHD in these population is waning. Diabetes risk is higher in all migrants and migrants seem to develop diabetes at an earlier age than the host populations. Migrants in general have lower rates of overall cancer morbidity and mortality than the host populations in Europe. However, migrants have a higher infectious disease-related cancers than the host populations in Europe. In North America, the picture is more complex. Data from cross-national comparisons indicate that migration-related lifestyle changes associated with the lifestyle of the host population in the country of settlement may influence NCDs risk among migrants in a very significant way.Conclusion: With exception of diabetes, which is consistently higher in all migrant groups than in the host populations, the burden of NCDs among migrants seems to depend on the migrant group, country of settlement and NCD type. This suggests that more work is needed to disentangle the key migration-related lifestyle changes and contextual factors that may be driving the differential risk of NCDs among migrants in order to assist prevention and clinical management of NCDs in these populations. [ABSTRACT FROM AUTHOR]

Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.

Purpose: In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach: The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings: It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value: Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

Objective: Childhood cancers are a significant cause of child deaths worldwide. This study examines the burden of 33 childhood cancers in 183 countries. Methods: The estimates of age‐, sex‐ and country‐wise incidence and deaths due to 33 childhood cancers (below the age 15) for 183 countries were retrieved from GLOBOCAN 2018. The socioeconomic status of a country was measured by human development index (HDI). Results: Globally, an estimated 200 166 cases and 74 956 deaths were attributed to childhood cancers in 2018. The age‐standardised incidence rate (ASIR) was 103 per million, whereas the age‐standardised mortality rate (ASMR) stood at 38 per million. ASIR was highest in high‐income regions (e.g. North America: 182 per million); ASMR, however, was elevated in low‐ and medium‐income countries (e.g. south‐east Asia: 62 per million; North Africa: 51 per million). Leukaemia and brain cancers were dominant cancer groups accounting for 45% of cases and 57% of deaths. The ASIRs exhibited a positive gradient with HDI (R2=0.46). Conclusion: The high burden of childhood cancers (>80% of total incidence) in low‐ and middle‐income countries (LMICs) calls for increased cancer awareness, improvement in oncologic infrastructure, international collaborations and twinning programmes, equitable access to multi‐modal treatment and financial coverage of treatment expenses. [ABSTRACT FROM AUTHOR]

The meta-analysis described in this paper evaluated the relationships between 11 types of leadership practices and 7 organizational, teaming, leader, and employee outcomes. A main focus of analysis was whether the leadership practices were differentially related to the study outcomes. Studies were eligible for inclusion if the correlations between leadership subscale measures (rather than global measures of leadership) and outcomes of interest were reported. The random effects weighted average correlations between the independent and dependent measures were used as the sizes of effects for evaluating the influences of the leadership practices on the outcome measures. One hundred and twelve studies met the inclusion criteria and included 39,433 participants. The studies were conducted in 31 countries in different kinds of programs, organizations, companies, and businesses. Ninety-six percent of the practice-outcome effect sizes were statistically significant where approximately half of the relationships were moderated by organizational types (for-profit, not-for-profit, education, healthcare, government, etc.). Results indicated that the 11 types of leadership practices were differentially related to the study outcomes even in the presence of considerable between study heterogeneity. Implications for leadership development are described.

This study investigated the places of origin of international students and their distribution in the United States higher education. The data concerning the population of international students were obtained from the official website of International Institution of Education (IIE), and transferred into three maps using geographic information systems (GIS) software so that a more direct view of the data was available. The results of the study showed that (1) A larger proportion of international students come from Asian countries; (2) California, New York, and Texas are the top three states hosting international students; (3) most of the universities enrolling international students are located in the eastern part of the country; and (4) the states with already large international student populations experienced a faster growth in the population of international students over the past five years. Some implications for policy planning are discussed at the end of this paper.

Objective: To determine if a global mid-upper arm circumference (MUAC) cut-off can be established to classify underweight in adults (men and non-pregnant women).Design: We conducted an individual participant data meta-analysis (IPDMA) to explore the sensitivity (SENS) and specificity (SPEC) of various MUAC cut-offs for identifying underweight among adults (defined as BMI < 18·5 kg/m2). Measures of diagnostic accuracy were determined every 0·5 cm across MUAC values from 19·0 to 26·5 cm. A bivariate random effects model was used to jointly estimate SENS and SPEC while accounting for heterogeneity between studies. Various subgroup analyses were performed.Setting: Twenty datasets from Africa, South Asia, Southeast Asia, North America and South America were included.Participants: All eligible participants from the original datasets were included.Results: The total sample size was 13 835. Mean age was 32·6 years and 65 % of participants were female. Mean MUAC was 25·7 cm, and 28 % of all participants had low BMI (<18·5 kg/m2). The area under the receiver operating characteristic curve for the pooled dataset was 0·91 (range across studies 0·61-0·98). Results showed that MUAC cut-offs in the range of ≤23·5 to ≤25·0 cm could serve as an appropriate screening indicator for underweight.Conclusions: MUAC is highly discriminatory in its ability to distinguish adults with BMI above and below 18·5 kg/m2. This IPDMA is the first step towards determining a global MUAC cut-off for adults. Validation studies are needed to determine whether the proposed MUAC cut-off of 24 cm is associated with poor functional outcomes. [ABSTRACT FROM AUTHOR]

Objectives: To report the level and trends of prevalence, incidence and years lived with disability (YLDs) for osteoarthritis (OA) in 195 countries and territories from 1990 to 2017 by age, sex and Socio-demographic index (SDI; a composite of sociodemographic factors).Methods: Publicly available modelled data from the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2017 were used. The burden of OA was estimated for 195 countries and territories from 1990 to 2017, through a systematic analysis of prevalence and incidence modelled data using the methods reported in the GBD 2017 Study. All estimates were presented as counts and age-standardised rates per 100 000 population, with uncertainty intervals (UIs).Results: Globally, the age-standardised point prevalence and annual incidence rate of OA in 2017 were 3754.2 (95% UI 3389.4 to 4187.6) and 181.2 (95% UI 162.6 to 202.4) per 100 000, an increase of 9.3% (95% UI 8% to 10.7%) and 8.2% (95% UI 7.1% to 9.4%) from 1990, respectively. In addition, global age-standardised YLD rate in 2017 was 118.8 (95% UI 59.5 to 236.2), an increase of 9.6% (95% UI 8.3% to 11.1%) from 1990. The global prevalence was higher in women and increased with age, peaking at the >95 age group among women and men in 2017. Generally, a positive association was found between the age-standardised YLD rate and SDI at the regional and national levels. Age-standardised prevalence of OA in 2017 ranged from 2090.3 to 6128.1 cases per 100 000 population. United States (6128.1 (95% UI 5729.3 to 6582.9)), American Samoa (5281 (95% UI 4688 to 5965.9)) and Kuwait (5234.6 (95% UI 4643.2 to 5953.6)) had the three highest levels of age-standardised prevalence. Oman (29.6% (95% UI 24.8% to 34.9%)), Equatorial Guinea (28.6% (95% UI 24.4% to 33.7%)) and the United States 23.2% (95% UI 16.4% to 30.5%)) showed the highest increase in the age-standardised prevalence during 1990-2017.Conclusions: OA is a major public health challenge. While there is remarkable international variation in the prevalence, incidence and YLDs due to OA, the burden is increasing in most countries. It is expected to continue with increased life expectancy and ageing of the global population. Improving population and policy maker awareness of risk factors, including overweight and injury, and the importance and benefits of management of OA, together with providing health services for an increasing number of people living with OA, are recommended for management of the future burden of this condition. [ABSTRACT FROM AUTHOR]

Background: Recent data suggest that the risk of young-onset colorectal cancer (yCRC), in adults less than 50 years of age, is increasing. To confirm findings and identify contemporary trends worldwide, we conducted a systematic review of studies examining population-level trends in yCRC epidemiology.Methods: We searched MEDLINE (1946-2018), EMBASE (1974-2018), CINAHL (1982-2018), and Cochrane Database of Systematic Reviews (2005-2018) for studies that used an epidemiologic design, assessed trends in yCRC incidence or prevalence, and published in English. Extracted information included country, age cut-off for yCRC, and reported trends in incidence or prevalence (e.g. annual percent change [APC]). We pooled similarly reported trend estimates using random effects models.Results: Our search yielded 8695 articles and after applying our inclusion criteria, we identified 40 studies from 12 countries across five continents. One study assessed yCRC prevalence trends reporting an APCp of + 2.6 and + 1.8 among 20-39 and 40-49 year olds, respectively. 39 studies assessed trends in yCRC incidence but with substantial variability in reporting. Meta-analysis of the most commonly reported trend estimate yielded a pooled overall APCi of + 1.33 (95% CI, 0.97 to 1.68; p < 0.0001) that is largely driven by findings from North America and Australia. Also contributing to these trends is the increasing risk of rectal cancer as among 14 studies assessing cancer site, nine showed an increased risk of rectal cancer in adults less than 50 years with APCi up to + 4.03 (p < 0.001).Conclusions: Our systematic review highlights increasing yCRC risk in North America and Australia driven by rising rectal cancers in younger adults over the past two decades. [ABSTRACT FROM AUTHOR]

The current article investigates the relation between values and modernization applying some elements of the method proposed by Inglehart and Welzel (the authors of the Human Development Sequence Theory) to the data of Shalom Schwartz. The values survey by Schwartz specifies two main value axes, namely, conservation versus openness to change and self-transcendence versus self-enhancement. Our research has revealed that the correlation between these two value axes differs in its direction when estimated for "macro-Europe" (that includes Europe and former settlement colonies of North and South America and Oceania) and "Afroasia" (that includes Asia and Africa). In "macro-Europe," we deal with a significant positive correlation between openness to change and self-transcendence, whereas in "Afroasia," this correlation is strong, significant, and negative. We investigate the possible impact of modernization on this difference. To do this, we approximate modernization through such indicators as gross domestic product (GDP) per capita and the proportions of the labor force employed in various sectors of economy. We find that, in both megazones, modernization is accompanied by increasing openness to change values. As for the self-transcendence/self-enhancement axis, we propose two possible explanations of the different dynamics observed in Europe and in "the East" (Asia and North Africa), namely, (a) that Eastern and Western societies find themselves at different modernization stages and (b) that this difference is accounted for by different civilizational patterns. Further analysis suggests that the latter explanation might be more plausible. [ABSTRACT FROM AUTHOR]

Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.

Teacher agency (TA) has been increasingly supported as an influential factor for teacher professional learning, school improvement and sustainable educational change. Previous studies, however, feature a variety of discrepancies in their conceptualisation and approaches to examining teacher agency. A systematic review is essential to map the field, refine our understanding of the concept and inform relevant stakeholders of useful insights for policy making and further research. After being screened against a number of inclusion criteria, 104 empirical studies were selected to be included in this review. Thematic analysis was adopted for the data analysis of these papers. Findings indicate an imbalance in geographical, theoretical, methodological and thematic distributions in previous studies. Six major themes were identified from the literature: (1) TA enactment, (2) the role of teacher cognition, (3) influential factors, (4) implementing professional development interventions, (5) TA outcomes and (6) TA change trajectory. TA can be extrapolated in terms of its source, enactment and outcomes. Teachers' capacities, implementation strategies, and contextual factors jointly determine the achievement of their professional agency. A conceptual framework for accounting teacher agency holistically is proposed and implications for relevant stakeholders are discussed.

The theory of planned behaviour (TPB) captures important individual beliefs (attitudes, subjective norms and perceived behaviour control), which influence people's intentions towards performing a given behaviour. Due to the successful application of TPB to a number of areas of human activity, it has been adopted as a framework in a number of studies assessing teachers' intentions towards implementing inclusive education. However, little work has been done to synthesise these studies. In this study, we reviewed published studies on inclusive education (2007 to 2019), which used the TPB as a framework to understand reporting trends and identify research gaps. We followed the guidelines for the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Five keywords were used to search for studies in nine databases, which resulted in the identification of 604 papers, of which 22 satisfied the pre-set inclusion and quality assessment criteria. Although the findings from some studies confirm the ability of TPB to predict teachers' intentions, the link between the predictors and actual behaviour was unclear. Moreover, there was divergence between the findings of the qualitative and quantitative studies. Limitations, recommendations for future studies and implications for inclusive practice are discussed.

Despite the near global consensus on the importance of ethics education in public affairs programs, a lot of challenges are faced in implementation. The aim of the current research paper is to identify the perception of faculty in public affairs programs about why, what and how they teach ethics in their programs, the hurdles they meet, and their suggestions for improvement. An online survey targeting a purposive sample of faculty in different continents is implemented, and successfully manages to receive responses from 73 faculties in 23 different countries, divided amongst Africa, North America, Asia and Europe. Amongst the findings of the research are that the most important goals of ethics education are perceived to be creating awareness about ethical issues and helping students develop their moral reasoning and analytical abilities. Some faculty prefer to have a stand-alone course dedicated to ethics education, others integrate it in different courses, and the majority prefer the option of having both modalities. Case studies and discussions are much preferred methods of teaching ethics compared to lectures and field visits. Some of the challenges related to offering a separate course on ethics include: that there are already too many course requirements and a lack of availability of qualified instructors. Some context-specific challenges to teaching ethics include perceived sensitivity of the topic, occasional lack of students' interest and a perceived divide between theory and reality. To improve on teaching ethics, amongst the main recommendations are: linking theory to practice, using more case studies and utilizing teaching methods geared more to open discussions and debates.

Meeting the food requirements of international students is one of the many responsibilities of campus dining services that can, if fulfilled well, contribute to the success and retention of these students. Colleges and universities are continuing to diversify their enrollment with the recruitment of international students. Because many of these institutions require first-year students to live on campus, most international students live in residence halls and must purchase meal plans at some point during their collegiate career. The findings of this paper illuminate the food-related experiences of international students living on campus in their first year. Food quality, cultural differences, and the impact on future living decisions are discussed. [The discussion questions at the close of this article were developed by Amber Fallucca and Ryan Bronkema.]

The impact of targeted professional development activities on teachers' perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher's Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers' confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called "Instructional Design for Mobile Learning" (ID4ML), which took place from May 4-June 6, 2015 (Power, Bartoletti & Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers.