Search

Drug information specialists (DIS) bring unique, specialized expertise and provide services in diverse settings including health systems, academia, pharmaceutical industry, compendia, medical writing, and other areas. With widespread access to drug information (DI) resources through user‐friendly, online platforms, the role of DIS has shifted. Core skill sets once confined to DIS are now distributed across various non‐DIS clinical specialties. DIS have transformed the application of their specialized skill set and adapted it to a variety of traditional and nontraditional areas, providing and applying advanced expertise to solve a variety of contemporary challenges. The training of students and residents has evolved to include evidence‐based practical contemporary methods that promote critical thinking and reasoning. Effective DI evaluation and communication necessitates customizing content for stakeholders to ensure understanding and contribute to optimal patient care, all while addressing misinformation and disinformation. The future of DI as a specialty is bright, with ever‐increasing recognition of the importance of DI skills in non‐DIS practitioners. DIS will likely continue to guide best practices in the education/training of new practitioners and continue to provide advanced services and formulary analytics. This update to our 2009 DI PRN Opinion paper will focus on: (1) DI education and training needed for all students, residents, and pharmacists; (2) career opportunities, roles, and responsibilities specifically tailored for DIS in health systems, managed care organizations, academia, pharmaceutical/biotechnology industry, and medical writing services; and (3) the future direction of DI, including the potential impact of artificial intelligence. [ABSTRACT FROM AUTHOR]

This paper uses household panel data from the Thai Socio‐Economic Surveys of 2012 and 2017 to examine the effects of parental health shocks on child education and labour. Three measures of parental health are analysed: chronic illness, hospitalisation, and functional health status. The results show that the parentʼs illness decreases school enrolment and leads to fewer years of education completed. Boys are less likely to have attended school if any parent was chronically ill or had any health problems. Parentsʼ chronic illness increases the probability of entering the labour force for youths aged 15 and over; however, only maternal illness increases their time spent at work. Additionally, parental illness significantly increases household health expenditures, but there is a significant decline in education expenditures. The results suggest that targeted government support to low‐income families affected by major illnesses of parents could help them to maintain their children in school. [ABSTRACT FROM AUTHOR]

Background: The abbreviated version of the Token Test (aTT) is widely used to assess language comprehension deficits in stroke patients (SPs). However, aTT has not been validated for Latin American Spanish speakers, so clinicians tend to use cut‐off scores for aTT validated in developed countries. Aims: To provide normative data for the Spanish aTT (Sp‐aTT) in healthy Chilean Spanish‐speaking and SP, determining the influence of sociodemographic variables such as gender, age and education on Sp‐aTT performance. Methods & Procedures: A total of 210 healthy volunteers (age range = 18–88 years) and 197 SPs (age range = 23–94 years), all native speakers of Chilean Spanish, were recruited. The association of age, gender and years of education on the Sp‐aTT performance was analysed. Specificity and sensibility analyses of the Sp‐aTT to diagnose language comprehension deficits were completed. Outcomes & Results: Only age (p < 0.001) and years of education (p < 0.001) impacted the total score of Sp‐aTT. Gender did not show an association with Sp‐aTT performance (p = 0.181). For SPs, the Sp‐aTT score showed a significant positive correlation (rho = 0.4, p < 0.001) with the aphasia severity rating scale (ASRS) score. For Sp‐aTT, the area under the curve was 0.97, and the optimal cut‐off score for the Sp‐aTT was 30 (0.73 of sensitivity, 0.92 of specificity and a Youden index of 0.644). Conclusions & Implications: Age and years of education are two key factors to be controlled for when determining the optimal cut‐off points for the Sp‐aTT. Our results also highlight the need for language‐specific norms in stroke and aphasia research. WHAT THIS PAPER ADDS: What is already known on the subject: The aTT has been validated and adapted in several countries. Its properties in screening and detecting comprehensive deficits in SPs highlight its potential as a screening tool in clinical practice. Moreover, considering that stroke is the third largest cause of death worldwide, research and clinical practice have focused on how to improve early detection of deficits in these people, especially those related to cognition, language and functionality in SPs. Therefore, counting with validated and adapted tools is essential for clinicians because it could contribute to accurate intervention and classification of language disorders. What this paper adds to the existing knowledge: The main contribution of this study is to provide normative data for the aTT in Latin American Spanish speakers. No previous studies have focused on validating this test and analysing the influence of three critical variables (age, gender and years of education) on its performance in SPs from Latin America. In addition, we propose a classification of the severity of comprehension deficits in SPs. Finally, we found comprehension deficits in patients with right and left hemisphere stroke, which would imply that these deficits would not be exclusive to left hemisphere stroke. What are the potential or actual clinical implications of this work?: Contribute with validation of language comprehension tools, such as the aTT, could improve early diagnosis of patients with language disorders. This validation provides a test based on the sociodemographic characteristics of Latin American Speakers, which has yet to be established. Due to this, normative data considering the sociodemographic characteristics of the target population is crucial for accurately classifying comprehension deficits after brain damage. [ABSTRACT FROM AUTHOR]

The social inclusion of learners with special educational needs (SEN) in mainstream schools has been a dominant discourse in global education and academic research. Concerns have been raised globally, and in England, that learners with SEN underachieve compared with non‐SEN learners. Studies have linked challenges faced by learners with SEN to inadequate training of teachers, delayed intervention and the lack of clarity in educational policies relating to learners with SEN. This paper draws on Carol Bacchi's (2009) 'What is the Problem Represented to be' (WPR) framework to analyse 10 policy documents relating to the education of learners with SEN in mainstream schools in England. This analysis aims to identify 'problems', tensions and gaps in educational policies relating to learners with SEN and to establish the effectiveness of these policies in addressing the social inclusion of learners with SEN in mainstream schools. The analysis revealed that the educational policies create 'problems' for learners with SEN due to their outcomes‐focused approach. There is little consideration given to inclusive education and the social inclusion of learners with SEN in mainstream schools. This paper argues that for successful social inclusion of learners with SEN, policies must prioritise empowering teachers to effectively promote inclusive education. [ABSTRACT FROM AUTHOR]

In this paper, we report on the professional development of genetic counselors in the Philippines as we discuss the status of genetic counseling training and research, along with the roles and scope of practice of genetic counselors. The development of a master's level training program for non‐physician genetic counselors in the Philippines initiated in 2011 was in response to the increasing demand for genetic counseling services. There are currently 18 locally trained genetic counselors who are practicing in various fields including newborn screening, pediatrics, cancer, prenatal and preconception, neurology, and research. Despite the success of the genetic counseling training program, various professional challenges hinder maximizing the impact of genetic counselors in the health system. The challenges discussed in this paper include the limited number of genetic counselors, the lack of government positions officially recognizing the 'genetic counselor' title, and the absence of a regulatory framework. These issues require thorough discussion with appropriate government agencies and collaboration with other healthcare professional organizations with the ultimate goal of ensuring quality genetic counseling services nationwide. [ABSTRACT FROM AUTHOR]

This paper discusses the importance of quality education in the field of sustainability. The paper highlights four different types of education related to sustainability, including environmental sustainability education, social sustainability education, education for sustainable development (SE), and green skills education. The statistical information on these types of education is summarized and presented in a table format. The paper concludes by emphasizing the need for increased access to education in the field of sustainability to prevent environmental degradation and social problems and to prepare individuals for jobs that contribute to sustainable development. [ABSTRACT FROM AUTHOR]

A key goal of educational institutions around the world is to provide inclusive, equitable quality education and lifelong learning opportunities for all learners. Achieving this requires contextualized approaches to accommodate diverse global values and promote learning opportunities that best meet the needs and goals of all learners as individuals and members of different communities. Advances in learning analytics (LA), natural language processes (NLP), and artificial intelligence (AI), especially generative AI technologies, offer potential to aid educational decision making by supporting analytic insights and personalized recommendations. However, these technologies also raise serious risks for reinforcing or exacerbating existing inequalities; these dangers arise from multiple factors including biases represented in training datasets, the technologies' abilities to take autonomous decisions, and processes for tool development that do not centre the needs and concerns of historically marginalized groups. To ensure that Educational Decision Support Systems (EDSS), particularly AI‐powered ones, are equipped to promote equity, they must be created and evaluated holistically, considering their potential for both targeted and systemic impacts on all learners, especially members of historically marginalized groups. Adopting a socio‐technical and cultural perspective is crucial for designing, deploying, and evaluating AI‐EDSS that truly advance educational equity and inclusion. This editorial introduces the contributions of five papers for the special section on advancing equity and inclusion in educational practices with AI‐EDSS. These papers focus on (i) a review of biases in large language models (LLMs) applications offers practical guidelines for their evaluation to promote educational equity, (ii) techniques to mitigate disparities across countries and languages in LLMs representation of educationally relevant knowledge, (iii) implementing equitable and intersectionality‐aware machine learning applications in education, (iv) introducing a LA dashboard that aims to promote institutional equality, diversity, and inclusion, and (v) vulnerable student digital well‐being in AI‐EDSS. Together, these contributions underscore the importance of an interdisciplinary approach in developing and utilizing AI‐EDSS to not only foster a more inclusive and equitable educational landscape worldwide but also reveal a critical need for a broader contextualization of equity that incorporates the socio‐technical questions of what kinds of decisions AI is being used to support, for what purposes, and whose goals are prioritized in this process. [ABSTRACT FROM AUTHOR]

Podcasts refer to episodes of audio content that are readily available on streaming applications on smartphones or computers. This paper reports on the development of the 'Breathe In Radiography Podcast' series for radiography students and provides suggestions for evaluation. Podcast development followed a structured framework, including identification of podcast topics and expert guests, content development, audio recording, episode upload to host site and distribution. Using a framework was useful to guide development and ensure consistency across podcast episodes. Evaluation through podcast usage data, surveys and focus groups provides a comprehensive strategy to explore radiography students' perception of the newly developed podcast series. [ABSTRACT FROM AUTHOR]

Summary: There has been substantial discussion aimed at investigating the extent to which academic researchers can or should "use" large language models, such as ChatGPT and Bard, in their research papers. However, there seems to have been limited attention given to the extent to which students can use these tools for the development of theses, proposals and dissertations. This paper pushes the arguments from focusing on academic researchers, journal papers, and technical meetings to considering those theses and dissertations, raising several questions and concerns. Ultimately, university policies need to address these issues, but if publisher and editor responses and alternative business uses are a signal of that direction, consensus may be difficult to achieve. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) is considered as an effective and efficient instructional tool for architecture, engineering, construction, operation, and facility management (AECO/FM) education. However, it is essential to systematically evaluate them to obtain consolidated evidence on the impact of IVR applications. Thus, the aim of this article is to present the state‐of‐the‐art on all AECO/FM use cases, including learning theories/models, all key factors, and experimental design, and to suggest future directions for IVR research. This review follows a systematic literature review methodology to analyze 79 papers between 2013 and 2022. The results show that learning theories/models are not sufficiently applied. There is consensus that IVR influences affective factors positively. It is necessary to consider task type, task complexity, virtual environment design, and ergonomics of IVR tools in terms of cognitive factors. Cognitive/affective factors associated with learning performance should be examined in depth to develop more effective learning methods. Future studies should design and conduct experimental procedures with more scientific rigor. [ABSTRACT FROM AUTHOR]

The criminalization of young women in care remains an important practice and policy issue in England despite 2018 national guidance and the subsequent development of local authority protocols to reduce the criminalization of care‐experienced young people. This paper contributes to the emerging research on young women whose behaviour challenges professionals, through secondary analysis of case file data and narrative interviews with 24 care‐experienced young women from a national project on care and offending. Analysis focused on young women's pathways through the care, justice and education systems and identified five domains within young women's lives where available risk or resilience factors were significant in directing young women towards prosocial opportunities, to new types of victimization or to criminalization and offending. These domains consisted of placements and caregiver relationships; partner relationships; pregnancy and motherhood; participation in education; and the transition to adulthood through leaving care. The paper concludes with implications for practice for professionals working with young women, in particular emphasizing that how the care, justice and education systems respond to young women can contribute to negative pathways or transform them. [ABSTRACT FROM AUTHOR]

This paper responds directly to the question, how do we communicate our philosophy of art education? It does this by drawing upon previous research with House of Imagination,School Without Walls and doctoral research exploring children's learning identity as artists, to illuminate a philosophical approach to art education and its pedagogy that highlights both human and more‐than‐human dimensions of learning in communities of practice involving artists, researchers and educators working alongside children and young people where spaces of possibility for practice and innovation emerge. The paper focuses particularly on current and creative research in the Forest of Imagination, a long‐term participatory contemporary arts and architecture event in Bath, UK. Forest of Imagination offers an alternative, creative approach to learning, focusing on ecological imagination and nature connection. As a new aesthetic imaginary, the Forest of Imagination is a living, breathing art classroom, inspiring curiosity, imagination and a deeper connection with the natural world. [ABSTRACT FROM AUTHOR]

Background: Neurodiversity is increasingly discussed in relation to autism research and practice. However, there is a lack of scholarship concerning the neurodevelopmental condition of Developmental Language Disorder (DLD) and the neurodiversity movement. While this movement may hold opportunities for the DLD community, the application of the concept of neurodiversity to DLD research and practice needs consideration, as DLD and autism have very different levels of public and professional awareness and understanding. Aims: In this article, we discuss what the concept of neurodiversity and the associated neurodiversity movement could mean for DLD research and practice. We aim to critique some assumptions that may arise from the application of neurodiversity principles (or assumed principles) to the field of DLD. Methods: This is a discussion paper, drawing on the personal experiences and reflections of the author team. Main Contributions: We make the case for why DLD should be included in discussions about neurodivergence and outline considerations for doing so, and why some issues and applications may be particular to DLD. We outline points of similarity and contrast with autism in relation to our understanding of neurodiversity. We consider the issues around diagnosis and terminology and urge practitioners to continue to diagnose DLD using currently agreed terminology, so as not to undermine recent awareness efforts. We note that a neurodiversity‐informed perspective challenges us to offer interventions that operate at the level of our environments, not just at the level of an individual. Indeed, neurodiversity offers a platform to argue for better rights and more inclusive spaces in mental health settings, education and work for children and adults with DLD. Conclusions: DLD should be considered from a neurodiversity‐informed perspective, and it is our hope that this will lead to neurodiversity‐affirming practice that will afford young people with DLD better understanding from members of the public and the professionals who work with them. Further work is needed to better support children, young people and adults with DLD to have a voice in the neurodiversity movement. WHAT THIS PAPER ADDS: What is already known on the subject: Neurodiversity approaches are increasingly being taken up in research and practice in relation to autism, meaning that our understanding of autism and how autistic people are supported is increasingly drawing on the principles of neurodiversity. However, autism is not the only neurodivergent population. Developmental Language Disorder (DLD) is another neurodevelopmental condition; however, relative to autism, DLD has lower awareness amongst professionals and the public. There has been no scholarship that has examined DLD through the lens of neurodiversity, or considered the application of neurodiversity‐affirming approaches to DLD. What this paper adds to existing knowledge: In this paper, we examine what the neurodiversity movement means for DLD research and practice. In particular, we consider what neurodiversity in the field of autism might teach us about the application of neurodiversity in the field of DLD, and highlight where we believe there are important differences between the two populations. We reflect on what neurodiversity means for intervention, diagnosis, terminology and championing the need for accessibility, especially with regard to mental health support, education and employment. What are the potential or actual clinical implications of this work?: Neurodiversity highlights the need to consider interventions at the level of an individual's environment (e.g., how can we make this space more inclusive?) as well as interventions operating at the level of the individual themselves (e.g., interventions focusing on an individual's language skills). We challenge the notion that neurodiversity‐affirming approaches mean not diagnosing DLD or changing DLD's terminology: we argue that this is not in the spirit of the original neurodiversity movement, but also that for a condition with such low public awareness, these actions could do more harm than good for families affected by DLD. We call for more in‐depth scholarship and discussion around the application of neurodiversity approaches to DLD and argue that the neurodiversity movement offers an important opportunity to raise better awareness and understanding of DLD in multiple sectors, including (but not limited to) mental health, education and employment. [ABSTRACT FROM AUTHOR]

This paper examines the diverse Lagos international school sector as an arena in which Nigerian families are attempting to (re)produce status and good lives that work transnationally. 'Elite' international schools focus on securing entry into Anglo‐American universities and distinguish themselves via discourses of 'modern Britishness', yet also emphasize the special value of schooling in Nigeria and seek to reproduce circulatory lives. There is also a competitive landscape of 'mid‐range' international schools that do not simply serve 'aspirant locals' but have broad international horizons and are central to transnational family strategies. Lagos schools across the spectrum receive students 'sent' from the diaspora, demonstrating they are valued stations in the transnational social field to protect as well as accumulate. The paper contributes to understanding international schools in the 'global South' not simply as a backstage to Anglo‐American centres but as offering unique resources for families navigating hierarchies at home and abroad. [ABSTRACT FROM AUTHOR]

The public dimension of education is a key issue in democratic countries. However, in a time of conspicuous privatisation and pluralism, the value and meaning of the public sphere in education are in dispute with other value preferences. This paper offers a phenomenological account of the discussion that took place in Chile's Constitutional Convention, which represents an interesting case study due to the country's background of extensive privatisation of education. The main themes that revealed the spheres of values in dispute in this respect revolved around: the public function of the State, the public arena and its relationship with freedom of education and the diversity of educational projects, and finally the relationship between the public arena and the preferences of families. The paper describes the value controversies implicit in this debate and explains the philosophical foundations that enable us to continue questioning what constitutes the public dimension of education. [ABSTRACT FROM AUTHOR]

Background: The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. Aim: To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. Methods: Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in‐person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. Results: The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face‐to‐face, virtual and blended learning methods. Conclusion: Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology. [ABSTRACT FROM AUTHOR]

A 360‐degree video offers a novel visual experience for education. This immersive experience not only amplifies students' engagement and curiosity but also assists them in delving into and comprehending intricate concepts from a multitude of viewpoints. Given its novelty, there is a relative shortage of studies on 360‐degree video's overall effectiveness in education. This study conducted a meta‐analysis of 49 peer‐reviewed articles. Utilizing a random‐effects model to compute effect sizes (ES), the results showed that 360‐degree videos have a moderate impact on both learning (Hedges' g = 0.525) and non‐cognitive outcomes (Hedges' g = 0.527), with notable heterogeneity observed across the studies. Furthermore, the studies were coded to examine the moderating effects of their characteristics, such as the level of education, the field of education, the display types, experimental design, the sample size and the control treatment. The findings suggest a medium effect of 360‐degree videos on knowledge acquisition and a smaller effect on task performance. In terms of non‐cognitive outcomes, the least impact was noted in the domain of social and emotional qualities, while the most significant impact was in attitudes and beliefs. Based on these findings, the study proposed future research directions focusing on enhancing teaching strategies and improving research designs concerning the use of 360‐degree videos in educational contexts.Practitioner notesWhat is already known about this topic360‐degree videos in education are notable for their authenticity, flexibility and accessibility.They enhance learners' sense of presence, deepen understanding of subject matter and improve non‐cognitive skills.360‐degree videos have produced mixed results on learning and non‐cognitive outcomes.What this paper adds360‐degree videos have a medium effect on students' learning outcomes (g = 0.0.525) and non‐cognitive outcomes (g = 0.0.527).Significant heterogeneity is observed in the effects of 360‐degree videos on both learning outcomes and non‐cognitive outcomes.In terms of non‐cognitive outcomes, 360‐degree videos have the smallest effect size in the social and emotional qualities domain.Identifying key moderators that influence the effectiveness of 360‐degree videos, including participants' education levels, field of application, sample sizes, display types, experimental designs and control treatment.Implications for practice and/or policyEnhance social and emotional learning with 360‐degree video, and aid in understanding and managing emotional experiences.Develop learning strategies that align with the unique characteristics of different subjects.Teacher‐assisted approaches are encouraged to support learning and teaching in formal educational settings with structured courses.Multimodal data can be collected for analysis in future research to explore the learning process. [ABSTRACT FROM AUTHOR]

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self‐regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI. Practitioner notesWhat is already known about this topic English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity.Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling.AI has supported language teaching and learning with studies showing that AI can support language‐specific skills.What this paper adds Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels.Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self‐regulation.Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language.Provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Provides practical implications from the findings for educators, policy makers and program designers.Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT/L. [ABSTRACT FROM AUTHOR]

The metaverse is rapidly reshaping our understanding of education, yet identifying the public's beliefs, emotions and sentiments towards its adoption in education remains largely uncharted empirically. Grounded in the Technology Acceptance Model (TAM) and Digital Diffusion Theory (DOI), this paper aims to fill this gap using a big‐data approach and machine learning to scrape comments made by social media users on recent popular posts or videos related to adopting the metaverse in education from three prominent social media platforms. The cleaning process narrowed down 11,024 comments to 4277, then analysed them using thematic, emotion and sentiment analysis techniques. The thematic analysis revealed that adopting the metaverse in education evokes a complex range of public beliefs: (1) innovative learning methods; (2) accessibility and inclusion; (3) concerns about quality and effectiveness; (4) technological challenges and the digital divide; (5) the future of work and skills; and (6) privacy and security concerns. Integrating these themes with emotion and sentiment analyses reveals a landscape of a significant portion of neutral sentiments that corroborates enthusiasm attenuated by caution. This careful consideration stresses the urgent need for a balanced approach to adopting the metaverse in education to ensure that resulting educational advancements benefit all learners equitably. As one of the first studies to offer a multidimensional view of the public's beliefs about metaverse education using big data, this research not only contributes to TAM and DOI but also provides critical insights that could inform policy, enhance educational practices and guide future scholarship in this emerging field. [ABSTRACT FROM AUTHOR]

Changes to the Welsh curriculum are becoming apparent. The Williams Report culminated in recommendations for schools and initial teacher education (ITE) on the inclusion and teaching of Black Asian and Minority Ethnic histories in Wales. The subsequent Welsh Government ITE action plan was designed to ensure the pro‐active recruitment of trainee teachers from Black and racially minoritised backgrounds in Wales. As a result of this legislation, a team of ITE lecturers in a school of education in a Welsh university formed a research triad and larger research collective, the idea being that we needed to decolonise our own pedagogy and curriculum delivery and re‐imagine ITE within an anti‐racist paradigm. It was key to reflect on our ITE provision, ensuring that our curriculum delivery reflected the ambition of the new Curriculum for Wales,* which encourages practitioners to think differently on what they teach, how they teach and what they want young people to learn. Using a patchwork methodology—which included 'deep thinking and deep listening'—we examined our current ITE delivery and work that has been done thus far and looked at the gains and areas for development. It became clear that staff within our 'ITE research collective' were becoming more knowledgeable and confident in working within a racial dynamic, and consequently felt more able to impart knowledge when engaging with other ITE colleagues and students. This paper charts our ongoing journey and makes recommendations gained from our experiences. [ABSTRACT FROM AUTHOR]

Nursing education holds a history framed in white supremacy and whiteness. Efforts to employ antiracist strategies have been hindered, largely due to an inability for faculty to acknowledge and hold accountability for racialized harms that occur within nursing educational structures. A nurse–midwifery program in the Pacific Northwest United States uncovered harm that impacted students and identified a need to respond and hold accountability. Guided by the framework of Transformative Justice, a truth and reconciliation process was implemented as a first step to better address racism within nursing and nurse–midwifery education. This paper describes the process to support other institutions in their work to address harms within nursing education. [ABSTRACT FROM AUTHOR]

It is axiomatic that middle‐class Asian migrant families invest heavily—practically and emotionally—in their children's education. Scholarship has linked this investment to strategies of capital accumulation. There has been little discussion, however, about the transformative nature of these strategies and how they might be framed in terms of migrants' whole lives. This paper applies theoretical concepts from migration studies and a framework proposed by philosopher Charles Taylor, to argue that educational migration should be seen as profoundly life shaping. [ABSTRACT FROM AUTHOR]

This paper investigates whether the British pattern of an early transition from school to work persists. We apply sequence analysis to data from the British Household Panel Survey and the U.K. Household Longitudinal Study to study how education and employment trajectories of young adults born in 1974–1990 differ by 5‐year birth cohort, gender, and socioeconomic background. The distinctive British early transition from school to work is still prevalent, although trajectories have become more complex and precarious with an increase in part‐time employment and prolonged stays in education among the youngest cohorts. Occupational outcomes of highly educated men and women were similar. However, women who did not continue education were more likely to experience turbulent transitions with longer spells of part‐time work and inactivity. The proportion of university graduates from lower socioeconomic backgrounds has increased, yet their chances of being in professional and managerial occupations remain significantly lower. [ABSTRACT FROM AUTHOR]

Purpose/objectives: This study proposes the utilization of a Natural Language Processing tool to create a semantic search engine for dental education while addressing the increasing concerns of accuracy, bias, and hallucination in outputs generated by AI tools. The paper focuses on developing and evaluating DentQA, a specialized question‐answering tool that makes it easy for students to seek information to access information located in handouts or study material distributed by an institution. Methods: DentQA is structured upon the GPT3.5 language model, utilizing prompt engineering to extract information from external dental documents that experts have verified. Evaluation involves non‐human metrics (BLEU scores) and human metrics for the tool's performance, relevance, accuracy, and functionality. Results: Non‐human metrics confirm DentQA's linguistic proficiency, achieving a Unigram BLEU score of 0.85. Human metrics reveal DentQA's superiority over GPT3.5 in terms of accuracy (p = 0.00004) and absence of hallucination (p = 0.026). Additional metrics confirmed consistent performance across different question types (X2 (4, N = 200) = 13.0378, p = 0.012). User satisfaction and performance metrics support DentQA's usability and effectiveness, with a response time of 3.5 s and over 70% satisfaction across all evaluated parameters. Conclusions: The study advocates using a semantic search engine in dental education, mitigating concerns of misinformation and hallucination. By outlining the workflow and the utilization of open‐source tools and methods, the study encourages the utilization of similar tools for dental education while underscoring the importance of customizing AI models for dentistry. Further optimizations, testing, and utilization of recent advances can contribute to dental education significantly. [ABSTRACT FROM AUTHOR]

Background: Indicators of surgical outcomes are designed to objectively evaluate surgical performance, enabling comparisons among surgeons and institutions. In recent years, there has been a surge in complex indicators of perioperative short‐term and long‐term outcomes. The aim of this narrative review is to provide an overview and a critical analysis of surgical outcomes indicators, with a special emphasis on hepato‐pancreato‐biliary (HPB) surgery. Methods: A narrative review of outcome measures was conducted using a combined text and MeSH search strategy to identify relevant articles focused on perioperative outcomes, specifically within HPB surgery. Results: The literature search yielded 624 records, and 94 studies were included in the analysis. Included papers were classified depending on whether they assessed intraoperative or postoperative specific or composite outcomes, and whether they assessed purely clinical or combined clinical and socio‐economic indicators. Specific indicators included in composite outcomes were categorized into three main domains: intraoperative metrics, postoperative outcomes, and oncological outcomes. While postoperative mortality, complications, hospital stay and readmission were the indicators most frequently included in composite outcomes, oncological outcomes were rarely considered. Conclusions: The evolution of surgical outcomes has shifted from the simplistic assessment of crude mortality rates to complex composite outcomes. Whether the recent explosion of publications on these topics has a clinical impact in real life is questionable. Outcomes from the patient perspective, integrating social and financial indicators, are not yet integrated into most of these composite analytical tools but should not be underestimated. [ABSTRACT FROM AUTHOR]

In this paper, we explore women's use of ICTs in urban Afghanistan in the period between 2015 and 2022 to examine the changing gender dynamics of ICT access and usage in the context of expanding opportunities for women's education and employment (2015–2020) and different forms of crises, including the COVID19 pandemic (2020–2021) and political takeover by the fundamentalist and violent Taliban regime (2021–2022). Drawing on feminist theorization of empowerment and using a mixed methods study of 817 questionnaires (2015) and observation data (2015–2022) allows us to make visible the contingent and unintended dynamics of the relationship between women's empowerment and ICTs, especially in conflict zones. These findings contribute to ongoing debates on gender, empowerment and ICTs by emphasizing the multifaceted nature of technology adoption and usage, the significance of education in overcoming barriers, and the evolving role of ICTs, especially for women, in the face of radical political changes and crises. [ABSTRACT FROM AUTHOR]

Brazil, as the most unequal and populous country in Latin America, demands a closer examination of its patterns and trends of social stratification. With an emphasis on recent contributions, the paper reviews the literature on four major areas of stratification research: race relations and inequality, educational stratification, intergenerational mobility, and income inequality. The literature on racial stratification focuses on the following subjects: racial classification, discrimination, marital selectivity, educational stratification, and intergenerational mobility. In addition, educational stratification literature concerning trends and patterns is reviewed with special attention to studies advanced by sociologists of social stratification. Intergenerational mobility studies are also presented and discussed. Finally, studies on income and wealth inequality are reviewed. In all these areas the contribution of sociologists is highlighted, and trends and patterns of stratification are presented. [ABSTRACT FROM AUTHOR]

This paper offers a descriptive overview of the evolution of individual earnings and household income inequality in Spain over the last two decades. During this period, there has been a noteworthy increase in the level of education of the working‐age population (aged 25–60) along with a rise in female labour force participation. Substantial changes have also occurred in household size and composition, with reductions in marriage and cohabitation, in particular among lower‐educated groups. These changes have a direct impact on the distribution of individual earnings and household income and, therefore, the evolution of inequality. Fluctuations in inequality, however, primarily moved with the business cycle. After a period of decreasing inequality during the mid‐1990s expansion, the 2008 global financial crisis led to sharp rises in both earnings and income inequality that peaked around 2014. After that, both unemployment and inequality decreased, except for the transitory surge during the COVID‐19 pandemic. By 2022, inequality indicators have almost returned to pre‐2008 levels. [ABSTRACT FROM AUTHOR]

Overall, income inequality in Austria is moderate and has been stable in recent years. However, a look at employment statistics reveals important inequality trends in the labour market. This paper highlights five important shifts in the composition of the labour force: (i) a massive increase in female labour force participation; (ii) large shifts in the distribution of education; (iii) trends towards part‐time work among women as well as men; (iv) persistent gender gaps in market and non‐market work of parents; and (v) an increase in labour migration with a substantial share of cross‐border commuters. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) are increasingly adopted in educational contexts to provide personalized support to students and teachers. The unprecedented capacity of LLM‐based applications to understand and generate natural language can potentially improve instructional effectiveness and learning outcomes, but the integration of LLMs in education technology has renewed concerns over algorithmic bias, which may exacerbate educational inequalities. Building on prior work that mapped the traditional machine learning life cycle, we provide a framework of the LLM life cycle from the initial development of LLMs to customizing pre‐trained models for various applications in educational settings. We explain each step in the LLM life cycle and identify potential sources of bias that may arise in the context of education. We discuss why current measures of bias from traditional machine learning fail to transfer to LLM‐generated text (eg, tutoring conversations) because text encodings are high‐dimensional, there can be multiple correct responses, and tailoring responses may be pedagogically desirable rather than unfair. The proposed framework clarifies the complex nature of bias in LLM applications and provides practical guidance for their evaluation to promote educational equity. Practitioner notesWhat is already known about this topic The life cycle of traditional machine learning (ML) applications which focus on predicting labels is well understood.Biases are known to enter in traditional ML applications at various points in the life cycle, and methods to measure and mitigate these biases have been developed and tested.Large language models (LLMs) and other forms of generative artificial intelligence (GenAI) are increasingly adopted in education technologies (EdTech), but current evaluation approaches are not specific to the domain of education.What this paper adds A holistic perspective of the LLM life cycle with domain‐specific examples in education to highlight opportunities and challenges for incorporating natural language understanding (NLU) and natural language generation (NLG) into EdTech.Potential sources of bias are identified in each step of the LLM life cycle and discussed in the context of education.A framework for understanding where to expect potential harms of LLMs for students, teachers, and other users of GenAI technology in education, which can guide approaches to bias measurement and mitigation.Implications for practice and/or policy Education practitioners and policymakers should be aware that biases can originate from a multitude of steps in the LLM life cycle, and the life cycle perspective offers them a heuristic for asking technology developers to explain each step to assess the risk of bias.Measuring the biases of systems that use LLMs in education is more complex than with traditional ML, in large part because the evaluation of natural language generation is highly context‐dependent (eg, what counts as good feedback on an assignment varies).EdTech developers can play an important role in collecting and curating datasets for the evaluation and benchmarking of LLM applications moving forward. [ABSTRACT FROM AUTHOR]

Despite the growing demand for long‐term care (LTC), the uptake of private LTC insurance (LTCI) is low and even declining in the United States. One reason is the complexity of LTCI decisions. Researchers have therefore suggested to support decision‐making abilities. This paper shows, however, that such support would not unambiguously enhance functioning of the LTCI market. We analyze whether selection arises from two correlated but different decision‐making abilities at old age, education and numeracy, and interactions thereof with private information. Using historical data from the Health and Retirement Survey we find that education generates adverse selection, which is only partially offset by advantageous selection due to numeracy. In addition, individuals with greater decision‐making abilities make better LTCI choices, amplifying selection by education and numeracy. This points at a trade‐off between decision simplicity and selection in insurance markets and suggests other steps are needed to enhance the performance of private LTCI markets. [ABSTRACT FROM AUTHOR]

Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end‐to‐end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC. [ABSTRACT FROM AUTHOR]

This paper draws on empirical evidence from a 3‐year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children's access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath's (in Skills for human development: Transforming vocational education and training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker's (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities' agency in relation to education opportunities and rights. [ABSTRACT FROM AUTHOR]

Aim: Many countries risk failing the Sustainable Development Goal to reduce neonatal mortality to 12 in 1000 live births before 2030, necessitating intervention. This scoping review assesses available evidence from studies implementing smartphone application‐based education and clinical decision support in neonatal emergency care in low‐ and middle‐income countries and describes applied assessment tools to highlight gaps in the current literature. Methods: A systematic search on 28 March 2024 of PubMed, Web of Science, and EMBASE identified original research papers published in peer‐reviewed journals after 2014 in English. The evaluation was based on Kirkpatrick's framework. Results: In total, 20 studies assessing eight different smartphone applications were included. Participants found applications acceptable and feasible in 11 of 14 studies. Knowledge and/or skills were improved in 11 of 12 studies. Behaviour was assessed in 10 studies by tracking app usage. Patient outcome was assessed in four studies, focusing on perinatal mortality, Basic Newborn Care outcomes and correct assessment of newborns. Conclusion: Data from included studies further strengthens hope that smartphone applications can improve neonatal mortality rates in low‐ and middle‐income countries. However, further research into the effectiveness of these applications is warranted. This review highlights gaps in the current literature and provides guidance for future trials. [ABSTRACT FROM AUTHOR]

Copyright of DOMES: Digest of Middle East Studies is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The term athlete does not currently have an agreed definition or standardized use across the literature. We analyzed the use of the term "athlete" amongst review studies specific to Anterior Cruciate Ligament (ACL) rehabilitation to investigate if the term was justified in its use. A comprehensive review of a database was performed to identify review papers which used the term "athlete" in the title, and which were related to ACL rehabilitation and surveillance. These papers were analyzed and their source papers were extracted for review. Twenty‐eight review papers were identified. Source studies were extracted and analyzed. After removal of duplicates 223 source papers were identified. Despite using the term "athlete" in the review study titles only 5/17 (10.7%) sufficiently justified the use of this term. The term athlete was used in 117/223 (52.5%) of the source studies. Of those, 78/117 source studies (66.7%) justified the term athlete. The remaining 39/117 (33.3%) papers where participants were stated to be athletes, gave no justification. The ambiguous use of the term athlete amongst published studies highlights the need for a definition or justification of the term to be used in studies. The lack of a standard definition leads to the potential for studies to dilute high quality data by the potentially differing rehabilitation requirements and access to resources available to those with varying exercise levels. The indiscriminate use of the term athlete could lead to participants with widely ranging physical activity levels being included in the same study, and being used to create clinical advice for all. Advice could potentially vary across those of differing physical activity levels. [ABSTRACT FROM AUTHOR]

This paper explores the long‐run health benefits of education for longevity. Using mortality data from the Social Security Administration (1988–2005) linked to geographic locations in the 1940‐census data, we exploit changes in college availability across cohorts in local areas. Our treatment on the treated calculations suggest increases in longevity between 1.3 and 2.7 years. Some further analyses suggest the results are not driven by pre‐tends, endogenous migration, and other time‐varying local confounders. This paper adds to the literature on the health and social benefits of education. [ABSTRACT FROM AUTHOR]

Introduction: General dentists are qualified to manage orthodontic emergencies within their scope of practice. This may involve advice, hands‐on intervention or referral to a specialist orthodontist. This study aimed to assess the effect of an orthodontic app on dental undergraduates' ability to manage common orthodontic issues. In addition, this study aimed to determine the confidence of dental students in finding information related to orthodontic emergencies (CFI) as well as their confidence in managing orthodontic emergencies (CMOE). Materials and Methods: Students were randomised into one‐of‐three groups, an app group, an internet group and a closed‐book, exam‐style group. All participants self‐reported their CFI and CMOE. Following this, all participants were asked to complete a multiple‐choice question (MCQ) paper based on clinical orthodontic scenarios. In addition, the app group were instructed to complete an app usability questionnaire (MAUQ). Results: Approximately, 91.40% of students (n = 84) had not received clinical training in managing orthodontic emergencies, and 97.85% (n = 91) had not managed an orthodontic emergency clinically within the last 6 months of their training. The mean score for CFI was 0.10 out of 1.0 (SD 0.11) and CMOE was 0.28 out of 1.0 (SD 0.23). Statistically significant better MCQ scores were found in the app group, and no statistically significant difference was found between the internet and exam‐style group. Conclusions: This study is the first to consider the use of an orthodontic app to aid in the management of orthodontic issues. It has practical implications for how mobile apps can aid in learning and can be incorporated into the wider dental field. [ABSTRACT FROM AUTHOR]

This paper examines the case of community daycares for undocumented children of asylum‐seeking families in Israel named the 'Babysitters'. It explores how lack of support and national solutions for childcare leads to temporal and unregulated childcare solutions that may risk children's lives and development. Bronfenbrenner's Ecological Systems Theory is utilized in this paper to explore the challenges and opportunities of early childhood education for young children in asylum‐seeking families. The analysis reveals how the lack of clear policies, absence of national responsibilities, and existing societal barriers to early childhood education compelled asylum‐seeking parents in Israel to use the 'Babysitters' community daycares for infants and toddlers. Putative solutions that require policy change could help address youngsters' early childhood education needs in asylum‐seeking families and align with human rights and international treaties. [ABSTRACT FROM AUTHOR]

Background: The terms idiot, imbecile, and moron are generally associated with notions of intelligence, having served both scientific and mundane roles across cultural‐historical contexts and in many different countries. This study seeks to explore the degree to which the use of these terms is an everyday part of our lives and to map out the meanings being attached to them. Methods: This study reports on their current usage in two arenas: within 29 academic papers published from 2016 to 2021, reporting on interviews or observations undertaken in educational contexts; and within 134 articles from four English language newspapers published in the first three months of 2021. Using a discursive and thematic approach to the analysis, it considers the degree to which these may be considered slur or taboo words, and whether they can be linked to discriminatory practices frequently experienced by groups with whom they are associated. Findings: It is evident is that people use the terms differently in different arenas. However, they see them as negative, associate them with stereotypical characteristics, are happy to apply them to others, but want to avoid having them applied to themselves. Conclusion: This study shows how widely these words are used across social contexts, and suggests that as with other historical terms for marginalized populations we need to regard them as slurs and treat them as taboo. Accessible summary: The study looked at the use of the words Idiot, Moron and Imbecile in 29 academic papers and 134 Newspaper articles.The terms were used by a many different people involved in education and in the news media.These three words are used to belittle others and people do not wish to have them used about themselves.Idiot, imbecile and moron are recognised as disapproving words, but they also act as slurs and so perhaps they ought to be forbidden. [ABSTRACT FROM AUTHOR]

Agricultural production in developing countries is heavily rainfall dependent. Any unexpected variation in rainfall can affect the welfare of households. Using unit record data from India, this paper shows that households can insure against agricultural productivity (rainfall) shocks. Evidence suggests that they do so by varying the time allocation of individual members to different activities, particularly to regular wage work and human capital accumulation. There is a gender‐differentiated aspect to this response. Rainfall shocks adversely affect women's human capital accumulation. While there is no evidence that households use participation in NREGS to insure against rainfall shocks, the availability of NREGS helps reduce the impact of rainfall shocks on human capital accumulation. [ABSTRACT FROM AUTHOR]

Summary: This paper estimates the effect of exposure to terrorist violence on education. Since terrorists may choose targets endogenously, we construct a set of novel instruments. To that end, we leverage exogenous variation from a local terrorist group's revenues and its affiliation with al‐Qaeda. Across several Kenyan datasets, we find that attacks suppress school enrolment more than predicted by difference‐in‐differences‐type estimators. This indicates that terrorists target areas experiencing unobserved, positive shocks. Evidence suggests fears and concerns as mechanisms of impact, rather than educational supply. [ABSTRACT FROM AUTHOR]

Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities. Methods: A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups. Results and Conclusion: This study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes). Lay Description: What is already known about this topic: The flipped language learning approach involves receiving online instruction outside the classroom and is a learner‐centered pedagogy. What this paper adds: This study contributes by triangulating different strands of data on the effects of flipped learning designs on learning outcomes and cognitive load.The findings highlight the effectiveness of collaboration‐led design for flipped language learning, facilitating engagement in both out‐of‐class and during‐class activities. Implications for practice: The findings emphasize the importance of designing and implementing instructional designs that align with emerging educational technologies.Teachers should consider the flexibility, fluency and novelty of the learning material when designing flipped learning activities. [ABSTRACT FROM AUTHOR]

Background: The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives: The objective of this study is to analyse the experience of undergraduate students' interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods: Junior university students (N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions: The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications: The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research‐oriented approaches in teaching and learning. Lay Description: What is currently known about this topic: Tools such as ChatGPT have spread rapidly in the university environment, but exactly how students use them is not yet well understood. What does this paper add: We analyzed students' interactions with ChatGPT and identified a few patterns such as personification and overreliance on the AI outputs. Implications for practice or policy: Changes to education introduced by AI tools emphasize the need for personal and research‐oriented approaches in teaching and learning. [ABSTRACT FROM AUTHOR]

Semantic Web Technologies (SWTs) provide an approach to the structuring and understanding of data. SWTs utilize ontologies, reasoners, and query languages to structure existing knowledge, validate knowledge, and infer new knowledge. Ontologies in particular play a central role in enabling reusability and interoperability between domains. A common way to organize ontologies and their dependencies is in a layered ontology stack. These layers often incorporate top‐level, core and domain ontologies. Libraries of standard instances can also be used. Federating the conceptualization of a domain across upper‐ and lower‐level ontologies improves the reusability of higher‐level terminology in other domains, and therefore improves interoperability between them. The University of Arizona Ontology Stack (UAOS) is a layered, modular ontology stack that has been developed to support digital engineering activities at the University of Arizona. It is based on the Basic Formal Ontology (BFO), and currently comprises five core ontologies and 12 domain ontologies. The UAOS reuses existing ontologies and standards wherever possible. The core ontologies, for example, are based on the Common Core Ontologies, developed at CUBRC, and the Provenance Notation (PROV‐N), a W3C standard. Domain ontologies include the System Architecture Ontology, based on ISO 42010, and the Orbits and Trajectories Ontology, based on CUBRC's Space Object Ontology. In this paper, we report on the development of the UAOS, present examples of how it has been used to support digital engineering research, discuss the challenges of integrating ontologies from multiple sources into a cohesive stack, and highlight topics of interest for future research. [ABSTRACT FROM AUTHOR]

In industry, the advancement of digital engineering and the digital thread aims to reduce the impact of knowledge 'siloes' by providing a way to integrate data across the entire system lifecycle and across multiple domains. In a typical engineering curriculum, however, courses are still treated as 'siloes', and students often do not have the opportunity to experience this industrially relevant approach to engineering. The Digital Engineering Factory (DEF) is a digital engineering environment under development at the University of Arizona to support engineering students. The DEF supports students by providing access to multiple engineering tools and is structured using a 'hub‐and‐spoke' approach to consolidate data from these tools. Through this connected architecture, students can transfer data generated in a particular course to tools for use in other courses. Connecting course activities in this way enables students to experience a complete end‐to‐end system lifecycle. At its 'hub', the DEF uses Violet to integrate data from multiple sources, create a digital thread, and generate a graph representation of the dataset. This knowledge graph, written in the Ontological Modeling Language (OML), can be viewed in OML Rosetta and is structured according to the University of Arizona Ontology Stack (UAOS). The use of the UAOS and OML Rosetta allows instructors to leverage semantic web technologies to support teaching activities such as grading. In this paper, the authors review the objectives of the DEF, discuss the status of the project, and highlight current limitations and lessons learned with regards to its deployment. These may be useful to inform similar developments in industrial settings. [ABSTRACT FROM AUTHOR]

Systems Engineering as a discipline provides many tools for managing complexity and reducing risks. However, these tools come with drawbacks when ideating new product concepts in early lifecycle phases when the problem and solutions spaces are open. This paper suggests that methods from the Design field have a complementing role early in the systems lifecycle, but that those methods need to be accompanied by a different way of approaching problems, something that takes time to learn. We present experiences from a hybrid university course, where regular students were mixed with professional systems engineers for more rapid development of Design method experience in both groups. [ABSTRACT FROM AUTHOR]

Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]