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Girls often outperform boys on measures of literacy achievement. This gender gap in literacy performance has been observed to be persistent over developmental time, consistent across multiple domains of literacy, and widely spread geographically. It is sometimes suggested that boys' achievement in the literacy domain might be improved by the availability of reading materials that are designed to engage boys' attention, such as electronic books with interactive features. We addressed the question of boys' versus girls' engagement with reading materials by observing 20 small groups of boys or girls interacting with an electronic book and then a paper book. The children's engagement with the book in each case was coded using Noldus software. Engagement was operationalized in terms of eye gaze (looking at book or reading partner vs. elsewhere), handling (i.e., touching or pointing at book or partner with engaging as opposed to prohibitive actions), and verbal behaviors (i.e., reading, paraphrasing, or talking about the book when compared to not talking or off-task talk). Total time and percent time spent engaged with each book was examined by gender. The results revealed greater nonverbal engagement with the ebook compared to the paper book but greater verbal engagement with the paper book compared to the ebook. No differences in engagement by gender were observed however. [ABSTRACT FROM AUTHOR]

The main purpose of this scientific paper is to identify and test some of the factors that affect the proper management of microfinance institutions in Kosovo. The management of Microfinance Institutions (MFIs) in the modern economy is very important and for this reason, special attention is paid, as the results of MFIs depend on the way they are managed and on the performance they have. The analysis period in this study includes the time from 2014 to 2019, while the source of data was: AMIK, CBK, and KSA. For the realization of this scientific study, we have used a comprehensive methodology, which includes the narrative method, the method of analysis, as well as the econometric method, through the multivariate regression model. In the framework of this paper, importance has been paid to staff empowerment and capacity building, which we have addressed as an important factor in achieving the success of MFIs. The results of the study clearly show that the empowerment of staff's staff has a positive impact on the achievement of results and the success of MFIs because it helps staff make more flexible decisions. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Problem-based learning teaching models is a student-centered teaching model. This paper searched China's largest database, China Knowledge Network, using the Systematic Reviews and Meta-Analyses (PRISMA) guidelines method to search and screen prospective studies on the teaching effectiveness of the PBL teaching model published from 2013 to 2023, and based on the pre-set inclusion/exclusion criteria, a total of 30 papers were selected. The results show that the PBL teaching model effectively improves Chinese undergraduate students' achievement and critical thinking, and therefore, PBL can be implemented in Chinese undergraduate education. However, the use of the PBL teaching model is narrow due to its late start in China, and a more rigorous methodology and mixed-methods design of the studies are needed to improve the transferability of the results. Keywords: problem-based learning teaching model, achievement, critical thinking skill, Chinese undergraduate [ABSTRACT FROM AUTHOR]

In this paper, we reflect on the existing literacy achievement gap in the United States, the interconnected variables that contribute to this social justice issue, and the history of the federal government's response to this problem. We offer one part of a potential social justice solution to this deeply rooted and complex educational problem: a response shaped by the evidence-based methodology of Direct Instruction Reading. After contextualizing the literacy achievement gap, we detail the history of Direct Instruction efficacy, highlight key components of the methodology, and briefly summarize decades worth of research that demonstrate its consistent ability to increase marginalized students' access to quality reading instruction. Together, these illustrate the potential for transforming student outcomes as one part of a solution for the injustice of the literacy achievement gap. [ABSTRACT FROM AUTHOR]

Modern management systems increasingly rely on monitoring and its diverse forms of implementation. To some extent today, it can be argued that everything is monitoring with a view to the obtainment of reliable information and knowledge of what has to be done for the achievement of the desired sustainable development. In this line of thinking, tourism is no exception, both at the company level and at the destination level. The need for the creation of a management system for montoring the national tourism of destination Bulgaria and the conceptual vision of its development are the main purpose of writing this paper. The authors believe that the time for this solution has already come and there is nothing to delay any longer. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc 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.)

Purpose: The paper aims to examine the casual role of higher-order thinking skills as a mediator in the relationship between students' strength in mathematics and achievement in electrical and electronic engineering education. Design/Methodology/Approach: The study adopted a quantitative research design where random cluster sampling was used to select a total of 488 final-year students from four technical universities in Ghana. Mathematics achievement tests were used to gather data on students' higher-order thinking skills and competence in five areas of mathematics. Also, their examination results were collected from their respective universities. Mediation analysis was done using AMOS 26. Finding: The study revealed that the positive effect of students' strengths in the five selected mathematics topics on their performance in electrical and electronic engineering education is mediated by their higher-order thinking skills. Conclusion: The research concludes that there is a partial mediation in the relationship between students' strength in mathematics and achievement in electrical and electronic engineering education by higher-order thinking skills. Research Limitations: It is recommended that further researchers carry out similar research with more mathematics indicators to explain more variations in achievement in electrical and electronic engineering education. Practical Implication: Engineering mathematics curriculum developers should stress the need for mathematics, especially algebra, for the development of higher-order thinking skills to facilitate problem-solving in electrical and electronic engineering education and practice. Contribution to Literature: This study highlights the relationship between the understanding of the concepts of specific mathematics topics, higher-order thinking skills, and achievement in electrical and electronic engineering education. [ABSTRACT FROM AUTHOR]

This paper provides insight into working-class parents' views of the structural and systemic injustices shaping post-school options and opportunities in contemporary Australia, drawing on interview data with a group of mothers living in growth corridor suburbs in the outer west of Melbourne. Illustrating aspects of Berlant's (2011) notion of "cruel optimism", the paper examines the concepts of diminished society and collective community afforded by success through education, an aspiration and achievement unequal among young Australians. As Reay (2017) argues, an ideological narrative that positions individuals as being responsible for their own achievement through education sets many up to fail. This paper gives voice to the lived experiences of this individual responsibilitisation. We draw on elements of Marxist analysis, a subset of critical theory, whereby economic circumstances are the basis upon which political and ideological realities are built, critiquing the ways in which neoliberal social and economic policy and ideology are normalised (Tyson, 2015). [ABSTRACT FROM AUTHOR]

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu 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.)

Focuses on Derek H. Page, recipient of the 2005 TAPPI Gunner Nicholson Gold Medal award. Career background; Other honors and awards received by Page; Expertise of Page in the pulp and paper industry.

Copyright of Avances is the property of Instituto de Informacion Cientifica y Tecnologica 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.)

Self-discipline, the ability to suppress prepotent responses for obtaining a higher goal, is a crucial skill with far-reaching effects in every aspect of life. This paper measures the self-discipline and academic achievement levels of Chinese undergraduate students in the E-learning environment. It investigates the relationship between these two variables. The samples include 100 English major students at the Guilin University of Electronic Technology in China. Based on the scores from the adapted Academic Self-Discipline (ASD) questionnaire (Şal, 2016) and the scores from Test for English Majors - Band 4 (TEM-4), the findings indicated that 75% of students maintained a moderate level of self-discipline and 76% of students had a poor academic performance. The findings provide insights for educators by showing a significant relationship between students' self-discipline and academic achievement in the E-learning environment. [ABSTRACT FROM AUTHOR]

The paper aims to improve the diagnostic procedures of the final state certification of university graduates studying the biprofessional content training program. The research purpose is to build and test a final state certification model of biprofessional educational programs graduates. The authors propose a functional final state certification model of biprofessional educational program graduates, which includes five blocks: (1) normative, (2) informative, (3) technological, (4) diagnostic, and (5) organizational-managerial. A graduate's competencies, the integrity and effectiveness of their training as a social procurement requirement are confirmed during the final state certification. Certification is a system-forming factor. The paper presents the state examination effectiveness results using automated control in complex interdisciplinary testing and competence-oriented tasks. The proposed model allows for more accurate and targeted diagnostics of the graduates' educational achievements at state examination during the final state certification. [ABSTRACT FROM AUTHOR]

Envisioning success and its pursuit as an enduring feature of human group life, this paper examines success as a humanly constructed and realized social process. As framed herein, success represents the attribution by some audience of qualities associated with achievement, attainment, and/or accomplishment to social act(s) and/or social objects. Consistent with symbolic interactionist approaches to the study of deviance, success is not a quality of the situation at hand, but rather is audience-dependent. Therefore, while the social construction of success may be evidence-based, what is defined as successful outcomes and what constitutes evidence of success is subculturally located. Drawing on extended ethnographic research, an application of alternate definitions of success is examined in the context of those participating in an electorally unsuccessful political party—the Christian Heritage Party of Canada. Specifically, this paper examines the definition of success in terms of political influence, providing political alternatives and demonstrations of religious faithfulness as strategies of success-claiming. Framing success in process terms, this paper examines the trans-contextual and trans-historical qualities of “doing success” as a feature of everyday life. [ABSTRACT FROM AUTHOR]

This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements. [ABSTRACT FROM AUTHOR]

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu 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.)

Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG 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.)

Cultivating talents with innovation ability is both the goal of higher vocational colleges and their responsibility given by the era. Focusing on improving the practical knowledge level of students means that students should be exposed to nature, society and problems through practical activities, thus providing the maximum space for them to think, explore, discover and innovate. As for existing studies on cultivating innovative ability of students and improving their practical knowledge level, they mainly have focused on ability evaluation and analysis of influencing factors, and few of them has involved analysis of their practical knowledge level characteristics. Therefore, this paper studied the characteristics and transformation mechanism of their innovative practice achievements. A multi-level comprehensive evaluation system was constructed, which aimed to evaluate the practical knowledge level of those students. The input dimension of quantized data of indexes was reduced in accordance with the principal component analysis (PCA). Then the quantized data of the low-dimensional indexes were mined by hierarchical clustering, and different training subsets were generated to participate in the evaluation model training. Based on the idea of clustering-prediction-integration, Gated Recurrent Unit (GRU) model was used for nonlinear integration of the output results of two-way Long Short-Term Memory (LSTM) model, which further fit the nonlinear characteristics in the quantized data of all indexes. By introducing Bootstrap-Data Envelopment Analysis (DEA) method, the transformation rate of innovative practice achievements of the students was collected and calculated in order to obtain a small calculation error. Experimental results verified the effectiveness of the proposed calculation method of the model. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre 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.)

Copyright of Filosofia UNISINOS is the property of Universidade do Vale do Rio dos Sinos 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.)

Growth, underpinned by augmented production, has been the dominant mode of development, where the focus is to influence the ability to increase the output and income of producers. In this process, differences in economic achievement are influenced collectively by geography, culture and institutions that determine effective capabilities. Yet, disparities associated with place are still widespread. In this paper, we draw some insights on the nature of economic deprivation amongst Pakistan households using Household Integrated Economic Survey (PSLM/HIES) data and treating the residential location as a key parameter of interest. In relating to the well-known discussion on rural–urban divide, we identify some commonalities in location-specific attributes in the achievement of economic-wellbeing. The analyses confirm the existing knowledge that poverty and well-being have strong place attachments, favouring urban areas as locations of greater relative well-being due to low levels of deprivation, in particular health, education and food security. In discussing how location may predispose inhabitants to deprivations or vulnerabilities, we identify some opportunities to realign development focus towards meeting local needs and raising aspirations for self-empowerment by better focusing on the nature of economic linkages that supports livelihood diversity. [ABSTRACT FROM AUTHOR]

This paper explores the representation of the Blue Mountains portrayed in a handful of tourist guidebooks (published 1885–1894) for the region. It argues that tourist promoters continued to depict the area in terms of the romantic sublime, not only because they believed tourists sought a transcendental experience, but also to accentuate the heroic achievements of the colonial explorers who had first attempted to cross the mountains. Finally, it suggests that tourist literature was an important medium for the dissemination of myths relating to a collective search for a settler identity, and therefore presented a one-dimensional vision of the past that did not properly account for the problematic history of settler-Indigenous relations. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University 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.)

Copyright of Collegium Antropologicum is the property of Croatian Anthropological Society 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.)

This paper follows a line of logical argumentation to claim that what Samuel Messick conceptualized about construct validation has probably been misunderstood by some educational policy makers, practicing educators, and classroom teachers. It argues that, while Messick's unified theory of test validation aimed at (a) warning educational practitioners and policy makers of the undesirable social consequences of test use and (b) entreating educators and test developers to think of a facet-driven item-banking-based construct-specific criterion-referenced common metric for any construct of interest in educational and other settings, his message has been misunderstood as a plea for alternative ways of evaluation and specifically a qualitative shift in educational assessment. The paper (a) draws on the conceptual differences between 'test function' and other construct-irrelevant peripheral 'affordances' to which any test can be put, (b) argues that the moment of truth for the qualitative camp has arrived, and (b) invites everyone to admit that even if qualitative assessment, 'thick' descriptions of achievement, and differentiated portraits and profiles of student performance might be much thicker than traditional norm-referenced psychometric tests, they are no match for any minimalistic facet-driven criterion-referenced common metric, nor is any of them an option. The paper suggests that the right way out is through an iron-clad criterion-referenced Occam'srazor-proof common metric for each construct of interest, perhaps the only option that is sure to transform the soft science of educational assessment into a hard science of educational measurement. [ABSTRACT FROM AUTHOR]

The Loess Plateau is one of the most severely eroded areas in the world. The complexity of the multiple challenges facing the Loess Plateau entails the support of scientific and systematic innovations in land use. Based on technological innovation cluster (TIC) theory, this paper develops a self-circulation structure model for the TIC to analyze the hierarchical structure of the land-use innovations in the Loess Plateau. Then, employing the self-circulation structure model and taking the "Gully Land Consolidation Project" (GLCP) as a case study, this paper proposes one TIC-driven sustainable land use mode (TSLUM). A TIC has been developed among innovations in the TSLUM. The structure of TSLUM consists of three types of innovations: basic, related, and infrastructure innovations. Basic innovations are generally radical innovations that breed related, and infrastructure innovations. Diffusion-based and reversal-based mechanisms govern the evolution of the TSLUM. These two clustering mechanisms integrate with each other and jointly promote the development of the TSLUM in a self-circulation way. Furthermore, the TSLUM exhibits multiple functions, such as optimizing gully-slope interaction mechanism, providing continuous driving forces, consolidating the achievements of the "Grain for Green Project", bolstering rural livelihoods, and fostering some feasible ways for food security. The results obtained will be useful for advancing sustainable land use and regional sustainable development in the Loess Plateau via TICs effectively and systematically. ● A self-circulation structure model for technological innovation cluster is developed. ● A sustainable land use mode based on technological innovation cluster is proposed. ● Technological innovation cluster revealed in the study exhibits multiple functions. ● Regional sustainable development can be upheld by technological innovation cluster. [ABSTRACT FROM AUTHOR]

Copyright of Medunarodni Problemi is the property of Institute of International Politics & Economics 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.)

This article evaluates Taiwan's current democratic strengths and weaknesses and considers how the quality of democracy has changed over time. It reviews some of the comparative democracy indices to document improvements across a broad set of measures since the transition to democracy. It also presents qualitative evidence of improvements in five problem areas in Taiwan's political system identified twenty years ago: political corruption; rule of law; political polarization; institutional defects; and mass values. It then discusses new concerns that have emerged since 2000, most notably the growing influence of the People's Republic of China over business groups, political parties, and civil society actors in Taiwan. The paper concludes with consideration of some of the common problems that other democracies have encountered in recent years and notes the many alternative pathways to democratic regression or failure that Taiwan has so far managed to avoid. This comparative perspective highlights Taiwan's impressive democratic achievements: despite some remaining shortcomings. it is now among the most liberal, robust, and resilient democracies in the world. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Colección is the property of Pontificia Universidad Catolica Argentina 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.)

This paper summarizes data from an alternate assessment based on alternate achievement standards where teachers could administer the assessment via paper-and-pencil or electronically. The vast majority of teachers reported having access to technologies, training, and capabilities to utilize the digital system. Most reported no issues with electronic test delivery. Additionally, the majority of teachers reported that the majority of their students with significant intellectual disabilities can independently engage with technology, while a small proportion cannot meaningfully access electronic devices. Results both informed the assessment and provide general information about teachers ' perceptions of their students ' interactions and readiness with technology. [ABSTRACT FROM AUTHOR]

This paper draws on self-efficacy questionnaire data collected at the beginning and end of the TOEIC course, TOEIC scores and focus group discussions data from participating students at a technical university in Vietnam. While the quantitative data reveal positive effects in terms of TOEIC self-efficacy, the qualitative data show how changes in self-efficacy were moderated by the way students cognitively processed self-efficacy information. Results indicate there was a positive change in students' self-efficacy after joining the course. Self-efficacy was an important variable of students' TOEIC achievements and affected their achievement positively. Mastery experiences appeared to be the most influential source of TOEIC self-efficacy. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in TOEIC instruction. The paper highlights that by targeting sources of self-efficacy, teachers can empower students with control over their own TOEIC ability development. Generally, TOEIC courses should promote learning environments that foster important sources of self-efficacy. Besides, course material and feedback should be delivered in a way that levels of self-efficacy are increased. [ABSTRACT FROM AUTHOR]

Copyright of Medunarodni Problemi is the property of Institute of International Politics & Economics 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.)

Previous research finds that low achievers and students from lower socioeconomic status backgrounds are more likely to bully peers, but fails to satisfactorily explain why. This paper tests the hypothesis that feelings of insecurity mediate the relationship between family background and low achievement, as predictors, and self-perception of being a bully, as the outcome. It operationalizes feelings of insecurity as self-esteem and academic-status insecurity. Using a large and diverse dataset of survey responses from secondary school males in the U.S. (N = 7,291, 45% White, 30% Black, 25% Latino from 6th-12th grade), the paper applies multi-level mediation analyses to test the hypothesis separately for Blacks, Whites, and Latinos. For all three groups, the insecurity measures account for virtually all of the relationship between a grade point average and self-perception of being a bully, and about a third of the relationship between family background and the same bullying measure. Implications are discussed. [ABSTRACT FROM AUTHOR]

Introduction: Evidence suggests group walking in natural environments is more beneficial to the general population's mental health than walking indoors, in urban environments, and alone. Such 'green walking groups' have been suggested as an occupational therapy intervention that could be suitable for adults with mental health problems. However, there have been no reviews of the mental health outcomes of participating in green walking groups for this population. Method: A mixed-methods literature review was conducted. A range of databases was systematically searched electronically. Papers that met pre-defined inclusion criteria were selected, critically appraised, and qualitative and quantitative data were extracted. Thematic analysis was used to identify key qualitative outcomes. Findings: Six papers were included and eight mental health outcomes identified. The evidence suggests participants can experience connections with other people, connections with nature, and a sense of freedom. There is some limited evidence to support improvements to mood, self-esteem, reflection on life tasks, and symptoms of depression, with mixed evidence for experiencing a sense of achievement. Conclusion: This review can be used to build the evidence base for the link between occupation and mental health, and inform the clinical decision-making of occupational therapists, who are well-placed to design and implement green walking groups. [ABSTRACT FROM AUTHOR]

The paper comprehensively analyzes the historiography of the formation and development of the relations between Ukraine and the North Atlantic Treaty Organization (NATO) during 1991--2020. The authors of the article explored a set of texts devoted to the subject of Ukraine -- NATO relations and provided their historiographic analysis. The aim of the article is to identify the main trends and tendencies in the interpretation of the achievements of Ukraine-NATO cooperation. Also, this article elucidates the main aspects of the evolution of the historical discourse of Ukraine--NATO relations, characterizes their content and tendencies of progressive development, and pays special attention to the conceptual analysis of the contribution of individual scientists and institutions to the development of knowledge about Ukraine -- NATO relations. The authors offer the original approach to the periodization of the development of the historiographical process and as well as provide a detailed description of each stage. The authors rely on the scientific principles of historicism and objectivity, general scientific (analysis, synthesis, deduction, and induction) and special-historical (historical-chronological, historical-comparative, retrospective, systematic structural, historical-typological, etc.) methods. The contribution of researchers to the study of the historical preconditions for the formation of the contact between Ukraine and NATO in their political, military- technical, economic, and humanitarian aspects, as well as normative-legal and organizational-institutional principles of the cooperation, are identified and comprehensively analyzed. The authors identified the areas that require further scientific research and pointed out the prospects for further investigation on various aspects of Ukraine -- NATO relations in order to ensure the integration of our country into the North Atlantic Alliance. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Estudos da Linguagem is the property of Revista de Estudos da Linguagem 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.)

By scrutinizing Theodore Richards' thirty years career success almost entirely due to the determination of the atomic weights, the author exposes the phenomenon of the pumpkin hour in science. It occurs when an all-embracing transformation of the conceptual background of a subject field that brings to revision of its basic tenets turns the fine carriage of some - not only theoretical but even experimental - results raised to the rank of outstanding contribution into a pumpkin of minor improvements with no crucial role in knowledge. The paper shows the mechanism governing the reappraisal of "pieces" of knowledge and reveals the link preventing the scientific community from proper assessment of new ideas and facts: a discovery is valued the higher the more the value it adds (by consolidating, unfolding, and supporting) to the conceptual background through the lens of which it itself is looked at. [ABSTRACT FROM AUTHOR]

Copyright of Collected Papers of Zagreb Law Faculty / Zbornik Pravnog Fakulteta u Zagrebu is the property of Sveuciliste u Zagrebu, Pravni Fakultet 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.)

Copyright of REVER: Revista de Estudos da Religião is the property of REVER: Revista de Estudos da Religiao 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Revija za Sociologiju is the property of Revija za Sociologiju 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.)

Factors affecting academic achievement were widely analyzed and compared. This paper studies the effect of some context variables, including Gender, Age and School Resources (namely, General School Resources index ?GSR? and Resources for Mathematics Instruction ?RMI?) on the performance in Mathematics of the Moroccan?s fourth-grade students that participated on the TIMSS 2019 survey. The data collection method uses secondary data from this survey. Two statistical software packages are used (R Core Team, 2017 and SPSS 20) to treat data and apply multilevel modeling. The results of this modeling show that the variance explained at the school level is 39.41 [ABSTRACT FROM AUTHOR]