Search

Dental care providers are essential in screening and co-managing sleep-breathing disorders, particularly obstructive sleep apnea. As an integral component of dental medicine education, Dental Sleep-disordered Breathing Education (DSBE) aims to equip undergraduate and graduate dental students with the necessary knowledge, skills, and attitude to screen for and manage sleep-breading disorders as part of interdisciplinary teams. Studies on DSBE have mainly focused on undergraduate dental programs. Thus, research is needed to support the improvement of DSBE in dental residency programs, especially in orthodontics, to address the learning needs of future dental students, including Generation Z learners. This perspective paper suggests key research areas and methodologies to support this much-needed undertaking. These areas include curriculum mapping, outcome evaluation, and improvement/innovation. Dental researchers are encouraged to investigate these areas, employing the suggested methodologies. This will help overcome existing educational challenges and advance the available knowledge on DSBE in residency programs in orthodontics and dentistry at large. [ABSTRACT FROM AUTHOR]

The article presents a commentary on six month experiential training program with coaching is effective in reducing fatigue and promoting physical activity among children with cancer. Topics discussed include higher levels of physical activity self-efficacy; reducing fatigue and increasing physical activity among children with cancer; and usual medical treatment and an education talk on the importance of regular exercise for cancer recovery.

The article presents a synopsis on six-month experiential training program with coaching is effective in reducing fatigue and promoting physical activity among children with cancer. Topics discussed include higher levels of physical activity self-efficacy; reducing fatigue and increasing physical activity among children with cancer; and usual medical treatment and an education talk on the importance of regular exercise for cancer recovery.

This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]

This paper discusses the current medical sonographer status in the United Arab Emirates (UAE). The paper explores the current education, skills, job description, and challenges towards developing sonography professions and a sonographer framework. The study employed a quantitative descriptive research approach using a cross-sectional study design to collect and analyse data from sonographers in the UAE. Data was collected through a structured survey that included sections addressing demographic information, education, skills, current practices, and challenges. The data showed a relatively even distribution across different age groups, with a higher proportion falling in the 31–40 age range. Females constitute a slightly higher percentage (55.9 %) than males (44.1 %). The study found that sonographers have the necessary skills and knowledge to interpret the scan results and provide a formal report. A significant percentage of participants taught ultrasound to others and participated in research activities. The survey responses indicate difficulty in reporting sonograms. The study found that sonographers possess the necessary expertise and skills to pass on their knowledge to trainees and colleagues. The participants expressing a desire to increase their knowledge and skills indicate that sonographers recognised that continuous professional development is crucial for staying updated with advancements in the field. The participant's "Advanced Practitioners" title recommendation suggests a desire for professional recognition, career progression, and specialisations in sonography. Effective interdisciplinary collaboration is important for providing quality patient care. The paper emphasises the importance of recognising sonography as a vital healthcare profession. It aims to raise awareness about the crucial role of sonographers in patient care. The study also stresses the need for a well-defined career progression framework to guide professional growth and acknowledgement. [ABSTRACT FROM AUTHOR]

Copyright of Vjesnik Bibliotekara Hrvatske is the property of Croatian Library Association 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 European Union employs soft power instruments to defend European values and norms and promote national interests. The European Union (EU), based on its diverse but at the same time united cultural, historical and educational soft power resources, attracts an international audience. Relations between the countries of Central Asia (CA) and the European Union have gone through several stages. Since 2007 the EU has implemented a strategy in Central Asia, and in June 2019, the EU adopted a new strategy, highlighting several priority points. Based on an interdisciplinary approach of system and comparative study, this paper analyses the status and perspectives of the EU's soft and smart approaches in Central Asia, and the dynamics and shortcomings of EU-CA relations, The European Union's soft and smart power policy, resources, and anticipated results are defined in its Strategy. The EU achieved some positive results in developing its soft and start power approach to Central Asia, but there are also some limitations. There are general challenges for EU-CA relations, including external factors. Deepening political, economic, cultural, educational and humanitarian the EU-CA partnership will contribute the sustainable development of Central Asia and strengthen stability in Eurasia. This paper was prepared in the framework of EU's grant Tashkent Jean Monnet Center of Excellence for European Studies / TashCoEUWED. [ABSTRACT FROM AUTHOR]

Post-conflict reconstruction conventionally consists of four pillars--security, political, economic, and social. Ideally, all these pillars are interconnected and develop simultaneously to accelerate the reconstruction and make it stable. Rwanda undoubtedly succeeded in many aspects of its post-conflict reconstruction and it is no wonder that it is frequently presented as a model for other African countries recovering from an intrastate conflict. But is this portrayal real? Aren't there hidden pitfalls which could, in a long-term perspective, reverse the reconstruction into destruction? This paper will address these questions from the very important but usually neglected perspective of the education system, which is an integral part of the social pillar of the reconstruction, and which is perceived as a prerequisite for the development of the country and the reconciliation of different social groups. Through field research conducted in primary schools in Rwanda, the paper suggests that the reform of education after the 1994 Rwandan genocide (and the curriculum in particular) has been politicized and serves as a tool of the current RPF regime, legitimizing its authoritarian practices to establish a uniform and obedient society. [ABSTRACT FROM AUTHOR]

Corruption is a global menace with some countries of the world notoriously deep in it. Nigeria, a developing country has been battling, however, unsuccessfully with the scourge of corruption despite measures put in place to curb it. This paper chronicles the antecedents of corruption in Nigeria. It reviews the anti-corruption strategies with a view to proffering a robust, aggressive, and productive engagement against the recalcitrant nature of corruption in the country. The theoretical framework of the study is anchored on Social Disorganization Theory (SDT) and Social Learning Theory (SLT). Among the varying recommendations made by this paper, is the need to rejig, reinvigorate, and re-awake consciously, conscientiously, and systematically, the traditional anti-corruption institutions such as the National Assembly, the Judiciary, the Police, offices of the Accountant General, Auditor General, among others, to the understanding of their paramount role and vanguard position in championing very effectively, the anti-corruption war. [ABSTRACT FROM AUTHOR]

This paper examines the phenomenon of child and youth labour in the post-Stalin era in the Soviet Union. The starting point for the consideration constitutes the analysis of the law adopted by the Supreme Soviet of the USSR in 1958 titled "On the strengthening of the link between school and life and the further development of people's education in the USSR". This law placed great emphasis on combining education with practice and involving pupils from the earliest grades in various forms of both productive and socially useful labour. Subsequently, four categories of labour to which children and young people in the USSR were systemically forced has been distinguished. These included: occasional labours, work and leisure camps, so-called subbotniki and little communal works, as well as compulsory recycling. The paper thoroughly depicts all of them in the light of memoir material. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia 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 requirements for information in the public sector are continuously changing and there is a need for accountants who are capable to respond to these challenges. Universities, i.e. higher education institutions (HEIs), are recognized as institutions that provide fundamental knowledge, and a discussion of education in the field of public sector accounting is required. The purpose of this paper is to present the opinions of public sector accountants and expectations of students regarding education in the field of public sector accounting at HEIs in Croatia. Methodology: A survey was conducted among accountants employed in public sector entities and among students of faculties of economics at public universities in Croatia. The results of the aforementioned survey are analysed in the SPSS software package using descriptive and inferential statistics. Results: Results showed that students as well as public accountants agree that formal education is not enough for the position of public accountant. Furthermore, students are not interested in the position of public accountant. Therefore, public universities should rethink modifying the structure and programs of courses related to public sector accounting. Conclusion: The results are an invitation to public policy creators to work on the attractiveness of the position of public sector accountant by offering better conditions. The authors of the paper therefore highlight the necessity for better cooperation between accountants and the academic community in order to improve education in the field of public sector accounting and meet the needs for professional and trained accountants who are the future of the profession. [ABSTRACT FROM AUTHOR]

This paper delves into the integration of artificial intelligence within Estonia's education system, showcasing the country's global reputation for digital innovation. Utilising the method of the case study and the method of document analysis, we explore not only the practical outcomes, challenges, and strategies related to the adoption of artificial intelligence in the Estonian education system but also its economic implications. The research highlights artificial intelligence's potential to lead to cost efficiencies and economic benefits for the education sector. Furthermore, we address the critical issue of fostering artificial intelligence literacy among students, schools, and universities, pinpointing data privacy and ethical considerations as key areas of concern. The strategies implemented by educational institutions to mitigate these challenges and promote a comprehensive understanding of artificial intelligence are also discussed. In conclusion, the paper underscores artificial intelligence's transformative potential in reshaping education, offering guidance for other nations and academic entities aiming to successfully integrate artificial intelligence-based technologies. Emphasis is placed on the importance of a supportive policy framework and a solid ethical foundation to navigate the complexities of artificial intelligence adoption and ensure responsible use, while also considering the economic impact on the educational ecosystem and the labour market at large. [ABSTRACT FROM AUTHOR]

The paper aims to examine the persistence of gender stereotypes in STEM education and identify opportunities to enhance the inclusivity and attractiveness of Vocational Education. The analytical part of the paper consists of quantitative and qualitative research. Through ordinal logistic regression, the determinants influencing female and male students' attitudes towards gender stereotypes and future careers in STEM fields are analysed. The qualitative part draws on focus group outputs to understand the challenges of this topic in greater depth. University students are more resistant to stereotypes than high school students. At the same time, men tend to believe in gender stereotypes more than women and nonbinary people. An important aspect is positive female role models, which eliminate this adverse persistent phenomenon and increase the inclusiveness of the learning environment for female students. University students are more likely to envision a future in STEM than high school students, and there were no statistically significant differences in the plans of male and female students. Non-binary students are more likely to choose a career in a different field. [ABSTRACT FROM AUTHOR]

One of the most speedy and substantial social shifts in human history has been the evolution of gender relations since the turn of the 20th century. Even though female health, literacy and women participation in workforce have significantly improved, the status of women in Indian society is not very satisfactory leading to gender disparities. It is in this background that this paper attempts to analyse the role of education, labour market and health in reducing gender disparities across the states over the period of time. To analyse the impact of these variables, Gender Disparity Index (GDI) has been constructed utilising the data from Periodic Labour Force Survey (PLFS) and Sample Registration System (SRS) to measure gender disparities in 20 major states and union territories (UTs) of India. For the construction of GDI, we have used three dimensions, namely health, empowerment and labour market participation. The index is prepared to make a decadal comparative study for the years 2011–12 and 2020–21. The statistical results indicate that there is a significant difference in mean of the GDI scores for 2020–21 and 2011–12. The paper concludes with certain policy implications suggesting that there is a need to put more effort into creating infrastructure and cutting-edge policies to improve the health and education systems. The focus should also be to create more employment opportunities for females, helping them to raise their standard of living so as to enhance their contribution towards economic growth. [ABSTRACT FROM AUTHOR]

Copyright of Library / Knjižnica is the property of Zveza bibliotekarskih drustev Slovenije (ZBDS) 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.)

Introduction/Purpose: Economics is a dynamic subject whose students use the contents to address real-life problems. Therefore, this paper examines the transformation of economics to tackle teachers' challenges in the teaching of economics. Design/Methodology/Approach: This paper used a qualitative research technique to collect information from teachers based on a phenomenological research design. A purposive sampling technique was used to select 12 teachers of economics in 6 selected schools in Buffalo City. A semi-structured interview was used to elicit information from the respondents and the data were analysed using a thematic approach. Findings: The study identifies certain notable issues including imprecise economics curriculum materials and learners' inability to demonstrate interest due to various statistics and data components of the subject. Teachers' participation in professional development activities such as seminars, in-service training and workshops for knowledge updates is one of the solutions offered to overcome these difficulties. Limitation: This paper uses only 12 economics teachers from Buffalo City metropolitan municipality. Larger samples can be used in another municipality. A quantitative approach can be used to accommodate representative samples. Practical Implications: Teachers are expected to be at the forefront of disseminating the contents of the subject appropriately because a teacher can only give what he or she has. Teachers should be proactive and current with the recent developments in the nation and be technologically compliant. Contribution to the Literature: This paper contributes to the literature by highlighting practical solutions to the challenges teachers face during the teaching of economics. [ABSTRACT FROM AUTHOR]

Poverty reduction has long been one of the political priorities of the European Union and its member states. Despite the political declarations and measures applied, poverty is still a phenomenon that affects the everyday lives of about 70 million Europeans. Moreover, trends in poverty incidence show how poverty risks are sensitive to overall socio-economic development and how they are more actual for some vulnerable population groups. Following the popular concept of poverty feminization, the analysis presented in the paper aims to identify gender perspective relationship between the poverty incidence and characteristics describing the situation on the labour market or the levels of attained education in EU-27 countries. Attention is paid to poverty incidence among women and men of working age (population aged from 25 to 54 years) and differences are examined in the relationship to the position of both genders on the labour market. Presented findings, based mainly on the results obtained from the panel regression analysis performed for the period 2007-2020, suggest that policymakers should integrate a gender perspective into all policies focused on poverty reduction. [ABSTRACT FROM AUTHOR]

The use of Online Games (OGs) in education has sparked significant interest in recent years. Despite the proliferation of various applications and approaches, the precise role of OGs in higher education remains uncertain. Therefore, this study aims to provide an overview of the integration of Online Games (OGs) in higher education. This study considered the broad perspective of OGs' use, not limiting the application to teaching strategies, to fully understand the variety of implementations. Using bibliometric analysis and coding, we processed journal articles and conference papers from the Scopus database, resulting in a sample of 109 documents. Four dimensions were found, with studies currently focused on: types of content and learning goals (89.9%), students' behavior towards the use of OGs in higher education (57.79%), OG software and applications (53.21%), and teachers' behavior toward the use of OGs in higher education (5.5%). Within these dimensions, we identified a total of 16 distinct elements as subtopics for further discussion and research opportunities. Notably, there is a lack of context-specific studies, both in terms of geographical region and disciplinary focus, indicating a pressing need for empirical investigations tailored to diverse educational contexts. [ABSTRACT FROM AUTHOR]

Emphasis on STEM education has gained the attention of activists to promote gender equality in the education field in the last few years. The objectives of the present research paper are: Why is there a need to address gender inequalities in STEM education in Pakistan? The second objective of the research is to highlight the obstacles that restrict women's access to STEM education in Pakistan. This research is qualitative in nature and based on the interviews of students enrolled in the faculty of humanities at the BS level in AIOU. Research gives directions to policymakers on how to increase women's enrollment in science, technology, engineering, and mathematics (STEM). [ABSTRACT FROM AUTHOR]

Copyright of Arhivi is the property of Arhivsko Drustvo Slovenije 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 Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education 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.)

In this paper, we will discuss various difficulties faced in English language teaching and learning in rural settings. Moreover, we will explore the implications of implementing a program named We Learn English, an initiative by the education department of Zilla Parishad Parbhani. This programme is a course developed by teachers and students to improve Englishspeaking skills among the students in primary schools in rural settings. The medium of instruction and its design make it more effective and valuable. [ABSTRACT FROM AUTHOR]

Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics. [ABSTRACT FROM AUTHOR]

In the increasingly digital age, students' education and assessment have undergone significant transformations, and online educational platforms have become an essential tool in this process. The purpose of this article is to explore and highlight the crucial role these platforms play in optimizing the assessment process in higher education institutions. In the year 2020, the world of education has been challenged by the global pandemic of COVID-19, causing educational institutions to rapidly reconfigure teaching and assessment strategies. With the suspension of traditional courses, institutions have been forced to adopt distance teaching and assessment methods. In this context, the development and use of online learning platforms have become essential to ensure the continuity of the educational process. Focusing on universities, this article proposes to highlight the crucial importance of online educational platforms in optimizing students' assessment. The goal is to develop a university platform that facilitates both the student evaluation process and effective communication between students and teachers. Thus, this article aims to explore in depth how online educational platforms can influence and improve the process of student assessment in universities. This paper brings to the fore the essential role that technology plays in educating future generations and preparing them for the challenges of a world in continuous transformation. We present our proposed platform that can be used to evaluate the students in automatically way. [ABSTRACT FROM AUTHOR]

This paper discusses the author's motivations for writing the paper "What an Information System Is, and Why Is It Important to Know This", and how this relates to the approach taken in general in his lectures and seminars too. An explanation is given as to the motivation for this particular content of the quoted paper, and this paper then closes with a plea for simple explanations. [ABSTRACT FROM AUTHOR]

This paper focuses on the connection between a field of education and national curricula in secondary education and individual religious commitment. This article builds on the idea that formal education is not only meant to transmit knowledge but also to create competencies that involve a combination of knowledge, skills, and social values. Moreover, institutional factors related to an educational system may shape religious commitment by providing opportunities and constrains promoted by a national curriculum. While the competencies approach sheds light on the connection between individual education and religiosity, the contextual approach helps in understanding the relationship between a national curriculum in secondary education and individual religiosity. This paper employs multilevel regression models and tests the research hypotheses using data from the European Social Survey (ESS), rounds 2, 3, and 4, and Eurydice 2013/2014. The results show that the field of education and the percentage of mathematics and sciences studied in secondary education should be taken into consideration when analyzing the connection between education and individual religious commitment. [ABSTRACT FROM AUTHOR]

In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction. Beyond the identified research themes and patterns, this paper argues that emotional intelligence, AI literacy, and prompt engineering are the trending research topics that require further exploration. Accordingly, it's in this praxis that emotional intelligence emerges as a pivotal attribute, as AI technologies often struggle to comprehend and respond to the nuanced emotional cues. Generative AI literacy then takes center stage, becoming an indispensable asset in an era permeated with AI technologies, equipping students with the tools to critically engage with AI systems, thereby ensuring they become active, discerning users of these powerful tools. Concurrently, prompt engineering, the art of crafting queries that yield precise and valuable responses from AI systems, empowers both educators and students to maximize the utility of AI-driven educational resources. [ABSTRACT FROM AUTHOR]

• Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. • This paper underscores the role of nursing curricula and evidence-based teaching learning strategies that can promote the next generation of nurses' preparedness for disaster nursing. Those strategies include classroom-based theory and didactic courses/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and involvement of nursing students in research specific to disaster. • The inclusion of disaster management in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. Trained nurses with adequate disaster education can serve as a healthcare asset during disasters and are better prepared to deliver healthcare services that are timely, need-based, culturally sensitive, and cost-effective. Disasters can occur anywhere and without warning, requiring proactive action to reduce errors and save lives. Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. The inclusion of disaster education in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. This paper underscores the role of the nursing curriculum and evidence-based teaching learning strategies in preparing the next generation of nurses in providing quality care to the vulnerable population affected by the disaster. Moreover, the paper presents the role of theory and didactic course/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and participation in research specific to disaster nursing. [ABSTRACT FROM AUTHOR]

In this paper I argue that assessment data can be helpful to teachers for practising effective pedagogy, but it can also inhibit effective teaching when it is used to control their practice. Effective pedagogy is defined as giving each learner the resources they need to progress successfully and confidently through school. The paper first introduces the Reading to Learn professional learning program that started as a project with Indigenous students in primary and secondary schools. Both the project and the R2L program were helped and hindered by assessment regimes of education bureaucracies. Assessments developed in the program show inequalities within classrooms at all school stages, which is explained by an analysis of the literacy development curriculum through primary and secondary school. A model of pedagogy and knowledge about language is then proposed for teacher professional learning, that includes assessments that teachers control to track their students' growth. The paper concludes by advocating for professional learning that empowers teachers to take control of pedagogic practices in their own classrooms. [ABSTRACT FROM AUTHOR]

The use of Online Games (OGs) in education has sparked significant interest in recent years. Despite the proliferation of various applications and approaches, the precise role of OGs in higher education remains uncertain. Therefore, this study aims to provide an overview of the integration of Online Games (OGs) in higher education. This study considered the broad perspective of OGs' use, not limiting the application to teaching strategies, to fully understand the variety of implementations. Using bibliometric analysis and coding, we processed journal articles and conference papers from the Scopus database, resulting in a sample of 109 documents. Four dimensions were found, with studies currently focused on: types of content and learning goals (89.9%), students' behavior towards the use of OGs in higher education (57.79%), OG software and applications (53.21%), and teachers' behavior toward the use of OGs in higher education (5.5%). Within these dimensions, we identified a total of 16 distinct elements as subtopics for further discussion and research opportunities. Notably, there is a lack of context-specific studies, both in terms of geographical region and disciplinary focus, indicating a pressing need for empirical investigations tailored to diverse educational contexts. [ABSTRACT FROM AUTHOR]

Ultrasound education varies greatly across European healthcare systems. This paper focuses on ultrasound academic education as a part of wider suite of surveys on radiographers working in ultrasound. The aim was to investigate sonography educational levels, methods of training, course duration and other factors in European Federation of Radiographers Societies (EFRS) member countries. In 2019 an online survey was sent to the 38 EFRS member societies to distribute to higher education institutions within their own country. The survey was in English and contained different types of questions such as closed questions, free text options, and scale responses, to investigate sonography education including academic course types and duration, curriculum content, learning and teaching methods. A total of 45 responses were received, showing wide variation in the duration of training between the respective countries. Academic level 7 (part-time) ultrasound education was most frequently reported (n = 13), followed by direct entry ultrasound courses (n = 9) and bachelor's degree programmes at EQF level 6 (n = 7). The duration of part-time courses ranged from nine months up to four years. Sonography training and education varies among EFRS member countries ranging from short focused courses to postgraduate awards. Few countries offer sonography education leading to an award. The majority of clinical teaching and learning takes place in the learner's workplace. High quality academic and clinical education for radiographers extending their role into ultrasound is important to ensure safe, effective sonography practice and good patient care. [ABSTRACT FROM AUTHOR]

Recent advancements in generative artificial intelligence (GAI) have sparked debates and research on its transformative potential in education. This study explored how a specific group of educators partner with GAI tools, particularly ChatGPT, to complement and enhance their teaching. Within an interpretative paradigm, the study used an exploratory case study design to investigate how 13 educators enrolled as students in a structured master's programme at an open distance learning university in South Africa use GAI tools in their teaching. Their posts on a discussion forum were used to collect data. Findings reveal that they actively employ GAI to streamline their teaching practices, specifically to personalized tutors, simplifying English texts and translations, assessments, lesson planning, and critical thinking tasks. The study also highlights the need to understand the limitations and boundaries of GAI, including concerns about accuracy, biases and reliability. Importantly, the absence of institutional guidelines on GAI raises questions about the necessity for clear guidelines and policies to ensure responsible and ethical integration in educational contexts. The paper concludes by emphasizing the transformative potential of GAI and the fact that it will increasingly act as a partner in teaching and influence modern teaching practices. Ultimately, GAI's foothold in education is undeniable, challenging educators and policymakers to navigate its implications while maximizing its potential to support effective teaching. [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.)

This paper combines the emerging Internet with actual student classrooms to design a PHP-framework-based web-based instruction platform, aiming to improve students' learning efficiency after class. This system uses the PHP language and integrates MVC-based ThinkPHP, Bootstrap, jQuery's $, ajax asynchronous request, art-template rendering, and other technologies. The interface of the system is simple and easy to operate, with various layout styles and display effects. Students can increase their interest in learning and improve their learning efficiency by watching the teaching videos on the website. The system summarizes a large amount of teaching resources and information to promote the structure and mode of reform in education and teaching. Such an intelligent platform with permanent knowledge preservation and instant sharing features effectively motivates students' learning efficiency, interest, and initiative. [ABSTRACT FROM AUTHOR]

The Circular Economy Action Plan is the main building block of the European Green Deal, Europe's new agenda for sustainable growth. Businesses need new technologies, new methods and new industrial organization either to create new businesses or to transform their products, processes and business models. They also need new talents to innovate, create businesses and new jobs, and transform society into a more sustainable one. Circular economy has grown significantly in recent years as a topic taught in engineering curricula. The purpose of this paper is to present the design, implementation and evaluation of a summer school program dedicated to the development, transformation and implementation of circular economy systems and new business models in manufacturing. The program was designed in collaboration with three university partners during a European project and relied on contributions from industrial companies, including start-ups and innovative companies. At the end, some lessons are drawn in order to show the main added value based on the evaluation of this summer school and to identify recommendations for the design and implementation of similar summer schools. [ABSTRACT FROM AUTHOR]

Public sector accounting education (PSAE) has recently attracted increasing attention from both scholars and practitioners. Nonetheless, there is still an education/practice gap that undermines public servants' ability to face the complexity of the current working environment. This paper reviews and critiques the PSAE literature, identifies the main practical issues affecting the field, and outlines how education providers can improve formal and non-formal curricula and training. Results reveal that the exploratory nature of a large part of the PSAE research and the lack of a practical perspective able to bridge the gap between PSAE and the requirements in practice of the current public sector context demonstrate the pressing need to develop the topic and how it is investigated. The present review is one of the first attempts to investigate PSAE with a focus on the practical approaches that could be used for the development of graduates and public servants' accounting competencies. [ABSTRACT FROM AUTHOR]

• Emerging nurses must be literate in Planetary Health if they are to practice in the escalating impacts of climate change. • Adequate support (internal and external), an understanding of rationale, concept, and process, and personal belief and confidence are key factors that can influence the success of curriculum change and delivery. • Academics must utilize levers to integrate Planetary Health into the curricular as a matter of priority. Due to the escalating severity of the impact of climate change on human and ecological health and its implications for nursing practice, it is imperative that planetary health is embedded into the undergraduate nursing curriculum. This rapid review was undertaken to identify the barriers and enablers to implementing planetary health into the undergraduate Bachelor of Nursing curriculum. Databases (PubMed, Education Source, CINAHL, and Scopus) were searched for relevant studies between 2013 and 2023. Seven papers were eligible for review. The studies demonstrated that adequate knowledge, skill development, social support, a supportive organization, and access to adequate resources were required to embed changes into the curriculum. This study has identified enablers that can be leveraged to successfully integrate planetary health into the undergraduate nursing curriculum, preparing nurses who are working in a practice environment impacted by climate change. [ABSTRACT FROM AUTHOR]

Virtual reality's (VR) applications in education have been a topic of interest to the academia in recent years. Although literature expands significantly worldwide, the focus on education still presents a high number of opportunities to explore. In Latin America, the literature regarding the use of virtual reality is limited and not yet systematized. Therefore, the present study aims to provide an overview of Latin America's research publications regarding the use of VR in higher education. Using bibliometric measures and coding in Scopus and Web of Science (WoS) databases' outputs, we analyzed 126 papers, the majority of them from social sciences, followed by engineering, business, and medicine. Content tree analysis resulted in 5 dimensions: 'Functional aspects of using VR as a learning tool', 'Teaching strategies and methodologies using VR', 'Behavioral aspects of using VR as a learning tool', 'Outputs of VR use as an educational tool' and 'Competencies and readiness to use VR as a learning tool'. Most publications (74,6%) focus or present as one of the discussions the functional aspects of VR, such as access, viability, usefulness, virtual environment, the association with artificial intelligence, among others. [ABSTRACT FROM AUTHOR]

Standardized testing is a human rights issue that continues to plague the educational systems in developed nations. Within countries like the United States and the United Kingdom, vexatious accountability measures, such as those provided by standardized testing, have polarized the educational arena, leaving in its wake a litany of human rights concerns. This culmination of over-testing and outcome-only driven education equates to an end game where employment and dollar signs erode the very fabric of human rights for children. In this paper, we hope to inspire understanding of the issues of contention happening in developed nations today regarding standardized testing issues, and we will make recommendations that may help these nations move from the statistical to the enlightened view of growing responsible and civicminded citizens into the twenty-first century. [ABSTRACT FROM AUTHOR]

While the concept of online classes is not new to the rest of the world, this became a common mode of learning in Myanmar only when the COVID-19 challenges became a reality in 2020 as physical classrooms could no longer be used. When the coup d'etat was staged in 2021, education was further halted since many schools and their students did not have the resources to teach and learn online in addition to the political instability. However, online learning has been trending on social media for those who do have access to these resources. This paper will investigate the ways in which young people engage in education facing the "coup--vid" (coup + COVID-19), the motivation behind such engagement, and insights how they are benefiting from digital tools for learning. [ABSTRACT FROM AUTHOR]

Copyright of Ekonomista is the property of Polskie Towarzystwo Ekonomiczne & Institute of Economic Sciences of the Polish Academy of Sciences 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 explores the formative stages of Ronald Storrs's governorship of Jerusalem by focusing on the nascent years of British control in Palestine from 1917 to 1919. While much scholarship has concentrated on Storrs's patronage of the Pro-Jerusalem Society, his response to the Nabi Musa riots of April 1920, and his early relationship with the Zionist Commission, less consideration has been given to the establishment of his authority in Jerusalem during his first two years in the city. Drawing upon Storrs's personal papers and archival research, it traces the roots of his style of governing back to his childhood experiences and education, together with his early years as a colonial administrator in Egypt. In doing so, greater context is given to Storrs's initial perceptions of the city after his arrival in December 1917, and his subsequent relations with the communities of Jerusalem during the first two years of British rule. [ABSTRACT FROM AUTHOR]

Purpose: The present study investigated experiences of traumatic perinatal events, the provision of related education, and educational needs of nurses working in the labor and delivery room (LDR). Methods: Nurses working in the LDRs of six institutions and two nurse portal sites were invited to participate in the survey, delivered on paper or online. The data were collected from October 1 to November 25, 2022. Data from 129 nurses were analyzed using frequency, the chi-square test, the Fisher exact test, the t-test, and analysis of variance. Results: Virtually all participants (98.6%) reported having experienced at least one traumatic perinatal event (dystocia, postpartum hemorrhage, neonatal congenital anomalies, severe maternal or neonatal injury, stillbirth, and maternal or neonatal death) while working in the LDR. The most shocking traumatic perinatal event experienced was the maternal or neonatal death (40.3%), but 24.8% of participants did not recall ever receiving education on the topic. About 63% of participants experienced traumatic perinatal events within a year of working in the LDR. The average score for education needs regarding traumatic perinatal events was 3.67±0.37 out of 4, and participants preferred simulation education as the most effective educational method. Conclusion: Since most of the participants had experienced various traumatic perinatal events in the early stages of working in the LDR and expressed a high level of need for education on traumatic perinatal events, it is necessary to provide more effective stimulation education programs in the early period of work in the LDR. [ABSTRACT FROM AUTHOR]

Copyright of Informatica (03505596) is the property of Slovene Society Informatika 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 Maslach Burnout Inventory (MBI) is frequently used to assess occupational burnout and the Epidemic-Pandemic Impacts Inventory (EPII) is a new tool for assessing pandemic impacts. This study's objective is to describe chiropractic faculty members' experience of the COVID-19 pandemic, their burnout as professional educators, and their strategies for coping with stress. A Qualtrics survey link was emailed to 73 current faculty and 10 previously employed faculty from 1 chiropractic school. The survey included 22 MBI, 31 EPII, and 2 questions about coping strategies. Faculty were given several weeks to complete the survey, were reminded via emails and meeting announcements, and were given paper surveys to increase participation. Responses were analyzed in STATA17. Forty-three faculty completed the survey (response rate = 52%). Of these, 25.8% reported testing positive for COVID-19, 30.23% reported difficulties transitioning to working from home, and 25.5% scored high on the MBI subscale for emotional exhaustion (EE) (mean 15.79, SD 13.68). Higher EE was associated with pandemic-related increases in mental health and sleep problems. Common coping strategies included self-care and social support. The majority of faculty reported neither contracting COVID-19 nor having difficulty transitioning to work from home. Average EE for participating faculty was lower than previous reports although a quarter scored high in EE, which may be associated with pandemic-related mental health and sleep problems. These results suggest chiropractic faculty might need support coming out of the COVID-19 pandemic and indicate the need for future research on burnout among faculty from other chiropractic institutions. [ABSTRACT FROM AUTHOR]