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Large amounts of waste paper are generated annually worldwide. Although some of it is recycled, up to 50% is landfilled or incinerated. The remanufacturing of waste paper to produce pencils is proposed as a novel, sustainable business solution. A sustainability analysis of this process was performed to quantify indexes of technical, environmental, economic, and social sustainability. Small-to-medium business models were evaluated, in which 15 000 pencils/shift/day can be produced from 135 kg of waste paper, with a maximum productivity of 64 800 pencils/day. Productivity, operating costs, power consumption, land footprint, machine delivery cost, and number of workers were used to analyze the technical feasibility. The cost-to-profit ratio, cost and profit per pencil, and daily profit were used to evaluate economic sustainability. The amounts of municipal solid waste and recovered paper waste, saved embodied energy, and prevented CO2 emissions were used to analyze environmental sustainability. The number of workers and labor costs were used to evaluate human development and social sustainability. The machines required for the remanufacturing line are considered sufficiently mature, remanufactured pencils are less expensive to produce than wooden pencils, and the proposed process minimizes the amount of waste paper sent to landfills and avoids the use of new wood for producing pencils, thereby satisfying technical, economic, and environmental sustainability, respectively. The final sustainability index of 0.9 is considered very high and sufficient for operating a profitable, sustainable business with a profit of 252–583 USD/day.

Purpose: Suitable assistive devices for children with cerebral palsy (CP) in low-income countries are often unavailable. Devices made from APT are in use in several countries but are unevaluated. Materials and methods: A 2-week training course focused on APT principles, measuring children and constructing postural support devices. Twenty-three Kenyans attended the course. The host organization identified four local children with CP who attended for assessment and measurement. Participants made the devices and children returned for fitting and necessary adjustment. Completion of post-course forms, action plans, visits after 14 months and contact 3 years later comprised the evaluation. Results: All participants found the course beneficial and valued the networking opportunity provided. They appreciated the practicality and utility of locally manufactured cost effective devices. The trainees planned further implementation to provide assistive devices for children with CP in their localities. Follow-up visits revealed several challenges to local ongoing production. Conclusions: Training people in low-income communities to make bespoke assistive devices for children with CP is straightforward, and the course was positively evaluated. However, maintaining device production is limited without local group support and stable leadership, ideally as part of an existing programme.Implications for rehabilitationAssistive devices are often unobtainable for children with cerebral palsy (CP) in low-income countries.APT is a cost effective way of fulfilling this need and it is relatively straightforward to train people who care for or work with those with CP to make devices using APT.Feedback from APT training suggests participants find the technique a practical way of producing assistive equipment for individuals with CP in their community.Maintaining device production requires support, leadership and increased public awareness of the use of APT at a local level.

Abstract Background Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

Scientific papers at this time are something that must be mastered by a student. Scientific articles produced by someone contribute new knowledge to the world of Education. This study aims to analyze the obstacles experienced by students when writing scientific articles. The research was conducted on biology education students at the Open University who are in their final semester and take scientific work courses as one of the graduation requirements. There were at least 13 students who were the research samples taken purposively. To obtain data, the researcher provided a questionnaire and conducted interviews with a sample of students. The data were then analyzed descriptively and resulted in the discovery that the main barriers of biology education students in writing scientific papers are lack of student experience in writing scientific papers especially in the components of scientific papers. They found it difficult when creating an introduction (54%), method (46%), and presenting results and discussions (54%). The recommendation from this study is the need to develop learning strategies in scientific work courses that can train students to get used to developing ideas and process these ideas into original articles and free from plagiarism.

IntroductionPaper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game.MethodsThe Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III).ResultsThis manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found.

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

The study fulfils the gap in teachers' scientific paper writing skills, which benefits both the academic community and pupils. Teachers' competence can be improved so that they can engage in evidence-based practices, contribute to academics, and deliver engaging educational experiences that develop critical thinking in their pupils. Scientific paper writing training is critical for developing high school teachers' professional competency. The purpose of this study was to look into the efficiency of such training in improving teacher abilities and knowledge. A quantitative descriptive method was employed in the study to evaluate the efficiency of a scientific paper writing training programme for high school teachers. Data was gathered by assessing the quality of the teachers' papers using a quality assessment form. The data was analysed using statistical procedures such as the t-test and N-Gain analysis. The t-test compared pre- and post-treatment scores, while the N-Gain analysis assessed the training's effectiveness. These methodologies aided in determining the program's impact on teachers' writing skills and quantifying the level of development in their scientific paper writing competence. These data indicate the training program's effectiveness in improving teachers' understanding and skills in scientific paper writing. Training in scientific paper writing improves high school teachers' professional competency by increasing their understanding of article components, scholarly practices, and writing abilities. It emphasizes the importance of continuing professional growth and filling gaps in critical thinking and interdisciplinary writing.

This study aims to determine the application of Play Therapy using colored paper to reduce mathematical anxiety in children. The research method used is Single Subject Research with an A-B-A design. The subjects of this study were third-grade children of SDN 211 / IX Mendalo Darat. Determination of the subject of this study using purposive sampling technique with the criteria for children's mathematic anxiety conditions are in the very high category. The data collection instrument for this research is the mathematic anxiety scale, interview, and observation. The data analysis technique used is the visual analysis of data and graphics. The findings of this study indicate that Play Therapy using colored paper is effective in reducing children's mathematical anxiety in AA subjects, as the impact of counseling changes in the baseline phase increases during the intervention and stabilizes in the follow-up phase. It is suggested that school counselors apply Play Therapy in developing effective daily life (KES) and eliminating daily effective life (KES-T) which aims to form an independent person.

In 2016, two years into my career at a large suburban New Jersey public high school, I was prepared--or so I thought--to teach American Literature for the first time. I'd [...]

This comprehensive analysis delves into the multifaceted evolution of research concerning information and communication technology (ICT) within the dynamic landscape of education. Embracing the meta-analysis methodology, this study embarks on a detailed journey through the corpus of scientific literature devoted to exploring the intricate interplay between ICT and education. Covering a substantial temporal span from 2002 to 2022, this investigation meticulously scrutinises and synthesises a wealth of scholarly contributions, illuminating diverse dimensions of the integration of ICT and its impact in educational settings. The overarching objective is to discern not only the methodological nuances, but also the transformative potential and broader trends that underscore the nexus of ICT and education. With a keen focus on Lithuanian scholarly output, this analysis seeks to unravel the intricate tapestry of research endeavours, shedding light on the methodological paradigms, thematic trajectories, and empirical insights that have shaped the discourse surrounding the role of ICT in education over the past decade. At its core, this study aims to address a constellation of probing questions that lie at the heart of contemporary educational discourse. How has the research methodology pertaining to the application of ICT in education evolved over time? In what specific domains and subdomains of education are the contours of the influence of ICT most discernible, and what emergent themes and focal points have garnered scholarly attention? Furthermore, what demographic cohorts and educational stakeholders emerge as primary subjects of inquiry, and how do researchers navigate the complexities of data collection and analysis in elucidating the nuanced dynamics of ICT integration in educational contexts? Through a judicious blend of quantitative and qualitative analyses, this study embarks on an ambitious journey to unravel the intricate threads of inquiry that animate the discourse surrounding ICT in education. By adopting a mixed-method meta-analytical framework, this investigation offers a panoramic vista that spans thematic, temporal, methodological, and demographic dimensions, thereby affording a nuanced understanding of the multifaceted landscape of the integration of ICT in education. In traversing this expansive terrain of inquiry, this study aspires not only to illuminate the contours of past research endeavours, but also to chart a course for future inquiry and innovation in harnessing the transformative potential of ICT to enrich and enhance educational practices and outcomes. After analysing Lithuanian scientific works related to the application of ICT in the field of education, it is evident that quantitative methodologies are most commonly chosen for empirical research on this topic, while qualitative methodologies are less prevalent. In articles employing quantitative methodologies, prevalent themes relating to ICT include: competency, application, possibilities and experiences, virtual learning environments, users of these environments, development in education, usage habits, attitudes towards ICT tool usage, augmented reality technologies, ICT as a component of learning environments, computer usage at home, and incentive-based encouragement using ICT tools. In articles employing qualitative methodologies, prevalent themes relating to ICT include: values education, opportunities, the internet, incentive-based encouragement, virtual learning environments, cloud computing, and experiences of using ICT in the teaching and learning process. Mixed-methodology articles commonly focus on the pedagogical foundations of educational environments, virtual experiments, the engagement of education participants, skills development, adult education, the personalisation of teaching and learning, e-learning, the educational environment, and increasing motivation. The most frequently studied subjects in these articles are teachers, followed by students, with other participant groups such as education experts and support specialists being less common. Systematising the data collection instruments used in the scientific articles analysed revealed that questionnaires predominated, with interviews being chosen less frequently, and other types of instruments being rare. An analysis of the essential conclusions of the examined scientific articles reveals that positive experiences of using ICT in the field of education are significantly more prevalent than negative experiences.

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students’ multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown’s Society Papers in Julia Quinn’s novel The Viscount Who Loved Me (2000), her appearances as narrator in the Netflix series Bridgerton (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students’ multimodal communicative competence.

This research study examines the impact of paper leaks on students in India. The study explores the causes and effects of paper leaks, legal and ethical implications, and prevention measures. The research design involves a quantitative approach with a survey as the data collection method. The sample size includes 500 students from various academic levels and institutions. The results indicate that paper leaks have a significant negative impact on student's academic performance, psychological well-being, and trust in the education system. The study highlights the need for stricter security measures, increased vigilance, and penalties for those involved in paper leaks.

The aim of this work is to analyse the transformation of the term intellectual, which is established as a kind of paradigm in modern and postmodern times. The focus of the research is first of all on the reduction of the role of the intellectual in modern times, which was echoed in the thoughts of numerous philosophers of modern and postmodern epoch. Then the postmodern dystopian novel Plato's Papers by the English writer Peter Aykroyd, is analysed. It is a dystopian work in which the aforementioned tendencies were given an artistic articulation. The hero of the novel Plato, as the research shows, represents a travestied image of the ancient philosopher Plato and acts in a modern telematized polis of the distant future. The works and fate of the postmodern Plato are articulated in the novel in a way that hints that escapism is the only possible answer to the challenges of the destructive relativizations of the postmodern era.

This research seeks to gain insight into the reading preferences of adolescents as they begin secondary education. The study examined a sample of 664 students in the first year of compulsory secondary education (ESO) in Cádiz to determine any similarities with small samples in other national and international contexts (Spain, Chile, Poland, and Portugal). The methodology employs reading format as a dependent variable and explores its relationship with the independent variables “sex” and “love of reading.” The statistics were processed with univariate and bivariate analyses to explore preferences for reading formats, and a CHAID analysis to establish reading profiles. The results show that traditional reading formats are preferred by the most avid readers, while more infrequent readers prefer to read digitally. This information offers opportunities to devise teaching strategies that promote reading in virtual environments.

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in the United States, we explore their experiences when engaging with student grief disclosures and revealed three main themes: regulations and boundaries, transactional exchanges in institutions, and the classroom being a human space. We also discuss how GTAs use CGP to manage these interactions. We further suggest that GTA training should include CGP to help prepare future instructors for student grief and welcome grief into the classroom.

Penelitian ini bertujuan untuk mengetahui peningkatan motivasi belajar peserta didik kelas VII.2 dalam pembelajaran pendidikan pancasila melalui penggunaan media Quizizz Paper Mode di-SMPN 33 Palembang. Penelitian ini menggunakan pendekatan penelitian tindakan kelas (classroom action research) yang dilakukan selama tiga siklus dengan subjek penelitian seluruh peserta didik kelas VII.2 SMPN 33 Palembang dengan 32 orang peserta didik yang terdiri atas 19 Laki-laki dan 13 Perempuan pada materi Bab VI yaitu Bekerja Sama dan Begotong Royong di mana dalam tiga siklus yang dilaksankan ketiganya melakukan tahap perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini di observasi oleh tiga observer yang hasilnya di analisis dengan menggunakan teknik analisis deskriptif persentase. Hasil penelitian ini menunjukkan bahwa penggunaan media Quizizz Paper Mode dapat meningkatkan motivasi belajar peserta didik kelas VII.2 SMPN 33 Palembang hal tersebut dapat dilihat pada kegiatan pra siklus dengan motivasi belajar peserta didik sebesar 47% meningkat pada siklus 1 menjadi 67%, siklus 2 77% dan siklus 3 86% yang berarti media pembelajaran Quizizz Paper Mode dapat meningkakan motivasi belajar peserta didik.

Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found. [ABSTRACT FROM AUTHOR]

The advent of Generative Artificial Intelligence (genAI) has significantly reshaped the educational landscape, heralding new prospects and concurrently introducing complex challenges. Mirroring the essence of René Magritte's iconic artwork "Ceci n'est pas une pipe", where the depiction of a pipe is not actually a pipe, this publication is not a publication, at least not from the beginning. This article acts as a case study, showcasing the ability to generate coherent and pertinent AI-created content, while also drawing attention to its limitations in depth and diversity. Moreover, it underscores the facility with which such content can be produced. The paper culminates by examining the role of AI-generated content within the academic sphere, particularly highlighting the complexities involved in distinguishing AI-produced material from human-authored text. [ABSTRACT FROM AUTHOR]

Abstract Students often recruit digital devices to complete their classroom activities. To determine best practices for the classroom, the present study explored the use of tablets relative to laptops and paper in the understudied context of brief, in-person, small group academic tasks. One-hundred twenty small groups of two to three undergraduate students were randomly assigned to one device (paper, laptop, or tablet) and one set-up (a single shared device or multiple individual devices) in a 3 × 2 between-subjects design. Data were collected in 2019 –2021. Students completed one group task that culminated in a knowledge quiz and a second group task that culminated in writing their own quiz together. They then individually rated group members as well as reported their perceptions of satisfaction, effort, and difficulty. Open-ended questions further assessed their perceptions of technology and the three devices in question. Results showed equivalency in group outcomes and individual perceptions across devices and set-ups, with very few exceptions. Quantitative and qualitative data supported that students found advantages and drawbacks to each device and believed that all were effective tools in such a context. Educators must consider the affordances of different technologies when encouraging their use in the classroom but should be open to students using their device of choice for groupwork.

During the recycling of a cardboard box in the shape of a right prism with a square base to build a tetrahedron, there was the curious coincidence that the height of the first was equal to the inclined height of the second. After some bending and cutting on the prism, its dynamic conversion to the tetrahedron and vice versa was achieved. This fact motivated us to carry out a study on the meaningful learning of a small group of participants (N = 10) with minimum primary school education, regarding the volume of these two common geometric bodies. It was found that 70 % of the study population thought that the volumes were equal and that 100 % had forgotten the formula to calculate the volume of the tetrahedron. A template to build the model and a video to illustrate the mentioned transformation process are also presented.

Abstract: In the future, learning will be essentially characterized by the ability to regulate the learning process and monitor success independently from a teacher. The technical possibilities offer better access to learning contents, precise and more individualized feedback, and learning phases adapted precisely to the needs of the learner in terms of scope and pace. In this study, we investigate an important aspect of the digitization of teaching/learning processes using the example of laboratory scripts for chemistry students at university. The focus is on looking up terms and concepts in preparation for the lab internships, firstly in a paper-based glossary and secondly in a digital glossary. During a two-day study, a total of 16 students prepared for experiments on two topics with completely identical materials. We then studied the influence of content knowledge, motivation, and cognitive load. While all students show significant learning achievements, there are no significant differences between the groups. Furthermore, results show that pure digitization of information has no effect, despite the theoretically assumed advantages.

Non-Tariff Measures (NTMs) are likely applied by some major trading countries. The NTM policy mostly applies Sanitary and Phytosanitary (SPS) and Technical Barrier to Trade (TBT). Pulp and Paper commodities are some of Indonesia’s potential exports facing NTM barriers by a number of major destinations countries. This study is aimed to evaluate the effects of NTMs upon Indonesian pulp and paper export in the main destinations. NTMs are represented by coverage ratio of SPS and coverage ratio of TBT. The effect of NTMs imposition to pulp and paper between Indonesia and its main trade partners is estimated by using a panel data gravity model that is constructed by disaggregated data on bilateral export trade flow of pulp and paper between Indonesia and its main trade partners for the period from 2005 to 2019. The gravity model is estimated by a fixed effects model, Poisson Pseudo Maximum Likelihood, and Hausman Taylor model. The results indicated that the imposition of SPS and TBT of destination countries presented a positive and significant impact upon the Indonesian export of pulp. However, the imposition of SPS and TBT of destination countries presented a negative and significant impact upon the Indonesian export of paper.

The aim for 95% maternal health care coverage and zero-unmet need for family planning in Pacific Island countries by 2030 could be achieved by strengthening the midwifery workforce. To enable health services to provide accessible, locally acceptable, and high-quality care, the midwifery workforce must be regulated and educated to global standards and supported to practice in enabling environments. In 2019, around 64,000 live births occurred in Pacific Island countries, yet information regarding the state the midwifery workforce and midwifery education is limited. Using data from recent reports and country case studies, this paper provides an overview of the current midwifery education situation in Pacific Island countries and discusses strategic directions for strengthening quality midwifery education and therefore quality midwifery care provision in Pacific Island countries. Six Pacific Island countries have midwifery curricula, all post-nursing programs, although few offer midwifery education programs on a regular annual basis. Current programs do not meet ICM Global Standards for Midwifery Education. Critical areas for strengthening include making underpinning philosophical frameworks, the vision for midwifery education, and program intended learning outcomes explicit in curricula documents and ensuring integration of these in program implementation. Fortunately, five of six midwifery education programs are under processes of renewal and strengthening against global, regional, and national standards. Strengthening the midwifery workforce in the Pacific to meet maternal and newborn health targets can be achieved through supporting the existing midwifery education programs to meet global standards. Strengthened midwifery education programs in Pacific Island countries offer an opportunity to meet each country's maternal and newborn health targets. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice., Author(s): Cynthia F. DiCarlo [sup.1], Aaron R. Deris [sup.2], Thomas P. Deris [sup.3] Author Affiliations: (1) grid.64337.35, 0000 0001 0662 7451, School of Education, Louisiana State University, , 70806, Baton [...]