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The increasing inclusion of students with disabilities in regular classes still leads to debate and many advocate for full inclusion of all students. Arguments for full inclusion are generally rights-based, but proponents also claim research supports the effectiveness of full inclusion over specialist provision for all students with disabilities. In this article, we analyse and critique the use of the research literature in an Australian advocacy paper as an example of the broad claims made concerning full inclusion. We examine the extent to which the sources used provide conclusive evidence about the merits of full inclusion. We find the advocacy paper relies heavily on opinion and non-peer-reviewed literature, with little use of quantitative research that compares outcomes for students in different settings. We suggest that policymakers should treat the conclusions drawn in this paper cautiously and give due consideration to the literature that is not supportive of full inclusion.

This paper explores social inclusion approaches implemented by ten secondary schools in Victoria, Australia, to support refugee students' well-being, as articulated in their policies, reports, and other published documents. Using an exploratory, qualitative research design, we found that all schools employed a holistic approach to implementing social inclusion programs for refugee students. This paper reports on the best practices and unique examples of social inclusion programs from all schools involved in the study.

Calls have been made for a public pedagogy that works at the intersection of education and politics to enact a concern for "publicness." These are calls for pedagogy that values plurality in human togetherness and educational conditions in which all young people can flourish. In this paper my specific focus is exploring how "publicness of education" can be conceived in relation to encouraging inclusive, equitable and decolonial 'ways of being doing and knowing' in HPE. I adopt a genealogical approach to explore 'conditions of possibility' that have contributed to durability of a 'white' Eurocentric norm for HPE. Selected reports, curriculum documents, newspaper and reference articles are drawn on to illuminate discourses, and power relations implicated in this dominant framing. This paper represents an attempt to disrupt common sense understandings and practices of HPE founded settler-colonialism and new forms of neo-liberal colonialism. Approaches premised on activist, culturally responsive pedagogies as well as affective, embodied, relational dimensions of human togetherness are suggested. I propose that questioning 'why' 'how' and 'what' is taught in HPE is critical for reframing 'thinking and feeling' required for pedagogical and curricular practices that can enhance educational justice for Indigenous students.

Post-secondary institutions are required to complete a variety of quality assurance activities including external program review, a process of inviting external reviewers from outside the institution to provide constructive feedback on all aspects of an academic program. While external program reviews have been completed for decades, there has been little work to ensure that meaningful change occurs as a result. Assessment of outcomes at the department level are limited and research specifically considering external academic program review as a primary quality assurance activity is scant. Each of these limitations is even more significant when considered at the institutional level. From our experience, there is minimal consideration in research or practice to ensure that external review recommendations have an impact on educational planning at the institutional level. To help address this concern, in this paper we describe an approach involving secondary research and thematic document analysis that can be leveraged to enhance institutional decision-making processes by uncovering institutional themes evident across external reviews. We suggest that our approach may be helpful for other higher education institutions striving to make sense of program review recommendations from an institutional perspective.

Digital literacy is a critical element of multiliteracy framework required to thrive in digital era and perceived as cross-curricular competencies, yet it is not adequately addressed in English language teaching. This paper explores the traits of the authentic academic digital practices in the course outlines of English language skills conducive for digital literacy development, examines the extent to which digital literacy are infused in the authentic academic digital practices of the English courses and proposes the procedure of infusing digital literacy in the authentic academic digital practices of English language teaching. The study employs content analysis to address the data--the traits of authentic academic digital practices in fifty-five course outlines of English language skills subjects from six English Language Education and English Literature Study Programs in Jakarta and West Java. The findings recognize the traits of authentic academic digital practices in the digital academic products, such as the answers to open-/closed-ended questions, essays, presentation slides, papers, videos, podcasts, recorded audio-visual presentations, and reports diversely used across the courses. These digital academic products are used merely as the media in which English is used; only English proficiency is highlighted. The underpinning digital competencies to create the media, the media creation process and the media as digital academic products are not sufficiently addressed and measured. Digital literacy is infused in the authentic academic digital practices of English language teaching through five stages of identifying the components of digital literacies and the authentic academic digital practices and products, analysing the descriptors of digital literacies components pertaining to authentic academic digital practices and products, integrating the descriptors of digital literacies into learning outcomes, embedding digital literacies into academic products, employing authentic academic digital practices in the learning process, and assessing digital literacies as cross-curricular competencies.

Having contributed to the UNESCO report "Reimagining our futures together: A new social contract for education" as a member of the International Commission and as Chair of the research-drafting committee of this commission, the author now takes the liberty of making some personal notes on the reflections advanced therein. This brief article is divided into three sections. The first presents the main foundations of the social contract of educational modernity (nineteenth century). The second discusses how this contract has to be renewed today. The third advocates the need to value the common in education, based on five main ideas: cooperation (in pedagogy), convergence (in curriculum), collaboration (in teaching), conviviality (in schools), and capillarity (in society). Finally, the epilogue defends the urgency of placing human rights at the center of the process of renewing the social contract for education.

The Race Disparity Audit (RDA) was published in 2017 by the then Conservative government of the UK. The proclaimed aims were to 'reveal racial disparities and to help end the injustices that many people experience'. This paper adopts a critical discourse analysis approach to analysing the RDA and associated webpages, to critically examine the government's purported aims. The linguistic analysis reveals a pernicious form of political doublespeak which effects a maintenance of the status quo. In excluding racism as a cause of disparities, the audit acts to de-legitimise anti-racism as part of the solution, thereby preventing actions with the potential to end racial injustices. The analysis is explained by reference to Feagin's (2013. "The White racial frame. Centuries of racial framing and counter-framing" (2nd ed.). New York, NY: Routledge) White racial frame in institutional operation. The paper concludes by exposing the ramifications of this for future policy development by reference to an education policy development borne from the RDA.

Purpose: The purpose of this paper is to compare the sustainability dimensions reported on the websites of public and private universities in Ghana, an emerging economy. Design/methodology/approach: The universities in Ghana were categorized under public and private universities. The top five under each category were chosen (by Edu Rank's ratings), and data was gathered from the websites of the sampled universities. Data analysis was conducted using Global Reporting Initiative (GRI-G4) framework and sustainability tools for campus assessment. Findings were then analyzed through stakeholder theory's lens and organizational characteristics such as ownership, students' acceptance ratios, performance, size and age. Findings: This study's results show that the key aspects of sustainability disclosed on the websites of the sampled private and public universities in Ghana are more of economic and campus sustainability assessment indicators than the social and environmental dimensions. Contrary to the popular notion that private sector organizations do more sustainability reporting than those in the public sector, in the case of Ghana, the sampled public universities reported more than the privately owned universities. This study attributes the extent and variations of sustainability reporting among the public and private Ghanaian universities to the universities' characteristics such as students' acceptance ratios, performance, size, ownership and age. Practical implications: The findings from this study indicate that in improving the value of sustainability reporting, stakeholders of the educational sector in emerging economies should encourage universities to adopt the GRI-G4 framework and campus sustainability assessment indicators in disclosing their sustainability initiatives. Originality/value: To the best of the author's knowledge, this paper is the first study to compare the extent and variations in sustainability reporting between public and private universities in an emerging economy.

Reported hate crimes in the United States have increased rapidly in recent years, alongside an increase in general racial animus. Scholars have shown that the larger sociopolitical environment can directly impact the campus climate and experiences of all students, particularly students of color. However, little is known about how reports of hate crime incidents relate to college enrollment levels of students of color. This lack of evidence has especially troubling implications for Black people, the most frequent targets of reported hate crimes. This paper helps to fill in that gap by exploring the association between the number of reports of hate crimes within states and Black students' college enrollment. We examine a comprehensive dataset of institutional enrollment and characteristics, reported hate crimes, and census data on state racial demographics from 2000 to 2017 using several techniques, including institution fixed effects. We find that a1 standard deviation increase in reports of state-level hate crimes predicts a 17 to 22 percent increase in Black first-time student enrollment at historically Black colleges and universities. As the number of reported hate crimes is almost assuredly an undercount of the actual number of incidents, we explore the implications of what these results mean.

As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.

As data and protocols are increasingly generated, accessed, and manipulated electronically, many labs are shifting to storing data in electronic laboratory notebooks (ELNs). ELNs provide clear advantages in readability, shareability, searchability, accessibility, and data security over their paper counterparts. Our interdisciplinary program implemented ELNs across several sections of our gateway molecular biology laboratory course and analyzed the impact on 384 students (13 sections total from Fall 2016 to Spring 2018) using surveys, focus groups, and grade data. We found that students prefer the electronic format, citing the ease of transitioning to lab reports and the longevity of their data. Course grades overall were not affected by the change. Based on our experience, we offer suggestions for smoothing the transition to an ELN system in undergraduate and graduate laboratory courses, including use during remote teaching.

This paper examines the role of school inspection in the early (1861-1910) professionalisation of Swedish elementary school teachers. International research on school inspection has focused on educational reform, but rarely on the role of inspection in teachers' theoretical and practical development. The paper's theoretical assumption is that school inspection was initiated by the Swedish state as part of its effort to professionalise teaching in the 1860s. Using inspectors' reports, the paper examines two specific areas: (1) the quality of teaching observed in the classroom and inspectors' recommendations for improvement, and (2) the development of teachers' seminars and continuous pedagogic development. The results demonstrate that, although faced with various challenges, inspectors contributed to teacher development, indicating the benefit of state intervention in elementary school education.

Purpose: Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs' sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries' commitments to achieving the SDGs. Design/methodology/approach: This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings: Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications: This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications: HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value: The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

In this paper, I present a design case of the problem-identification process prior to the initiation of a Networked Improvement Community (NIC). A NIC is a type of research-practice partnership (RPP) that brings together researchers and practitioners to tackle complex problems of practice, and in doing so, proposes a social reorganization of the traditional education change processes. Central to initiating a NIC, and RPPs more broadly, is the identification of a common problem of practice, but this step often takes place before research on a partnership begins. To investigate how a problem of practice is identified, I use the case of PiPNIC, the Personalization in Practice -- Networked Improvement Community, in which a team of university-based researchers used participatory design methods to identify a common problem of practice that would ultimately bring together educators from five schools to participate in the NIC. In the case, I show how the research team constructed a rich problem-solution space and identified a different problem of practice than the research team initially conceived. The problem-identification process, I therefore argue, should be included as a critical component of the NIC initiation framework, and I suggest the "problem-solution space" as a conceptual tool for the joint negotiation of problem identification. The case illuminates how NICs operationalize a social reorganization of research and development in education.

Project-based learning (PJBL) is student-centered and teamwork educational activity that prepares students for the challenge of real-world problems. This kind of instructional method is highly recommended by the Accreditation Board for Engineering and Technology (ABET).This paper describes an authentic project that focuses on the preparation of (S)-epichlorohydrin from laboratory (lab) scale to mass production, which provides a situation for students to explore lab work as well as real industrial practice. During the different learning activities, clear learning objectives and guiding questions would be explicitly given to students to help them apply their knowledge and skills to the engineering project and complete the tasks within a given time. Upon the completion of the project, their written reports and team oral reports are used to evaluate their learning gains. The assessment results showed that most of the students attained good scores, and all teams reached outstanding level. Their engineering practical abilities including practical operation, problem-solving, systematic thinking, teamwork, and communication were significantly improved. This paper discusses how to cultivate engineering science talents at the college's comprehensive practicing course.

Interim assessments have been defined variously in different contexts and can be used for predictive purposes or instructional purposes. In this paper, we present results from a study where we evaluated reporting needs for interim assessments designed for instructional purposes and intended to be used at the end of defined curriculum units. Results from such unit assessments should help teachers determine gaps in student understanding and inform ongoing instructional decision-making. Our goal was to determine if learning progressions (LPs) could serve as the cognitive lens through which teachers can evaluate how their students' understanding of key constructs improves through periodic unit assessments. Therefore, we used the LP framework in mathematics and the key practices (KP) framework for English language arts (ELA) to design preliminary teacher report mock-ups for these unit assessments. Within a utilization-oriented evaluation framework, we conducted six needs-assessment focus groups with elementary and middle school mathematics (n=12) and ELA (n=11) teachers to specifically evaluate the extent to which they find results presented within the LP and KP frameworks understandable and useful for their instructional practice. Results from the focus groups show teachers' overall needs for types of information sought from unit assessment reports, the extent to which teachers are familiar with the LP and KP frameworks, their interpretations (including confusions) of the information presented in the preliminary mock-ups, and their additional needs for reports from unit assessments to be instructionally useful.

Higher education professional associations (HEPAs) are well-established agents of knowledge production and have been influential in shaping higher education policies and practices. In the context of US international higher education, HEPAs have contributed to the rise of 'internationalization' as a discursive practice. Proposing an analytical framework that takes up Foucauldian analysis of discourse and studies in governmentality, this paper examines a corpus of ACE and NAFSA reports in order to trace the emergence of internationalization and its lines of transformation as both a regime of truth and a regime of practice in the context of US higher education over the last 30 or so years. The findings of this study illustrate that since its emergence in the 1980s, HEPAs have participated in the transformation of internationalization from a discourse of exchange to a discourse of competition.

This paper is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster's (2019) evidence-making framework is utilised to analyse reports through the theoretical perspectives of relational materialism. This analysis suggests acts of translation are produced by the way in which the authoring psychologist is positioned within relational assemblages of material (e.g., report format) and psychosocial (e.g., beliefs) components found at the intersection of education and psychology. By evidencing the utility of reports through theory and practice, the inquiry illustrates how the practical meaning, value and effect of reports is not pre-determined and fixed. Instead, it suggests their utility is relational and dependent on context-specific conditions and the way in which school psychologists respond within these conditions. Implications for practice are discussed.

In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of these criticisms counsels against implementing the proposals of CoRE. Religious education needs to look elsewhere than to a worldview curriculum to overcome its current travails'. This article responds by arguing that Barnes fails to justify his conclusion because his critique does not meet the standards of a fair and responsible treatment of his chosen focal texts. In particular, it misrepresents and misinterprets the CoRE Report and overlooks the alternative interpretation that I and others offered.

'School league tables' summarising the performance of secondary schools in England have been published annually since 1992. Although now a firmly established feature of the educational landscape, they have attracted criticism from those who point to their unintended negative consequences. These include 'teaching to the test', entering pupils for easier examinations, and resitting examinations multiple times in order to massage success rates. However, neither the concept of league tables, nor these alleged side-effects are new. Between 1886 and 1900, a series of London newspapers published rudimentary tables that attempted to rank and compare schools based on performance. Initially conceived as an exercise in investigating whether leading public schools really provided educational value, and against a background of political conflict over elite classical education, they provoked intense debate over how to judge the quality of secondary education in late Victorian Britain. This paper examines their short history.

Purpose: This study provides a country-specific and sector-wide study of campus sustainability. Campus sustainability is a key consideration for the higher education (HEI) sector, and campus sustainability officers and managers manage its reporting and planning. Global and country-specific studies to date have focussed on individual organisation narratives, interviews with faculty and management and content analysis of reports and plans. Findings show wide divergence on scope and scale of formalised planning and reporting, few references to sustainability officers and managers' perspectives and limited reference to organisational theory to explain tactics and strategies adopted. As a result, there are a few country-specific and sector-wide studies. The purpose of this paper is to address the scarcity of country-specific and sector-wide studies into campus sustainability practices in HEI by combining qualitative and quantitative analysis. Design/methodology/approach: The authors provide the first sector-wide overview of formal campus sustainability commitments for the Australian public sector HEI (n = 41) in terms of several key indicators -- plans, reports and other indicators. Second, the authors use reflexive thematic analysis of interviews (n = 21) with current and former sustainability officers and managers to examine sector organisational reasons for such variation. Third, the authors analyse HEI sector isomorphism and divergence on planning and reporting of campus sustainability from the perspective of institutional theory of organisations. Findings: This study finds some convergence on the need for plans, reporting and other engagement elements, albeit without any sector-wide standards being followed. The authors observe a trend towards carbon-neutral (CN) declarations before 2030 although with nuances on emissions scope and increasing inclusion of renewable energy. Interviews identify a range of strategies and tactics adopted for campus sustainability relative to internal and external organisational pressures. Overall, the sector still exhibits weak institutionalisation of sustainability. Research limitations/implications: This study interviews a specific and limited cohort (n = 21) and presents an overview of sector reporting, planning and target setting although not a detailed content analysis. Other interview cohorts may have different views on the strategic and tactical purposes of reporting practices, and more in-depth analysis of formal plans and reports should be conducted in the future. Practical implications: This study concludes that the Australian HEI sector should consider greater public transparency of its data and reporting actions. Common standards and a benchmarking platform for the sector would improve overall engagement with all internal and external stakeholders. At present, the HEI sector's message to its key internal and external stakeholders is mixed and needs to change towards a more in-depth institutionalisation of sustainability on campus. Originality/value: Particular insights are the value of organisational strategies and tactics as an interpretive framework for HEI campus sustainability and how interviewees attribute sector competitors and self-different motives and tactics. Albeit limited, this is the first mapping of sector approaches to sustainability reporting and planning.

An interpretive narrative inquiry approach is adopted to shed light on the improvement agendas applied in a specific set of coastal schools. The unifying thread between the focal cases is that they had been designated as failures and made notorious through association with their communities' tainted reputations. These schools feature in a report published by the Future Leaders Trust, which is used as the resource for this paper. The taken for granted deficit discourses implicit in the accounts of how these schools were reformed are relied upon by the school leaders and other stakeholders to justify why they needed to be turned around. These assumptions that come to the fore through analysis, demonstrate that the socioeconomic contexts found in the jaded English coastal communities are not engaged with. Importing approaches that draw on communities' resistance to relegation could, potentially, build positive discourses that lead to communities reclaiming educational opportunities in such schools, one clear example being that of Countesthorpe in Leicestershire, UK, in the 1970s.

Graphs are an important component in physics laboratory reports. We have noticed that our students have difficulty selecting the "scale" and the "starting value" for an axis while generating graphs on graph paper. Recommendations concerning convenient scales and starting values are found in textbooks, laboratory manuals, and papers. Methods to select the scale are found in web sources; however, they are inadequate, because as illustrated later in this paper, they are explained by means of particular numerical examples (instead of as a general formulation) or trial and error. In this paper, the existing methods to select the scale are reformulated and expanded in a general form involving equations and variables, but no trial and error. Methods to select the starting value of an axis are not documented. In this paper, a general method is presented to select the starting value.

The Auditor-General of South Africa (AGSA) has a constitutional mandate as the country's Supreme Audit Institution (SAI), and it strengthens democracy by providing monitoring, accountability, and governance in the public sector through auditing, hence increasing public trust. The AGSA, throughout the years, has been auditing municipalities throughout South Africa and giving them audit outcomes with the hope that the financial management and reporting in the local government sphere will improve. Unfortunately, the local government sphere in South Africa has worsened over the years, even though the AGSA has provided them with reports that speculate what is working and what is not working within the sphere, especially regarding the issues of using state funds. This paper examines the root causes of poor audit outcomes and proposes strategies the local government can implement to improve their audit outcomes. This paper will use a qualitative approach to review current literature and MFMA reports from 2014 to 2021 from the AGSA to meet its objectives and answer the research problem. The authors agree that AGSA has done outstanding work as an oversight and accountability enabler in the Local Government sphere and that the recent material irregularity process, which was implemented as an enforcement tool to compel municipal managers to take action, is making progress towards ensuring that AGSA fulfils its constitutional mandate as the Supreme Audit Institution (SAI). [ABSTRACT FROM AUTHOR]

This paper analyses the process in which expert reports on health care governance are commissioned, produced and received in a Swedish setting. Based on an empirical analysis of interviews with commissioners and producers of such reports, the paper argues that the typical process in which expert reports on health governance come about is fraught with quite deficient ways of producing expert knowledge. The analysis contributes to the literature on the role of expertise in governance and policymaking. In contrast to most other analyses in this field, the paper focuses not on the content of expert reports nor on their political uptake but on the process in which they are produced. [ABSTRACT FROM AUTHOR]

This paper deals with the assessment of the students' ESP writing skills and, more specifically, with the influence that the Assessment for Learning strategies have on the development of their writing skills. The first part of the paper is dedicated to the analysis of the similarities and differences between several theoretical concepts, such as assessment, evaluation, examination, feedback, and test. Test items and scoring methods (i.e., holistic scoring, primary trait scoring and analytic scoring) are also discussed in this theoretical part. The second part of the paper presents a case study proposal based on the hypothesis according to which the employment of Assessment for Learning strategies contributes in a consistent manner to the enhancement of the learners' ESP writing skills. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas: Revista de Estudos de Conflito e Controle Social is the property of Dilemas: Revista de Estudos de Conflito e Controle Social 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 is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster's (2019) evidence-making framework is utilised to analyse reports through the theoretical perspectives of relational materialism. This analysis suggests acts of translation are produced by the way in which the authoring psychologist is positioned within relational assemblages of material (e.g., report format) and psychosocial (e.g., beliefs) components found at the intersection of education and psychology. By evidencing the utility of reports through theory and practice, the inquiry illustrates how the practical meaning, value and effect of reports is not pre-determined and fixed. Instead, it suggests their utility is relational and dependent on context-specific conditions and the way in which school psychologists respond within these conditions. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

This paper presents a developed tool for automated security incident reporting in passive optical networks. This tool interacts with our programmable development card, developed detection modules, and TheHive project. The custom implementation of the solution has resulted in anomaly reporting templates for xPON networks that can be universally applied and new definitions of indicators of compromise. The custom implementation consists of a collector and middleware layer between the programmable card and Apache Kafka. [ABSTRACT FROM AUTHOR]

Objectives: Structured reporting (SR) in radiology reporting is suggested to be a promising tool in clinical practice. In order to implement such an emerging innovation, it is necessary to verify that radiology reporting can benefit from SR. Therefore, the purpose of this systematic review is to explore the level of evidence of structured reporting in radiology. Additionally, this review provides an overview on the current status of SR in radiology. Methods: A narrative systematic review was conducted, searching PubMed, Embase, and the Cochrane Library using the syntax 'radiol*' AND 'structur*' AND 'report*'. Structured reporting was divided in SR level 1, structured layout (use of templates and checklists), and SR level 2, structured content (a drop-down menu, point-and-click or clickable decision trees). Two reviewers screened the search results and included all quantitative experimental studies that discussed SR in radiology. A thematic analysis was performed to appraise the evidence level. Results: The search resulted in 63 relevant full text articles out of a total of 8561 articles. Thematic analysis resulted in 44 SR level 1 and 19 level 2 reports. Only one paper was scored as highest level of evidence, which concerned a double cohort study with randomized trial design. Conclusion: The level of evidence for implementing SR in radiology is still low and outcomes should be interpreted with caution. Key Points: • Structured reporting is increasingly being used in radiology, especially in abdominal and neuroradiological CT and MRI reports. • SR can be subdivided into structured layout (SR level 1) and structured content (SR level 2), in which the first is defined as being a template in which the reporter has to report; the latter is an IT-based manner in which the content of the radiology report can be inserted and displayed into the report. • Despite the extensive amount of research on the subject of structured reporting, the level of evidence is low. [ABSTRACT FROM AUTHOR]

Copyright of Collected Papers of the Law Faculty of the University of Rijeka / Zbornik Pravnog Fakulteta Sveučilišta u Rijeci is the property of Pravni fakultet Sveucilista u Rijeci 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 deals with the assessment of the students’ ESP writing skills and, more specifically, with the influence that the Assessment for Learning strategies have on the development of their writing skills. The first part of the paper is dedicated to the analysis of the similarities and differences between several theoretical concepts, such as assessment, evaluation, examination, feedback, and test. Test items and scoring methods (i.e., holistic scoring, primary trait scoring and analytic scoring) are also discussed in this theoretical part. The second part of the paper presents a case study proposal based on the hypothesis according to which the employment of Assessment for Learning strategies contributes in a consistent manner to the enhancement of the learners’ ESP writing skills.

During the pandemic, teachers adopted assisted learning methods with apps like Canva to produce eye-catching, poster-like practical work reports. The purpose of this study was to analyze the poster practicum report for an animal structure course. In analyzing this lab report, the important points in the assessment were identity, assessment of hand-drawn elements, discussion, abnormalities in related tissues, questions and answers, and supporting bibliography. This study contains the analysis of practicum reports by tabulating the data, grouping them according to the assessment criteria, and describing the data. In the first practicum class, the average value of the poster practicum report was 80.3. In the second practicum class, the average was 83.09, and in the last class, it was 75.13. Based on the average value of this poster practicum report, it can be concluded that the laboratory report for the connective tissue of the animal structure sub-chapter reaches good and very good criteria based on the listed criteria. [ABSTRACT FROM AUTHOR]

The widespread occurrence of drug resistance among bacteria around the world poses a serious threat to the health and life of humans and animals. One of the global strategies adopted is the jointly developed 'One Health -- from farm to fork' concept, within which measures are implemented to completely eliminate the use of antibiotics in animal production. The aim of this review article is to present the latest statistical data on the use of antibiotics in farm animals, with special focus on poultry, in particular in Poland in comparison to other European countries, on the basis of EVSAC (European Surveillance of Veterinary Antimicrobial Consumption) reports. The article also presents measures making it possible to reduce the use of antibiotics in poultry farming, including biosecurity schemes proposed by European public health associations, as well as other solutions involving diet modification, prevention programmes, and other programmes for managing poultry flocks, including the results of our own research, mainly in Poland. The final conclusions indicate the need to introduce obligatory reporting of the use of antibiotics in animal production by all countries in the world, not only in Europe. In addition, there is a need to implement monitoring procedures, effective biosecurity, changes in management, and educational activities associated with multiple areas of the economy for various social groups, such as food producers and breeders, to raise awareness of the threats arising from the use of antibiotics. [ABSTRACT FROM AUTHOR]

In recent years, more and more emergency environmental problems have been widely discussed because of the frequent occurrence of emergency environmental events. Due to the large amount of information, it is difficult for users to obtain the content of emergency environmental events. Therefore, this paper proposes a keyword retrieval method of emergency environmental events based on improved Apriori algorithm, in order to improve the retrieval efficiency of environmental events keywords. In this method, the report of environmental emergencies can be divided into four types: "pollutant discharge", "production safety accident", "traffic accident" and "natural disaster". Lingo clustering algorithm is used to extract the class tags related to the four types of environmental emergency reports, and all the documents are assigned to the tags corresponding to the class tags to complete the clustering. The method uses Boolean matrix to improve Apriori algorithm, by mapping clustering results to form a Boolean matrix and setting the minimum support to obtain frequent itemsets, that is, emergency environmental incident reporting keywords. The experimental results show that the research method can effectively retrieve the keywords of environmental emergencies reports. When the minimum support is 3, the retrieval accuracy and recall rate are the highest, which improves the efficiency of data mining and realizes the effective acquisition of unexpected environmental events. [ABSTRACT FROM AUTHOR]

While police enforcement is a well-known means of reducing traffic violations, it is also recognized that other agents should be involved in creating sustainable deterrence. This paper describes and evaluates the Israeli Road Guards program, a new and unique type of traffic enforcement, which enables simple technology-based enforcement of traffic violations by citizens. In its 24 months of operation, more than 3400 volunteers who submitted over 64,000 violation reports were involved in this program. Each report went through a rigorous evaluation process. More than 80% of the submitted reports were rejected in the various stages of the procedure. In 13.7% of the cases a notice letter was sent, and in 4.3% of cases (reflecting the most severe offenses) a citation was issued by the police. The monthly rate of report submission by the volunteers was at its highest initially, then decreased and stabilized after about six months at 1.4 reports per month. The proportion of active volunteers also decreased over time to a level of 0.26 at the end of the study period. The violation types reported within the program differed substantially from those captured by police enforcement. These differences are likely due to the manner in which each mode of enforcement was performed. The most common violations reported by volunteers were lane deviations, red light running and driving on the roads' shoulders, which are easily documented by means of video recordings. They are also associated with higher crash risks. Thus, the results show that such public technology-based traffic enforcement, which can be carried out during regular daily driving and does not require anyone to make extra trips, may efficiently complement traditional police enforcement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gauge the understanding of accessibility related to business communication material among individuals working in corporate America. Participants were asked to define accessibility, then given a definition of accessibility, and then asked to identify how to make a report and a visual accessible. A substantial number of participants were not able to define accessibility, nor identify how to make accessible changes to a report or visual. Those who could define accessibility considered accessibility goals in terms of general access to resources, usability, audience analysis, or disability-related accessibility. Business majors were less likely than other majors to be able to identify disability-related methods of making a report or visual accessible. Implications for business communication education are discussed. [ABSTRACT FROM AUTHOR]

Based on the BCC (Beijing Language and Culture University Corpus Center) corpus, an analysis on the WAR metaphors in the reports on the Reform and Opening-up Policy in China showed that the potential metaphor in the report is THE IMPLEMENTATION OF REFORM AND OPENING-UP AS WAR, which is supported by such sub-metaphors as PLACES WHERE POLICIES ARE IMPLEMENTED AS BATTLEFIELDS; POLICIES OR THEORIES AS WEAPONS; IMPLEMENTATION OF POLICIES AS MILITARY ACTION; DIFFICULTIES AND RISKS AS ENEMIES. War metaphors highlight the conflicts, risks and strategies in the process, and arouse the sense of emergency, alertness and strategy. The resonance distribution of the Source domain elements partially reflected the highlights of the reports. Battlefields highlight the universality of conflicts and arouse the sense of risk, alertness and emergency. Participants motivate the readers to learn from the developed areas to devote to the enterprise of Reform and Opening-up. [ABSTRACT FROM AUTHOR]

Purpose: Despite widely available safety information for the COVID‐19 vaccines, vaccine hesitancy remains a challenge. In some cases, vaccine hesitancy may be related to concerns about the number of reports of death to the Vaccine Adverse Event Reporting System (VAERS). We aimed to provide information and context about reports of death to VAERS following COVID‐19 vaccination. Methods: This is a descriptive study evaluating reporting rates for VAERS death reports for COVID‐19 vaccine recipients in the United States between December 14, 2020, and November 17, 2021. Reporting rates were calculated as death events per million persons vaccinated and compared to expected all‐cause (background) death rates. Results: 9201 death events were reported for COVID‐19 vaccine recipients aged 5 years and older (or age unknown). Reporting rates for death events increased with increasing age, and males generally had higher reporting rates than females. For death events within 7 days and 42 days of vaccination, respectively, observed reporting rates were lower than the expected all‐cause death rates. Reporting rates for Ad26.COV2.S vaccine were generally higher than for mRNA COVID‐19 vaccines, but still lower than the expected all‐cause death rates. Limitations of VAERS data include potential reporting bias, missing or inaccurate information, lack of a control group, and reported diagnoses, including deaths, are not causally verified diagnoses. Conclusions: Reporting rates for death events were lower than the all‐cause death rates expected in the general population. Trends in reporting rates reflected known trends in background death rates. These findings do not suggest an association between vaccination and overall increased mortality. [ABSTRACT FROM AUTHOR]

This study is a systematic review of the United Nations and African Union reports on the controversial identity of the Batwa and their recognition as an Indigenous people in post-genocide Rwanda. Using the criteria of inclusion and exclusion, 25 United Nations and African Union periodic reports dating from 2000 onwards were systematically selected and reviewed. The findings of the study indicate that both the United Nations and African Union agree and disagree on the position of the Government of Rwanda on the identity recognition and the strategies used to empower the Batwa. Therefore, lack of a unified position on the status of the Batwa grossly undermines the United Nations human rights–based approach leading to the violation of their rights. This study proposes a new thinking that rectifies the status of the Batwa as a historically marginalized people. The study also subscribes to the tenets of national unity advanced by the Government of Rwanda. [ABSTRACT FROM AUTHOR]

The present article outlines the development of the parent-reported ADHD symptom infrequency scale (PRASIS), a novel stand-alone questionnaire designed to discriminate between parents exaggerating ratings of ADHD symptoms of their child from parents more accurately reporting symptoms. The PRASIS includes an Infrequency scale (INF) to measure infrequently reported symptoms of ADHD and a clinical scale to measure Diagnostic and Statistical Manual of Mental Disorders-5th Edition (DSM-5) defined ADHD symptoms (ADHD Total). An initial list of infrequency and clinical items was revised over the course of three studies, each conducted on a different sample of participants (n1 = 154, n2 = 203, n3 = 167) recruited via CloudResearch and consisting of mothers of children 4–12 years old. Analyses on the final version of the measure demonstrated good to excellent internal consistency (INF α = .87, ADHD Total α = .94) and high convergent validity of the PRASIS ADHD Total scores with ADHD Rating Scale-5 Total scores (r = .87, p < .001). Omnibus ANOVA comparisons demonstrated excellent group discrimination of both the PRASIS Infrequency scale and the PRASIS ADHD scale (Cohen’s f = 0.81-0-90). Specificity was above the minimum requirement set a priori (≥.80) and resulting sensitivity was similar or higher than other non-ADHD measures in the symptom validity literature. Specificity and sensitivity are reported for multiple cutoff scores, and positive predictive values (PPV) and negative predictive values (NPV) are presented for several base rates. [ABSTRACT FROM AUTHOR]

This paper presents a developed tool for automated security incident reporting in passive optical networks. This tool interacts with our programmable development card, developed detection modules, and TheHive project. The custom implementation of the solution has resulted in anomaly reporting templates for xPON networks that can be universally applied and new definitions of indicators of compromise. The custom implementation consists of a collector and middleware layer between the programmable card and Apache Kafka.

Reports from various countries have described increasing numbers of scabies cases, especially in the past two decades. The epidemiological data for various world regions showed prevalence estimates ranging from 0.2% to 71%, with the highest prevalence in the Pacific region and Latin America. Therefore, geographically, scabies occurs more commonly in the developing world, tropical climates, and in areas with a lack of access to water. According to results from specific regions of the world, the greatest burdens from scabies were recorded for East Asia, Southeast Asia, Oceania, tropical Latin America, and South Asia. Among countries with the highest rates, the top 10 were Indonesia, China, Timor-Leste, Vanuatu, Fiji, Cambodia, Laos, Myanmar, Vietnam, and the Seychelles. From Europe, available data shows an increasing trend in scabies infestation, particularly evident among populations with associated contributing factors, such as those who travel frequently, refugees, asylum seekers, those who regularly lack drinking water and appropriate hygiene and are of a younger age, etc. This increase in observed cases in the last 10–20 years has been evidenced by research conducted in Germany, France, Norway, and Croatia, among other countries. In addition, increased scabies transmission was also recorded during the COVID-19 pandemic and may have been the result of increased sexual intercourse during that time. Despite all the available treatment options, scabies commonly goes unrecognized and is therefore not treated accordingly. This trend calls for a prompt and synergistic reaction from all healthcare professionals, governmental institutions, and non-governmental organizations, especially in settings where population migration is common and where living standards are low. Furthermore, the proper education of whole populations and accessible healthcare are cornerstones of outbreak prevention. Accurate national data and proper disease reporting should be a goal for every country worldwide when developing strategic plans for preventing and controlling the community spread of scabies. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) pandemic has influenced the entire world. There has been great surge of mental health problems after the pandemic has started. The second wave has almost exhausted the Indian Health care system. There has also been cases of suicide due to COVID-19 infection. The objective of study was to highlight various factors involved in COVID-19 related suicide (CRS) during second wave of COVID-19 pandemic in India. CRS reports on the websites of 10 popular newspapers and television news channels in North India and official government websites such as the Ministry of Health and Family Welfare were searched between February 1, 2020, and May 31, 2021. We also searched the Medline and Google Scholar databases for CRS reports from India using the terms "corona", "COVID-19", "SARS CoV 2", "India", and "suicide" in various combinations. A total of 62 articles were included for the study. Most common mode of suicide was hanging and most common site was the deceased's home. Fear of infecting family members was the most common cause of CRS during second wave of the ongoing pandemic in India. Many individuals lost their lives to suicide due to COVID-19 pandemic. The media report does not provide the exact picture of community suicide. Proper physician counselling at the time of providing treatment can help in reducing few CRS. [ABSTRACT FROM AUTHOR]