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Field trips enrich learning programs with out-of-school activities that can bring gains in students' academic content knowledge and personal growth. However, they are a source of anxiety for teachers because of the bureaucracy, pedagogy, etc., risks they imply. To address this issue, we propose FieldTripOrganizer, a field trip planner based on the mixed-initiative approach aimed at increasing teachers' autonomy and motivation in designing educational tours. The key aspects of our application are (i) the simultaneous provision of information filtering and automated scheduling support while the user designs the field trip, and (ii) the visual annotation of places and activities to show whether they can be included in the itinerary without violating its time constraints. Different from current tour planners, these functions enable the user to be in full control of the design process, delegating the system to manage difficult and burdensome tasks such as consistency checks and itinerary optimization. We evaluated FieldTripOrganizer in the use case of organizing a science field trip. In a preliminary user study involving 18 science teachers, our application turned up to be superior to a baseline tour planner in both usability and user experience. Moreover, the teachers declared that it was helpful, motivated them, and reduced their anxiety during the design of the field trips.

The closure of schools, social hubs, and extracurricular activities due to lockdown measures imposed to curb the spread of SARS-CoV-2, has increased the risk factors for students' mental health. This cross-sectional study, conducted from March 2020 to March 2021, aimed to estimate socio-emotional, cognitive, and affective disorders and substance use in a sample of first- and second-grade high school students in Northern Italy. This study compared data from 284 Italian students' self-perceptions along with the perceptions of their parents and teachers through a web-based survey. The differences in the perceptions of the three groups (students, parents, and teachers) were analyzed using an analysis of variance test, applying a Bonferroni correction. The X[superscript 2] test was used to assess the comparison between students, parents, and teachers in the substance use questions. The results showed statistically significant differences among the three groups. The most important outcomes were sociality, scholastic performance, extracurricular activity, emotional symptoms, affective disorders (depression and anxiety), and substance use. These findings could be interesting for the promotion of mental health and prevention of psychopathological risks in students.

Background: The challenges presented by coronavirus disease 2019 (COVID-19) in higher education pressured learners and instructors to incorporate online emergent learning which presented several well-being and academic challenges to students. Objective: The purpose of this study is to examine the impact of studying online to students' well-being. Methods: A mixed methods approach was followed for this study. Eighty students completed an online survey that measured their stress level of studying online, and 13 semistructured interviews were conducted at Queen's University Belfast. Results: Findings suggest that online learning under such circumstances increased students' level of stress due to a number of perceived factors. Our findings also reveal the journey of student adjustment to online learning, reflecting the flexibility of blended learning as a long-term pedagogical strategy in universities, necessary for University's survival. Conclusion: As demonstrated in this study, after the initial difficulties of moving to online learning which had negative impacts on students learning and well-being, students subsequently adjusted to the online learning environment documenting students' adaptability to a new learning environment and highlighting student resilience.

Higher education institutions have a strong interest in attracting international students; however, there is little research on international students' experience while studying in the United Kingdom and how this relates to their adjustment and belonging. This research was conducted with 16 international students at an institution in Northern Ireland, using qualitative interviews to examine academic and sociocultural challenges they experience while studying and living in a country different from their own. Findings suggest that the academic challenges posed by a different educational system, issues affecting social relations within the campus, and living in a homogenous society have an impact on the international student experience. Adjustment challenges were primarily attributable to language and cultural barriers. These findings highlight that it is vital for institutions to better understand students' needs and tailor their services to enhance international students' learning experience. The study discusses possible areas for intervention that can be taken into consideration by higher education institutions.

BackgroundAmong nonpregnant individuals, diabetes mellitus and high body mass index increase the risk of COVID-19 and its severity.ObjectiveThis study aimed to determine whether diabetes mellitus and high body mass index are risk factors for COVID-19 in pregnancy and whether gestational diabetes mellitus is associated with COVID-19 diagnosis.Study designINTERCOVID was a multinational study conducted between March 2020 and February 2021 in 43 institutions from 18 countries, enrolling 2184 pregnant women aged ≥18 years; a total of 2071 women were included in the analyses. For each woman diagnosed with COVID-19, 2 nondiagnosed women delivering or initiating antenatal care at the same institution were also enrolled. The main exposures were preexisting diabetes mellitus, high body mass index (overweight or obesity was defined as a body mass index ≥25 kg/m2), and gestational diabetes mellitus in pregnancy. The main outcome was a confirmed diagnosis of COVID-19 based on a real-time polymerase chain reaction test, antigen test, antibody test, radiological pulmonary findings, or ≥2 predefined COVID-19 symptoms at any time during pregnancy or delivery. Relationships of exposures and COVID-19 diagnosis were assessed using generalized linear models with a Poisson distribution and log link function, with robust standard errors to account for model misspecification. Furthermore, we conducted sensitivity analyses: (1) restricted to those with a real-time polymerase chain reaction test or an antigen test in the last week of pregnancy, (2) restricted to those with a real-time polymerase chain reaction test or an antigen test during the entire pregnancy, (3) generating values for missing data using multiple imputation, and (4) analyses controlling for month of enrollment. In addition, among women who were diagnosed with COVID-19, we examined whether having gestational diabetes mellitus, diabetes mellitus, or high body mass index increased the risk of having symptomatic vs asymptomatic COVID-19.ResultsCOVID-19 was associated with preexisting diabetes mellitus (risk ratio, 1.94; 95% confidence interval, 1.55-2.42), overweight or obesity (risk ratio, 1.20; 95% confidence interval, 1.06-1.37), and gestational diabetes mellitus (risk ratio, 1.21; 95% confidence interval, 0.99-1.46). The gestational diabetes mellitus association was specifically among women requiring insulin, whether they were of normal weight (risk ratio, 1.79; 95% confidence interval, 1.06-3.01) or overweight or obese (risk ratio, 1.77; 95% confidence interval, 1.28-2.45). A somewhat stronger association with COVID-19 diagnosis was observed among women with preexisting diabetes mellitus, whether they were of normal weight (risk ratio, 1.93; 95% confidence interval, 1.18-3.17) or overweight or obese (risk ratio, 2.32; 95% confidence interval, 1.82-2.97). When the sample was restricted to those with a real-time polymerase chain reaction test or an antigen test in the week before delivery or during the entire pregnancy, including missing variables using imputation or controlling for month of enrollment, the observed associations were comparable.ConclusionDiabetes mellitus and overweight or obesity were risk factors for COVID-19 diagnosis in pregnancy, and insulin-dependent gestational diabetes mellitus was associated with the disease. Therefore, it is essential that women with these comorbidities are vaccinated.

Research has shown that student choice of text and increased time spent on reading independently are two factors that can result in an increase in students' reading motivation and enjoyment. The authors investigated implementation of evidence-based practices to show how they played out in a high school English language arts classroom. The research was guided by two questions: (1) How does choice affect the reading motivation of a group of high school students? (2) How does silent reading time in class affect these students' perceptions of reading? Findings reveal that students valued freedom of text choice, leading to increased reading self-concepts and reading value. In addition, dedicating class time to reading and literature circle discussions helped students have more positive reading experiences than otherwise. These findings suggest benefits from flexibility in literature selection and instructional time, thereby providing a space in the classroom for student-driven reading and discussion.

Malus's law states that the intensity of light after passing through two polarizers is proportional to the square of the cosine of the angle between the polarizers. We present a simple setup demonstrating this law. The novelty of our work is that we use a multi-turn potentiometer mechanically linked to one of the polarizers to measure the polarizer's rotation angle while keeping the other polarizer fixed. Both the potentiometer and light sensor used to measure the transmitted light intensity are connected to an Arduino board so that the intensity of light is measured as a function of the rotation angle.

In this paper, we propose a simple experimental apparatus that can measure the force variation over time to study the impulse-momentum theorem. In this proposal, a body attached to a rubber string falls freely from rest until it stretches and changes the linear momentum. During that process the force due to the tension on the rubber string is measured with a load cell by using an Arduíno board. We check the instrumental results with the basic concept of impulse, finding the area under the force versus time curve and comparing this with the linear momentum variation estimated from software analysis. The apparatus is presented as a simple and low cost alternative to mechanical physics laboratories.

The study of buoyancy becomes very interesting when we measure the apparent weight of the body and the liquid vessel weight. In this paper, we propose an experimental apparatus that measures both the forces mentioned before as a function of the depth that a cylinder is sunk into the water. It is done using two load cells connected to an Arduino. With this experiment, the student can verify Archimedes' principle, Newton's third law, and calculate the density of a liquid. This apparatus can be used in fluid physics laboratories as a substitute for very expensive sensor kits or even to improve too simple approaches, usually employed, but still at low cost.