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The article discusses a Harvard University undergraduate lecture course called "An American Way of War: Technology and Warfare." The course explores the development of military technologies by Americans and their impact on the United States and the world. In the 2022-2023 academic year, the course focused on food, allowing students to sample soldiers' and sailors' cuisine throughout history. The course aims to challenge students to use a variety of learning materials to answer key questions about military technology in American history, while also exploring the lives of people who created and encountered military technologies. The article emphasizes the importance of everyday material culture and the hidden demands and unseen consequences of industrialized warfare. [Extracted from the article]

The U.S. Constitution protects myriad, often intertwined, individual rights. Sometimes, protected fundamental rights collide, yet the Constitution lacks a methodology to resolve such clashes. Indeed, an internal tension exists even within the rights included in the First Amendment, as whenever the government acts to protect Free Exercise it advances religion. Rather than adopt a methodology that respects and considers all constitutional rights at issue in instances when constitutional rights are in collision, the Court has embraced Free Exercise Exceptionalism ("FEE"), a doctrine pursuant to which the Court elevates Free Exercise above all rights, including the prohibition expressed in the Establishment Clause. This FEE is evident in recent rulings. In the 2020 Espinoza v. Montana Department of Revenue case, the Court ruled that the no-aid provision of tuition assistance programs for parents who enroll children in religious schools discriminated based on religious status rather than religious use. The Court, using a strict scrutiny standard, changed the question from whether a state may choose to fund religious activity to whether it must. A forceful dissent decried the majority opinion for holding for the first time, that the Constitution requires the government to provide funds directly to a church. Two years later, Carson expanded Espinoza 's holding by mandating the funding of religious activities and institutions where such funding is available to nonsectarian institutions. Another forceful dissent emphasized that prohibiting a state from excluding religious schools from participating in a state tuition program made available to secular schools effects a violation of the Free Exercise Clause of the First Amendment and the breakdown of the separation of church and state. As evidenced in Carson, the consequence is hugely problematic in that the now-state-funded religious institutions, rather than be bound by general nondiscrimination laws, will be free to openly discriminate against students, staff, teachers, and parents alike. This Article proposes a new paradigm to resolve tensions and conflicts in constitutional rights that takes account of and seeks to preserve alt constitutional values. Awakening the law is a multilayered process that seeks to find justice in complex legal conflicts: it is an ongoing process that requires buy-in from all affected constituencies. The resolution of constitutional tensions requires consideration of all interests involved in a constitutional conflict. The embrace of the proposed awakened paradigm, informed by established human rights norms and the First Amendment's own history, allows for the recognition, exposure, deliberation, and resolution of the injustices effected by FEE. "I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should 'make no law respecting an establishment of religion, or prohibiting the free exercise thereof,' thus building a wall of separation between Church & State. "The challenge for those who want to protect religious liberty in the United States, Europe and other similar places is to convince people who are not religious that religious liberty is worth special protection. [ABSTRACT FROM AUTHOR]

What barriers to compliance do research administrators face at liberal arts colleges and predominantly undergraduate institutions? What solutions can be offered to overcome these challenges? All academic institutions that receive government funding must abide by the same federally imposed rules and regulations for financial assistance, whether for student aid or sponsored projects. However, universally imposed grant requirements are fundamentally flawed because they assume that all colleges and universities operate with similar structures. Liberal arts colleges and predominantly undergraduate institutions must meet the same grant requirements imposed on larger institutions, but research administrators at these establishments often lack the infrastructure and institutional investment to effectively manage compliance. The existing literature recognizes that compliance with federal regulations requires capacity and additional financial resources. However, recent studies fail to address the challenges faced by research administrators at a micro level. Through a survey of the field, this project ultimately shows that a culture of compliance can be achieved through a shared commitment at the individual, institutional, and federal level. [ABSTRACT FROM AUTHOR]

This study is related to the learning technique obtained from museum education. The Talk and Chalk learning method has long been applied in schools and it is now seen as less relevant to the current situation. The curriculum is progressively challenging, and it forces students to understand something beyond their ability to think. The use of communication media seems worthy in providing exposure to students about learning methods in a good and interesting way. However, there are some negative effects where 5-year-old kids have been taught to use smart devices that sometimes have a lot of negative effects on young students if not monitored by parents or teachers. Museum has offered an interesting educational method that uses senses through hearing, sight and touch. This is in line with the meaning given by International Council of Museums (ICOM) about museum. The method used for this research are observation which was done in Kuala Lumpur Museum and literature review. The study found out that the concept of museum education is suitable for students as a teaching aid at school. Teachers are encouraged to take students to museum for related subjects. Parents are also advised to take their children to museum to help them better understand the subjects at school by using the artefacts displayed in the exhibition gallery. Museums do not only have a collection of artefacts but they also provide a real story line chronologically especially for history subject. This study provides different learning method to help students understand the lesson better. [ABSTRACT FROM AUTHOR]

Information is necessary for development and to make meaningful decisions, as such, students in the university need to have access to current, latest and recent information; this can only be assured and ensured through the provision of internet connection within the university to students in order to access electronic resources scattered online. It is therefore, believed that universities, as part of their functions should provide internet service to students in the university to aid their academic activities. Lack of institutional internet connection provision to students may greatly affect their academic activities because they are prevented from accessing electronic information resources needed for their use. The internet is very critical to the academic activities and performance of students; hence, the university must endeavour to make the provision of institutional internet connection to students which will give students access to electronic information resources. The study recommended that efforts should be made by the University's M.I.S management to improve on the provision and availability of institutional internet connection. The university should ensure frequent power supply. The university should increase their bandwidth purchase and also purchase from large companies not middlemen, this would resolve bandwidth issues. [ABSTRACT FROM AUTHOR]

Objective: The purpose of the current article is to conduct a conceptual revision of the term "metacognitive judgment." Methodology: For the thematic review of the literature written by some of the most important authors in the field, 55 archival sources were taken into consideration. These sources were examined through the following stages: introduction, reflection, and establishment of conclusions. Results: It is established that metacognitive judgments are seen as the construct that brings together the students' beliefs about what they know and do not know, as well as their control and regulation over their learning. Conclusion: The study of metacognitive judgments is put out as an alternative to aid students in self-regulating their learning so they can become gradually more accurate in assessing their performance. [ABSTRACT FROM AUTHOR]

The article discusses the opportunities and challenges for public and private universities in the U.S. with the continuous rise in higher education in the U.S. It predicts the implementation of cost-cutting measures such as online teaching, and the increasing use of non-tenure-track instructors by public universities and colleges to deal with the rising costs. It highlights the erosion of higher quality education with the implementation of cost-cutting plans.

Integration of core concepts is an important aspect of medical curriculum enhancement. Challenges to improving integration include the risk of curtailing the basic sciences in the process and the push to decrease contact hours in medical curricula. Self-paced learning tools can be developed that deliberately relate basic and clinical sciences to aid students in making interdisciplinary connections. The purpose of this project was to develop, implement, and evaluate a self-paced learning module that would be applicable to integration of different disciplines in medical education. The module was intended to improve integration between histology and anatomic pathology before a respiratory pathology laboratory session. Qualtrics XM, a survey software commonly available at educational institutions, was used in a novel manner to create the module. Module activities included pre- and post-module quizzes; four short videos emphasizing normal histological features and recalling associated pathologies; three categorization activities designed for students to recognize normal versus abnormal characteristics of lung specimens; and post-activity feedback. Preliminary data from first-year medical students showed that post-module quiz scores were significantly higher than pre-module quiz scores (p < 0.001) and that module users' pre-laboratory pathology self-efficacy was significantly higher than non-users (p < 0.05). These data suggest that module use facilitated short-term knowledge gain and improved pathology self-efficacy before the laboratory session. Online modules can be developed affordably using Qualtrics XM to integrate anatomical sciences with other disciplines, while providing students interactive learning resources without increasing contact hours. The module presented in this report focused on normal versus abnormal morphology, guiding students through recognizing the continuum from healthy to disease states before learning about the pathologies more in depth. A similar module design would likely be effective in integrating other disciplines in medicine, especially in disciplines that require recognition of changes in morphology. [ABSTRACT FROM AUTHOR]

The term "smart lab" refers to a system that provides a novel and flexible approach to automating and connecting current laboratory processes. In education, laboratory safety is an essential component of undergraduate laboratory classes. The institution provides formal training for the students working in the labs that involve potential exposure to a wide range of hazards, including chemical, biological, and physical agents. During the laboratory safety lessons, the instructor explains the lab safety protocols and the use of personal protective equipment (PPE) to prevent unwanted accidents. However, it is not always guaranteed that students follow safety procedures throughout all lab sessions. Currently, the lab supervisors monitor the use of PPE, which is time consuming, laborious, and impossible to see each student. Consequently, students may unintentionally commit unrecognizable unsafe acts, which can lead to unwanted situations. Therefore, the aim of the research article was to propose a real-time smart vision-based lab-safety monitoring system to verify the PPE compliance of students, i.e., whether the student is wearing a mask, gloves, lab coat, and goggles, from image/video in real time. The YOLOv5 (YOLOv5l, YOLOv5m, YOLOv5n, YOLOv5s, and YOLOv5x) and YOLOv7 models were trained using a self-created novel dataset named SLS (Students Lab Safety). The dataset comprises four classes, namely, gloves, helmets, masks, and goggles, and 481 images, having a resolution of 835 × 1000, acquired from various research laboratories of the United Arab Emirates University. The performance of the different YOLOv5 and YOLOv7 versions is compared based on instances' size using evaluation metrics such as precision, F1 score, recall, and mAP (mean average precision). The experimental results demonstrated that all the models showed promising performance in detecting PPE in educational labs. The YOLOv5n approach achieved the highest mAP of 77.40% for small and large instances, followed by the YOLOv5m model having a mAP of 75.30%. A report detailing each student's PPE compliance in the lab can be prepared based on data collected in real time and stored in the proposed system. Overall, the proposed approach can be utilized to make laboratories smarter by enhancing the efficacy of safety in research settings; this, in turn, will aid the students in establishing a health and safety culture among students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused a major economic downturn that disproportionally affected university students. This empirical research investigated effects and risk factors of the pandemic on students' economic situation with focus on financial distress and financial limitations. Data was collected using an online survey in May and June 2020 from students (n = 917) enrolled at universities in Germany. 80.6% were enrolled in bachelor programs (n = 738), the mean semester was 3.8 (standard deviation (SD = 2.0) and students' mean age was 23.1 years (SD = 4.1). 51.8% (n = 472) were female and 47.4% (n = 432) male. 56.7% (n = 506) of students worked before the pandemic. More than one third reported a decrease in income (36.5%; n = 334) and an increase in financial constraints (38.7%; n = 354). A multivariate logistic regression analysis showed that students with regular income were less likely to experience financial distress compared to those without (odds ratio (OR) = 0.456; p = 0.014). Furthermore, working part-time as associated with a higher financial distress compared to those without part-time employment (OR = 1.811; p = 0.003). Students who worked part-time before the pandemic also had a higher probability of increased financial restriction (or constraint) compared to those who did not work part-time (OR = 2.094; p < 0.001). University students were disproportionally affected by the economic consequences of the COVID-19 pandemic, which increased students' economic uncertainty. To offset such problems, financial aid schemes for students need to be made available to alleviate distress and to allow students to focus on their studies but should not compound problems by leading to financial hardship at a later point in time. [ABSTRACT FROM AUTHOR]

BACKGROUND & OBJECTIVE: Self-esteem and optimism are important for students' success. Our objectives were (a) to determine self-esteem and life-orientation (optimism) levels among Optometry students in the Department of Optometry & Vision Sciences at the University of Lahore (UoL) (b) to investigate associations between sociodemographic factors, self-esteem, and optimism. METHODOLOGY: This cross-sectional study was conducted during November 2021 to December 2021 at the Department of Optometry and Vision Sciences, UoL. A total of 168 Optometry students were recruited by convenience sampling. Self-esteem was estimated using Rosenberg Self-Esteem Questionnaire. Life Orientation Test-Revised (LOT-R) questionnaire was used to measure optimism. Ethical approval was obtained from the Institutional Review Board of the UoL. Chi-square was used to determine associations between sociodemographic variables, self-esteem, and optimism. RESULTS: Mean self-esteem score was 18.48±3.86 (range:8-30). About 20% of students had low self-esteem. The mean life orientation score was 14.15±2.8 (range:5-24). About 43% of students had low optimism. Significant associations were found between self-esteem, reason of admission in the Optometry program with p-value=0.001, family income (p=0.037), choice of the Optometry program (p=0.036), and reason of admission in the Optometry program (p=0.032). CONCLUSION: Low self-esteem and low optimism have been observed among a significant percentage of Optometry students at the UoL. Reason of admission in the Optometry program and family income were significantly associated factors. Students' own decision to choose a study program may increase their self-esteem and optimism. Financial assistance for students from the low socioeconomic background may be a positive approach to boost their self-esteem and optimism. Teachers, parents, and counselors should support the students to increase their self-esteem and optimism. [ABSTRACT FROM AUTHOR]

Objectives: The influence of the pharmaceutical industry is of significant concern in physician prescribing decisions; medical students may not be fully equipped with the knowledge or skills to manage interactions with industry prior to graduation. The aim of this study was to evaluate the characteristics of educational interventions undertaken to improve students' knowledge, attitudes, and skills inmanaging interactions with the pharmaceutical industry. Methods: A systematic search of Ovid Medline, EMBASE, CINAHL and ERIC databases identified 3210 primary studies with keywords related to "pharmaceutical industry" and "undergraduate medical education". Eleven articles were included for review. Results: Disparate methods of teaching medical students how to interact with the pharmaceutical industry were identified, making it difficult to compare the effectiveness of different educational interventions. All the included studies achieved the aims of the described intervention, at least in the short term, suggesting perhaps any education related to interactions with the pharmaceutical industry can aid students in managing these situations. Conclusions: The lack of an evidence-base means more research into the identification of educational interventions which engender durable changes in students' knowledge, attitudes, and skills to manage interactions with the pharmaceutical industry are required. Any intervention will likely be context-dependent, as a universal approach is hindered by the fact different countries have different laws governing pharmaceutical industry-physician interaction. [ABSTRACT FROM AUTHOR]

Contribution: A new operational definition of series connections is given based on elements belonging to the same two meshes, which is properly dual to the usual definition of parallel elements being connected to the same two nodes. Furthermore, computer-based exercises have been developed and tested to teach students about such connections in gateway linear circuits courses, using color coding of nodes and meshes as a pedagogical device. Background: Series and parallel connections are a crucial but difficult concept. Existing textbooks give them limited attention, resulting in later difficulties learning circuit analysis. Research Questions: RQ1: Can an improved definition of series elements aid student understanding and student satisfaction? RQ2: Can a computer-based “game” lead to effective mastery and student satisfaction at a wide range of institutions, including minority-serving ones? Methodology: Standard and new definitions were elaborated in a multiple-choice tutorial. A game was developed focusing on identifying series and parallel connections, with color coding of both nodes and meshes. Student learning was assessed over eight years using pretest and posttest in 14 varied institutions. Student opinions were assessed using several types of surveys. Findings: Strong learning gains were observed every semester from built-in pretest and posttest, with average scores of 28% and 87%, respectively. Large improvements were observed at every institution including five minority-serving ones. The posttest score is increased by a statistically significant amount after introducing the new definition of series elements. Students preferred the new definition of series and recommended its use, and very strongly endorsed color coding. [ABSTRACT FROM AUTHOR]

The use of scriptural names is a basic building block of ancient paideia as it is represented by Philo and Christian ecclesiastical writers after him. After learning letters, and then syllables, students would learn words (ὀνόματα), including through lists of onomastica intended to aid students both in learning to write and in ordering the world. I argue that the grammatical-ethical instruction that is found in Philo's and early Christian writers' investment in the practice of writing names in the process of paideia is also evident in the paratextual practice of marking sacred names. Lists variously attributed to Pseudo-Dorotheus, Pseudo-Epiphanius, and Pseudo-Hippolytus attest to the onomastic tradition preserved in manuscripts, while the names of scriptural figures have been marked almost as nomina sacra in the texts of 3 Corinthians, Jude, and 1 and 2 Peter, which were bound with the Bodmer Composite Codex. [ABSTRACT FROM AUTHOR]

Despite its countless benefits, it is a fact that one of the greatest difficulties that the Unified Health System faces is related to the shortage of doctors. Bearing in mind that a series of issues can influence the students' decision about which workspaces they want to work in, investigating these influences can contribute significantly to the development of measures, policies, strategies, which contribute to attract more professionals to the public service. Therefore, this study aimed to show that factors explain the intention of the medical student to choose to work in the SUS and to verify if there are differences in this intention between students graduating from the Interdisciplinary Bachelor in Health and those who do not have BIS as a previous graduation. For this purpose, questionnaires were applied to 438 students and the SPSS software was used for data processing. From this, it was identified that family income, receiving student aid and methodological experiences with clinical cases, medical narratives and theater are influencing factors in this choice. Regarding the influence of income, it is believed that the view of the profession as a method of social ascension may be one of the justifications. Meanwhile, regarding methodological experiences, it is believed that using creative strategies is fundamental. Thus, it is believed that this study can contribute to the design of health education and training policies that consider such information, and in this way, can encourage students to choose SUS as a work space, helping to strengthen it. [ABSTRACT FROM AUTHOR]

Award displacement occurs when one type of financial aid award directly contributes to the change in the quantity of another award. We explore whether postsecondary institutions displaced awards in response to the Pittsburgh Promise scholarship by capitalizing on the doubling of the maximum Promise amount in 2012. We use de-identified student-level data on each Promise recipient's actual cost of attendance, grants, and scholarships, as well as demographic and academic characteristics from school district administrative files to examine whether and how components of students' financial aid packages and total costs of attendance changed after the Promise award increase. To account for overall trends in pricing and financial aid, we compare Promise recipients to the average first-time, full-time freshman entering the same institutions in the same year as reported by the Integrated Postsecondary Education Data System (IPEDS). With these two data sources, we assess differences in costs and awards between Promise students and their peers, on average, and examine whether and in what ways these differences changed after the increase in Promise funding. We refer to this strategy as a "quasi-difference-in-differences" design. We do not find evidence that institutions are responding to the Promise increase through aid reductions. [ABSTRACT FROM AUTHOR]

First aid is one of the most important life-saving skills a health provider specifically or anybody generally must have. It can be defined as the first treatment one provides at the site of the accident to the injured person until full medical treatment is available. In some emergency situations, simple first aid can make a life-or-death difference. Aim. This study is designed to evaluate the knowledge of first aid among medical students at KSAU-HS in Riyadh, Saudi Arabia. Methods. The cross-sectional study is conducted in KSAU-HS, Riyadh, about the knowledge of first aid among medical students. A self-administered structured questionnaire is used for the purpose of data collection. The main variables are as follows: to compare the knowledge of first aid between male and female medical students, among different years of study, and identify the percentage that have knowledge of first aid. Results. Out of 326 students, 10 students (3.1%) scored excellent, 99 (30.4%) good, 136 (41.7%) average, 75 (23%) poor, and 6 (1.8%) very poor. Conclusion. The level of knowledge improved with the advancement in years, but this was not sufficient, and more training should be given to all medical students on first aid. [ABSTRACT FROM AUTHOR]

Introduction: Leadership curricula in medical student education require assessment - to determine if leadership skills can be taught to medical students and applied during clinical and medical team interactions to aid in medical student leadership development. Objectives: To examine whether medical students applied principles of their pre-clerkship leadership curriculum (character, competence, context, and communication elements across four levels: personal, interpersonal, team, and organizational) during an internal medicine clerkship. Methods: Using art as a prompt, Uniformed Services University (USU) internal medicine clerkship students completed a structured reflection on a critical incident. Medical student essays written during a 10-week internal medicine clerkship at USU in 2019 were collected. 158 medical student submissions were de-identified and analyzed. Results: Sixty-four submissions (40.5%) focused on leadership or leadership and professionalism. Students identified as male (n = 34, 53%), female (21, 33%), or not reported (9, 14%). Most, 48 (75%), did not describe PITO explicitly in their essay. They instead focused on personal and interpersonal aspects (17, 27%) of leadership, the attending physicians they worked with (33, 52%), and effective leadership strategies (46, 72%). The most common themes written about were responsibility (30, 47%), teamwork (18, 28%), competence (17, 27%), and character/integrity (15, 23%). Conclusion: Although the students' explicit use of the PITO model was limited, student essays centered on themes that reflected leadership concepts taught in pre-clerkship years, such as character, competence, and responsibility. This study demonstrates that an internal medicine clerkship rotation can feasibly implement a leadership reflection. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the impact of audio visual (AV) aids on improving creative writing skills and to assess the effectiveness of AV aids in improving students learning outcomes. Study Design: Cross Sectional Quantitative Study. Setting: Hira Secondary School, Peshawar. Period: Sep 2020. Material & Methods: We studied individuals and phenomenon in their natural settings hence, we chose quantitative approaches (Creswell, 2005). Then a sample size of 30 students was taken from the population that was 8th Grade students and was 20% of the target population Sample was collected through simple random sampling technique. The data was collected by distributing questionnaire among the study population who were shown some AV aids in order to improve their writing skills like accuracy, grammar and spelling skills etc. Results: About 38% of the study participants strongly agreed that the AV aids play a prominent role in developing writing skills in students and only 10% disagreed with the statement. Around 52% of the participants strongly agreed with the fact that visual representation of any material clicks the whole context of that material in one single word whereas none of the students disagreed to this fact. Conclusion: We concluded that despite being used to some extent by several teachers, using AV aids in improving writing skills still does not have enough attention as it would deserve, especially considering its benefits it may bring to developing writing skills. [ABSTRACT FROM AUTHOR]

With the purpose of exploring the topic of educational lag and school dropout, a research positioned in the Interpretative framework is presented; it uses the qualitative approach and phenomenological method, with the objective of analyzing the experiences that teachers have regarding this issue, as well as identifying the factors that they consider come into play. The technique used was the in-depth interview, with five teachers, workers in the state of Chihuahua, Mexico. The fact of all teachers have experienced the problem of educational lag and school dropout is highlighted, and also their considerations about this phenomenon, which is worse because of Covid-19 consequences. They identify factors that come into play in this phenomenon according to the literature review and pose strategies centered on individualized attention for students, such as tutoring, obtain economic support for them and training for the most frequent problems in their communities. [ABSTRACT FROM AUTHOR]

Objective: To evaluate undergraduate biomedical education student opinions and expectations on mentorship. Methods: A survey was administered to students enrolled in the undergraduate biology, neuroscience and nursing programs at a large public research-intensive university. The survey queried demographics, previous mentorship experiences, ideal qualities of mentors, benefits/value of mentorship and future plans for seeking mentorship. Survey responses were evaluated using either t-test comparisons or one-way ANOVA. Results: The majority of the respondents were female and were interested in pursuing professional schools (nursing and medicine). Survey results indicate high student interest in receiving mentoring, but few were active participants in a mentoring relationship. Respondents indicated either lack of knowledge or discomfort in identifying a mentor. While faculty mentors versus peer mentors were preferred, respondents indicated that mentoring by either faculty or peers would be of value. Survey results indicate that desired benefits of mentoring included guidance in future education and career decisions, networking and career advice. Conclusion: The major conclusions are that despite high student interest in being mentored, their participation in mentoring is very low. These finding are supportive of the development of structured mentoring programs to facilitate and enhance mentoring of undergraduate STEM students and aid in their academic career progression. [ABSTRACT FROM AUTHOR]

Teaching chemistry remains a profoundly challenging activity. This paper arises from reflection on the challenges of creating meaningful assessments. Herein a simple framework to assist in making more visible the different kinds of knowledge required for mastery of chemistry is described. Building from a realist foundation the purpose of this paper is to lay the intellectual scaffolding for the framework. By situating the framework theoretically, it is intended to highlight the value of engaging with philosophy for the project of knowledge building in chemistry. Use of this framework has laid bare some significant limitations to the ways in which organic chemistry has been assessed. Making the visible to students aids in their engagement with knowledge and for a small minority has developed their understanding of science more generally. The framework provides a simple, easily usable tool for the evaluation of chemistry assessments. [ABSTRACT FROM AUTHOR]

Immunology is a knowledge area of paramount importance in life sciences and health care professional education with diverse applications, as well as for a general public understanding of issues related to vaccination. However, many concepts are complex and difficult to understand based only on conventional classes or static images. The use of tools, such as educational software, may enhance the learning of dynamic molecular phenomena that occur in our bodies. Virtual Immunology is a software that aims to facilitate the learning of certain complex immunology concepts. Herein, we present the "Antigen-antibody interactions" module that was used and evaluated by 127 students and 3 teachers from medical schools from 2 universities, 1 public and 1 private, both in the state of Rio de Janeiro, Brazil. The pretest/posttest research design was used to assess student learning in a randomized sample. To evaluate user perceptions concerning software quality, 14 statements were analyzed using a Likert scale. Results indicate suitable evaluations from both students and teachers concerning the "Antigen-antibody module" as an auxiliary tool in immunology teaching. The software was well rated as an educational resource since it allows dynamically viewing immunological phenomena. In addition, its ease of use and immunological process visualization were the best-evaluated parameters by the students, who recommended this software module as an auxiliary learning tool. The use of the evaluated software may motivate students and aid in the understanding of immunology-related concepts, becoming a complementary tool that may enhance the teaching-learning process. [ABSTRACT FROM AUTHOR]

Background: Longitudinal clerkships provide students with meaningful clinical care roles that promote learning and professional development. It remains unclear how longitudinal primary care clerkships inform students' perceptions of primary care. Objective: To explore perceptions of primary care among medical students enrolled in longitudinal primary care clerkships. Design: Qualitative, semi-structured interviews with medical students over 4 years. Participants: Thirty-eight medical students participated at baseline; 35 participated in a 2-year follow-up interview; 24 participated at 4 years. Each student was enrolled in one of two longitudinal primary care clerkships: a team-based Education-Centered Medical Home (ECMH) or a one-on-one individual preceptorship (IP). Approach: De-identified interview transcripts were analyzed using a process of open and axial coding, followed by elaborative coding for longitudinal analysis. Codes were compiled into a set of themes and compared across time periods and between clerkships. Key Results: Students reported that primary care serves as a first point of contact, emphasizing longitudinal care with a wide scope of practice and approaching patient care with a biopsychosocial perspective. Student perceptions of primary care greatly expanded over the course of 4 years: for instance, initial perceptions of primary care physicians evolved from "passive gatekeeper" to a more nuanced "quarterback." Students in ECMH, whose clerkship provided more opportunity for patient continuity, further reflected on the relationships they themselves developed with patients. Conclusions: Regardless of their eventual specialty choice, longitudinal experiences may aid all students in fostering a sense of the broad scope and importance of primary care. However, without numerous opportunities to witness continuity of care, students may perceive primary care as having limited scope and importance. Longitudinal clerkships, emphasizing continuity with patients and preceptors, may foster in students a broad and nuanced perspective of the scope of primary care as a field. [ABSTRACT FROM AUTHOR]

The article focuses on background regarding student loan discharge in bankruptcy proceedings. It mentions decision of the U.S. Court of Appeals for Tenth Circuit in the case McDaniel v. Navient Solutions, LLC (In re McDaniel) and decision of the U.S. Court of Appeals for Second Circuit in the case Homaidan v. Sallie Mae, Inc. It also mentions private qualified education loans as defined by the U.S. Internal Revenue Service (IRS).

Physical analogies aid students to transfer knowledgment from familiar phenomena to more abstract physical concepts, specially when the mathematics is similar. Here we present an interesting analogy between linear elastic fields and its governing equations and the more abstract electromagnetic fields. For this, we define the elastic E and B fields, and show that the Navier-Cauchy elastodynamic equation can be put in the form of four Maxwelllike equations. We also introduce a elastic potential vector A and a elastic scalar potential φ. Of course, the analogy only works in the rest reference frame of the elastic medium, but it seems pedagogical because students easily imagine elastic waves (displacement waves u(r, t) in an elastic material) but have dificulty to visualize electromagnetic fields. We also show that, although the elastic vector potential A is not gauge invariant, the displacement u = AVk + A is gauge invariant (as a measurable physical quantity should be), where the scalar field k is related to φ by φ 1 dtK. [ABSTRACT FROM AUTHOR]

PURPOSE: The purpose of this study was to determine the magnitude and determinants of refractive error (RE) and related ocular morbidities among preparatory and secondary Saudi students in Riyadh. METHODS: This study was conducted in 2017–2018 at preparatory (12–14 years) and secondary (15–18 years) schools. A "Spot Screener" was used to determine if the child passed or failed a refraction test. Fail test meant RE ≥ ± 0.50 D. Data were collected on refractive status in each eye, anisometropia, and strabismus. The type of RE was estimated and analysis was performed for an association to gender, age, and education levels. The use of spectacle while screening defined the compliance of spectacle wear. RESULTS: The study sample was comprised of 708 Saudi students. There were 59.5% of boys. The prevalence of RE was 43.6% (95% confidence interval [CI]: 40.0, 47.3). The prevalence of RE in preparatory and secondary students was 44.5% and 43.2%, respectively. The proportion of myopia (≥ −0.5 D) and hyperopia (≥ +0.5 D) among students with RE was 82.2% and 17.8%, respectively. Family history of RE was positively associated to RE in students (odds ratio: 1.8 [95% CI: 1.3, 2.5]). The current screening initiative identified 45 (6.4%) new cases of RE who required spectacles. The compliance rate for using visual aid among students with RE was 74.6%. The prevalence of anisometropia and strabismus was 3.0% and 4.1%, respectively. CONCLUSIONS: A high proportion of Saudi adolescence in Riyadh have RE. Periodic ophthalmic assessment and refractive services are recommended as part of school health screening initiatives. [ABSTRACT FROM AUTHOR]

The proposal of LTE in the standardization of cellular network systems has received considerable attention in the research domain, and most subscribers widely use it. Despite the enormous acceptance of the system, academia as an industry is usually disadvantaged in training students due to the cost implication in setting up a prototype. In bridging this gap, simulators are traditionally developed as a testbed to aid students appreciate how these systems work. Although there are several simulators available on the market, these simulators are quite expensive to acquire while others come with license restrictions. In this study, a classical LTE cellular system simulator is proposed as a testbed to aid the education of computer networks at college. The proposed simulator is an extension of the functionality of LTE-Sim frameworks. Usability testing of the proposed study reveals that the system is much easier to simulate the various scenarios in wireless communication. [ABSTRACT FROM AUTHOR]

Our findings are also limited by the 23% of individuals who did not report race/ethnicity; it is unknown whether UIM physicians are more, less, or equally likely to report race/ethnicity than white physicians. Finally, we cannot assess whether unmeasured factors differentially affect the likelihood of UIM physicians joining ASAM compared to white physicians. While two-thirds of physicians overall identify as men, 75% of Indigenous physicians and 45% of Black physicians identify as women; 4% did not answer the binary question. [Extracted from the article]

SCL has been shown to benefit students through enhanced student autonomy, engagement, confidence, critical thinking, reflecting thinking, problem solving, and a more meaningful learning experience and has specifically been shown to increase retention and success of historically underrepresented students [[29]]. Educators can also implement ungrading, a recent assessment style where instructors provide ungraded and extensive feedback to students and jointly come to a consensus with each student on what their final grade should be, with some ungrading proponents advocating for students being the sole decider of grades [[39]]. Ten simple rules for supporting historically underrepresented students in science Both in the classroom and through mentoring, utilizing an asset-based approach in which educators can draw upon the knowledge of their students (e.g., asking students to share the knowledge they have gained about science from their family or culture) helps integrate community experience and learning. [Extracted from the article]

Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success. [ABSTRACT FROM AUTHOR]

The article analyzes how the neoliberal restructuring of U.S. public higher education masks the production of inequality and insecurity. Topics discussed are influence of the Lumina Foundation and Gates Foundation on university governance, priorities and practices, performance- or outcome-based funding models, relation between students with loans and graduation rates, role of social class and race in student retention and graduation rate, and student debt stratification by race and class.

Let Graph HT ht and Graph HT ht be the Bayes decision rule targeting Graph HT ht in Definition 1. Moreover, the problem of unmeasured confounding is fundamental and does not go away as Graph HT ht grows larger. The testing data consist of Graph HT ht . [Extracted from the article]