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Factors influencing intrapersonal and interpersonal abuse, neglect, and quality of life have not received much attention from scholars. Few studies on intrapersonal and interpersonal abuse and neglect have focused on employees in organisations without addressing the problem from children or students' points of view. In light of this knowledge, the current study used a socio-ecological perspective to illustrate the factors that influence both intrapersonal and interpersonal abuse and neglect. These factors can be attributed to family structure, individual factors, macrosystem factors, contextual factors, quality of life, and emotional abuse.

The COVID-19 pandemic posed additional challenges for international students in Australia, affecting their academic, social, and personal well-being. In this article, we examine how international students in North Queensland (NQ) responded to these challenges and their resilience coping mechanisms. Using a mixed methods approach, we collected and analysed data from students who reported significant social, cultural, financial, and mental health challenges. Our findings showed that international students utilise different resilience strategies to adapt, cope and survive during times of crisis. In light of the challenges and opportunities that international students face in their academic journey, we argue that higher education institutions have a responsibility to develop and implement effective strategies to foster the resilience of this diverse group of learners. Such a commitment can also contribute to the internationalisation of higher education and international students' retention, which are important goals for many higher education institutions in the globalised world.

Mandated under Article 1, Section 2 of the United States Constitution, the decennial census determines the distribution of power and resources based upon population counts. College students are a hard-to-count population with limited knowledge about why the census matters and how to complete it. Politics and the global health pandemic made the 2020 Census exceptionally challenging. A university's center for civic engagement and students in a political science class collaborated with local, state, and national partners to develop and implement a campuswide 2020 Census Education and Engagement Program. Assessments of 2020 Census knowledge were administered to almost 2,000 students on a required university-wide Assessment Day. Subsequent data collection indicated knowledge about the 2020 Census is malleable, as evidenced by sizable gains over time as well as a positive relationship between census completion and participation in the 2020 Census Education and Engagement Program.

This research explores the implementation of Arabic language learning at the Maitreechit Withayattan School in Bangkok, Thailand. With a population dominated by a Muslim minority, this research aims to understand the challenges and potential for developing Arabic language education in this context. The research background reflects Thailand's uniqueness as an ASEAN country with a Muslim minority that is recognized and regulated by national law. The focus of the research is on issues of student interest, teaching methods, hidden learning goals, and the role of teachers in the learning process. The research method uses modern ethnographic studies at Maitrechit Wittaayathan School Bangkok. Research findings show that students' low interest is influenced by less innovative teaching methods and a need for more variety in learning. Hidden learning goals, which include students' political aspirations to support the position of Muslims in government, become a complex dynamic in Arabic language learning. The importance of Arabic in the government context was a significant finding, with students being taught that Arabic language skills can provide a competitive advantage in careers in the government sector. Despite challenges regarding student interest, school administrators' high enthusiasm for Arabic creates the potential for solid collaboration between education and religious identity development. Implications for Arabic language education management include the need for more exciting learning strategies, teacher training, and collaboration with external parties to increase the relevance of learning to careers. This research provides in-depth insight into the complex dynamics of Arabic language education in Muslim minority school environments in Thailand. However, it should be acknowledged that the research findings are limited to one school in Bangkok, and generalization of the findings must be done cautiously.

The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.

The study was a descriptive survey which sought to assess how Junior High School teachers in the Kwadaso Municipality in Ghana reflect on their practices in the classroom. The target population for the study was teachers in public Junior High Schools. Convenience sampling procedure was used to select 72 teachers. Questionnaire was used for data collection. The reliability coefficient of the questionnaire was 0.88. Means and standard deviations were used to analyse the data. The findings showed that teachers reflect their practices to ensure effective delivery of their lessons. Teachers practically reflected by talking about their classroom experiences with their colleagues. Teachers cognitively reflected by reading books related to effective teaching. Teachers should be encouraged by the Ghana Education Service to keep reflecting to improve their practices.

In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers' experiences of teaching in large classrooms in the Manzini region of Eswatini. As part of teachers' experiences, the methods that the teachers used to teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and 5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to make teaching this subject in large classes sustainable.

Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are "right for them." Upper-income students pursued "life of the mind" jobs that permitted them access to institutional resources and networks. Alternatively, lower-income students pursued more transactional "work for pay" positions that yielded fewer institutional benefits and connections. The consequences of these differential strategies were amplified during COVID-19 campus closures as work-for-pay positions were eliminated while life of the mind continued remotely. Through documenting heterogeneity in work experiences, we reveal a class-segregated labor market on campus and extend previous analyses of how university practices exacerbate class differences and reproduce inequality.

Background: Many instructors transitioned their courses from face-to-face environments to computer-mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID-19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID-19 pandemic began. Objectives: The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture-relevant and lecture-irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking. Methods: Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture. Results and Conclusions: No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant-lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture-relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture.

The aim of this study is to explore the possibility of introducing the general notions of function and inverse function through a mathematical activity on linear functions, focusing on the quantitative meaning associated to the connection between a relation and its inverse. We present a genetic decomposition, that is, a viable cognitive path for learning these introductory concepts, in terms of mental structures and mechanisms, from the viewpoint of APOS (Action-Process-Object-Schema) theory. One of the innovative aspects of this study consists in the design of a genetic decomposition that involves the construction of two concepts. Through interviews, we explore the conceptions that two high school students--who had not been introduced to the function concept before--developed in connection with the notions in question. Our results confirm that not only it is possible to study a relation and its inverse together, but also doing that can enhance the understanding of the meanings involved in the mathematical relation. This leads us to question the learning of mathematics being linear, and to open a discussion about the organization of mathematical content for instructional purposes. We offer suggestions for further research both involving other mathematical concepts, and in terms of theoretical constructs.

This paper stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers are exiting the teaching profession within the first three to five years of teaching. This research suggests that one way of addressing low teacher retention is through a formal mentoring programme that will assist in the transition from university graduates into school practitioners. Data was produced through semi-structured individual and group interviews with a principal, two mentors, and two mentees. Theoretically, we drew on the work of Lave & Wenger (1991) whose constructs of Community of Practice (CoP) and Legitimate Peripheral Participation (LPP) were used as analytical tools to frame this study conceptually. The data revealed that beginner teachers come into the profession with marked inadequacies stemming from their initial training at universities which meant that they were insufficiently prepared for the realities of schooling. Furthermore, the data reveals multiple and overlapping CoPs in operation, pointing to viewing mentoring as multidimensional and not only in dyadic terms as a relationship between a mentor and mentee as it has traditionally been viewed.

Climate change is a global existential threat with far-reaching implications for natural ecosystems, biodiversity, and human societies. Adapting to and mitigating climate change require global cooperation and participation from all mindsets and belief systems, including the traditionally western weather, water, and climate enterprise (WWCE), faith-based understandings (FBUs), and Indigenous Knowledges (IKs). Epistemological differences and language barriers between knowledges and the historical marginalization and exploitation of IKs by western ideologies and some FBUs make coproduction and relationship building challenging. Acknowledging their historical tensions and distinctions, there is meaningful overlap between the WWCE, FBUs, and IKs on environmental stewardship, justice, and mental health. This article highlights three themes at the intersection of FBUs, IKs, and environmentalism: 1) increasing faith- based and Indigenous community resilience to weather extremes; 2) developing kindergarten through grade 12 (K-12) and collegiate weather, water, and climate education that weaves FBUs and IKs; and 3) increasing communication flows between weather, water, and climate science, and faith-based and Indigenous communities. These initiatives aim to foster relationships and trust between the WWCE, faith-based, and Indigenous communities; transform the WWCE into a multiknowledge enterprise; and promote a climate-resilient society. The American Meteorological Society's Committee on Spirituality, Multifaith Outreach, and Science (COSMOS) plays a pivotal role in facilitating dialogue and collaboration on these themes while acknowledging distinctions and historical tensions between FBUs, IKs, and the WWCE. Collaborative efforts between the WWCE, faith- based, and Indigenous communities hold immense potential for addressing climate challenges, fostering resilience, and building a more inclusive and sustainable future grounded in mutual respect and understanding. SIGNIFICANCE STATEMENT: This article addresses how weaving faith-based understandings (FBUs) and Indigenous Knowledges (IKs) into the weather, water, and climate enterprise (WWCE) can effectively tackle climate change, extreme weather, and other environmental challenges. Emphasizing the need for a shift in mindset and community dialogue, the path to adaptation begins with raising awareness and fostering discussions that bridge science and societal values. This includes acknowledging the historical tensions that exist between FBUs, IKs, and western science and being honest about the challenges and distinctions that arise from these tensions. Through partnerships highlighted between the American Meteorological Society (AMS), Indigenous groups, and multifaith organizations, we see practical outcomes: enhanced weather preparedness, improved mental well-being, holistic environmental solutions, and informed policymaking. These collaborations are crucial for building a resilient and sustainable future by connecting community strengths through a multiknowledge scientific and cultural approach. KEYWORDS: Climate change; Adaptation; Communications/ decision making; Education; Indigenous knowledge; Resilience, 1. Introduction Our changing climate presents an urgent, global, and existential threat with profound implications for natural ecosystems, biodiversity, and human societies worldwide (IPCC 2022). The urgent need to confront [...]