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The link between personality and the interest of individuals for science has not been thoroughly explored. In this report, we studied psychopathological traits in students studying science in French top-ranking institutions. Three hundred and forty seven individuals answered questionnaires assessing autistic and schizotypal dimensions, as well as anxiety, depression symptomatology and attachment quality. A cluster analysis based on autistic and schizotypal traits led to the identification of 4 distinct profiles: a "low trait cluster", a "moderate autistic trait cluster", a "moderate schizotypal trait cluster" and a "high trait cluster" (HTC) composed of individuals with high scores on both autistic and schizotypal scales. Each cluster represented 20.1-27.1% of participants and was clearly different from the three others, both on autistic and on schizotypal dimensions. These groups could be also typified by their level of anxiety, depression or degraded attachment, which are proportional to the extent of psychopathological traits. Moreover, students from the HTC cluster displayed lower academic results, thus implying that autistic traits might impair success in science when they are associated with moderate schizotypal personality features. This study also suggests that depression and anxiety might mediate performance inhibition in the HTC group., (Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.)

Research on science teaching and learning supports instructional sequences that are driven by phenomena, provide student agency, and are made relevant to students. The use of locally based, phenomenon-driven instruction that creates opportunities for students to engage in coherent investigations can provide opportunities to realize a vision of science for all students. The purpose of this article is to share a local, phenomenon-based instructional sequence that supported all students in connecting to their place, drawing from their experiences, and pursuing their curiosities to make sense of an intriguing event while learning about science ideas. By using local examples, our students were able to quickly connect to the material and focus on the concepts rather than trying to make sense of the landscape. They were able to use the local phenomenon as an anchor for understanding these abstract physical science concepts in meaningful ways. [ABSTRACT FROM AUTHOR]

Monkeypox (MPOX) is a viral zoonotic disease affecting endemically the Central and Western regions of Africa. The ongoing outbreak in non-endemic countries has made this disease a global concern. While no cases have been reported in Algeria, it is important to raise awareness about the disease to prepare for a potential outbreak, especially in light of the cases reported in neighboring Middle East and North African (MENA) countries. This study aimed to evaluate the knowledge and attitude of Algerian Health and Life Sciences students toward MPOX and its vaccine through an anonymous online survey. A total of 196 students participated in this study. Students of medicine (64.3%), females (85.7%), and those under 20 years of age (55.1%) were the most represented. The results revealed a low level of knowledge represented by a score of only 42.8% for correct answers with multiple gaps in epidemiology, etiology, and clinical manifestations of MPOX. Students of veterinary sciences showed the highest levels of knowledge (OR: 6.71; CI95%: 1.23–36.77), while those aged between 20 and 30 years old (OR: 0.11; CI95%: 0.02–0.79) and those vaccinated against seasonal flu (OR: 0.42; CI95%: 0.21–0.85) were associated with low levels of knowledge. Regarding MPOX vaccination, the study found a moderate level of acceptance (48.5%) among the surveyed students with Natural and Life Sciences students and those having a high vaccine conspiracy belief score (VCBS) showing the lowest level of acceptance. These findings highlight the need for educational programs and intensified public awareness campaigns to improve knowledge about MPOX and emphasize the importance of vaccination in preventing outbreaks and overcoming vaccine reluctance. [ABSTRACT FROM AUTHOR]

Copyright of Novitas-ROYAL is the property of Novitas Royal 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.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University 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.)

Metacognitive calibration—the capacity to accurately self-assess one's performance—forms the basis for error detection and self-monitoring and is a potential catalyst for conceptual change. Limited brain imaging research on authentic learning tasks implicates the lateral prefrontal and anterior cingulate brain regions in expert scientific reasoning. This study aimed to determine how variation in undergraduate life sciences students' metacognitive calibration relates to their brain activity when evaluating the accuracy of biological models. Fifty undergraduate students enrolled in an introductory life sciences course completed a biology model error detection task during fMRI. Students with higher metacognitive calibration recruited lateral prefrontal regions linked in prior research to expert STEM reasoning to a greater extent than those with lower metacognitive calibration. Findings suggest that metacognition relates to important individual differences in undergraduate students' use of neural resources during an authentic educational task and underscore the importance of fostering metacognitive calibration in the classroom. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to examine the relationship between ego-resiliency and the intensity of health behaviors among Polish health sciences students. Methods: The study involved 483 students from health-related faculties in southern Poland, consisting of 314 women (63.7%) and 179 men (36.3%). The average age of the participants was 21.7 ± 2.5 years. To assess resiliency (ER), the Ego-Resiliency Scale (ER89-R12) by Block and Kremen was used in its Polish adaptation. The intensity of health behaviors was examined using the Health Behavior Inventory (HBI) developed by Z. Juczyński. Results: The results revealed a positive correlation between the intensity of health behaviors and ER (r = 0.43, p < 0.001), both for the general factor and its categories (positive mental attitude, proper eating habits, preventive actions, and prohealth activities). Students with a high level of health behaviors exhibited significantly higher ER (M = 38.95, SD = 5.15) compared to those with average (M = 35.93, SD = 5.03) and low (M = 32.97, SD = 5.12) HBI levels. Among the HBI categories, Positive Mental Attitude showed the strongest correlation with both general ER and its factors: optimal regulation (OR) and openness to life experiences (OL). Furthermore, the correlation was found to be stronger with the OR and weaker with OL. Conclusion: Higher ER in students is correlated with a greater frequency of health behaviors. Nurturing the development of ER may contribute to the maintenance of prohealth practices despite life difficulties and temporary loss of motivation. This, in turn, promotes the regularity of health behaviors, which is crucial for their positive impact on overall health. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Populations affected by war may experience food insecurity, which could predispose them to eating disorders. A cross-sectional study was conducted among health sciences students in Northern Kosovo from November 2018 to March 2019. Data were collected using the sociodemographic Night Eating Questionnaire (NEQ), the Beck Depression Inventory (BDI), and the Beck Anxiety Inventory (BAI). The study sample comprised 534 students. The prevalence of students who had at least mild depression (BDI ≥ 10) was 20.6%. More frequent night eating was consistently associated with a higher EDI score in the total sample as well as in the subgroup of students whose EDI score was ≥ 10. In addition, having poorer sleep quality and having more anxiety symptoms were associated with having stronger depressive symptoms. In a population of health sciences students who live in a post-conflict region, night eating is associated with having stronger depressive symptoms. [ABSTRACT FROM AUTHOR]

Equalizing opportunities for students to learn science and engineering in the ways described in the Next Generation Science Standards (NGSS) requires intentional planning. In this paper, we describe a framework for designing equitable and inclusive science lessons. We then share an example of how this framework was applied to the launch of a fifth-grade science unit, specifying the instructional strategies used to provide students with a meaningful, relevant, and engaging learning experience. [ABSTRACT FROM AUTHOR]

Compliance with patients’ rights by medical sciences students requires an understanding of the patients’ rights charter. This study aimed to assess the awareness of medical sciences students regarding the patients’ rights charter. A descriptive cross-sectional study was conducted, involving all final-year medical sciences students at Alborz University of Medical Sciences, Iran (n=370). Samples were selected using convenience sampling, and data were collected through a questionnaire designed to evaluate awareness of the patients’ rights charter. The study included 269 students. The results indicated that over half of the students possessed a moderate level of awareness about the patients’ rights charter. Analysis of specific domains revealed that the right to access services had the highest percentage, while the right to personal autonomy had the lowest percentage of awareness. Furthermore, analysis of variance revealed that medical students exhibited the highest level of awareness. Given the moderate level of awareness among medical sciences students regarding the patients’ rights charter, it is essential to design and implement plans to enhance their understanding of patients’ rights. [ABSTRACT FROM AUTHOR]

Background: Health science students in post-secondary institutions experience high levels of depression and anxiety due to increased stress levels, workload, low socioeconomic status, and history of family mental illness, among other factors. Given the significant negative impact that depression and anxiety can have on undergraduate health science students, it is essential to understand the prevalence and correlation of these conditions in this population. In light of this, this scoping review aims to identify, document, and analyze the literature on the prevalence and determinants of anxiety and depression among undergraduate health sciences students and identify gaps in knowledge for future research. Methods: This scoping review was planned and executed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for the Scoping Reviews statement. A comprehensive and systematic search was carried out for five databases, namely MEDLINE, Scopus, EMBASE, CINAHL, and PubMed. Results: From the literature identified by our search strategy, the lowest prevalence for anxiety was 5.8%, and the highest was 82.6%, with a median of 44.25%. The prevalence of depression ranged from a high of 88.8% to a low of 2.1%, with a median value of 34.8%. Our analysis revealed that correlates of anxiety and depression among health science students include sociodemographic factors such as age, sex, gender, relationships, ethnicity, and family history, personal health conditions, and academic and socioeconomic issues. Conclusions: With the high incidence of anxiety and depression among health science students, there is an increasing need to find practical remedies to support these students. It is also essential for policymakers and university authorities to implement interventions such as supportive text messages and other strategies geared toward providing support and improving the psychological well-being of health science students. [ABSTRACT FROM AUTHOR]

Copyright of Riwayat: Educational Journal of History & Humanities is the property of Riwayat: Educational Journal of History & Humanities 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.)

The article examines the issue of developing a noospheric consciousness among students of life sciences universities in the process of learning a foreign language. It provides a definition of the concept of the noosphere and justifies the need for a noospheric discourse in the formation and development of the human personality. The significance of developing a noospheric approach to teaching a foreign language in the context of modern requirements for education at the university is determined. Emphasis is placed on the systematic and integrated formation of noospheric consciousness in students, based on the principles of interdisciplinary integration of humanitarian and natural scientific knowledge acquired through the study of the integrative course "Foreign Language and the Scientific Worldview." The article notes that interdisciplinary integration is carried out through integrated subject content, the selection of conditions, principles, methods, and educational technologies for teaching a foreign language at life sciences universities. [ABSTRACT FROM AUTHOR]

Simple Summary: Research and teaching in biomedical sciences has led to huge advances in human wellbeing. However, some research activities require the use of non-human animals and can entail animal suffering. This suffering is obviously detrimental to the animal but can also negatively impact learners' and researchers' emotions or weaken the validity of the activity's scientific outcomes. Taking a more compassionate approach in these research activities has the potential to address these issues, but compassion in the human–animal relationship is often only indirectly addressed in biomedical sciences teaching, and we need new ways of exploring this. Here, we developed a survey to measure compassion towards laboratory animals and used it in groups of biomedical sciences students in the UK and China. In line with other studies on compassion, we found that females are more compassionate than males and that nationality/culture-related differences are present. We found that students with lower levels of compassion are more likely to accept animal suffering in a research setting, and while exploring whether specific beliefs about animals' mental capacities were linked to compassion, we found that a belief that animals are conscious is associated with higher levels of compassion. This survey can be used to investigate compassion towards lab animals, including investigations of ways to enhance compassion, and may help us create a more compassionate and scientifically robust setting for teaching, learning and research activities involving animals. Taking a compassionate approach to the non-human animals used in biomedical research is in line with emerging ideas around a "culture of care". It is important to expose biomedical sciences students to the concept of a culture of care at an early stage and give them opportunities to explore related practices and ideas. However, there is no simple tool to explore biomedical sciences students' attitudes towards laboratory animals. Accordingly, there is little understanding of students' feelings towards these animals, or a means of quantifying potential changes to these feelings. We developed a 12-item questionnaire designed to explore compassion (the Laboratory Animal Compassion Scale; LACS) and used it with UK-based and China-based samples of undergraduate biomedical sciences students. In the same samples, we also explored a harm–benefit analysis task and students' beliefs regarding some mental characteristics of laboratory animals, then drew correlations with the quantitative measure of compassion. Compassion levels were stable across years of study and were not related to students' level of experience of working with laboratory animals. We observed a higher level of compassion in females versus males overall, and a higher level overall in the UK-based versus China-based sample. In a task pitting animal suffering against human wellbeing, students' compassion levels correlated negatively with their acceptance of animal suffering. Compassion levels correlated positively with a belief in animals being conscious and possessing emotions. These data are in line with studies that show compassion is gender- and nationality/culture-dependent, and points to links between compassion, beliefs, and choices. [ABSTRACT FROM AUTHOR]

Background: Academic success is among the most important criteria for determining students' competence. Hence, one of the concerns of education system researchers has always been investigating its associated factors. Therefore, this study aimed to determine the relationship between academic success, distance education learning environments, and its related factors among Shahroud University of Medical Sciences students. Methods: This cross-sectional study was conducted on 208 medical sciences students who completed at least two online and two in-person academic semesters. Participants were selected through the convenience sampling method and filled out three questionnaires, including the demographic information form, the Academic Success Inventory for College Students, and the Distance Education Learning Environments Survey. Finally, the data were analyzed using descriptive statistics and inferential tests (t-test, ANOVA, Pearson's correlation coefficient, and multiple linear regression). Results: In this study, students reported moderate levels of academic success (107.81 ± 10.72). Moreover, they assessed their distance education learning environment as the positive points were more than the negative points (74.10 ± 14.89). Distance education learning environment (β = 0.233 and P < 0.001) and field satisfaction (β = 9.797 and P = 0.001) were also mentioned as factors related to students' academic success. Conclusion: According to the present results, it is suggested to improve the learning environment of distance education and increase students' satisfaction to enhance their academic outcomes such as academic success. [ABSTRACT FROM AUTHOR]

Background: The Covid-19 pandemic has resulted in many student populations learning online in lockdown. While the mental health consequences of lockdown are increasingly understood, the core features of 'cabin fever' – the experience of lockdown – are poorly described. Methods: We conducted a questionnaire survey of 649 undergraduate medicine and health sciences students. Item content was developed based on current literature and input from student representatives. Results: Mokken scaling identified seven questions that together formed a strongly unidimensional scale which comprised two domains: social isolation/cabin fever and demotivation / demoralisation. Scale scores were significantly associated with depression, self-rated mental health, impaired study efficacy and doomscrolling. Conclusions: The adverse effects of lockdown on student wellbeing appear to be driven to an important extent by an experience of isolation and demotivation that corresponds to narrative descriptions of cabin fever. In the foreseeable event of future pandemics, these experiences are a promising target for health promotion in students studying in lockdown. [ABSTRACT FROM AUTHOR]

Calls to immerse students in the sensemaking practices of science recommend that students propose ideas and work together to construct explanations as well as drive the evaluation and decision-making around classroom knowledge-building. In other words, they should be participating with epistemic agency. Part of the teaching work of supporting student sensemaking, therefore, is to intentionally open up space for student contributions and negotiations during sensemaking. The type of space that is opened up for students' sensemaking is highly dependent on teachers' choices and interpretations of student contributions. Accordingly, this paper leverages a teacher noticing framework to begin to characterize the teacher noticing and decision-making involved in supporting students' epistemic agency while teaching. Using a novel point-of-view video collection methodology, we asked two teachers to identify moments while teaching in which they were making a decision about how to open up or close down space for students' epistemic agency. We found that both teachers attended similarly to the disciplinary substance of students' ideas; the epistemic nature of students' ideas; students' epistemic stance or orientation during participation; and students' overall degree of engagement. Teachers' responses to students varied across pedagogical phenomena, and they also varied in their effectiveness. These variations were related to each teacher's conception of epistemic agency. We propose that attention to the epistemic nature of students' responses and to students' epistemic stance or orientation may be especially important foci of teacher attention for supporting students' epistemic agency. [ABSTRACT FROM AUTHOR]

Science education is one of the most important materials that students learn in their lives. Through this subject, they will learn about the phenomena that might be happening on the earth. A book by Gregory P. Thomas and Helen J. Boon with the title Challenges in Science Education: Global Perspectives for The Future delivered everything about how teachers could teach science to students in this century. This book will give the readers knowledge about how science can be taught in many ways and for different purposes. Besides that, this book also gives some ideas about the challenges that might teachers face during the learning process. [ABSTRACT FROM AUTHOR]

Introduction: The prevalence of mental health disorders continues to increase yearly worldwide. Low mental health literacy has been identified as the leading cause of the increasing prevalence of mental disorders. In order to improve community awareness of mental health-related issues, including students, exploring health science students at the university level is also essential. This study aimed to investigate mental health literacy among health science students. Materials and Methods: This study is quantitative with a cross-sectional study design. The study was conducted from May to October 2022 at a state university. The population is health sciences students of Universitas Hasanuddin in Indonesia. The participants were selected by a simple random sampling method. The data collected through the Mental Health Literacy Scale for Healthcare Students (MHLS-HS). We analyzed data by the descriptive statistics, ANOVA, Chi-square, Pearson Correlation tests, and SPSS software. Results: The results showed that predominantly participants were female (84.4%), Sulawesi ethnic (87.2%), living in urban areas (60.7%), frequently accessing mental health information (55.9%), and attending seminars and workshops (76.3%), have a moderate level on mental health literacy (51.2%). Information access has shown a statistically significant impact on mental health knowledge among health science students (P= 0.009). Conclusion: Mental health knowledge among health science students was correlated to information access, in which, more frequently, students accessing mental health information through online news/media could affect their knowledge. In order to strengthen the evidence, further study with large sample size and variables is needed. [ABSTRACT FROM AUTHOR]

Attending higher education institutions and achieving academic success are associated with positive outcomes, valued at individual and societal levels, such as reducing unemployment and poverty and increasing civic participation. Thus, many studies have focused on enhancing learning by examining the factors that affect students' performance, including the teaching behaviour most strongly related to academic success. Within this research framework, in a population of social sciences students on different degree routes, the relationship between academic performance and different components of academic feedback is explored. The feedback students received in the dissertation module, which had two assessment points, was examined. The first assessment point feedback was statistically analysed to find changes in the grade point average of students between their first submission (T1) and the final dissertation (T2). Analysisto assessthe impact ofstudents' performance on the structure and content of feedback, as well as the extent to which the content of the feedback, can affect T2 grade increases. [ABSTRACT FROM AUTHOR]

In this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, motivation is one of the most studied variables and one of the most researched, since it is closely related to the reasons that lead the athletes to start, maintain, and abandon sports practice. The main objective of this study is to analyze the relationship between intrinsic motivation (IM) and emotional intelligence from the theoretical contributions of the Self-Determination Theory. The specific objectives are to analyze attention, clarity, and emotional regulation, as well as intrinsic motivation to acquire knowledge. Additionally, we aim to explore the relationship between attention, clarity, and emotional regulation and the intrinsic motivation to achieve something. Lastly, we investigate the correspondence between attention, clarity, and emotional regulation and the intrinsic motivation to experience stimuli. The sample consists of 163 undergraduate and master's students related to Physical Activity and Sports Sciences, studying at a Spanish public university, located in the southeast region of Andalusia—specifically, in the city of Almería. The participants had a mean age of 20.33 years. In terms of gender, 70.9% (n = 117) were men and 27.9% (n = 46) women. In terms of degree, 76.7% (n = 147) were undergraduate students and 23.3% (n = 18) were postgraduate students. The Sports Motivation Scale (SMS/EMD) was used to assess intrinsic motivation, and the TMMS-24 was used to assess emotional intelligence. The main findings of this research demonstrate the existence of a relationship between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional regulation) and intrinsic motivation (intrinsic motivation to know something, intrinsic motivation to achieve something, and intrinsic motivation to experience stimulation). These findings emphasize the importance of emotional intelligence for intrinsic motivation. [ABSTRACT FROM AUTHOR]

This scientific manuscript sheds light on the dynamic landscape of non-formal education and innovative teaching methods within the realm of life sciences. Traditional classroom settings often struggle to captivate the minds of life sciences students, who benefit immensely from handson experiences and unconventional teaching approaches. In response to this challenge, non-formal education emerges as a powerful tool for fostering deeper understanding and enthusiasm among life sciences learners. Non-formal education methods such as field trips, hands-on laboratories, workshops, and interactive projects play a pivotal role in bridging the gap between theory and practice. These approaches immerse students in real-world scenarios, allowing them to apply theoretical concepts, conduct experiments, and explore the intricate relationships of life sciences. In addition to non-formal education, this abstract explores innovative teaching techniques that are proving effective in life sciences education. These include flipped classrooms, gamification, peer learning, and the integration of multimedia and technology. These methods cater to diverse learning styles, enhance student engagement, and promote critical thinking and problem-solving skills. The abstract emphasizes the symbiotic relationship between non-formal education and innovative teaching methods, demonstrating how they create a dynamic and enriching learning environment for life sciences students. The results are students who are better equipped to grasp complex biological concepts, more enthusiastic about their studies, and poised to contribute to the ever-evolving field of life sciences. This abstract underscores the significance of adapting teaching methodologies to the needs of life sciences education in the 21st century. [ABSTRACT FROM AUTHOR]

Antibiotic resistance is one of the biggest threats to human health, food security, and development. This study aimed to examine the level of knowledge and awareness regarding antibiotic resistance while comparing students from health sciences to students in other disciplines. A cross-sectional study was conducted based on the "antibiotic resistance" questionnaire developed by the World Health Organization. A total of 371 students participated in the study. All respondents had taken antibiotics in the past. A tenth had taken them on their own without a prescription, and 14% had not received an explanation regarding the use of antibiotics. The average for the knowledge questions was 15.49 ± 5.35 (out of 27). Many students mistakenly associated antibiotics with viral diseases. Despite these misconceptions, there was a high level of awareness and understanding regarding the ways to treat antibiotic resistance. Still, the awareness of the severity of antibiotic resistance was not high. Differences were found between the disciplines in general knowledge and the level of awareness and understanding about the ways to treat antibiotic resistance, where health science students had the highest scores, followed by social science students and finally, computer and management students. No differences were found in the perception of the severity of the phenomenon. This information is essential to developing educational interventions to improve knowledge, attitudes, and practices regarding antibiotic use among students, especially those unrelated to the health sciences. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development 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.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

Introduction: Universities are the origin of society's transformations in various fields and students as the main pillars of the university form the main body of various organizations and organs of the society. For this purpose, it is necessary to have information about the current situation and the attitude of students towards their field. This study was conducted with the aim of investigating the effective factors in the selection of nutrition science students of Varastegan Institute for Medical Sciences. Material and Methods: This is an applied study that was carried out in a descriptive-cross-sectional way. The studied population was students studying nutrition sciences at Varastegan Institute for Medical Sciences. To collect data, a questionnaire was created by a researcher, whose validity was evaluated with the help of expert panels consisting of experts in the health information technology group of Varastegan Institute for Medical Sciences, and the reliability of the questionnaire was determined by determining Cronbach's alpha. Results: According to the findings of the study, the majority of users were 68.7% female and 31.3% male. 43.3% of students had an average knowledge and awareness of their field and 44.8% had a positive view of their field. 8/ 38% of students chose this field based on the recommendation of others. The satisfaction with the field of study of the current study was 49.3%, which was close to the satisfaction of half of the students under study, and 61.2% of the students were very satisfied with the assignment of medical system code and having an office. 41.8% of nutrition science students were very satisfied with their career future and 41% believe in the existence of a suitable job market. Conclusion: The most important factor in choosing a field is the assignment of the code of the medical system and having an office at the time of employment, and many students believe that this field is suitable for social values and the existence of a suitable job market, and they consider the relevant job interesting and purposeful to serve the society. [ABSTRACT FROM AUTHOR]

The Scientists of Tomorrow/Cientistas do Amanhã project is an immersive science training program developed by the Program of Post-Graduation in Health Sciences at Hospital Israelita Albert Einstein. This program was conducted in partnership with Volunteering and Escola Municipal de Ensino Fundamental Professor Paulo Freire in Paraisópolis, São Paulo, Brazil. The Scientists of Tomorrow Program comprised a short training period conducted in May 2022 involving 37 students, and a long training period from August to December 2022, which included 15 students. It aimed to popularize science through practical activities; transfer knowledge to young students; sensitize and guide them to pursue academic-scientific careers; reduce stereotypes about scientific work and scientists; and help students understand the social, political, and ethical roles of science within society. All activities were led by postgraduate students and professors from our postgraduate program, physicians, nurses, physiotherapists, biomedicals, and veterinarians from Hospital Israelita Albert Einstein, as well as medical students from Faculdade Israelita de Ciências da Saúde Albert Einstein. Activities in the short training included lectures on cinema and science, strategies to combat fake news, non-violent communication, innovation, design-thinking framework, and developing a scientific project. During the long training period, discussions were focused on nanotechnology, animal research, big data, bioinformatics, meditation, blood and bone marrow donation, telemedicine, sex and sexually-transmitted infections, rehabilitation, career opportunities, and scientific integrity. In addition, practical activities were further expanded using optical and confocal microscopy, cytometry, and basic concepts regarding the structure and function of living cells. The program also included the launching of the open-air outreach Education E-natureza activity, which turned students into ambassadors of nature. In conclusion, the Scientists of Tomorrow Program was innovative and enabled young students to learn that science is a collective activity that can enhance public health. [ABSTRACT FROM AUTHOR]

To reduce biological risks, raising awareness for dual-use issues already at the level of university education is essential. Currently, most life sciences education programs do not incorporate biosecurity and dual-use in their regular curricula. Consequently, the responsibility rests with individual lecturers and depends on their initiative to incorporate dual-use topics into teaching activities. Students interested in biosecurity and dual-use topics often only have the option to educate themselves in external or online courses. Here, we provide practical guidance on how to initiate and integrate a dual-use education program within the curriculum and provide a selection of existing teaching materials. In addition, we suggest key learning objectives to guide the planning of dual-use courses. Different course formats like lectures, seminars, or stand-alone events are discussed regarding their advantages, disadvantages, and suitability for conveying the learning objectives to different educational stages and audiences. As a minimum, we recommend the incorporation of dual-use issues into at least one mandatory course. Ideally, students should additionally participate in in-depth seminars, which can be voluntary and offered in cooperation with external organisations. [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal the information seeking behavior of post graduate students. A well framed questionnaire was used for data collection to accomplish the objectives. The finding revealed that the majority of the students use the information resource for study and research purposes. The study recommended orientation programmes for PG students to make awareness of e-resource and better utilization of the library services. [ABSTRACT FROM AUTHOR]

This article presents the processes of preparation and holding of a cryptography competition among fifth and sixth-graders. The objectives of the games are to introduce the science of cryptography to the students, to develop their logical thinking, creativity, competitive spirit and teamwork skills. By having fun, they were able to develop themselves. [ABSTRACT FROM AUTHOR]

Carrying out and writing a postgraduate thesis study in the field of social sciences is a very labor-intensive process. Therefore, it is aimed to provide postgraduate social science students information on how to make valid and reliable research and take them on a journey on the epistemological and methodological principles of scientific study. Particularly, students in the thesis writing stage constitute the main audience of this study. The content of the article can be grouped under five topicsFirst of all, it aims to present the basic ontological, epistemological and methodological principles that a social scientific study is based on and establish the missing link between these three elements more visible. Secondly, it seeks to clarify the concepts (method, technique, design, etc.) that may create confusion, especially for junior researchers. The next discussion is about choosing the topic and the research question of the thesis. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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.)

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education 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.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

The purpose of this study is to examine the speaking needs and effective learning strategies of first-year Master's students at the Faculty of Science, Dhar El-Mahraz, Fez, Morocco. With a lack of focus on speaking skills in the Moroccan formal education system, the research goal is to address the gap in oral vocabulary proficiency. 30 students participated in the experimental study. The objectives of the paper were to: (1) identify the speaking needs of the Master's students, (2) determine the effectiveness of current learning strategies for improving oral vocabulary use and pronunciation, and (3) suggest strategies for improving intercultural competence. To achieve these objectives, research questions were formulated, and a methodology was designed to collect and analyze data from the participants. The findings of the study revealed that speaking skills are often neglected in Moroccan formal education, especially in the teaching and learning process leading to difficulties in using relevant oral vocabulary and accurate pronunciation. The results suggest the need for specific communication courses to adopt amplified strategies and improve students' ability to communicate effectively and proficiently with English speakers from different cultures. Based on these findings, some strategies will be suggested for teachers in similar contexts to implement for successful results and enhance students' speaking competencies. [ABSTRACT FROM AUTHOR]

Background: Many students enter science classrooms with misconceptions about scientific principles. One of the most perceived controversial scientific principle for students is evolution. Students struggle to learn and accept evolution due to the many misconceptions students have interacted with before they enter a biology class. Evolution misconceptions come from many sources, such as religious beliefs, textbooks, and even unprepared educators. However, with students spending on average over seven hours a day viewing popular media, it is crucial to investigate further the accuracy of the portrayals of evolution in popular media. Results: We gathered data on the sources students saw evolution portrayed in popular media and determined what misconceptions were present in these popular media references. We found that 96% of the popular media references mentioned by students in our study inaccurately depicted evolution. The two most common misconceptions we observed in popular media were that evolution was depicted as a linear process and that individual organisms evolve instead of populations. Conclusion: Popular media does a poor job depicting evolution, which may be why many students are hesitant to learn evolution and overcome misconceptions. We suggest that these incorrect portrayals of evolution may provide an engaging way to teach correct evolutionary principles in the classroom. [ABSTRACT FROM AUTHOR]

We explore how physical science doctoral students navigate their role identities throughout their graduate programme. Physical science doctoral students take on many academic roles in addition to the role of scientist, including researcher, educator, and student. When social expectations of roles become internalized, they become role identities. We examined doctoral students' academic role identities as a complex system to unpack factors that constrain the behavior and define the nature of doctoral students' academic role identities. This multiple case study used open‐ended reflective questions and narrative‐style interviews with eight physical science doctoral students to explore how physical science doctoral students navigate their role identities throughout their graduate programme and the factors that may influence these identities. Responses to the reflective questions and narrative interview transcripts were qualitatively coded and salient themes are drawn through cross‐case analysis. Themes were compared across data sources to further validate the findings. Participants ascribed the most value to researcher and student identities and the least value to an educator identity. Time spent in a role, institutional recognition, advisor relationships, community in graduate school, and interest were factors that participants perceived to influence their role identities, along with the gender identity of women. Implications highlight the ways in which institutions may be able to support doctoral students in graduate school, including increased support for time management, equitable opportunities for authentic research experiences, equitable support in advisor relationships, and the importance of intentionally fostering community within science departments. [ABSTRACT FROM AUTHOR]

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef 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.)

Background: Students of medical sciences are a highly vulnerable group during COVID-19 pandemic who may experience a wide range of challenges and stresses. The aim of this study was to investigate the perceived challenges caused by COVID-19 outbreak in students of medical sciences. Materials and Methods: A qualitative study was carried out based on conventional qualitative content analysis following Graneheim and Lundman from December 2020 to February 2021. The participants were 17 students of medical sciences and data gathering was done through semistructured interviews. Results: Data analyses revealed 5 categories and 12 subcategories. The extracted categories were perceived fear of contracting coronavirus, social limitation, changes in education, neglecting health protocols, and worrying news and information overload. Conclusions: The findings indicated that students of medical sciences had been facing challenges and the COVID-19 had affected the psychological, social, and academic functioning of the health-care students. It is important to take measures to improve their mental health. These measures can prevent medical complications in these students, especially during clinical internship. [ABSTRACT FROM AUTHOR]

Copyright of Cultural Studies of Science Education is the property of Springer Nature 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.)

Background: Depression with the magnitude of 8 − 20% emerged as major mental health morbidity among adolescents due to its devastating consequences of suicidal tendencies, academic failure, poor social relationships, and substance abuse. The current study was carried out to estimate the magnitude of depression among the students of private higher secondary schools of science stream in Rajkot city, Gujarat. Methods: A cross-sectional study was conducted among the 1219 students of 11th and 12th standards of private schools of science stream in Rajkot city using a multistage sampling method. Students were screened using Patient Health Questionnaire-9 for Depression and categorized into no depression, mild, moderately severe and severe depression. Epi Info software version 7.1.5.2. from CDC, Atlanta, USA was used to analyze the data. Results: One-third (31.99%) of students had depression followed by Dysthymia (20.59%) and Suicidal risk in 1.64% of students. The prevalence of depression was higher in female students (37.28%) than males. Students of 12th standard (38.06%) were more depressed than 11th standard (25.98). The suicidal risk was found more among the students of 12th standard (2.47%) compared to 11th standard (0.82). The prevalence of Depression, Dysthymia and Suicidal risk were more in Muslim students than Hindus. According to severity, female students (13.98%), 12th standard students (11.53%), Muslim (19.73%) and students residing at a hostel (12.12%) were more depressed (moderate to severe) than their counterparts. Conclusion: In the present study, a significant proportion of students were found suffering from depression. [ABSTRACT FROM AUTHOR]

This study investigates the influence of social media on time management of Social Science Education students in Nigerian tertiary institutions. The study involved all 312 Social Science Education students in the University of Nigeria, Nsukka. Data was collected with a 24 items questionnaire. Two research questions and six hypotheses were formulated to guide the study. Mean and ANOVA were used to analyse the data collected. The findings of the study revealed that Social science Education students manage their time very well, social media influence time management of Social Science Education students in a very low extent and that there is no significant differences of program unit, age, students’ level of study, residential status and gender on time management among others. Based on the findings, the study recommends that students should make their school work a priority and put their phone on silence when reading to avoid distractions among others. The study concludes that Social Science Education students manage their time well, but in a low extent, social media influence their time management. [ABSTRACT FROM AUTHOR]

Background. The concept of sports entrepreneurship is increasingly explored, both in the world and in Serbia. This paper aims to examine which factors influence the entrepreneurial intentions of sports science students at the Faculty in Novi Sad and describe their influence on entrepreneurial intentions in more detail. Methods. For research, a survey questionnaire was conducted, which consisted of 114 respondents, that is, 40 female students and 74 male final-year students of the Faculty of Sports and Physical Education in Novi Sad. The questionnaire consists of 33 questions related to several factors: entrepreneurial skills, entrepreneurial culture, attitude toward behavior, subjective norms, and perceived behavioral control. Results. During data analysis, descriptive indicators and factor analysis were used. Conclusion. It was observed that the mentioned factors significantly influenced students' entrepreneurial intentions, and their mutual connection was proven. [ABSTRACT FROM AUTHOR]

The aim of this work was to better understand the experience of Physical Activity and Sports sciences students from the University of A Coruña (Spain), during the COVID-19 confinement in terms of exercising and physical activity at home. The sample is made up of 65 students (55 men and 10 women) with an average age of 20.8 years. The research is qualitative and a diary was used as an information gathering technique. An inductive content analysis was carried out, based on thematic analysis procedures. Four analysis categories were used, including sport practice at home and sports habits. The results show that there was initial discouragement, since sport is considered as a vital necessity and they were unable to practice it. However, the students looked for solutions and designed exercise routines they could use during the confinement. These exercise routines reflected their sports habits and training knowledge, which enabled them to better cope with confinement. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto 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.)