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In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all. [ABSTRACT FROM AUTHOR]

Recent trends have shifted the focus of science, technology, engineering, and mathematics (STEM) education onto practice‐based learning, to encourage opportunities for students to engage in science and engineering practices (SEPs) with the goal of more meaningful participation and engagement in authentic STEM experiences for all students. However, we do not fully understand how K–12 engineering students use the SEP of argumentation to design solutions or make problem‐solving decisions. In this study, we examine middle school students' discourse to understand the epistemic criteria students use when making design decisions and how they meaningfully take up epistemic practices for engineering, specifically when engaging in engineering design. We find that students use five epistemic criteria (nature, creativity and innovation, justification, collaboration, and the user) in ways meaningful to design‐oriented goals, even at the beginning of the school year, and that consideration of these criteria varies according to the implicit goals in each stage of the design process. These findings suggest that (i) students took up epistemic goals for sensemaking and designing solutions, and (ii) students already possessed the skills and abilities to meaningfully engage in design work, suggesting an asset view of student epistemic practices should be adopted. [ABSTRACT FROM AUTHOR]

Astrobiology-related laptop-delivered 360-degree immersive Virtual Field Trips (VFTs) are increasingly used in higher education. However, the literature remains sparse on the experiences in approach to pedagogy and what works and what does not in attaining the intended outcomes. Part of the reason for that has been the limitation on the cost of making this educationally promising type of VFT in terms of time and money, but various initiatives are addressing these two limiting factors. Thus, the pedagogical aspects underpinning making this type of VFT remain largely unexplored. We experimented with the 360-degree VFTs for an astrobiological field site that attracts global researcher interest—the Pilbara Craton of Western Australia, where the world's best preserved and most convincing evidence of early life on Earth exists, from 3.48 billion years ago. Our challenge was to engage final-year undergraduate science students—with little to no geology background—with this field site without visiting it, because of the remote location, safety considerations, and cost. Another consideration was that the astrobiology course in which the VFT resides is fully online, so students not currently residing in Australia can enroll, adding to practical logistical problems for field work. We present our experiences over six years of data in which one pedagogical change stood out above all others—introducing a handwritten field notebook for a VFT—suggesting that it is a key pedagogical consideration for field-related VFTs. [ABSTRACT FROM AUTHOR]

If the pandemic taught us something in academia, it was to be more flexible while leveraging creative methods in maintaining students' engagement with modern academic tools such as Nearpod. Additionally, allowing teacher autonomy supported a seamless transition to online platforms during the COVID-19 pandemic, which may translate well to a weather event without having to cancel class. Those who are researchers within the scholarship of teaching and learning community find this to be no surprise (Kahu, 2011; Ayuka & Jacobs, 2018; Keller et al., 2020). This research project examines the experience of one assistant professor of aeronautical science who implemented Nearpod into her classroom prior to COVID-19 mandates and how that was received by students before, during, and after the experience. By looking at the student evaluation data throughout this time period and one specific question asked on the end-of-course student reviews: 'What elements in this course MOST helped you learn the course content?' The research team will consider the number of responses and how many of them reference Nearpod as at least one of those elements. Additionally, the presenters will show different strategies used in aviation technical courses to integrate different tools and maintain student engagement as highlighted by students. Presenters are not associated with any of the companies that own the tools presented. [ABSTRACT FROM AUTHOR]

In recent years, there has been an exponential increase in the number of devices developed to measure or estimate physical exercise. However, before these devices can be used in a practical and research environment, it is necessary to determine their validity and reliability. The purpose of this study is to test the validity and reliability of a load cell sensor-based device (LC) for measuring the peak force (PFr) and the rate of force development (RFD) during the isometric mid-thigh pull (IMTP) test, using a force plate (FP) as the gold standard. Forty-two undergraduate sport science students (male and female) participated in this study. In a single session, they performed three repetitions of the IMTP test, being tested simultaneously with an LC device and a Kistler force platform (FP). The PFr and RFD data were obtained from the force-time curve of the FP and compared with the LC data, provided automatically by the software of the device (Smart Traction device©). The mean difference between the results obtained by the LC device and the gold-standard equipment (FP) was not significantly different (p > 0.05), for both PFr and RFD, which suggests the validity of the ST results. Bland–Altman analysis showed a small mean difference in PFr = 1.69 N, upper bound = 47.88 N, and lower bound = −51.27 N. RFD showed that the mean difference was −5.27 N/s, upper limit = 44.36 N/s, and lower limit = −54.91 N/s. Our results suggest that the LC device can be used in the assessment of the isometric-mid-thigh-pull test as a valid and reliable tool. It is recommended that this device's users consider these research results before putting the ST into clinical practice. [ABSTRACT FROM AUTHOR]

Purpose: The study aims to analyze the effects of ethical behavior in the work environment on attitudes towards cheating in the academic environment among students of accounting sciences. Methodology: To this end, a survey was carried out with students from a public HEI, totaling 140 students. For data analysis, we used the technique of structural equations and factor analysis. Results: The results show that, in addition to ethical behavior in the workplace, there are other variables that influence academics to have dishonest attitudes academically. In this way, ethical behavior influences the unethical behavior of accounting science students at the studied HEI, and that, although with still small effects, the experiences lived and considered ethical in the professional environment tend to be related to the avoidance of dishonest attitudes in the context of academic, that is, a better ethical business ranking leads to less cheating behavior in academia. Contributions of the Study: The study contributes to the reflection on the improvement of the behavior of academics in the work environment and its reflection in the academy, reflecting the importance of discussing ethics in professional and teaching environments. It propagates the importance of ethics not only in the academic environment, but also in the business environment, so that there is a convergence between these environments. [ABSTRACT FROM AUTHOR]

The research aimed to identify the relationship between visual culture and the achievement of physics among fourth scientific students. The research community consisted of students of the scientific fourth in the center of Al-Diwaniyah Governorate, the sample was chosen randomly consisting of (200) students from (3) preparatory schools, the researcher prepared a visual culture test consisting of (16) items for each of them four alternatives (choices). Only one of them represents the correct answer. The physics achievement test consists of (20) multiple-choice items with (four alternatives), only one of which is correct. Their validity and reliability were achieved according to the research sample, and the results indicated that the science fourth students possess visual culture and their achievement at a good level in physics, and there is a strong positive relationship between visual culture and their physics achievement. In the light of the results, the researcher put conclusions, recommendations and proposals. [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]

The aim of the present study is to prove the construct validity of the German versions of the Feeling Scale (FS) and the Felt Arousal Scale (FAS) for a progressive muscle relaxation (PMR) exercise. A total of 228 sport science students conducted the PMR exercise for 45 min and completed the FS, the FAS, and the Self-Assessment Manikin (SAM) in a pre-test–post-test design. A significant decrease in arousal (t(227) = 8.296, p < 0.001) and a significant increase in pleasure (t(227) = 4.748, p < 0.001) were observed. For convergent validity, the correlations between the FS and the subscale SAM-P for the valence dimension (r = 0.67, p < 0.001) and between the FAS and the subscale SAM-A for the arousal dimension (r = 0.31, p < 0.001) were significant. For discriminant validity, the correlations between different constructs (FS and SAM-A, FAS and SAM-P) were not significant, whereas the discriminant analysis between the FS and the FAS revealed a negative significant correlation (r = −0.15, p < 0.001). Together, the pattern of results confirms the use of the German versions of the FS and the FAS to measure the affective response for a PMR exercise. [ABSTRACT FROM AUTHOR]

The Interactive Strategy Training for Active Reading and Thinking (iSTART) game-based intelligent tutoring system (ITS) was developed with a foundation of comprehension theory and principles of learning science to improve students' comprehension of complex scientific texts. iSTART has been shown to improve reading comprehension for learners from middle school through adulthood, particularly lower knowledge readers, through strategy instruction and game-based practice. This paper describes iSTART, the theoretical foundations that have guided iSTART development, and evidence for the feasibility of game-based practice to improve learning outcomes. This paper also introduces a novel method of assessing students' reading comprehension through game-based literacy assessments that have been incorporated in iSTART. The development of these stealth assessments was guided by recent work emphasizing the need for rapid, dynamic, and low stakes assessments that evaluate students' reading skills in the context of brief, dynamic games. Stealth assessments can generate estimates of multiple aspects of students' reading comprehension quickly and within a motivating environment. The work described in this paper is a promising method to assess students' literacy in an unobtrusive and authentic way that may lead to improved learning outcomes for students. [ABSTRACT FROM AUTHOR]

This study aimed to identify the impact of massage and cervical traction on students of sport science collage with chronic nonspecific neck pain, the experimental approach was used due to its suitability to the nature and objectives of the study, on a sample consisting of (9) students with chronic nonspecific neck pain-muscular origin were chosen in a deliberate manner and voluntarily subjected to the proposed program, the researcher used Wilcoxon analysis to compare the pre and post measurements. The results showed that there were statistically significant differences between the pre and post measurements in favor of the post measurement on cervical range motion: forward, backward, bending to the right and left, axial range of motion using Goniometer, pain degree using pain score and daily ability using daily ability questioneer. The researcher concluded that the use of Massage and Cervical Traction had a positive effect on students with chronic nonspecific neck pain. The researcher recommends conducting more similar studies on larger samples and other age groups. [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]

There is a growing view that 'Big Ideas of science education' are useful for teaching science but there is not much knowledge of how teachers work with them. This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them. The research instrument was a questionnaire with open-ended questions. The use of Big Ideas was seen as the 'natural way' to teach science, mostly related to the students' daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students' learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework. The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in-depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere. [ABSTRACT FROM AUTHOR]

Background. An objective structured clinical examination (OSCE) is a performance-based examination used to assess health sciences students and is a well-recognised tool to assess clinical skills with or without using real patients. Objectives. To determine the inter-rater reliability of experienced and novice assessors from different clinical backgrounds on the final mark allocations during assessment of third-year medical students' final OSCE at the University of the Free State. Methods. This cross-sectional analytical study included 24 assessors and 145 students. After training and written instructions, two assessors per station (urology history taking, respiratory examination and gynaecology skills assessment) each independently assessed the same student for the same skill by completing their individual checklists. At each station, assessors could also give a global rating mark (from 1 to 5) as an overall impression. Results. The urology history-taking station had the lowest mean score (53.4%) and the gynaecology skills station the highest (71.1%). Seven (58.3%) of the 12 assessor pairs differed by >5% regarding the final mark, with differences ranging from 5.2% to 12.2%. For two pairs the entire confidence interval (CI) was within the 5% range, whereas for five pairs the entire CI was outside the 5% range. Only one pair achieved substantial agreement (weighted kappa statistic 0.74 urology history taking). There was no consistency within or across stations regarding whether the experienced or novice assessor gave higher marks. For the respiratory examination and gynaecology skills stations, all pairs differed for the majority of students regarding the global rating mark. Weighted kappa statistics indicated that no pair achieved substantial agreement regarding this mark. Conclusion. Despite previous experience, written instructions and training in the use of the checklists, differences between assessors were found in most cases. [ABSTRACT FROM AUTHOR]

Many students self-report that they are "night owls," which can result from neurodevelopmental delays in the circadian timing system. However, whether an individual considers themselves to be an evening-type versus a morning-type (self-reported chronotype) may also be influenced by academic demands (e.g. class start times, course load) and behavioral habits (e.g. bedtime social media use, late caffeine consumption, daytime napping). If so, then chronotype should be malleable. We surveyed 858 undergraduate students enrolled in demanding science courses at up to three time points. The survey assessed morning/evening chronotype, global sleep quality, academics, and behavioral habits. Evening and morning-type students showed similar demographics, stress levels, and academic demands. At baseline measurements, relative to morning-types, evening-types showed significantly worse sleep quality and duration as well as 22% greater bedtime social media usage, 27% greater daytime napping duration, and 46% greater likelihood of consuming caffeine after 5pm. These behavioral habits partially mediated the effects of self-reported chronotype on sleep quality/duration, even after controlling for demographic factors. Interestingly, 54 students reported switching from being at least moderate evening-types at baseline to being at least moderate morning-types later in the semester and 56 students showed the reverse pattern (6.3% of students switched from "definitely" one chronotype to the other chronotype). Evening-to-morning "chrono-switchers" consumed less caffeine after 5pm and showed significantly better sleep quantity/quality at the later timepoint. Thus, some students may consider themselves to be night owls in part because they consume caffeine later, take more daytime naps, or use more social media at bedtime. Experimental work is needed to determine whether nudging night owls to behave like morning larks results in better sleep health or academic achievement. [ABSTRACT FROM AUTHOR]

The intelligence services compete with other public and private bodies to recruit the best candidates. Therefore, they must design specific recruitment policies to attract the young talent they need. However, the variables associated with the desire to work for these agencies among young people is still unknown. In this study, we explore these variables based on a survey administered to 2,888 young university students in Spain. The results reveal that social science students and those with greater satisfaction with democracy and trust in political institutions are more willing to work for the Spanish National Intelligence Centre. [ABSTRACT FROM AUTHOR]

In response to growing concerns about adolescents' low expectations for science-related careers, this study explores the mechanisms of the ternary associations among science learning experiences, science-related attitudes and beliefs, and science-related career expectations, involving a sample of 9841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the sixth cycle of the Programme for International Student Assessment (PISA). The results of the path analysis reveal that (i) both formal and informal learning experiences had positive relationships with science-related attitudes and beliefs; (ii) enjoyment of science, science self-efficacy, science outcome expectations, and epistemological beliefs about science had positive effects on career expectations; (iii) inquiry-based learning experiences were negatively associated with career expectations, although the direct association was suppressed by enjoyment of science, science self-efficacy, and science outcome expectations; (iv) teacher-directed science learning experiences had a positive impact on career expectations, fully mediated by enjoyment of science, epistemological beliefs about science, and science outcome expectations; and (v) all four science-related attitudes and beliefs played full mediating roles in the relationship between informal science learning experiences and career expectations. [ABSTRACT FROM AUTHOR]

The number of women and underrepresented individuals working in science, technology, engineering and mathematics (STEM) fields does not reflect the diversity of our societies. Even if children have an interest in STEM, they may not consider choosing a study or career in that direction if their perception is that they would not belong in science. This study examines the effects of a STEM lesson series aimed at inclusivity and diversity on children's perception and sense of belonging in space science. Before and after the lesson series, children filled out a questionnaire aimed at eliciting their perception of space science and space scientists. After the lessons, a subsample of children was interviewed about the effects of the lesson series on the children's perception and sense of belonging regarding space science. Six months after the last lesson took place, children from two classes filled out a short survey with open questions to measure retention. The results of this study showed that the lesson series had a significant impact on children's perception of space scientists, and that the implementation of the lessons facilitated thinking about (a future in) space science. This lesson series has succeeded in changing children's perception of space scientists as a diverse and international group of people. [ABSTRACT FROM AUTHOR]

We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student and staff perceptions, including increases in sense of belonging for both, perceptions of fairness in decision-making for students, and increased adoption of inclusive teaching practices for staff. Open responses articulated the benefits and challenges of the project. Implications of this research will be relevant to academic developers working in similar spaces, such as decolonising the curriculum or engaging students as partners in development work. [ABSTRACT FROM AUTHOR]

Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students' understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years' science teacher's (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to science and NOS, especially those pertaining to the 'Social-Institutional', 'Scientific Practices' and 'Educational Applications' categories. However, varied perceptions were found on some key concepts such as the role of bias and prejudices on scientific facts, the employment of same scientific practices across different branches of science, and the influence of politics in science. Misconceptions on particular aspects of NOS were also recognised (e.g. the distinction between laws and theories and the fixed nature of procedures followed in experiments). The findings suggest practical and pedagogical implications for teaching and outline an agenda for further research. [ABSTRACT FROM AUTHOR]

This paper explores the spatial dimension of Fleming's Left Hand Rule (LHR), commonly-used in Physics instruction for determining the direction of force using the left hand's thumb, forefinger and middle finger. A new instrument was developed to gauge students' ability to coordinate their fingers in 3D space (egocentric frame of reference) based on representations of tasks on paper/screen (allocentric frame of reference). The LHR scores from a sample of 530 Grade 10 and 11 students revealed a significant correlation to standard spatial reasoning measures, with a reliability of 0.77. About 90% of the students scored less than 10 points out of 22, highlighting the relevance of the spatial skills required for articulating the LHR. Science students performed significantly better than non-Science students. The manipulation of the LHR was strongly influenced by the degree of angular disparity between the body frame and task-defined frame and the kinaesthetic constraints required to rotate the triad of fingers as a perpendicular frame. [ABSTRACT FROM AUTHOR]

This article introduces a network approach to describe the quality of written scientific explanations. Existing approaches evaluate explanations mainly on the level of sentences or as a whole but not on the elementary level of single terms. Moreover, evaluation of explanations is often based on highly inferential scoring techniques. We addressed both issues by converting the elementary structure of terms in explanations into networks (so-called element maps) and analysing these with mathematical measures, thus extracting the size and complexity of an explanation, adequacy, coherence, and use of key terms. A total of 65 explanations of experts and students were analysed quantitatively and qualitatively. Differences between expert and student maps' measures can be interpreted meaningfully against the background of existing research findings. Thus, we argue that our approach using network analysis provides a precise, fine-grained, and low-inferential tool that complements and refines existing approaches. Element maps have the potential to improve teaching and research by precisely revealing the strengths and weaknesses of explanations. [ABSTRACT FROM AUTHOR]

An inquiry approach to learning can have a positive impact on students' attitudes to science and their science literacy skills; two attributes that have been in steady decline internationally. The professional development of teachers in inquiry science is one way to ensure that teachers are equipped with effective strategies to teach science, particularly in non-metropolitan schools where development opportunities may be limited, and students' attitudes to science are typically less positive than in metropolitan schools. Consequently, this study measured the attitudes to science and science self-efficacy of 133 school students aged 10–15 years from six non-metropolitan schools in Queensland, Australia, and explored the association with teachers' professional development in inquiry science. A survey instrument demonstrating good psychometric properties was derived to measure three components of students' multidimensional attitudes to science: acceptance of an inquiry approach to science, enjoyment of science lessons and career-interest in science. Findings showed that students' attitudes to science and science self-efficacy differed significantly among schools. Teachers' implementation of inquiry pedagogy in these schools was also varied. Students' acceptance of inquiry science, enjoyment of science, career-interest in science and self-efficacy were positively correlated and evident in classrooms that employed a collaborative inquiry approach to teaching science. [ABSTRACT FROM AUTHOR]

Practice and innovation are the two key points in talent cultivation. Based on the talent cultivation objectives of Liaocheng University, an applied local university, and the results of the analysis of the current delivery of comprehensive organic chemistry experiments, we explored the progress of teaching reform in our college. We aimed to reform the process in order to stimulate students' participation in chemical science exploration. Moreover, to improve the quality of teaching, we organized innovative experimentation, based on our teachers' scientific research direction, to convert research achievements into practical teaching. These experiments could help to inspire students to explore science more dynamically and strengthen their scientific research thinking ability. [ABSTRACT FROM AUTHOR]

Step Up to Physical Science and Engineering at Randolph (SUPER) is a recruitment and retention program for natural science and mathematics majors at Randolph College, a small liberal arts college in central Virginia. Begun as a pilot program in 2010, and then funded by two National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grants, the program has multiple cohort experiences throughout a student's four years of college. This paper analyzes the college-wide recruitment and retention impacts of the SUPER program by examining applicant interests and declared majors as well as college-wide retention. This paper also analyzes the recruitment and retention impacts of the associated scholarships and inclusion in the SUPER program by comparing scholarship vs. non-scholarship students, and students in the SUPER program vs. students not included in the SUPER program. We are interested in the recruitment and retention of all students in STEM and, because of long-standing patterns of exclusion, the impact on women, African American/Black, Hispanic/Latino(a), and Native American students. The program has led to an increase in students majoring in physical science from 6.2% of all declared majors at the college in 2012 to 14.2% of all declared majors in 2019, and improved retention to graduation in STEM (31% for students entering in 2013 to 40% for students entering 2015) while overall retention at the college declined. While the scholarships associated with the NSF grants were effective at increasing applications to the program, retention rates for scholarship students and non-scholarship students were not significantly different. Students within the SUPER program showed higher retention to graduation in STEM when compared to other STEM-interested students across all demographics (54% vs. 29%) and among female students (62% vs. 33%). Retention to graduation in STEM among students identifying in traditionally under-represented racial and ethnic groups is also higher for SUPER students than other STEM students (42% vs. 24%), though this difference was not statistically significant. This analysis demonstrates the effectiveness of the SUPER program in improving the recruitment and retention of STEM students at Randolph College and can provide a template for similar programs at other institutions. [ABSTRACT FROM AUTHOR]

Pressure to perform and fear of failing are known stressors for university students, and in rigid or unsupportive laboratory environments, these emotions are heightened (Hsu & Goldsmith, 2021). The COVID-19 pandemic has exacerbated the need for increased equity and accessibility in undergraduate laboratory learning environments. Accordingly, we have identified effective strategies to promote positive laboratory environments for undergraduate students based on our following experiences: laboratory bootcamps, worksheets/quizzes, point-of-view and animated videos, and postlaboratory responses. [ABSTRACT FROM AUTHOR]

Internet users who behave carelessly or badly increase the possibility of a security attack on the information systems they use. Although the technical security of devices is constantly improving, the human factor still represents a significant vulnerability in the system. Awareness of user misbehavior in cybersecurity allows sufficient security countermeasures to be taken. This study examines level of attitudes and awareness of university students towards cyber security. Based on quantitative research, the survey contrasts the attitudes of students in two disciplines - Computer Science and Media Studies - on a sample of 570 students. The results collected from the statistical analysis show similarities and differences in the responses of students in the two disciplines. [ABSTRACT FROM AUTHOR]

BACKGROUND: The increasing use of complementary and alternative medicine (CAM) has changed expectations of healthcare professionals concerning the knowledge, attitude, and practice of CAM. The present study aimed to investigate the knowledge, attitude, and practice of students of Arak University of Medical Sciences (Iran) in 2020 concerning CAM. METHODS: The present descriptive cross-sectional study was conducted on 226 medical sciences students using targeted quota sampling. The data collection tool was a researcher-made questionnaire based on valid scientific articles and literature. The questionnaire was comprised of 92 items and assessed students' knowledge, attitude, and practice regarding CAM. RESULTS: The study participants' mean CAM knowledge and attitude scores were 14.12±6.1 and 58.7±29.28, respectively. The primary information sources included mass media, the internet, and friends. Most participants (63.4%) were willing to use CAM methods. The most common CAM was herbal therapy (29.1%), and the most common reason for using, was gastrointestinal problems (39.2%). CONCLUSION: The participants indicated moderate knowledge and poor attitude regarding CAM. Thus, considering the extensive application of CAM methods among the participants and their insufficient knowledge and inappropriate attitude, that is recommended to include CAM methods be included besides the conventional medicine, in the academic curriculum of students of medical sciences. [ABSTRACT FROM AUTHOR]

Substantial guidance is available on undergraduate quantitative training for biologists, including reports focused on biomedical science. Far less attention has been paid to the graduate curriculum and the particular challenges of the diversity of specialization within the life sciences. We propose an innovative approach to quantitative education that goes beyond recommendations of a course or set of courses or activities, derived from analysis of the expectations for students in particular programs. Due to the plethora of quantitative methods, it is infeasible to expect that biomedical PhD students can be exposed to more than a minority of the quantitative concepts and techniques employed in modern biology. We collected key recent papers suggested by the faculty in biomedical science programs, chosen to include important scientific contributions that the faculty consider appropriate for all students in the program to be able to read with confidence. The quantitative concepts and methods inherent in these papers were then analyzed and categorized to provide a rational basis for prioritization of those concepts to be emphasized in the education program. This novel approach to prioritization of quantitative skills and concepts provides an effective method to drive curricular focus based upon program-specific faculty input for science programs of all types. The results of our particular application to biomedical science training highlight the disconnect between typical undergraduate quantitative education for life science students, focused on continuous mathematics, and the concepts and skills in graphics, statistics, and discrete mathematics that arise from priorities established by biomedical science faculty. There was little reference in the key recent papers chosen by faculty to classic mathematical areas such as calculus which make up a large component of the formal undergraduate mathematics training of graduate students in biomedical areas. [ABSTRACT FROM AUTHOR]

This research comes to talk about one of the contemporary financial current controversial issues, which is the "forgotten cash transfer". The importance of this topic is to identify us for the juridical ruling of this current controversial issue. The research aimsto identify the meaning of the cash forgotten cash transfer and its causes, controls, provisions and its adaptation. The research depends on the Induction and descriptive analysis methodology and comparison. The research was divided into three sections. The first section dealt with the definition of the legal transfer and its juridical rules, while the second section dealt with the cash transfer, its types and its adaptation, and the third section dealt with the forgotten cash transfer, its causes, controls, provisions and its adaptation. The research concluded by mentioning the most important results and recommendations, including: that the forgotten cash transfer is treated as money that could not be returned to its owner, because the suspicion of it appeared when it was measured against it, and because of the acquit of those who settled with the money and could not find its owner by giving charity on his behalf; Because it is not permissible to own money and benefit from it, and because the owner of the money benefits from the reward of giving charity on it; It is not gathering for him to lose his money and the disposition of others with it, without benefit due to him. The researcher recommended the students of Islamic Sciences to pay attention to current controversial issues, and to explain the juridical ruling, for example: digital (electronic) currencies, the juridical ruling on their exchange and transfer, and so on. [ABSTRACT FROM AUTHOR]

The study aims to analyze the association of academic demotivation with the strategies used by teachers to promote learning from the perception of students of the Accounting Sciences course. The research sample consisted of 200 students of the Accounting Sciences course from two higher education institutions in the southern region of the country. The results obtained from descriptive statistics and Spearman's Correlation indicated that valuing student effort, technological insertion and field visits are among the students' preferred strategies. In associative terms, the results suggest that students who are discouraged by the difficulty of learning the course content have their perception positively associated with the importance of teachers in recognizing students' negative emotions, valuing the student's effort more than the result obtained by him. and avoid comparing performance between students. [ABSTRACT FROM AUTHOR]