Search

Copyright of Journal of Comprehensive Science (JCS) is the property of Green Publisher 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.)

Migratory populations of monarch butterflies have declined substantially in North America. In Canada, where the monarch is listed as a species at risk, protecting the butterfly's critical breeding habitat has been identified as a conservation priority. However, protection of the breeding habitats in this country was not readily possible due to the scarcity of monarch breeding data. Here, we describe Mission Monarch, a community science program launched in 2016 to address this knowledge gap. We compare the Mission Monarch dataset with the datasets of eButterfly, iNaturalist and the Monarch Larva Monitoring Project, three other longer-established community science programs, to highlight the unique knowledge gap that Mission Monarch helps fill at national to continental scales. Even though Mission Monarch is a relatively young program, it has already provided more records of monarch caterpillars and milkweed than any other Canadian dataset from the aforementioned programs near the species' northern range. It has become the main monarch breeding monitoring program in Canada. We discuss the relevance of community science in filling knowledge gaps and addressing conservation issues. Implications for insect conservation: Community science programs can be specifically designed to fill knowledge gaps for insect conservation. They can be unique, yet complementary to other established programs. [ABSTRACT FROM AUTHOR]

This study evaluated the efficacy of an 8-week (two sessions/week; 60 min/session) adapted soccer intervention on skill performance and retention in 30 adults (18 men and 12 women) ages 17–40 years with autism spectrum disorder, Down syndrome, and intellectual disability. Of these 30 participants, 18 completed a 1-month retention test. The program included behavior supports and adaptations for participants with varying levels of behavioral needs. Dribbling, kicking a moving ball, kicking a stationary ball, throw-ins, trapping, and a composite skill score were examined. Linear mixed-effect regression revealed a significant time main effect with improvements from pretest to posttest and pretest to retention for all skills. In addition, modest offline gains (i.e., posttest < retention) were observed for throw-ins, kicking a moving ball, and the composite skill score. A significant main effect of diagnosis was observed such that participants with autism spectrum disorder had better performance on kicking a moving ball than those with Down syndrome and intellectual disability. Finally, a significant main effect of level of function was observed. This program enabled adults with various disabilities to acquire fundamental soccer skills that may lead to meaningful participation in community soccer programs. [ABSTRACT FROM AUTHOR]

Utilizing Yosso's community cultural wealth framework as a theoretical lens, we sought to examine how nontraditional, community-based family engagement programs impacted adult family members' thoughts and actions about engagement with their children's schools. The study drew primarily from the interviews, observations, and document analysis of two nontraditional family engagement programs in urban communities. Findings indicate that program approaches built upon and extended families' social and navigational capitals. Educational leaders can more meaningfully engage urban families by learning from and incorporating practices implemented by the programs we examine and discuss in this article. [ABSTRACT FROM AUTHOR]

Mentoring programs are popular mechanisms for promoting positive youth development due to developmental research suggesting that youth with strong relationships with a special adult have a lower likelihood of a range of negative outcomes. Community-based mentoring programs are mechanisms for promoting access to mental health support and positive youth outcomes. Youth mentorship programs reveal mixed and modest outcomes, yet youth outcomes are more robust for high-quality relationships. Ethnic-racial identity is hypothesized to affect the relationship quality because shared identities are thought to facilitate trust and empower youth to succeed. However, studies have found that ethnic-racial match does not affect the strength of the dyadic relationship. This study attempts to address these disparate findings by explicitly examining ethnic-racial matching and relationship quality at two-time points. We conducted a two-step hierarchical regression to determine whether ethnic-racial match affected mentee reports of the relationship at follow-up. The results show ethnic-racial match did not significantly predict positive dimensions of the relationship at follow-up. Moreover, same-ethnic-racial matches reported a lower rate of change and slightly less relationship dissatisfaction at time 2 compared to cross-ethnic-racial matches. Results contribute to existing literature showing mixed results in ethnic-racial matching in youth mentorship programs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Científica General José María Córdova is the property of Escuela Militar de Cadetes General Jose Maria Cordova 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.)

Objective/Research Question: This practitioner-scholar study investigated perceptions and experiences of community college students who transferred upon completion of their associate degree programs in Colorado, a state with multiple state-level transfer policies. Each student participated in a cohort-based transfer support program offered at their community college. The research questions were: 1. Do community college students who participated in transfer programing while earning their associate degree perceive that it helped prepare them for successful transfer? 2. Do community college students perceive that their courses prepared them to be successful at a university? 3. What are the perceptions and experiences of community college students who transferred upon completion of their associate degree programs within a context of a state with multiple transfer policy initiatives? Methods: This study used a phenomenological approach and qualitative data collection methods. Results: While students believed their community colleges prepared them academically, and their transfer preparation programing was beneficial, their reflections highlight that regardless of support provided, academic preparation, or policy context, transfer from community college to university is challenging, problematic, and bureaucratic. Often community college students are viewed with a deficit lens by university staff. Conclusions/Contributions: Regardless of state policy context, transfer preparation, and support, obstacles encountered in the transfer process from community college to university must be negotiated through relationships and advocacy both on the part of college staff and the students themselves. However, students who transfer from a college with dedicated transfer support and preparation demonstrate resilience to complete the process successfully. [ABSTRACT FROM AUTHOR]

Large-scale, evidence-based interventions face challenges to program fidelity of implementation. We developed implementation strategies to support teachers implementing an evidence-based HIV prevention program in schools, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT) in The Bahamas. We examined the effects of these implementation strategies on teachers' implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of the core activities. Teachers with "good" or "excellent" school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0, t = 2.04, P < 0.05) and more core activities (26.3 vs. 23.0, t = 2.41, P < 0.05) than teachers with "satisfactory" coordinators. Teachers who had a "good" or "satisfactory" mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3; t = 2.22; P = 0.03). Two-level mixed-effects model analysis indicated that teachers' program fidelity in Year 1, confidence in the execution of core activities, and school coordinators' performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was significantly associated with improved student outcomes. Teachers maintained high fidelity to a comprehensive HIV prevention program over 2 years during the COVID-19 pandemic. Future program implementers should consider additional implementation support to improve the implementation of school-based programs. [ABSTRACT FROM AUTHOR]

Community integration following the experience of chronic homelessness is a key principle of Housing First programming, yet it is scantily addressed or studied. Originally developed in New York, the Restorative Community Collaborative program shows promise in building meaningful community integration and improving outcomes among individuals who have experienced chronic homelessness. This convergent mixed-method study describes outcomes for this adapted program implemented in Houston, Texas by a social service agency in collaboration with local congregations. The program increased participant empowerment and beneficial community connection among all stakeholders (participants, volunteers and mentors). Lessons for future implementation of such programs is discussed. [ABSTRACT FROM AUTHOR]

Background: Despite the uncontested benefits of physical activity, its promotion lags behind in the public health agenda of low- and middle-income countries (LMICs). School-based interventions are promising strategies to foster health during childhood, but evidence of their effectiveness is limited and inconclusive for LMICs. Thus, further investigation is needed on contextual factors associated with intervention implementation in low-resource settings. We studied the acceptability and feasibility of the KaziKidz health promotion intervention and its implementation and make recommendations to improve future adoption and sustainability. Methods: KaziKidz was implemented in four primary schools from low-income communities in South Africa in 2019. Semi-structured interviews with four school principals, three focus group interviews with 16 educators, and another three with 16 caregivers were conducted between October and November 2021. Participants were purposively recruited. Interview transcripts were analyzed via thematic analysis using a deductive and reflexive approach. Results: Three main themes influencing intervention implementation and adoption were identified: (1) prioritizing teachers' needs (2), integrating the program into the school structure, and (3) creating opportunities in the community. Supporting recommendations included: (theme 1) adopting intervention approaches that are inclusive of educators' health and providing them with capacity development and external support; (theme 2) fostering a feeling of ownership and belonging among school stakeholders to adapt interventions to specific resources and needs; and (theme 3) raising community awareness to encourage individuals to claim power over and actively engage with the program. Conclusions: Comprehensive interventions comprising health support, adequate training, and ongoing assistance for educators combined with school-wide and community outreach actions seeking to strengthen program ownership, accountability, and engagement can enhance uptake of school-based interventions and long-term maintenance. Trial registration: ISRCTN15648510, registered on 17/04/2020. [ABSTRACT FROM AUTHOR]

Background: Effective health promotion responds to the unique needs of communities. Community granting programs that fund community-driven health promotion initiatives are a potential mechanism to meet those unique needs. While numerous community health-focused programs are available, the various strategies used by granting programs to foster engagement, administer grants and support awardees have not been systematically evaluated. This rapid systematic review explores the administration of community granting programs and how various program components impact process and population health outcomes. Methods: A systematic search was conducted across three databases: Medline, SocINDEX, and Political Science Database. Single reviewers completed screening, consistent with a rapid review protocol. Studies describing or evaluating community granting programs for health or public health initiatives were included. Data regarding program characteristics were extracted and studies were evaluated for quality. A convergent integrated approach was used to analyze quantitative and qualitative findings. Results: Thirty-five community granting programs, described in 36 studies, were included. Most were descriptive reports or qualitative studies conducted in the USA. Program support for grant awardees included technical assistance, workshops and training, program websites, and networking facilitation. While most programs reported on process outcomes, few reported on community or health outcomes; such outcomes were positive when reported. Programs reported that many funded projects were likely sustainable beyond program funding, due to the development of awardee skills, new partnerships, and securing additional funding. From the perspectives of program staff and awardees, facilitators included the technical assistance and workshops provided by the programs, networking amongst awardees, and the involvement of community members. Barriers included short timelines to develop proposals and allocate funds. Conclusions: This review provides a comprehensive overview of health-related community granting programs. Grant awardees benefit from technical assistance, workshops, and networking with other awardees. Project sustainability is enhanced by the development of new community partnerships and grant-writing training for awardees. Community granting programs can be a valuable strategy to drive community health, with several key elements that enhance community mobilization. Registration: PROSPERO #CRD42023399364. [ABSTRACT FROM AUTHOR]

The text discusses the legacy of Professor Harold W. (Bill) Kohl III in the field of physical activity and health. After his passing, colleagues and friends paid tribute to him through heartfelt texts. The text highlights the global impact of Bill's work and his contributions to various areas of physical activity and health research, including surveillance, correlates and determinants, health consequences, interventions, and policy. It also mentions his dedication to interdisciplinary work and his emphasis on the importance of global collaboration in science. Bill's contributions have had a significant impact on the field and will continue to inspire future researchers and students. [Extracted from the article]

Copyright of Public Health Forum is the property of De Gruyter 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: The 3 WINS Fitness is a free exercise program delivered by kinesiology students to underserved communities without external funding since 2011. The program's wins focus on reducing health inequities, increasing community health, and student professional development. The objective of this study was to conduct a qualitative evaluation of the program's value for the participant, community, and student-instructors. Methods: We conducted 9 online focus groups (n = 51), categorized by participant role and timeline in 3 WINS: participants (4 groups), student-instructors (3 groups), and combined participants and student-instructors (2 groups). Data collection for this remote qualitative study of the 3 WINS program occurred May to June 2021. The data were analyzed to determine codes and emerging themes. Results: Three main themes are presented: asset, health, and social connection. The asset theme was subdivided into subthemes: (1) professional asset for the student-instructor, (2) program asset for the student-instructor, (3) program asset to the community, and (4) program asset for the participant. The health theme was subdivided into (1) community and (2) personal health subthemes. The social connection theme was defined in any combination, as camaraderie, friendship, connections, community, and family. Conclusion: The program improves the individual participant's health and through role modeling for their family and friends, encourages others to follow their example thus providing a positive influence on overall community health. Concomitantly, student-instructors are developing into well-trained professionals. The 3 WINS as a student-led sustainable and replicable model can address the existing call from public health to reduce physical activity health-related diseases and inequities. [ABSTRACT FROM AUTHOR]

Background: Exercise plays a crucial role in addressing the increased cardiometabolic morbidity and premature mortality in people with schizophrenia spectrum disorders. When delivered in community-based settings, exercise may also reduce loneliness, while promoting overall physical activity behaviours. Skilled instructors are essential to deliver effective community-based exercise; however, knowledge about their roles and required training is lacking. We aim to explore various stakeholders' perspectives regarding lay exercise instructors' roles, and the required elements in an educational programme supporting the delivery of community-based exercise for young adults with SSD. Methods: We used semi-structured homogeneous focus groups with representatives from different stakeholder groups (i.e., including representatives of clinical staff within mental health, physiotherapists, exercise instructors, young adults with schizophrenia spectrum disorders, and relatives of individuals with schizophrenia spectrum disorders) targeted or affected by a community-based exercise intervention. Data were analysed using qualitative content analysis. Results: We conducted six focus groups comprising a total of 30 individuals representing five different stakeholder groups The analysis identified three categories: (i) awareness and understanding of mental illness, i.e., providing basic knowledge to dispel common myths and stigma regarding mental illness (ii) protecting youth identity, i.e., supporting the feeling of being more than just a patient, and (iii) promoting exercise as a shared activity, i.e., a communal pursuit, fostering personal growth among participants, their peers and the instructors. Conclusions: An educational programme for lay exercise instructors delivering community-based exercise targeting young adults with SSD should empower the instructors to assume the role of guardians of an inclusive exercise culture. Educational elements identified were adapted and integrated into an educational programme implemented and evaluated as a part of the Vega trial. Our results may be transferable to the education of lay workers in mental health care where the aim is to facilitate sustainable, recreational, community-based activities. [ABSTRACT FROM AUTHOR]

Community ambulation is frequently limited for people with stroke. It is, however, considered important to people with stroke. The objectives were to identify factors associated with self-reported community ambulation in Canadians aged 45+ with stroke and to identify factors associated with community ambulation specific to Canadian males and to Canadian females with stroke. Data were utilized from the Canadian Longitudinal Study on Aging Tracking Cohort. Multivariate logistic regression models were developed for community ambulation. Mean age was 68 (SE 0.5) years (45% female). In the final community ambulation model (n = 855), factors associated with being less likely to 'walk outdoors sometimes or often' included difficulty or being unable to walk 2–3 blocks (decreased endurance) vs. no difficulty. Being more likely to walk outdoors was associated with 'better weather' months and being 55–64 years of age vs 75–85. Differences were noted between the models of only males and only females. Decreased walking endurance is associated with a decreased likelihood of walking in the community—a factor that can be addressed by rehabilitation professionals and in community based programs. [ABSTRACT FROM AUTHOR]

Rural youth suicide represents a major source of mental health inequity in the United States (US). School-based suicide prevention programs may provide an effective avenue to address this mental health crisis among rural youth. This study's primary goal is to demonstrate the feasibility and acceptability of a novel implementation approach (utilizing teachers from a neighboring school) for delivering the Youth Aware of Mental Health (YAM) program, an evidence-based, universal youth suicide prevention curriculum, to high school students in rural Montana. We will recruit approximately 1300 9th grade student in four Montana schools. Using a non-inferiority design, we will randomize classrooms in each school to be instructed by a teacher from another school (YAM-TE; experimental) or a traditional external instructor (YAM-EXT; control). We will assess program fidelity of both YAM training and implementation via independent observer and instructor-reporter ratings. Youth will complete measures of acceptability at post-YAM and outcome measures at pre-YAM, post-YAM, and 12 month follow-up. Standard and mixed linear and logistic regression models will be used to test the main hypothesis that the YAM-TE does not differ from YAM-EXT regarding fidelity (teachers) and acceptability (teachers and youth). Exploratory analyses will test moderation of the intervention effect (e.g., sex, poverty) and the mediating effect of mental health literacy, belongingness, and perceived burdensomeness on the intervention effect. Results of this pilot study will inform the development of subsequent, fully powered noninferiority trials. Our long-term goal is to scale YAM-TE for implementation across rural US communities or, if culturally appropriate, more globally. [ABSTRACT FROM AUTHOR]

This article reviews the evaluation of the National Health Insurance policy, exploring various aspects such as effectiveness, efficiency, adequacy, leveling, responsiveness, and accuracy in its implementation. Researchers use the case study method with a qualitative approach to describe and analyze phenomena, events, attitudes, social activities, and perceptions of individuals and groups related to the National Health Insurance program. This study analyses the effectiveness, efficiency, adequacy, leveling, responsiveness, and accuracy of National Health Insurance program policies in a region. The results showed that 1) The effectiveness of the National Health Insurance policy is still not optimal due to the lack of employee commitment in implementing the work agreement mechanism between the Regional Government and BPJS Kesehatan Boroko Branch. 2) In terms of efficiency, the implementation of standard operating procedures has shown optimality, but there are still obstacles related to administrative requirements for eligible prospective National Health Insurance policy participants. 3) The adequacy of the National Health Insurance policies have not been effective due to an increase in new participants, that is, not balanced with the available budget, resulting in delays in service claims for health workers. 4) The leveling of the National Health Insurance policy has not been effective due to constraints in recipient data, which resulted in a reduction in the quota from BPJS Kesehatan, leaving deserving community groups without assistance. 5) The responsiveness of this policy is disrupted by the validation of the criteria for recipients of contribution assistance which is not synchronized with the regional budget and the lack of direct data submission when applicants submit a poor statement letter at the village level. 6) The accuracy of this policy is still limited by the limitations of the regional budget in reaching all communities covered by this program in North Bolaang Mongondow Regency. [ABSTRACT FROM AUTHOR]

Management of the Environmental Quality Improvement Program for Village Settlements in Ngabang District, Landak Regency. The increase in population in Landak Regency is also accompanied by an increase in the number of poor people, this is an existing reality. Its government, which holds the power, should try to overcome this problem. This program aims to help poor people who live in poor environments. This Rural Settlement Program is carried out in Ngabang District, Landak Regency. This study aimed to find out the implementation of the program to improve the quality of the village residential environment in Ngabang District, and about community initiatives and participation in the program to improve the quality of the village residential environment in Ngabang District, Landak Regency. Research methods and data analysis were done using descriptive qualitative techniques. The results of this research indicate that in order for the program to improve the quality of the village residential environment to achieve its targets, coordination between the agencies involved is needed. Before it is implemented, the government needs to socialize the program with the community. Transparency is needed in the program to avoid intervention by groups who do not understand and require participation from the community, so that the implementation gets the expected results. [ABSTRACT FROM AUTHOR]

Background/Aim: With the pharmaceutical innovation and clinical knowledge updating, the continuing education and on-the-job training are extremely important for improving community pharmacists' professional competence. Previous training often adopted traditional lecture-based teaching, and the efficacy was limited. The aim of this study is to develop a new strategy for community pharmacist training. Methods: Based on the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model and workshop method, a continuing on-the-job training program was constructed. Participates were randomly and evenly divided into two groups by random number table method. Twenty-four community pharmacists in total completed all training contents and evaluation components in this study. Twelve pharmacists in experimental group were trained via this new BOPPPS-based workshop, while others still adopted traditional didactic lecture-based approaches. Results: After training, quantitative examination combined with clinical pharmacy practice tests were carried out to evaluate the effectiveness and outcomes of two training groups. For written exam, the total scores from the BOPPPS-based workshop group (82.67 ± 4.70) was higher than that of traditional lectured-base group (73.75 ± 6.15) (P < 0.001). Encouragingly, compared with the results of practical ability assessment from traditional training group (71.75 ± 4.75), the pharmacists receiving BOPPPS-based workshop training presented more excellent performance (78.25 ± 5.03), which displayed statistically significant differences (P < 0.01). In addition, an anonymous questionnaire was used to survey trainees' feelings after completing this continuing education program. The results revealed that the BOPPPS-based workshop can bring a better learning experience than traditional lecture-based training, and the percentages of positive response to each item were more than 91.7%. Conclusions: Through multi-dimensional evaluation, it was suggested that our BOPPPS-based workshop achieved desired training effects. Moreover, our research also demonstrated that this strategy had advantages of stimulating inspiration, autonomous learning, team-work spirit and pharmacy practice improvement. It may provide a reference of innovative training method for community pharmacists. [ABSTRACT FROM AUTHOR]

Purpose: Exercise-based falls-prevention programs are cost-effective population-based approaches to reduce the risk of falling for older adults. The aim was to evaluate the short-term and long-term efficacy of three existing falls-prevention programs. Methods: A non-randomized study design was used to compare the immediate-post and long-term physical outcome measures for three falls prevention programs; one high-level land-based program, one low-level land-based program and a water-based Ai Chi program. Timed-up-and-go (TUG), five-times sit-to-stand (5xSTS), six-minute walk test (6MWT) and six-meter walk test were assessed at baseline, post-program, and at six-months follow-up. Linear mixed models were used to analyze between- and within- group differences, with the high-level land-based program used as the comparator. Results: Thirty-two participants completed post-program assessment and 26 returned for follow-up. There was a difference in the age (years) of participants between programs (p = 0.049). The intercept for TUG and six-meter walk test time was 47.70% (23.37, 76.83) and 32.31s (10.52, 58.41), slower for the low-level group and 40.49% (17.35, 69.89) and 36.34s (12.75, 64.87), slower for the Ai Chi group (p < 0.01), compared with the high-level group. Mean time taken to complete the TUG was less both immediately post-program and at 6-month follow-up (p = 0.05). Walking speed for the six-meter walk test was only faster at six-months (p < 0.05). The 5xSTS duration was significantly reduced only at post-intervention (p < 0.05). Conclusion: These results indicate land-based and water-based falls-prevention programs improve physical outcome measures associated with falls-risk and many improvements are maintained for six months after the completion of the program. (Retrospective trial registration: ACTRN1262300119069) [ABSTRACT FROM AUTHOR]

This study aimed to evaluate short-term outcomes of the HEAL™ing Mental Health program, an 8-week intervention for change in functional, behavioural and physiological health and wellbeing designed for people living with mental health conditions in rural or regional areas of Australia. A prospective cohort study was completed, reporting on 19 items (pre-program) and 15 (post-participation change), organised across seven domains. Participants took part in an Accredited Exercise Physiologist/Nurse led supervised group exercise (60 minutes) and healthy lifestyle education program (60 minutes). Separate linear mixed models with restricted maximum likelihood were used to examine the primary research question considering the effect of the program on: walking (min/week); planned, incidental and total physical activity (min/week); sitting time; active days; fruit and vegetable intake; body mass index; waist circumference; blood pressure; 6 minute walk distance; 30 second sit-to-stand; psychological distress symptoms; and stage of behaviour change. There were 99 participants (31 males, 68 females) out of 117 participants completed more than 50% of program sessions. Twelve of 15 measures achieved their desired target change and a statistically significant change toward the desired outcome was reported for 14 of 15 measures. Positive results were obtained for participants completing more than 50% of sessions, suggesting that HEAL™ ing Mental Health program is effective to increase physical activity and healthy lifestyle choices in individuals who self-report a mental health disorder. [ABSTRACT FROM AUTHOR]

Background: Medical students can assist in reducing healthcare disparities and promote health equity by engaging with rural communities and gaining insights into their unique healthcare needs. A two-arm student-delivered program was designed and implemented during COVID-19 in a social-geographic peripheral area to assist clinics with complex chronic and/or socially disadvantaged patients and improve preventive behavior in townships through home visits delivering community kits. Methods: We conducted a pre-post design study which included weekly structured medical student reports and monthly structured telephone interviews with clinic directors and municipal partners. Students completed pre-post program survey on their knowledge, skills, and capabilities to address chronic patients from diverse cultural backgrounds (n = 73). The Wilcoxon-Signed-Rank test for related samples was used to determine differences. Results: Following the program, the knowledge and awareness levels of students about working in the community (P < 0.001) and their knowledge of common chronic diseases were significantly improved (Mean Difference (MD) = 0.31; p < 0.001). The program significantly increased students' interest to integrate into community care alongside a hospital (P = 0.012). Thematic analysis of student reports revealed improved insight into the role of primary care. Clinic directors (90%) were highly satisfied and reported that students became an integral part of the clinics' teams. Conclusions: Integrating medical students into the community through primary-care clinics and home visits in diverse communities, exposed students to the interwoven effect of clinical and social determinants on health and improve their knowledge of common chronic diseases. Participation in the program encouraged students to consider a career in community care. [ABSTRACT FROM AUTHOR]

Background: Veterinary students have historically lacked meaningful experiential learning opportunities in equine medicine. At the same time, there are barriers to accessing veterinary care in Indigenous communities stemming from colonial injustices. In 2018–2019, a partnership was initiated where University of Calgary students began to provide equine veterinary services to Indigenous communities. As the first-documented equine veterinary service-learning initiative in Indigenous communities embedded in a veterinary curriculum, the purpose of the study is to systematically evaluate the program for its potential impact as part of a formative process for improvement. Methods: Multiple parties in the program were engaged in a convergent, parallel, mixed-methods systematic program evaluation to explore the main program outcomes: (1) equine veterinary care; (2) clinical experiential student education; (3) cultural training of veterinary professionals and students; and (4) education of community members. The hypothesis was that ethical development using the "first, do no harm principle" would lead to benefits including a healthy horse population, a technically and culturally competent veterinary community, and an educated horse clientele. Results: The program had a positive impact on accessibility to veterinary care and self-reported improvement in veterinary and cultural competency. In addition to the hypothesized program outcomes, additional program outcomes and effects were identified, including reciprocal learning and relationship building with the Indigenous community, leading to trust and equity-building. The students learned from both the in-community programming as well as the Indigenous community members they worked with. Conclusion: Program evaluation of an equine service-learning initiative in Indigenous communities reveals multiple and profound impacts including improved patient health status, wider scope of veterinary and cultural learning, strengthened relationships, and reciprocal learning with partnering Indigenous communities. [ABSTRACT FROM AUTHOR]

Mlese village has a large area of agricultural land that has a lot of potential that can be developed. Large and fertile agricultural land has the potential to become a national food barn to support food self-sufficiency programs. Realizing the value of the potential of Mlese village, both according to the aspects of agriculture, economy, and food security and seeing the tourism potential that has not been optimized, it encourages the service team from PGRI Semarang University together with the village community to develop a tourism village which will be called the AGROEDUTOURISM Tourism Village. This activity is a part of the community service program of the PGRI Semarang University service team to assist Mlese villagers to realize a tourist village with three fields developed, namely integrated agriculture, education, and tourism. The method used in this community service activity is through the workshop, training, demonstration, and mentoring methods. Some of the assistance through workshops and trainings that have been carried out, obtained the following results: The program socialization and entrepreneurship motivation workshop of 20 participants were attended by the heads and secretaries of Farmer Groups, Youth Farmer Groups, Pokdarwis Groups, and Women Farmer Groups (WFG) in Mlese village. After the chairpersons and secretaries obtained the workshop materials, they were expected to pass them on to all members. As many as 85% of the participants who attended the integrated farming training were already skilled in demonstrating and practicing the knowledge gained from the resource persons. One of the physical developments made at the AGROEDUTOURISM location is the Green House and has reached 85%. For the education sector, because one of the physical developments made at the AGROEDUTOURISM site is the Green House, and in the village there is a public elementary school whose curriculum includes out-of-class activities (Outing Class). The establishment of the Green House is not only a place for the Community’s integrated agricultural hatchery, but also an Outing Class destination for students at the elementary school. [ABSTRACT FROM AUTHOR]

Background: The Tibetan area is one of China's minority regions with a shortage of general practice personnel, which requires further training and staffing. This research helps to understand the current condition and demand for general practitioner (GP) training in Tibetan areas and to provide a reference for promoting GP education and training. Methods: We conducted a cross-sectional survey using stratified sampling targeting 854 GPs in seven cities within the Tibetan Autonomous Region, utilizing an online questionnaire. Achieving a high response rate of 95.1%, 812 GPs provided invaluable insights. Our meticulously developed self-designed questionnaire, available in both Chinese and Tibetan versions, aimed to capture a wide array of data encompassing basic demographics, clinical skills, and specific training needs of GPs in the Tibetan areas. Prior to deployment, the questionnaire underwent rigorous development and refinement processes, including expert consultation and pilot testing, to ensure its content validity and reliability. In our analysis, we employed descriptive statistics to present the characteristics and current training needs of GPs in the Tibetan areas. Additionally, chi-square tests were utilized to examine discrepancies in training needs across various demographic groups, such as age, job positions, and educational backgrounds of the participating GPs. Results: The study was completed by 812 (812/854, 95.1%) GPs, of whom 62.4% (507/812) were female. The top three training needs were hypertension (81.4%, 661/812), pregnancy management (80.7%, 655/812), and treatment of related patient conditions and events (80.5%, 654/812). Further research shows that the training required by GPs of different ages in "puncturing, catheterization, and indwelling gastric tube use" (64.6% vs. 54.8%, p = 9.5 × 10− 6) varies statistically. GPs in various positions have different training needs in "community-based chronic disease prevention and management" (76.6% vs. 63.9%, p = 0.009). The training needs of GPs with different educational backgrounds in "debridement, suturing, and fracture fixation" (65.6% vs. 73.2%, p = 0.027) were also statistically significant. Conclusions: This study suggests the need for targeted continuing medical education activities and for updating training topics and content. Course developers must consider the needs of GPs, as well as the age, job positions, and educational backgrounds of GPs practicing in the Tibetan Plateau region. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

This study examined a change in delivery (in-person and virtual) for a pharmacy student-learning community within the context of ongoing program assessment during 2019-2023. First and second- year pharmacy students (n=145) reported their perceptions of the learning community's impact on academic success, professional development, and social interactions (1=strongly disagree, 9=strongly agree). Overall, students agreed that the learning community assisted with academic success (M=6.9-7.7), professional development (M=6.8-7.4), and social interactions (M=6.9-7.5). Student perceptions did not differ significantly with virtual programming. Accessibility of the peer mentors was a positive aspect. Non-participating students responded as unaware of the learning community and preferred studying alone. Ongoing evaluation will target student engagement and progression. [ABSTRACT FROM AUTHOR]

The twenty-eight item Sense of Online Community Scale was completed by 293 online students at a midsized southeastern United States university to ascertain community importance and activities associated with its formation and maintenance on the program and institutional level. A large majority of these students believed that a sense of community was important and that a sense of belonging, affiliation, and trust were valuable for community formation. Participants also believed that program and institutional activities, both academic and social, played key roles in community formation. However, academic activities (e.g., advising, program milestones, writing centers, library support) were rated as more influential than social activities (e.g., get-togethers, online games, institution sporting events). When demographic characteristics were considered, non-White participants rated their sense of affiliation with their program/institution higher than White participants. Participants who lived within a one-hour commute to campus (51% of our sample) rated institutional social activities higher than those who lived farther out. Doctoral students rated program activities as more conducive to community formation than masters, and graduate certificate students and undergraduate students rated affiliation to their program/institution higher than master’s and graduate certificate students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to pilot the DREAMS (Desire, Readiness, Empowerment, Action, and Mastery for Success) program, a community-collaborative, after-school intervention program designed specifically to address the holistic developmental needs of students at school. The author originally developed and implemented the program in Kerala, India, and later redesigned it for American school students. Combining the theories of Vygotsky and Erikson, the DREAMS model emphasizes the impact of the community on the development of children. This study evaluates the effects of a summer camp, the primary intervention of a three-year program, on the self-worth, self-esteem, and self-concept of 20 middle school students in Northeast Louisiana. After students attended the week-long program, the most significant improvements were observed in self-esteem and self-worth. Further longitudinal or comparative experimental research on the complete design would provide stronger evidence to draw more substantive conclusions. [ABSTRACT FROM AUTHOR]

Although virtual services have been developed in libraries, they are still considered as third places as they provide facilities for community meetings and programs. The COVID-19 pandemic caused closure, delay and change in library services around the world. The news and statistics confirm that the total working hours of public libraries per week decreased compared to the pre-COVID-19 years; The number of in-person visits to these centers dropped; and the number of resources checked out declined. However, the pandemic caused a greater attention to electronic books and virtual services. Public libraries in the cities and villages of Iran were also content to rapid changes caused by the COVID-19 pandemic. For a considerable period of time, the libraries were closed for visits and in-person services in compliance with health protocols. Iran Public Libraries Foundation coordinated over 3000 libraries around the country by organizing the employees telecommuting, providing digital resources and encouraging the librarians to provide useful content on social media. The consequences of the COVID-19 pandemic led the researchers to explore the various aspects of the spread of this disease on information services and library programs. A variety of topics have been investigated including the impact of the COVID-19 pandemic on the use of digital resources, collection making priorities and budgeting, virtual reference services, health literacy etc.; However, despite the sinking of this pandemic, the research on COVID-19 impacts on libraries is still increasing. The current issue of the Journal of Research on Information Science and Public Libraries (RISPL) is dedicated to new studies conducted on the effects of Covid-19 pandemic on the public libraries in Iran. The participation of librarians in social networks and the analysis of the content produced by them, the factors affecting the audience's tendency to view and use the virtual pages of public libraries, the experiences of librarians in providing online and in person programs and services during the pandemic, the readiness of libraries and use of virtual platforms are the main topics of the articles published in this issue. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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 explores adult student transition programs, which are designed to support adult students with disabilities in their transition to postsecondary education, employment, and independent living. It highlights the importance of strategic planning and assessment in creating and improving these programs. The Quality Indicators for Adult Student Transition Programs tool is recommended as a valuable resource for evaluating and enhancing program effectiveness. The article emphasizes the need for a continuous improvement process and outlines five steps for implementing improvements. It encourages districts to engage in this process to enhance the post-school experiences of students with disabilities. [Extracted from the article]

Implementing parenting programs in real-world community settings is fundamental to making effective programs widely available and consequently improving the lives of children and their families. Despite the literature acknowledging that the high-quality implementation of parenting programs is particularly challenging in real-world community settings, little is known about how the programs are implemented in these settings. This scoping review followed the methodological framework described by the Joanna Briggs Institute to map evidence on how evidence-based parenting programs have been implemented under real-world conditions. A systematic search of 12 scientific databases, gray literature, and the reference lists of the included studies identified 1918 records, of which 145 were included in the review. Fifty-three parenting programs were identified in studies documenting implementation in real-world community settings worldwide. Most studies included families in psychosocial risk engaged with family-support agencies. The qualitative synthesis identified several implementation outcomes, adaptations, barriers, and facilitators. Most studies reported a maximum of two implementation outcomes, mainly fidelity and acceptability. Providers frequently made adaptations, mainly to bring down barriers and to tailor the program to improve its fit. Findings highlight the need for a more detailed description of the implementation of programs, with greater consistency in terminology, operationalization, and measurement of implementation outcomes across studies. This will promote a more transparent, consistent, and accurate evaluation and reporting of implementation and increase the public health impact of parenting programs. Future studies should also assess the impact of adaptations and the cost-effectiveness and sustainability of programs in real-world community settings. [ABSTRACT FROM AUTHOR]

Using a thematic analysis, we examined the reflections of N = 14 counselors‐in‐training (CIT) who co‐led groups with Afghan refugees. Five themes related to cultural humility emerged from the data. Implications for counselor educators leading community engaged programs that build cultural humility are discussed. [ABSTRACT FROM AUTHOR]

Background: Three tribal communities in the Southwestern United States have a long-standing partnership with the Johns Hopkins Center for Indigenous Health (JHCIH). Objectives: In response to community concerns about obesity, three tribal communities and Johns Hopkins Center for Indigenous Health partnered to develop culturally relevant plans for a new program. Methods: Using a "community visioning" process, a community advisory board (CAB) from each community identified opportunities, challenges, goals, and visions for their communities. The CABs consulted with experts in pediatrics, nutrition, food distribution, agricultural restoration, and community and school gardening. Results: The CABs developed seven components for Feast for the Future: 1) Edible School Gardens; 2) Traditional Food-ways Education Program; 3) Community Gardens, Orchards, and Greenhouses; 4) Farmers Markets; 5) Farmers Workshops; 6) Family Gardens; and 7) a Mobile Grocery Store. Conclusions: A community-based participatory action research (CBPAR) process was critical to developing a culturally appropriate program that built on community strengths. [ABSTRACT FROM AUTHOR]

Background: People experiencing homelessness are at increased risk of infectious disease transmission due to congregate living conditions, barriers to healthcare, and excess burden of underlying chronic disease. Objectives: We are a multisectoral community–academic partnership working to address the intersecting crises of homelessness and health disparities in Tippecanoe County, Indiana. We offer key recommendations for infectious disease preparedness and risk mitigation for homeless populations based on our ongoing community-based participatory research and lessons learned through COVID-19 response and Monkeypox preparations. Lessons Learned: Infectious disease preparedness and response in homeless populations requires strong local partnerships; ongoing training and support for staff and volunteers of homeless shelters and service agencies; tailored outreach, education, and communication with people experiencing homelessness; and standardized processes for creating, disseminating, enforcing, and evaluating public health policies in homeless shelters. Consistency and open communication are key to a successful community-academic partnership. Conclusions: Community–academic partnerships are critical to effective infectious disease preparedness in homeless populations. The lessons learned from community-based participatory research with homeless communities and multisectoral partners on the frontline can improve future outbreak and pandemic response for people experiencing homelessness and other vulnerable communities in the United States. [ABSTRACT FROM AUTHOR]

Objective: We sought to examine the experiences of community partners in a community–academic partnership to promote COVID-19 testing in two majority Latino communities. Methods: We conducted semistructured, in-depth interviews in English and Spanish with community-based organization leaders and community health workers/ promotoras (n = 10) from June to July 2021. Interviews focused on identifying partner roles in planning and testing implementation and evaluating communication among partners. Interviews were transcribed and analyzed in ATLAS.ti version 8.4.5. Analyses involved deductive and inductive approaches to identify key themes. Results: Participants described both strengths and challenges to the collaborative approach within each of three core themes: building relationships in the time of COVID-19; uplifting existing community leadership; and commitment of the academic partners and community-based organizations to conduct partnership activities in Spanish. Conclusion: Community–academic partnerships that invest in strong relationships, community leadership, and a commitment to the community's preferred language offer a promising approach to addressing COVID-19 testing barriers. Findings provide direction for future research on how community members and academic partners can come together to inform strategies to continue addressing the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background: To provide access to primary care and universal health coverage, Pakistan requires 60,000 trained family physicians by 2030. At present, most primary care is provided by general practitioners (GPs) who do not have any post-graduate training. Empowering GPs through competency–based programs, that strengthen their knowledge and skills, may be a cost-effective strategy for improving healthcare quality. We describe the development and evaluation of FamMed Essentials, a modular, blended-learning program to improve clinical knowledge and skills of GPs. Methods: This is a mixed method study. We used the CIPP (content, input, process and product) framework for course development and evaluation. We describe the steps used in content development, strategies for teaching and assessments, and evaluation of strengths and weaknesses of the program. In depth focus group discussions were conducted to gather insight on participants' and faculty's perceptions regarding the program's effectiveness. Results: Of the 137 participants who have completed the program, 72% were women and 49% had been practicing for more than five years. We saw a significant improvement in knowledge across all modules (p = < 0.001) and perceived confidence in clinical skills (p = < 0.001). An objective assessment showed participants' competence in patient management. Participants reported a high level of satisfaction (4.4 ± 0.83 on a 5-point Likert Scale). Focus group discussions revealed a positive impact on clinical practice. Flexibility and use of different teaching and learning strategies were additional strengths. In addition, participants reported an interest in further training. Power outages were highlighted as a major challenge. Conclusion: In resource-constrained health systems, a modular, blended-learning, competency-based program is helpful to upgrade GPs knowledge without impacting their busy schedules. Accreditation of such programs and provision of a career trajectory for the trained GPs are pivotal to expansion of such initiatives. [ABSTRACT FROM AUTHOR]

Hunger in South Africa is a serious challenge that requires rapid and effective action to address its impacts. This research aims to explore strategies for alleviating hunger through implementing food aid programs and building food security in communities in need. The research method used is qualitative with a descriptive approach. The research results show that a combination of food aid and food security programs provides the best solution. Food aid can provide direct assistance to families in need, while food security programs aim to empower communities with the skills and resources to produce their own food. The importance of involving interested parties, including government, non-governmental organizations and the private sector, is highlighted in this research. Strong collaboration between various parties can increase the efficiency and positive impact of efforts to overcome hunger. This research makes an important contribution to understanding how best to address hunger in South Africa, providing a holistic and integrated view. It is hoped that the results of this research will serve as a guide for policy makers, humanitarian organizations and the general public in their efforts to combat hunger and improve food security in South Africa [ABSTRACT FROM AUTHOR]

The prevalence of mental health difficulties among children and adolescents is rising. This study aimed to explore early adolescents' lived experiences of a school- and community-based prevention program, including what helps, why, and when. Seventy-eight semi-structured interviews were conducted with early adolescents (aged 10 to 13) as part of the evaluation of HeadStart, a UK-based program. A reflexive thematic analysis was conducted and a typology was developed to facilitate comparisons between participants' experiences. The typology consisted of five groups, including early adolescents who described positive or helpful experiences of HeadStart support, those who wanted more support, those who described more mixed or unhelpful experiences of support, and those who did not report receiving much or any support. Cross-group themes highlighted the 'bridges' that interventions can build to promote mental health and wellbeing, e.g. learning new coping or problem-solving skills. There was more variation between the groups in terms of the 'walls' (e.g. issues with intervention content, timing, or location) that may limit intervention effectiveness. There were also some group differences in terms of the other sources of social support that participants had access to and the level of difficulties that they were facing in their lives. The findings suggest that intervention developers should tailor design and delivery according to different profiles of early adolescents who may be more or less able or willing to accept help, and who may experience different formats, structures, and content of support as either more or less useful. [ABSTRACT FROM AUTHOR]

Purpose: E-cigarettes are the most commonly used tobacco product among youth in the United States. Yet evidence-based prevention programming is limited due to the rapid onset of this threat. Community-based efforts to address vaping largely target youth in school settings. Although parents can play an important role in youth tobacco control efforts, messages about the dangers of vaping, use among adolescents, and strategies for intervening have not reached many Spanish-speaking parents in low-income Latinx communities. Our community-academic team developed e-cigarette prevention programming for use by promotor/as de salud to address this unmet need. Methods: During the 1-year project, the team worked closely with a Project Advisory Committee to: review existing evidence-informed materials; conduct focus groups with parents, youth and promotor/as to guide program development; develop a curriculum to prepare promotor/as to educate low-literacy, Spanish-speaking parents about vaping; craft Spanish language resources for promotor/as to use in community education sessions; train 61 promotor/as to deliver the program; and support program delivery to 657 community members. Results: Focus groups with promotor/as and community members, key-informant interviews, and brief surveys informed program development and assessment. Community member feedback was essential to development of appropriate materials. Promotor/as demonstrated significant pre- to post- training increases in e-cigarette knowledge and confidence in delivering vaping prevention education. Community members demonstrated a mastery of basic e-cigarette concepts and expressed intention to discuss vaping with their children. Conclusions: Promotor/a-led programming for parents represents a promising approach to vaping prevention and control in the Latinx community. [ABSTRACT FROM AUTHOR]

This article, which explores a community filmmaking program for youth facing multiple barriers, presents a unique way of reimagining democratic practice through artful community inquiry that foregrounds entanglements of relations and engagements. In an era of constant change, increasing interdependence between local needs and global influences invites us to attend to the complex dynamics of individual and community needs. Community inquiry as a conceptual framework reimagines the community as curriculum—a way of actively engaging with the world. The concept of "transversality" acknowledges that learning is an educative force that disrupts binary forms of logic and layers of hierarchy, allowing us to traverse lines of entanglement when we navigate and negotiate collective engagement in communities. Insights from a youth filmmaking program show how "community as curriculum" and thinking transversally can enhance the vital role of artful community inquiry in promoting democratic practice by connecting learning with lived experience. [ABSTRACT FROM AUTHOR]

Haiti is among the most climate-vulnerable nations in the world, and Haitian youth face disproportionate risks to their health and well-being. Yet, to date, few studies have partnered with young people to position them as agents of change addressing climate change impacts in their communities, particularly in Global South contexts. As a step toward addressing this important gap, the present study used in-depth interviews (N = 6) to explore the multi-faceted behavioral developmental impacts on Haitian students (ages 20–30 years) who took part in a participatory environmental education program focused on access to clean water in Jacmel, a coastal city in Southern Haiti. The program combined hydrology and ecosystem education with youth-led water quality testing, community surveys, and data mapping—enabling students to collect, analyze, and visualize locally-meaningful data with real-world significance. Thematic analysis (TA) of post-program interviews conducted with program staff (n = 2) and students (n = 4) resulted in three major themes describing program-based developmental impacts equipping youth to address climate-driven threats in their community: (1) learning and skills development: Youth gained a deeper knowledge of hydrological and ecological systems, as well as research, digital, and technology skills; (2) health and environmental behaviors: Youth were experiencing and advocating behavioral shifts associated with preventing waterborne illnesses and protecting local ecosystems; and (3) civic engagement: Youth were developing a critical mindset regarding power relations and social change and were simultaneously motivated to disseminate local data to raise community awareness and engage with local authorities to improve environmental conditions. Findings shed light on the transformative potential of environmental and civic science education to engage young people as key actors in building adaptive capacity and reducing climate vulnerability. Implications for developmental science are discussed. [ABSTRACT FROM AUTHOR]

Around the beginning of the 2000s, among various responses to the crisis in traditional opera, a few Western theatres and festivals started to propose community operas based on the involvement of professional and amateur performers as co-creators. This article traces the idea back to the pre-Second World War United States and its more general use from the 1950s onwards, although it carried with it the negative connotation of being the naive output of amateur singers and musicians. The term reappeared in the United Kingdom in a series of works put on between 1990 and 2005, especially by the composer Jonathan Dove at Glyndebourne and in other British regions. All of these were presented as 'community opera'. Among other ventures similar to the 'new' community opera in the British style, La Monnaie theatre in Brussels became the first European important opera house to start a program of community operas as a staple part of its season. The first one, Orfeo and Majnun (2018), defined as 'a participative opera', assembled myths from both Western and Persian cultures and whose music combined Western and Middle-Eastern elements. Immediately after, the first Italian community opera, Silent City, was produced in 2019 in the then European Capital of Culture Matera, establishing a new model of opera centred on social inclusion and involving people with disabilities. This article is aimed at defining the origins of community opera and at exploring similar phenomena around the globe. [ABSTRACT FROM AUTHOR]

Truth is vaguely conceived in the method of the Philosophy for Children (P4C) program's Community of [Philosophical] Inquiry (COI or CPI) either as "discovered," implied as objective and universal, or even "generated" or something subjectively and relatively apprehended in a COI. There are also extreme views that assert that it is not central to a philosophical inquiry, as the latter is only concerned with refining judgment and belief clarification. Is attaining truth not a concern of a community of philosophical inquirers? This essay discusses the notion of truth in a COI, which is the primary approach of the Lipman-Sharp P4C program. It asserts that a multidimensional representation of truth in the context of a COI is not fraught with contradictions and inconsistencies but gives a complete and more comprehensive account of how a child naturally understands the world and attains knowledge through an education based on inquiry. By adopting Wittgenstein's multidimensional model of representation highlighted by Kuusela, it further argues that a multifaceted perspective on truth complements the nature of the COI process, which aligns with the goal of P4C to provide children with opportunities to discover, assess, and analyze ideas openly and fruitfully. [ABSTRACT FROM AUTHOR]

Adolescents and young adults (AYAs) with cancer, representing those between 15 and 39 years of age, face distinctive challenges balancing their life stage with the physical, emotional, and social impacts of a cancer diagnosis. These challenges include fertility concerns, disruptions to educational and occupational pursuits, issues related to body image and sexual health, and the need for age-appropriate psychosocial support within their communities. The Princess Margaret Cancer Centre (PM), a quaternary care center, established a specialized AYA program in 2014, offering holistic and developmentally tailored psychosocial support and currently, efforts are underway to expand this to other regions in the province to address the need for equitable access. The establishment process involves securing funding, conducting an environmental scan, identifying service gaps, developing clinical pathways, and implementing AYA supportive care. An accessible AYA program should also consider social determinants of health, social location, intersectionality, and an interdisciplinary health approach in understanding health inequities in AYA oncology care. This paper describes the processes implemented and challenges faced in creating a community-based AYA program beyond major resource-rich cities and efforts to address intersectionality. [ABSTRACT FROM AUTHOR]

Rodents are notorious pests, known for transmitting major public health diseases and causing agricultural and economic losses. The lack of site-specific and national standardised rodent surveillance in several disadvantaged communities has rendered interventions targeted towards rodent control as often ineffective. Here, by using the example from a pilot case-study in the Bahamas, we present a unique experience wherein, through multidisciplinary and community engagement, we simultaneously developed a standardised national surveillance protocol, and performed two parallel but integrated activities: (1) eight days of theoretical and practical training of selected participants; and (2) a three-month post-training pilot rodent surveillance in the urban community of Over-the-Hill, Nassau, The Bahamas. To account for social and environmental conditions influencing rodent proliferation in the Bahamas, we engaged selected influential community members through a semi-structured interview and gathered additional site-specific information using a modified Centers for Diseases Control and Prevention (CDC) exterior and interior rodent evaluation form, along with other validated instruments such as tracking plates and snap trapping, to test and establish a standardised site-specific rodent surveillance protocol tailored for the Bahamas. Our engagement with community members highlighted poor disposal of animal and human food, irregular garbage collection, unapproved refuse storage, lack of accessible dumpsters, poor bulk waste management, ownership problems and structural deficiencies as major factors fuelling rodent proliferation in the study areas. Accordingly, results from our pilot survey using active rodent signs (that is, the presence of rodent runs, burrows, faecal material or gnawed material) as a proxy of rodent infestation in a generalized linear model confirmed that the variables earlier identified during the community engagement program as significantly correlated with rodent activities (and capturing) across the study areas. The successful implementation of the novel site-specific protocol by trained participants, along with the correlation of their findings with those recorded during the community engagement program, underscores its suitability and applicability in disadvantaged urban settings. This experience should serve as a reference for promoting a standardised protocol for monitoring rodent activities in many disadvantaged urban settings of the Global South, while also fostering a holistic understanding of rodent proliferation. Through this pilot case-study, we advocate for the feasibility of developing sustainable rodent control interventions that are acceptable to both local communities and public authorities, particularly through the involvement of a multidisciplinary team of professionals and community members. [ABSTRACT FROM AUTHOR]