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Much has been written about the demographic make-up of librarianship, which remains overwhelmingly white and female, but little has been discussed about the socioeconomic background of folks entering the field. In this column, I explore some of the ways that coming from a financially disadvantaged background can impact both entering the profession and the experience of working within it. A mix of practical and aspirational action items are provided. [ABSTRACT FROM AUTHOR]

In this article, we provide a brief overview of generative artificial intelligence (GenAI) and large language models (LLMs). We then propose eight critical questions that libraries should ask when exploring this technology and its implications for their communities. We argue that libraries have a unique role in facilitating informed and responsible use of GenAI, as well as safeguarding and promoting the values of access, privacy, and intellectual freedom. [ABSTRACT FROM AUTHOR]

Research into the psychology of coaching has been somewhat neglected in comparison to research on the psychological development of athletes. The purpose of this study was to examine the effects of a brief online rational-emotive-behavioral-therapy (REBT) program on coach irrational beliefs and well-being. Coaching staff from an elite international canoeing team (N = 4) took part in a three-session (30- to 40-min) REBT program. Participants completed measures of irrational beliefs and mental well-being at preintervention, postintervention, and follow-up (1 month) time points. Visual analyses and social validation revealed that the intervention reduced irrational beliefs and enhanced mental well-being in two participants. However, REBT was more effective for some coaches than others, and follow-up data indicated a return to base levels in some coaches. Limitations and recommendations for future research are discussed, alongside practitioner reflections. [ABSTRACT FROM AUTHOR]

This piece reviews the evidence on the effect that engaging with nature has on school-age children's future attitudes and behaviour towards nature. It also looks into the impact engaging with nature has on children and young people's physical, mental and personal development and the evidence on how much time children in England are spending in natural environments. It then presents a UK Government project, the National Education Nature Park (NENP), intended to increase children in England's access to nature by developing nature spaces within the grounds of educational institutions. It concludes with suggestions for how the implementation of the NENP could be used to learn more about the effect that engaging with nature has on children alongside understanding how school-based nature projects could benefit the local environment. This article is part of the theme issue 'Bringing nature into decision-making'. [ABSTRACT FROM AUTHOR]

Work Integrated Learning is essential for healthcare degrees where students learn to become healthcare professionals. As a complex form of learning the quality of student placement experiences are variable, impacting student wellbeing and development of professional competencies. Getting it right, students enter the workforce ready to practice. Getting it wrong can have deleterious effects on all stakeholders. Although research has examined placement quality for students, less is known about the experiences of other stakeholder groups (e.g. placement educators, university academics and professional support staff). Our research addresses this gap. Using narrative interviewing methods, underpinned by social constructionism, we interviewed fifty-one participants: 19 allied healthcare students, 15 placement educators, 12 university academics and 5 professional staff from a large Australian university. We identified four preparedness themes impacting on placement quality, namely: University, Placement Site, Placement educator and Student preparedness. Within these themes, good practice is highlighted alongside examples of unsettling experiences. Curricula should be reviewed to ensure students are prepared as agentic learners for the complexities of the workplace. Furthermore, universities should co-design placements in partnership with healthcare organisations and educators to enable students to optimise their learning and contribution to patient/client care. [ABSTRACT FROM AUTHOR]

Frameworks of care have been developed to enhance and standardise care for those with venous leg ulcers. Community nurses are faced with an array of frameworks and guidance documents on which to base their care. This article outlines and discusses variations in the information provided within the body of evidence relating to the care of venous leg ulcers. It is based on the findings of ongoing study for a PhD thesis. [ABSTRACT FROM AUTHOR]

This paper reflects historically and contemporaneously on the relationship between 'International Education and Development' actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within 'International Education and Development'. Theoretically, this work is underpinned by a critical application of the 'implicated subject', Rothberg's (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of 'victim and perpetrator' and recognise the way many others are 'implicated' in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as 'implicated subjects'. In the second part we explore two dimensions of EiE actors as 'implicated subjects': Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development. [ABSTRACT FROM AUTHOR]

Background: Simulation models enable learners to have repeated practise at their own time, to master the psycho-motor and sensory acuity aspects of surgery and build their confidence in the procedure. The study aims to develop and evaluate the feasibility of a low-cost drilling model to train surgeons in the drilling task. The model targets three aspects of drilling – (1) Reduce plunge depth, (2) Ability to differentiate between bone and medullary canal and (3) Increase accuracy drilling in various angles. Methods: This cross-sectional study was conducted after obtaining ethics approval. We invited Consultants in the field of Orthopaedic or Hand Surgery to form the 'expert' group, and the 'novice' group consisted of participants who had no prior experience in bone drilling. We developed a drilling simulator model made from a polyvinyl chloride (PVC) pipe filled with liquid silicone. This model cost less than US$5. An electric Bosch drill (model GBM 10 RE) with a 1.4 mm K-wire 10 cm in length (6.5 cm outside the drill) was used for drilling. The main outcomes of the study were time taken for drilling, plunge depth, ability to penetrate the far cortex and accuracy. Results: Thirty-one participants were recruited into the study, of which 15 were experts and 16 were novices. The experts performed significantly better for plunge depth (t = −3.65, p = 0.0003) and accuracy (t = −2.07, p = 0.04). The experts required 20% less time to complete the drilling tasks, but it was not statistically significant (t = −0.79, p = 0.43). Conclusions: The low-cost drilling model could be useful in training Residents in the drilling task. It will allow Residents to practise independently at their own time and assess their own performance. [ABSTRACT FROM AUTHOR]

In Toward a Cognitive Criminological Future, the authors describe the criminology and criminal justice (CCJ) divide, discuss efforts to bridge this gap, and offer "cognitive criminology" as a solution. I highlight additional reservations about "evidence-based" and other back-end approaches to link criminology and criminal justice. I argue instead that gains can only be made by bucking current educational approaches in graduate programs that emphasize specialized "publication training" and discourage holistic reading of classic and contemporary scholarship and comprehensive knowledge attainment. I further suggest a re-evaluation of disciplinary priorities that reward quantity over quality and call instead for an emphasis on the breadth and significance of knowledge contributions. Finally, I suggest that "cognitive criminology"—rooted in business-as-usual positivism—is unlikely to promote the change necessary to address the CCJ divide but is simply going to result in half-baked attempts to measure agency and other cognitive variables to add to regression models. [ABSTRACT FROM AUTHOR]

In this commentary, the author focuses on article "Quality standards for criminal justice education: The long and winding road." The author draws on his extensive background in criminology and criminal justice (CCJ) education, including various roles within the Academy of Criminal Justice Sciences (ACJS) and the Southern Criminal Justice Association (SCJA), to provide insights into Albanese and Tartaro's article and its implications. Specifically, Albanese and Tartaro trace the evolution of CCJ education, highlight efforts to establish quality standards, such as the Northeast Minimum Standards model later adopted by ACJS. They discuss the challenges and eventual discontinuation of the ACJS Certification program, but they conclude with positive discussion on the emergence of the ACJS Endorsement program. The commentary emphasizes the importance of quality standards in CCJ education, despite the difficulties in establishing and maintaining them. The commentary concludes with a call to continue prioritizing quality in CCJ education. [ABSTRACT FROM AUTHOR]

Trauma is the leading cause of death and disability in children. Differences in mechanism, injury pattern, severity, and physiology in this population distinguish pediatric trauma patients from adults. Educational techniques including simulation and didactics may improve pediatric readiness in this setting. We summarize the literature across disciplines, highlighting the curricular approaches, target provider population, educational content, content delivery method, and Kirkpatrick level for pediatric trauma resuscitation education. The MEDLINE (via Ovid), Embase (via Elsevier), Cumulative Index to Nursing & Allied Health Literature Complete (via EBSCO), Education Database (via ProQuest), and Web of Science Social Science Citation Index and Science Citation Index (via Clarivate) were searched. We reviewed 90 manuscripts describing pediatric trauma resuscitation education programs. When available, target provider population, curricular content, delivery method, and Kirkpatrick level were obtained. Nurses (50%), residents (45%), and attending physicians (43%) were the most common participants. Airway management (25%), shock (25%), and general trauma (25%) were the most frequently taught concepts, and delivery of content was more frequently via simulation (65%) or didactics (52%). Most studies (39%) were Kirkpatrick Level 1. This review suggests that diverse strategies exist to promote pediatric readiness. Most training programs are interdisciplinary and use a variety of educational techniques. However, studies infrequently report examining the impact of educational interventions on patient-centered outcomes and lack detail in describing their curriculum. Future educational efforts would benefit from heightened attention to such outcome measures and a rigorous description of their curricula to allow for reproducibility. [ABSTRACT FROM AUTHOR]

An intestinal stoma creation is one of the most common surgical procedures. Despite benefits, a stoma can have serious effects on a patient's quality of life. Multiple dimensions of everyday life can be affected such as social life, body image, as well as ability to participate in some religious practices, with some faith groups being disproportionately affected. This study sought to understand the extent to which faith is addressed during these sessions given the integral role it plays for some patients. A survey was developed based on literature review and expert consultation. This was distributed to ostomy certified nursing staff, inflammatory bowel disease gastroenterologists and colorectal surgeons caring for patients requiring a permanent stoma at a high-volume academic institution. Follow-up semistructured interviews were conducted to delve deeper into themes identified in the surveys. The overall survey response rate was 57%. Only 35% reported training on how stomas interface with religious practices. Religious services were either rarely or never present during preoperative counseling discussions. During interviews, it was noted that religious beliefs often impact after care but are not always discussed during preoperative sessions. Interviewees found these conversations to be difficult with minimal support or direction on how to navigate them. Although very important, health-care providers are not including faith-based issues surrounding stomas in perioperative counseling partly due to lack of training or awareness of existing support systems. As our population diversifies, understanding cultural and religious practices that influence care is increasingly important. [ABSTRACT FROM AUTHOR]

Children with neurodevelopmental diagnoses often experience discrimination from their peers at school. This may result from a lack of understanding, and intolerance of differences in their thinking, communication and social interactions. Learning About Neurodiversity at School (LEANS) is a teaching programme designed to educate primary school children about the concept of neurodiversity. The LEANS programme was created by a neurodiverse team, using participatory methods. In the current study, we evaluated whether the wider neurodiverse community endorsed the planned design generated by our participatory approach. Respondents (n = 111) rated their support for key elements of the planned LEANS content, via an online survey. Participants were majority neurodivergent (70%), 98% of whom reported moderate-to-high familiarity with neurodiversity concepts. Over 90% of respondents expressed support for the planned content presented, and 73% of respondents endorsed the draft neurodiversity definition provided. A small number of respondents provided open-ended comments giving further detail on their views. Overall, the LEANS programme plan received a high level of support from this independent, neurodiversity-aware sample – demonstrating the potential of small-group participatory methods to generate wider community support. The completed resource is now available as a free online download. Children with diagnoses such as autism, attention-deficit/hyperactivity disorder (ADHD), dyslexia and so on often experience bullying at school. This group can be described as neurodivergent, meaning they think and process information differently from most people. Previous research suggests that increasing people's knowledge can be an effective way to reduce stigma and bullying. Therefore, we decided to create a primary school resource to teach about neurodiversity – the concept that all humans vary in how our brains work. Working with educators, our research team – which included neurodivergent people – developed plans for a teaching programme called Learning About Neurodiversity at School (LEANS). Next, we wanted to know whether these plans, developed by our small neurodiverse team, would be endorsed by the wider community. To find out, we conducted an online feedback survey about our plans for the resource. We analysed feedback from 111 people who participated. Most of them identified as neurodivergent (70%) and reported being familiar with neurodiversity (98%), meaning they could provide an informed opinion on our plans. Over 90% of people expressed support for the planned programme content described in the survey, and 73% of them approved our intended definition of the resource's core concept, neurodiversity. From these results, we concluded that there was a high level of support for the planned LEANS programme content across those from the wider community who completed the survey. Consequently, we continued developing the LEANS programme in line with the initial plans from our neurodiverse team. The completed resource is now available as a free download. [ABSTRACT FROM AUTHOR]

The Army has made insufficient progress in arming its officers with science, technology, engineering, mathematics, and management (STEM+M) knowledge. The contemporary battlefield is faster paced, technologically enabled, and data driven, requiring officers to possess more skills, knowledge, and experience. We examine the Army's history with STEM education and show that, in terms of education, the current Army officer corps has fallen behind its requirements for technology-enabled forces and modern society. We conclude with recommendations on how the Army can close the STEM+M education gap through advances in higher education and adopting talent management practices. [ABSTRACT FROM AUTHOR]

Ensuring access to modern energy for all is a fundamental aim of Sustainable Development Goal 7 (SDG7). Whereas education is often considered important in supporting the energy transition, there is limited empirical evidence to confirm this causal relationship. Using microdata from the 2010 census, this study investigates the causal impact of education on the adoption of clean cooking fuels in rural China. To address the challenge of endogeneity, an instrumental variable (IV) approach was adopted, based on the enactment of compulsory schooling laws (CSLs) in China. Individuals' educational choices are driven by their exposure to these CSLs, which vary across cohorts and provincial regions. The results show that an additional year of schooling significantly reduces biomass use by 6.1% and increases the adoption of clean fuels by 5.9%. The positive impact of education is more pronounced in less developed regions. These findings suggest that strengthening education can be a crucial policy tool for mitigating air pollution, particularly in developing countries. [ABSTRACT FROM AUTHOR]

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers' capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model's potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers' capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed. [ABSTRACT FROM AUTHOR]

Though some frameworks suggest that siblings deplete family resources, alternative conceptualizations suggest that siblings, particularly in working-class and minoritized families, are pivotal sources of educational support that may replenish familial capital. Drawing on 41 in-depth interviews with Latino first-generation college students, this study addresses how siblings negotiate educational support. This study builds and extends prior literature on familial capital by proposing that college attendance generates additional resources that (re)shape family obligations and expectations, a process I refer to as the sibling intragenerational bargain. In negotiating the sibling intragenerational bargain, Latino students seek to (1) contribute to the family's intragenerational mobility by providing educational support and/or (2) repay sibling sacrifices and help with their academic success. Furthermore, birth order and sibling educational attainment shape how students negotiate the sibling intragenerational bargain. This study shows how Latino first-generation siblings (older and younger) are agentic producers of familial capital. [ABSTRACT FROM AUTHOR]

The more-than-human turn in early childhood education has highlighted the relevance of children's intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child's sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school. [ABSTRACT FROM AUTHOR]

By deploying critical discourse analyses (CDA) of interviews with teachers and students before, during, and after a study trip to Holocaust memorial sites, and contextualizing the various discursive practices through participant observations, this study terms the regulating discursive order of teachers’ and students’ talk decontextualized racist evilness. The overarching teaching strategy aimed at leveling the gap between past and present to encourage students to act against racism. This study demonstrates how the universalist concept of the Holocaust was linked to the understanding of antisemitism as racist prejudice, among others. Additionally, it shows how the specificity of historical content was rare as was the explanatory teaching. The study indicates that students developed reasoning connected to the “why” question on their own; however, this reasoning was limited because of the lack of explanatory content (e.g., antisemitism). The study argues that study trips may not be legitimized as a prime bulwark against antisemitism. [ABSTRACT FROM AUTHOR]

The war on terror as a discourse assumes that terrorism is an essential threat of global proportions, is mostly perpetuated by Islamist networks, and requires a strong international response. This discourse had tremendous impacts on both domestic and international politics. Consequentially, a large number of studies analyse the assumptions underlying and the policies legitimised by the war on terror discourse. However, existing work mostly focusses on one or a few cases, predominantly in the global north. This article introduces a novel dataset containing information on the war on terror discourse in the school textbooks of 36 countries, representing around 64% of the world's population, for the period 2003–2014. Based on this dataset, I present the first comprehensive analysis of the global diffusion of the war on terror discourse. The study finds that the discourse has by no means globalised but is mostly limited to wealthy countries in Europe and North America. There are hence clear limits to the USA's soft power and the hyper-globalisation of terrorism discourses. Factors like terrorism intensity, armed conflict and authoritarian regime have little predictive power. This is despite clear incentives for challenged (authoritarian) regimes to adapt the war on terror discourse. Contrary to common assumptions in critical security and terrorism studies, the war on terror discourse is hardly associated with an emphasis on terrorists' irrationality and hatred or with the marginalisation of socio-political grievances. [ABSTRACT FROM AUTHOR]

In this study we investigated the relationship between cognitive reserve (CR) proxies, such as education, physical activity (PA), and cognitive dysfunction (CD) in the presence or absence of frontotemporal disorders (FTD). Previous research has suggested that education and PA may delay the onset of CD and reduce the risk of developing dementia. However, it remains unclear whether these CR proxies can protect against CD when FTD is present. We aimed to explore this relationship and determine whether sustained CR may be evident regardless of FTD. We recruited 149 older adults (aged 65–99 years) from community centers where they were voluntarily participating in leisure activities. We used bioelectrical impedance to measure their body composition, and we administered the International PA Questionnaire and the Mini-Mental State Examination to measure their PA and cognitive function, respectively. We used the Frontal Assessment Battery to screen for frontotemporal dementia. Our results showed that people with FTD were older, had lower education, and engaged in less PA, relative to other participants. Regression models revealed that age, education, and PA were significant predictors of FTD. More specifically, FTD was negatively associated with cognitive functioning, and there were significant interaction effects between FTD and education and PA. PA and education were significant predictors of cognitive functioning, and, when values for PA and education were high, they offset the effects of FTD on cognitive function. These findings support impressions that PA and years of education provide an insulating or compensatory effect on cognitive functioning in older adults with executive dysfunction or frontotemporal dementia, highlighting the importance of encouraging both pursuits. [ABSTRACT FROM AUTHOR]

In the early years of the State of Israel (since 1948), education in the Arab sector suffered from discrimination and neglect, and it is only recently (since 2015) that programs have begun reducing these gaps. The aim of the present study was to examine the existence or non-existence of gaps in ability to learn and an in sensations after performing Feldenkrais method exercises. The Feldenkrais method seeks to improve individual ability, through movement. Qualitative and quantitative analyses of the responses of 21 students from the Technion-Israel Institute of Technology, and 18 students from Kaye Academic College of Education, who practiced the method in 14 Feldenkrais lessons, showed no gaps in learning ability, and small gaps in sensations. [ABSTRACT FROM AUTHOR]

The purpose of this article is to assess the way annual highschool field trips in Israel's State educational system is used to inculcate national narratives. Based on copious data, it shows that knowing and loving the Land of Israel (Eretz Israel) are significant motifs that recur with high intensity in all school field trip programmememes. Concurrently, however, in view of the high frequency of national motives in these trips, integrating the national aspect has apparently become a codeword for the 'right way' to plan out and carry out field trips. [ABSTRACT FROM AUTHOR]

We are living in a time of earth systems breakdown. Humankind and other life on our planet are on the brink, most likely the brink of collapse in some form. The task before us as educators is great since this is a time of multiple and complex crises. However, humanity seems paralysed, unable to face the immensity and urgency of the combined challenges before us. At its heart, this paper considers Simone Weil's proposals regarding rootlessness in light of the present global crises and seeks to address her assertion that education is part of the problem. A religious education which can be concerned not only with matters of the world, but with human connectedness in and to the world is sought. It is proposed that an approach to teaching drawn from Weil, might be able to bring something restorative to education in the public sphere for these times. A practical example of this is included in the closing section. This is one which brings children to attend to, and discern from, what it is to live a religious way of life conceptualised in relation to existence and not only as belief and practice, raising questions for future research consideration. [ABSTRACT FROM AUTHOR]

Background: Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis. Aims: The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members? Methods & Procedures: Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability. Outcomes & Results: Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/ techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/ interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries. Conclusions: SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Postacademic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals. [ABSTRACT FROM AUTHOR]

COVID-19 has accelerated the digitalisation of organisations to enhance flexibility and adaptability in a turbulent environment. Literature warned of digitalisation's side effects on psycho-social hazards at work. However, empirical evidence is inconsistent, especially in service industries such as education and healthcare, that rely on face-to-face exchanges to achieve organisational excellence. The article attempts to fill this knowledge gap, investigating digitalisation's implications on psycho-social hazards in education and healthcare. A probit regression model was designed to examine digitalisation's effects on 5 types of psycho-social risks at work, namely time pressures, poor relationships with colleagues, job insecurity, interaction with users, and irregular working hours. Digitalisation triggers an intensification of work, increasing time pressures. Furthermore, it recontextualizes organisational dynamics in the cyber-physical domain, disrupting social exchanges at work. Digitalisation determines greater job uncertainty, which is detrimental to work satisfaction. In order to curb psycho-social risks at work, health promotion measures are required, aimed at addressing the negative implications of digitalisation by restoring a 'human touch' in managing human resources. Disregarding the negative impact of digitalisation on employees' well-being at work may undermine organisational viability in the post-COVID-19 era. [ABSTRACT FROM AUTHOR]

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines. [ABSTRACT FROM AUTHOR]

Introduction: Psoriatic arthritis (PsA) is a complex, progressive, and often debilitating disease. Despite recent advances in treatment, numerous unmet needs in patient care persist. Rheumacensus is a multistakeholder, pan-European initiative designed to identify ways to elevate the standard of care (SoC) and treatment ambition for patients with PsA, using the perspectives of three key stakeholder groups: patients, healthcare professionals (HCPs) and payors. Methods: Rheumacensus followed three phases: an insights-gathering workshop to identify current unmet needs in PsA and an area of focus for the project, a modified Delphi process to gain consensus on improvements within the agreed area of focus, and a Consensus Council (CC) meeting which used consensus statements as inspiration to generate 'Calls to Action' (CTA)—practical measures which, if implemented, could elevate the SoC for patients with PsA. Results: The Rheumacensus CC consisted of four patient representatives, four HCPs and four payors. All 12 members completed all three Delphi e-consultations. The shared area of focus that informed the Delphi process was "patient empowerment through education on the disease and treatment options available, to enable patient involvement in management". Four key themes emerged from the Delphi process: patient empowerment, patient knowledge and sources of education, patient–HCP consultations, and optimal initial treatment. Statements within these themes informed 12 overarching CTA, which focus on the need for a multistakeholder approach to implementing a paradigm shift towards patient-centred care and improved outcomes for patients with PsA. Conclusion: Rheumacensus has identified shortcomings in the current SoC for patients with PsA and provides a foundation for change through practical CTA. It is hoped that all stakeholders will now take practical steps towards implementing these CTA across Europe to elevate the SoC for patients with PsA. Plain Language Summary: Inequalities in the care patients with psoriatic arthritis (PsA) receive can be mainly explained by poorly coordinated management due to a lack of disease and treatment knowledge. This report is about a programme called Rheumacensus which has the overall aim of improving the standard of care (SoC) for patients with PsA. Rheumacensus brings together the points of view of three key groups involved in the care of people with PsA: patients, payors and healthcare professionals (HCPs) from across Europe. Together, these three groups agreed to focus on patient empowerment through education on the disease and treatment options as a way to raise the SoC. Through a series of exercises—to agree on the current SoC and what needs to be improved—and group discussions, four themes were established which were used by the groups to help them suggest 'Calls to action' (CTA). The CTAs were ideas of how improvements could be made or what needs to be done to improve the care patients receive. The four themes were (1) patient empowerment, (2) patient knowledge, (3) patient–HCP consultation and (4) optimal initial treatment. In total, 12 CTAs were developed across these themes that provide direction and practical next steps which patients, payors and HCPs could take to drive change and make a real difference to patients by improving their care. [ABSTRACT FROM AUTHOR]

As waiting lists for elective surgery grow, there seems to be a disconnect between the public's expectations on the amount of time surgeons spend operating compared with reality. On average, a surgeon in the NHS spends one day a week performing elective surgery. We aimed to investigate the public's perception on the amount of time surgeons spend performing elective surgery and what they would desire. Members of the public in the UK were approached randomly either on-line or in-person to complete an anonymised 6-question survey. The questionnaire included demographic details, surgical history, occupational experience in the healthcare sector, the number of days a week they believe and wish for surgeons to be performing elective surgery. 252 members of the public responded to the survey (150 females, 102 males). 38.5% have experience working in the healthcare sector and 58.5% have had surgery in the past. 83.7% believe surgeons spend at least 3 days a week performing elective surgery [3–4 days (43.2%), 5–7 days (40.5%)]. 45.7% of respondents want their surgeon to operate between 5 and 7 days per week. The public appears to overestimate the amount of time that surgeons spend performing elective surgery and have unrealistic expectations of how much they want their surgeons to operate. • The public overestimate the amount of time that surgeons spend operating electively. • The public have unrealistic desires on how much they want surgeons to operate. • Expectations of female respondents were closer to the true value than males. • Healthcare professionals had more realistic expectations of a surgeon's schedule. • Number of operating days desired by the public increase proportionally with age. [ABSTRACT FROM AUTHOR]

Introduction: In 2015, our university hospital pharmacy acquired the PharmaHelp robot system to automate part of its chemotherapy production. Complex technical use, downtime periods, and insufficient training caused a drop in motivation and disparities in operators' knowledge. We created a short, playful, standardized, gamed-based training program to address this, and evaluated its impact. Methods: Operators were classified as trainers or trainees according to their knowledge about Information and Communication Technologies. Before, after the training, and at 6 months (6M), their robot knowledge was assessed on a 0-24-scale, motivation and self-efficacy in using it on 0-to-100 scales. Pairwise comparison t -test with Bonferroni adjustment was used (p < 0.05 considered significant). Satisfaction was measured using a six-point Likert scale. Trainer/trainee teams participated in 2-hour training sessions with three games and a debriefing. For "Knowing the manufacturing steps," cards with the steps were placed in the correct order. For "Knowing the criteria for using the robot," teams guessed whether certain compounds could be used with the robot. For "Knowing how to handle production errors," the answer to each error (taken from real-life issues) was selected from four options. Results: Participants (n = 14) were very satisfied about sessions' interactivity and playfulness. Knowledge improved from 57% pretraining to 77% (p < 0.005) to 76.6% (6M) (p < 0.05 compared to pretraining). Motivation and self-efficacy, respectively, improved from 57.6% to 86.6% (p < 0.05) to 70.4% (6M) and from 48.5% to 75.6% (p < 0.05) to 60.2% (6M) (p > 0.1 compared to pretraining) (t -test). Conclusions: This highly appreciated training program efficiently improved knowledge retention out to six months. [ABSTRACT FROM AUTHOR]

The article focuses on the role of literary judgment in contemporary literary pedagogy. Topics include the necessity of judgment in literary teaching, the influence of neoliberalism on the perception of literary value, and the complexities of applying literary judgment within academic literature departments.

Workforce education and development are key cornerstones in advancing and maturing the Cell & Gene Therapy sector. A skilled worker shortage can significantly impact and delay progress as well as the quality of output for any developer, thereby negatively impacting a patient's access to life-saving treatments. Several roundtable discussions were held at the International Society for Cell & Gene Therapy (ISCT) 2023 Annual Meeting to dive deeper into the current state of workforce development and solutions to address this bottleneck. One roundtable discussion was co-hosted by the Alliance for Regenerative Medicine (ARM) and ISCT, which focused on the gap analysis provided for the United States Cell & Gene Therapy (CGT) sector, highlighting the lack of skilled workers in manufacturing and quality control. In this manuscript, the roundtable participants continue this conversation, review the roles and staffing requirements in both academic and industry as well as small and large company settings. The adoption of increased manufacturing automation is one promising solution to propel the sector forward. However, automation alone won't replace on-site staff, but will lower the bar to entry for a larger pool of people and require different training. This paper also addresses the workforce development and training paradigm shift as advanced manufacturing techniques are implemented, which will differ considerably based on the type of manufacturing efforts, thus emphasizing the need for a well-thought-out strategy to up-skill and re-skill the technical workforce to adapt to these advancements. Organizations such as ISCT and ARM have a role to play in propelling the field forward, providing awareness and education to stakeholders at all levels, as well as acting as a convener and participating as a key stakeholder in discussions and partnerships between academia and industry towards solutions for training the best personnel for CGT manufacturing. This scope includes novel digital tools and technologies to simplify training to increase access to new talent pools interested in careers in a rapidly advancing sector. [ABSTRACT FROM AUTHOR]

Introduction: Simulation training is an important component of medical education. In former studies, diagnostic simulation training for direct and indirect funduscopy was already proven to be an effective training method. In this prospective controlled trial, we investigated the effect of simulator-based fundus biomicroscopy training. Methods: After completing a 1-week ophthalmology clerkship, medical students at Saarland University Medical Center (n = 30) were block-randomized into two groups: The traditional group received supervised training examining the fundus of classmates using a slit lamp; the simulator group was trained using the Slit Lamp Simulator. All participants had to pass an Objective Structured Clinical Examination (OSCE); two masked ophthalmological faculty trainers graded the students' skills when examining patient's fundus using a slit lamp. A subjective assessment form and post-assessment surveys were obtained. Data were described using median (interquartile range [IQR]). Results: Twenty-five students (n = 14 in the simulator group, n = 11 in the traditional group) (n = 11) were eligible for statistical analysis. Interrater reliability was verified as significant for the overall score as well as for all subtasks (≤ 0.002) except subtask 1 (p = 0.12). The overall performance of medical students in the fundus biomicroscopy OSCE was statistically ranked significantly higher in the simulator group (27.0 [5.25]/28.0 [3.0] vs. 20.0 [7.5]/16.0 [10.0]) by both observers with an interrater reliability of IRR < 0.001 and a significance level of p = 0.003 for observer 1 and p < 0.001 for observer 2. For all subtasks, the scores given to students trained using the simulator were consistently higher than those given to students trained traditionally. The students' post-assessment forms confirmed these results. Students could learn the practical backgrounds of fundus biomicroscopy (p = 0.04), the identification (p < 0.001), and localization (p < 0.001) of pathologies significantly better with the simulator. Conclusions: Traditional supervised methods are well complemented by simulation training. Our data indicate that the simulator helps with first patient contacts and enhances students' capacity to examine the fundus biomicroscopically. [ABSTRACT FROM AUTHOR]

As the international community attempts to unite to combat climate change, American party politics could hardly be more divided on this issue. This paper offers an additional explanation for how US congressional politics on environmental policy has polarized: the ongoing education realignment in American party politics. As the Democratic Party increasingly relies on college-educated voters and the opposite is true for the Republican Party, this can affect the parties' positions on environmental policy based on public opinion research which finds a positive relationship between education and pro-environment attitudes. Using League of Conservation Voters legislative scorecards from 1983 to 2020, this paper finds the education realignment contributed to the removal of pro-environment Republicans and anti-environment Democrats in Congress in recent decades; and this primarily occurred through elite replacement rather than conversion. [ABSTRACT FROM AUTHOR]

Montessori is a highly individualized pedagogy that prioritizes following each child's individual interests over standardized test scores. This quasi-experimental study compares groups of Montessori students (treatment groups, N = 535–710) with control groups of non-Montessori students, matched through the simple matching method, which controls for the effect of background variables on schooling outcomes. The tested hypothesis is that the treatment groups achieve mean scores that are not significantly lower and have a significantly higher standard deviation on standardized tests of mathematics and language. The study encompassed students in Grade 2, 5, 8, and 10 across two separate cohorts. Results indicate that Montessori students attain either comparable or significantly higher scores than non-Montessori students, depending on grade and cohort, with greater score variability observed, particularly at Grade 8 and in mathematics. This finding implies the necessity for future investigations into the effect of Montessori teachers' instructional practices. [ABSTRACT FROM AUTHOR]

School inspections are a common feature of many education systems. These may be informed by quantitative background data about schools. It is recognised that there are pros and cons of using such quantitative information as part of the inspection process, though these have rarely been succinctly set out. This paper seeks to fill this gap by presenting arguments both for and against the use of quantitative data in informing school inspections. We argue that while quantitative data provide objective information about important outcomes, their usefulness is limited somewhat by a range of factors including missing data, small sample sizes, the creation of perverse incentives, and the fact that most readily available measures capture aspects other than school quality. We conclude by discussing how the Office for Standards in Education, Children's Services and Skills (Ofsted) – the school inspectorate in England – currently makes the trade-off between these pros and cons. [ABSTRACT FROM AUTHOR]

Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants' learning needs and workplace environments. [ABSTRACT FROM AUTHOR]

This paper draws on an oral history project which focuses on former coalminers' experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain's former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people's journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency – although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation. [ABSTRACT FROM AUTHOR]

The article presents a close reading of a poem which was written by the local Jewish writer Esther Gad for the occasion of the Jewish Wilhelm School's inauguration in Breslau on March 15, 1791. On this basis, it offers a feminist perspective on the Jewish Enlightenment: Esther Gad was the first Jewish woman who emerged as a writer in the German language, but the Haskalah did not provide her with suitable conditions for her emancipation as a female Jewish author, as it was restricted to learned men proficient in Hebrew. [ABSTRACT FROM AUTHOR]

Patient education has a critical role in the management of pain. There is considerable heterogeneity in patient education for females with persistent pelvic pain (PPP), and it remains unclear what is considered best clinical practice. Therefore, this systematic review identified and summarised recommendations for patient education in the management of benign gynaecological and urological conditions associated with PPP, as endorsed by international guidelines. Academic and relevant guideline databases were searched from inception to May 2022. Included guidelines were those for the management of benign gynaecological and urological conditions associated with PPP in adult females published in English, of any publication date, and endorsed by a professional organisation or society. Two independent reviewers screened 3097 records; 17 guidelines were included in the review. Guideline quality was assessed using the Appraisal of Guidelines for Research and Evaluation II (AGREE-II) tool. Recommendations were pooled using descriptive synthesis. Persistent pelvic pain guideline quality was generally poor. Three guidelines were classified as "excellent" (The NICE, RANZCOG, and ESHRE endometriosis guidelines) and therefore recommended for use. Eleven guidelines (64.7%) recommended patient education for females with PPP. Recommendations for education content were variable, however most frequently covered treatment strategies and pelvic pain diagnoses. For education delivery, the most frequent recommendations were for support groups and written/printed materials. Further research into tailored education interventions is needed for females with PPP. [ABSTRACT FROM AUTHOR]

This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen's Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today's views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success. [ABSTRACT FROM AUTHOR]

As gender constructs, the roles of mothers are shaped by family dynamics, social relations and cultural codes that influence the spaces in which these roles are performed. The pandemic can be seen as an element that altered these constructs to varying degrees, providing an opportunity to revisit them, particularly in groups in which the patriarchy is dominant. Thus, this article focuses on rural mothers from central Chile with elementary school-age children. Specifically, we analyze how prolonged school closures have impacted household dynamics and how rural women became responsible for their children's education. Using a qualitative approach, dyads that account of 24 testimonies of mothers and children from three different schools were interviewed after one year of school closure. Accounts of the children's head teachers were also included. Their testimonies shed light on how school, experience and actions intertwine, contributing to our understanding of the dynamic construct of motherhood and how it is being deployed during the current public health crisis. The main results indicate that the pandemic has reinforced these mother's role as the sole caretaker of her children. Despite their lack of education, knowledge and skills, female participants expressed that they have undertaken a new burden by adopting the role of vicarious teacher. Their children and their children's head teachers share this view, confirming traditional and patriarchal expectations of rural women as caregivers. [ABSTRACT FROM AUTHOR]

The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no research-based rationale for increasing the diversity of teachers in Europe. This paper is a step toward filling this research gap for Germany, aiming to assess whether migrant teachers reduce ethnic educational disadvantages. Our analyses are based on a nationally representative large-scale assessment of ninth graders that provides information on the migration status of both students and teachers, with achievement tests and teacher-assigned grades in German as dependent variables. The results run contrary to widely held expectations, indicating little evidence that migrant students benefit from being taught by migrant teachers. [ABSTRACT FROM AUTHOR]

As per recommendations from the European Society of Radiology and the European Union of Medical Specialists, upon completion of level 3 radiology training, an objective assessment of the attained standards, aligned with national customs and practices, should take place. A subspecialty exam should ideally be an integral part of the training completion process. Among 10 of 13 European subspecialty societies currently offering a European subspecialty diploma, the European Society of Musculoskeletal Radiology (ESSR) diploma program was formally introduced by the ESSR in 2003. This article describes the evolution of the ESSR diploma, encompassing the current diploma program, validation procedures, endorsements, and future perspectives. Additionally, insights from a brief survey among ESSR diploma holders is shared, offering valuable tips for prospective candidates aiming to navigate the examination process successfully. [ABSTRACT FROM AUTHOR]

Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]