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Third Culture Kids (TCK) are generally considered to be children who spend a significant period living outside of their home country but reside only temporarily in one or more host country/ies. TCKs' upbringing, it is argued, may lead to a number of negative psychological outcomes including depression, anxiety, and identity and attachment issues. This quantitative study based on a total of 489 participants compares the self-report responses of adults who had been TCKs with those of non-TCK adults, on the measures of ethnic identity, wellbeing, loneliness, attachment, resilience, and self-concept clarity. Results indicate that TCK adults had a weaker ethnic identity, greater resilience, and were less comfortable forming close relationships than non-TCK adults. Among TCK adults, having siblings was associated with reduced attachment anxiety and greater resilience, while practising a religion was related to increased ethnic identity. Findings indicate the need to raise awareness among parents, teachers, and counsellors about the difficulties that TCKs might face.

Background: Perceptual, cognitive and previous clinical experience may influence a novice Videofluoroscopic Swallowing Study (VFSS) analyst's trajectory towards competency. Understanding these factors may allow trainees to be better prepared for VFSS training and may allow training to be developed to accommodate differences between trainees. Aims: This study explored a range of factors previously suggested in the literature as influencing the development of novice analysts' VFSS skills. We hypothesised that knowledge of swallow anatomy and physiology, visual perceptual skills, self-efficacy and interest, and prior clinical exposure would all influence VFSS novice analysts' skill development. Methods & Procedures: Participants were undergraduate speech pathology students recruited from an Australian university, who had completed the required theoretical units in dysphagia. Data assessing the factors of interest were collected--the participants identified anatomical structures on a still radiographic image, completed a physiology questionnaire, completed subsections of the Developmental Test of Visual Processing--Adults, self-reported the number of dysphagia cases they managed on placement, and self-rated their confidence and interest. Data for 64 participants relating to the factors of interest were compared with their ability to accurately identify swallowing impairments following 15 h of VFSS analytical training, using correlation and regression analysis. Outcomes & Results: Success in VFSS analytical training was best predicted by clinical exposure to dysphagia cases and the ability to identify anatomical landmarks on still radiographic images. Conclusions & Implications: Novice analysts vary in the acquisition of beginner-level VFSS analytical skill. Our findings suggest that speech pathologists who are new to VFSS may benefit from clinical exposure to dysphagia cases, sound foundational knowledge of anatomy relevant to swallowing and the ability to see the anatomical landmarks on still radiographic images. Further research is required to equip VFSS trainers and trainees for training, to understand differences between learners during skill development.

Background: Compassion-focused therapy (CFT) has been attracting attention in mental health practice and research. CFT is effective in reducing a variety of negative mental health symptoms. Positive mental health (PMH) focuses on an individual's functioning, quality of life, and well-being, aiming to achieve fulfilment. A need for PMH has been increasingly recognised such as national policies incorporating recovery-oriented approaches. However, how effective CFT is for PMH outcomes remains to be investigated. This narrative review aimed to identify the literature that reports evidence on CFT used against PMH outcomes. Methods: Our research questions (RQs) were as follows: RQ1. What PMH outcomes are targeted in CFT intervention research? RQ2. Is CFT effective for PMH?" Medline, Embase, and PsycINFO were searched on the Ovid platform. All studies that mentioned "compassion focused therapy" and "compassion-focused therapy" were searched. Results: Sixteen RCTs were included published since 2012. Nine studies were from Europe, four from Asia, two from Northern America, and one from Australia and New Zealand. CFT was used for diverse PMH outcomes, and the effects were overall positive. Self-compassion and compassion were the most frequently evaluated outcomes. Conclusions: The mechanism of action for CFT on PMH needs to be evaluated. CFT can be used as part of personal recovery in mental health. More evidence from non-WEIRD countries including LMICs is needed. [ABSTRACT FROM AUTHOR]

This paper focuses on two research-based frameworks that inform the design of instruction and promote student success in accelerated, developmental mathematics pathways. These are Learning Opportunities--productive struggle on challenging and relevant tasks, deliberate practice, and explicit connections, and Productive Persistence--promoting students' academic and social mindsets, and good strategies. These frameworks are the foundations of the highly successful Carnegie Pathways (Statway and Quantway), two distinct pathways that take students who place into developmental mathematics through college-level mathematics in one year. In this paper, we describe these research-based frameworks and discuss examples of high impact practices derived from them.

"Riawunna" is an Aboriginal word meaning "a place of learning" for Aboriginal people, from entry level to tertiary studies, at the University of Tasmania (UTAS) and operates on Hobart, Launceston and Burnie campuses. The Riawunna Centre was established to encourage Aboriginal people to aspire to higher levels of education, and to support them to be successful in their chosen course of study. One strategy developed to support the participation, retention and success of Aboriginal and Torres Strait Islander people is the Murina program. During the four year period between 2010 and 2013 every student at UTAS who graduated from the Murina program and chose to enrol in undergraduate studies has been successful in completing their courses. One of the tools used to achieve this result is the strong use of narrative and images in our teaching. This whole-person approach to teaching resonates culturally with Aboriginal and Torres Strait Islander people, but is also applicable to any student of any culture, especially those who come to university tentatively and with low expectations of what they can achieve.

More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways initiative was launched in 2009. A core element is the Pathways Faculty Support Program, professional development aimed at supporting faculty to develop knowledge, beliefs, skills, and practices for teaching Pathways courses. In fall 2014, a redesign of the program used improvement science methods to design an infrastructure for responsive, flexible professional development that is sensitive to varying and changing conditions, with mechanisms for identifying, designing, and testing ideas for improvement. Specifically, our team employed a user-centered design process that foregrounds the needs and work processes of Pathways faculty and a measurement system that drives the continuous improvement of the program.

More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways initiative was launched in 2009. A core element is the Pathways Faculty Support Program, professional development aimed at supporting faculty to develop knowledge, beliefs, skills, and practices for teaching Pathways courses. In fall 2014, a redesign of the program used improvement science methods to design an infrastructure for responsive, flexible professional development that is sensitive to varying and changing conditions, with mechanisms for identifying, designing, and testing ideas for improvement. Specifically, our team employed a user-centered design process that foregrounds the needs and work processes of Pathways faculty and a measurement system that drives the continuous improvement of the program. Keywords community colleges, mathematics education, professional development, improvement science, Introduction The academic success rate of developmental mathematics students at community colleges is alarmingly low. More than 60% of the nation's 14 million community college students are required to take [...]

Traditional Research and Development (R&D) in education specifies a process of extensive development, followed by testing through the use of methodologies that privilege attribution of effects to causes. If warranted, [...]

Drivers such as COVID-19, the rising geriatric population, the increased prevalence of chronic diseases, and a focus on personalized care facilitate the recent expansion of remote medicine. The response to this manifests through the growth of telehealth. However, the inability to conduct conclusive physical tests makes monitoring, diagnosing, and treating patients restricted. Wearable devices can remotely provide valuable data on patient temperature, pulmonary condition, cardiovascular condition, and blood pressure in their current technological capabilities. However, concerns for secure patient health data, interoperability between devices, and inconsistencies in the quality of information continue to limit their widespread acceptance in healthcare. This scoping review will assess the impact of wearable devices in enhancing the capabilities of remote health and safety monitoring. [ABSTRACT FROM AUTHOR]