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Background: Most medical organizations accept many nursing students each year who gain clinical practice skills under the supervision of clinical nurses. However, there are no assessment tools to measure the contributions nursing students make to the clinical setting during clinical practicum. This study aimed to translate the 'Nursing Student Contributions to Clinical Settings' scale into Chinese and test its reliability and validity from the perspective of Chinese clinical nurses. And to explore whether nurses' personal and professional characteristics are related to nurses' perception of nursing students' contributions to the clinical settings. Methods: The original scale was translated into Chinese following the Brislin translation model. A convenience sample of 935 clinical nurses was selected from January to March 2024 for the survey. The content validity of the scale was assessed by expert consultation and content validity index. Exploratory factor analysis and confirmatory factor analysis were performed to assess the construct validity of the scale. The reliability of the scale was measured using internal consistency, split-half reliability, and test–retest reliability. The measurement quality of the scales was assessed according to the COnsensus-based Standards for the selection of health Measurement INstruments. One-way analysis of variance was used to identify variables related to students' contributions. Results: The content validity index of the scale was 0.983. Exploratory factor analysis supported a one-factor structure, and the cumulative variance contribution was 71.177%. Confirmatory factor analysis showed that the model fit indicators were all within the acceptable range. The McDonald's Omega coefficient and Cronbach's alpha coefficient for the scale were 0.983. Nurses perceive that nursing students' contribution to the clinical settings is influenced by nurses' personal characteristics, professional characteristics, and the hospital environment. Conclusion: The Chinese version of the Nursing Student Contributions to Clinical Settings scale has good reliability and validity and can effectively and reliably measure the contributions of Chinese nursing students to clinical settings. [ABSTRACT FROM AUTHOR]

In their seminal Transactional Theory of Stress, Lazarus and Folkman described a complex adaptation mechanism that involves appraisal and coping processes that lead to the subjective experience of stress. In this study, we examined the temporal order of all components of this theory using a cross‐lagged panel analysis. A sample of 354 students (62.10% female, mean age = 20.63 y.o.) participated in a 5‐week study and completed weekly self‐reported measures of prospective appraisal, coping, core burnout, and mental health (i.e. depression, anxiety, and stress). Using cross‐lagged panel network analyses, we analyzed how each measured variable is predicted by all variables from the previous measurement moment. Convergent with the transactional stress theory, we found that threat appraisals and negative self‐perception predicted future anxiety and depression. Contrary to expectations, core burnout and somatization emerged as significant predictors of poor mental health outcomes, suggesting a self‐perpetuating spiral. Furthermore, our study highlighted the importance of recognizing the bidirectional connections between appraisals, coping strategies, and mental well‐being. [ABSTRACT FROM AUTHOR]

Simulation is an established transformational and experiential learning strategy in health education, drawing on creative and innovative teaching techniques. This article discusses a large-scale unfolding case study using real-time simulation with a multiprofessional facilitation team, to explore how using several simulation techniques can provide a rich learning experience for both midwifery students and their facilitators. Many midwifery students find the application of theoretical learning to practice settings a challenge, and report lacking confidence in certain elements of clinical practice, which can become more concerning in the latter stages of their training. By using multiple approaches with a student-centred outlook, this immersive simulation event positively impacted students' clinical confidence and assurance in their assessment skills, and enabled them to feel more fully prepared for everyday midwifery practice. [ABSTRACT FROM AUTHOR]

Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little guidance on how to develop appropriate marking schemes for summative assessment contexts. The different purposes mean that different principles and practices apply to mark schemes for examinations. In this article, we draw on the educational literature as well as our own practical experience of working with medical and health professional educators on their questions and marking schemes to offer 12 key principles or tips for designing and implementing effective marking schemes. [ABSTRACT FROM AUTHOR]

Introduction: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance. Methods: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance. Discussion: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills. [ABSTRACT FROM AUTHOR]

Different approaches for measuring instructional quality have been debated. Previous studies based on student ratings have primarily used class-average ratings. Beyond this, the high within-classroom variability of students' ratings might indicate that instruction caters to some, but not all students. Therefore, we investigated student-reported instructional quality in mathematics classrooms by considering the average student ratings and rating heterogeneity within classrooms. Using a case-centered clustering approach, we aimed to detect meaningful configurations of the level and heterogeneity of student-reported instructional quality in terms of the Three Basic Dimensions (TBD): classroom management, cognitive activation, and student support. We analyzed data from N = 973 grade eight students across N = 106 classes. Using Latent Profile Analysis (LPA), we identified four classroom profiles comprising 20% to 28% of the sample. The results indicate that the profile with the lowest average ratings showed consistently high heterogeneity for all indicator variables. However, the profile with the highest average ratings exhibited consistently low heterogeneity. We gained interesting insights into between-class differences in instructional quality by considering rating heterogeneity. Furthermore, we explored how classrooms from the identified profiles differed regarding socio-economic status (SES) and mathematics-related characteristics (interest, intrinsic motivation, self-concept, and achievement). [ABSTRACT FROM AUTHOR]

Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree to which it moderated the validity of WIF growth slopes as a predictor of student outcomes. Students who moved quickly through the WIF (speeders) exhibited greater growth compared to non-speeders with similar WIF slopes on a criterion measure, and WIF growth explained the most variance in growth on the criterion measure among speeders. Response style was rather consistent within students and across students within teachers, suggesting that teachers' instructions and testing practices may influence how students approach the tests. Implications of the findings for effective CBM testing are discussed. [ABSTRACT FROM AUTHOR]

AbstractThis article delves into student course feedback using publicly available data from the University of North Texas. It examines factors influencing elevated student course evaluation ratings in the Information Technology and Decision Sciences department. The study reveals a positive relationship between higher response rates and better evaluation scores. The challenge index, individual course engagement, and difficulty are linked to higher scores. Course level impacts scores, with higher-level courses receiving higher ratings. This prompts further investigation into why full professors may not outperform associates in student ratings, advocating for broader research into characteristics influencing course evaluation performance. The study contributes valuable insights into academia and fostering discussions on business faculty assessment. [ABSTRACT FROM AUTHOR]

Objective To explore the effect of homework time on myopia of primary school students and evaluate its differences among different grades. Methods A total of 183 districts in 21 cities of Sichuan Province were selected as research sites. Two primary schools were randomly selected from each research site, and students in grades 4-6 were selected form the whole class basis. At least 80 students from each school were selected for visual screening and questionnaire survey. Logistic regression analysis was used to analyze the effect of homework duration on myopia. Results 47 054 students from grades 4 to 6 were included in the study, including 32.5% in grade 4, 33.4% in grade 5 and 34.0% in grade 6. The myopia rate of students in grades 4-6 was 50.3%, and it increased with the increase of grade. After controlling covariates, the average daily homework time < 1 h was taken as reference, and the homework time of 1-2 hours was the risk factor for myopia (OR = 1.059, P = 0.008). Stratified by sex, the same effect was observed in male students (OR = 1.102, P = 0.001), and was most pronounced in male students in grade 5 (OR = 1.123, P = 0.026). The same effect was observed among students with good economic level (OR = 1.097, P = 0.005). Conclusion Homework may increase the risk of myopia of primary school students. It is suggested to arrange homework time scientifically and reasonably. [ABSTRACT FROM AUTHOR]

Generative artificial intelligence (AI) systems have performed well at many biomedical tasks, but few studies have assessed their performance directly compared to students in higher-education courses. We compared student knowledge-assessment scores with prompting of 6 large-language model (LLM) systems as they would be used by typical students in a large online introductory course in biomedical and health informatics that is taken by graduate, continuing education, and medical students. The state-of-the-art LLM systems were prompted to answer multiple-choice questions (MCQs) and final exam questions. We compared the scores for 139 students (30 graduate students, 85 continuing education students, and 24 medical students) to the LLM systems. All of the LLMs scored between the 50th and 75th percentiles of students for MCQ and final exam questions. The performance of LLMs raises questions about student assessment in higher education, especially in courses that are knowledge-based and online. [ABSTRACT FROM AUTHOR]

Introduction: In transitioning from Industry 4.0 to the forthcoming Industry 5.0, this research explores the fusion of the humanistic view and technological developments to redefine Continuing Engineering Education (CEE). Industry 5.0 introduces concepts like biomanufacturing and human-centricity, embodying the integration of sustainability and resiliency principles in CEE, thereby shaping the upskilling and reskilling initiatives for the future workforce. The interaction of sophisticated concepts such as Human-Machine Interface and Brain-Computer Interface (BCI) forms a conceptual bridge toward the approaching Fifth Industrial Revolution, allowing one to understand human beings and the impact of their biological development across diverse and changing workplace settings. Methods: Our research is based on recent studies into Knowledge, Skills, and Abilities taxonomies, linking these elements with dynamic labor market profiles. This work intends to integrate a biometric perspective to conceptualize and describe how cognitive abilities could be represented by linking a Neuropsychological test and a biometric assessment. We administered the brief Neuropsychological Battery in Spanish (Neuropsi Breve). At the same time, 15 engineering students used the Emotiv insight device that allowed the EEG recollection to measure performance metrics such as attention, stress, engagement, and excitement. Results: The findings of this research illustrate a methodology that allowed the first approach to the cognitive abilities of engineering students to be from neurobiological and behavioral perspectives. Additionally, two profiles were extracted from the results. The first illustrates the Neuropsi test areas, its most common mistakes, and its performance ratings regarding the students' sample. The second profile shows the interaction between the EEG and Neuropsi test, showing engineering students' cognitive and emotional states based on biometric levels. Discussions: The study demonstrates the potential of integrating neurobiological assessment into engineering education, highlighting a significant advancement in addressing the skills requirements of Industry 5.0. The results suggest that obtaining a comprehensive understanding of students' cognitive abilities is possible, and educational interventions can be adapted by combining neuropsychological approaches with EEG data collection. In the future, it is essential to refine these evaluation methods further and explore their applicability in different engineering disciplines. Additionally, it is necessary to investigate the long-termimpact of thesemethods on workforce preparation and performance. [ABSTRACT FROM AUTHOR]

Introduction: Preceptorships offer prelicensure nursing students the opportunity to meet their clinical objectives by working one-on-one with a registered nurse (RN). Although preceptorships can be provided for any clinical course, most prelicensure nursing programs offer them during the final semester. Preceptorships provide a bridge between academic study and the real world of nursing. By acting as a teacher, role model, evaluator, and person who can help a student to socialize with the profession, a preceptor can reduce the reality shock experienced by new nurses and provide them with realistic expectations about the nursing profession. The recent nursing shortage has inadvertently led to a preceptor shortage and forced the nursing leadership to become dependent on available RNs, including those without preceptor training or experience. Purpose: This practice update paper aimed to address the facilitators and barriers associated with preceptorships for prelicensure nursing students and discuss the proposed solutions for effective clinical preceptorship based on evidence and the author's personal reflections. Conclusion: The major facilitators were the discussion of nursing program expectations, the selection of teaching strategies with real-world examples, the creation of a structured weekly plan to promote learning, and the consideration of alternative teaching approaches. The major barriers were preceptors' dual responsibilities to students and patients, challenging students, and the lack of experienced preceptors. The proposed solutions included obtaining support from the nursing leadership team to ensure that the preceptor had a balanced workload, developing the emotional competence of the preceptor, addressing challenging students through a three-way conference with the student, the preceptor, and the clinical faculty and a written plan to ensure student progress, having the nursing leadership conduct periodic assessments of the preceptor pool, and ensuring that appropriate training was offered to candidates who were willing to become preceptors. [ABSTRACT FROM AUTHOR]

High rates of active student responding and opportunities to respond are considered best-practice instructional strategies for learning. Many educators in higher education have shifted from teaching primarily in-person to either a hybrid or an online format over the past decade. The global pandemic hastened further shifts from in-person to online learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate evidence-based teaching practices in online formats. Although there is a robust body of literature that supports the effectiveness of embedding opportunities to respond and active student responding during in-person instruction, to date, there is limited research that evaluates the effects of increased opportunities to respond during synchronous online courses in post-secondary settings. Using an alternating treatments design, this study evaluated the effects of two active student response modalities on response accuracy for seventeen students enrolled in a synchronous online graduate course. The results suggest that students performed more accurately on post-lecture queries following conditions that required written active student responses compared to responds cards. Moreover, the accuracy of correct responding maintained across the exams and the cumulative final exam. Limitations and future implications are discussed. [ABSTRACT FROM AUTHOR]

Home residency programs can provide medical students with opportunities for networking, mentorship, research, and exposure to surgeries. The goal of this project was to understand the potential impact of home surgical residencies on student match rates into specific surgical specialties. This 5-year retrospective study (2019-2023) analyzed 12,916 matched applicants from 155 United States MD programs through publicly available match lists. Odds ratios (ORs) were used to determine the likelihood of students from institutions with home surgical residency programs (home programs) matching into desired surgical specialties compared to students from institutions without home programs. Additional variables included the Alpha Omega Alpha and the Gold Humanism Honor Society statuses of the medical school, the number of faculty, and the type of residency program. Of the matched applicants, 11,442 had home programs resulting in a 39.1% match rate into surgical specialties compared to a 22.3% match rate for students without a home program (OR: 1.76) (P < 0.001). Of the applicants with a home program compared to those without a home program, 69.2% matched into an academic residency (OR: 1.06), 7.7% matched into a community residency (OR: 0.90), 13.6% matched into a combined residency (OR: 0.95), and 2.5% matched into a military residency (OR: 1.31). Medical students graduating from institutions with home programs were 1.76 times more likely to match into a surgical residency program compared to those graduating from institutions without a home program. Future studies should look at how access to certain resources may influence a student's match rate. [ABSTRACT FROM AUTHOR]

Ensuring that associate medical writers are set up for success requires a well-planned entry-level program that integrates training sessions with on-the-job experience. We describe how we have crafted our program for entry-level candidates--starting from our interview process and moving to our training program, how we embed them into teams and provide on-the-job training, how our support network is structured, and how we measure success. Feedback from recent participants in our training program offers valuable hands-on insights. A robust foundation of publication training is key to the development of our medical writers, providing skills and helping them develop many of the key attributes that underpin success, including attention to detail, effective storytelling, and industry compliance. Our profession is not static, and training programs need to be agile and pivot quickly to accommodate evolving industry standards, new technologies, and fluctuating client and audience needs and challenges. Staying up to date with future developments in medical writing is crucial, and we do our utmost to train and support our team and futureproof our training, so our junior writers are well equipped to excel and have fulfilling careers in the life sciences communication industry. [ABSTRACT FROM AUTHOR]

Background: Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete's holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts. Objectives: The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport–school programme that drive/facilitate holistic impacts. Methods: A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK). Results: Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery. Conclusions: This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport–school student athletes. [ABSTRACT FROM AUTHOR]

Introduction: Spaced learning is a teaching method aiming to stabilize long-term memory. The present study aims to evaluate the effect of the spaced learning method on the evaluation scores and education quality in the practical course of principles and techniques of nursing. Materials and Methods: In this quasi-experimental study, 51 nursing students in four semesters were selected by convenience sampling and randomly divided into experimental and control groups. We used the demographic characteristics form, student scores, and students' evaluations of the educational quality questionnaire (SEEQ) for data gathering. In the next step, the classes of the experimental groups were held with the spaced learning method, and the traditional methods were used for the control groups. After the end of each semester, the SEEQ questionnaire was given to the students of both groups, and their evaluation scores were extracted. The collected data were analyzed using SPSS version 26 using descriptive and inferential statistics. Results: After ensuring the independence of the data, the results showed that the difference in the mean evaluation score of the students in the two groups is not statistically significant (p > 0.05). However, the mean score of total SSEQ in the experimental group was significantly higher than the control group. Furthermore, except for the dimension of examination assignments and group interaction, the mean score of other SSEQ dimensions in the experimental group was statistically higher than the control group (p < 0.05). Conclusion: Spaced learning is an easy, low-cost, and fun learning method that affects the teaching method compared to evaluation results and effortlessly has the potential to become an appropriate alternative to traditional teaching methods. [ABSTRACT FROM AUTHOR]

On 23 June 2016, the people of the UK voted to leave the European Union. This article examines how Brexit impacted international student applications. Using administrative data along with a difference-in-differences approach, we find that Brexit curtailed the growth rate of international student applications by 7 per cent even before tuition fees had changed, ultimately lowering enrolment as well. The impact is larger for applications to pursue STEM studies, as well as for those from countries with worse employment prospects and weaker economies, hinting on students' ability to stay long-term in the UK as an important pull factor. [ABSTRACT FROM AUTHOR]

To determine factors affecting successful research and publication among medical students, a cross-sectional survey study was carried out at four Thai medical schools during 2018–2022. Medical students who had previously performed research under research advisors' supervision and their research advisors were included. There were 120 participants, 78 medical students and 42 research advisors. The most common problems reported by the students were student's lack of knowledge of research design (78%) and research topic (53%), while the most common problems reported by the advisors were student's lack of knowledge of research topic (55%) and how to prepare documents for ethics committee approval (48%). The promoting factors for research success commonly reported by the students and advisors were "an advisor helps with protocol writing and reviewing the manuscript", "research teaching in the curriculum", "provision of an example of a written ethics committee protocol", and "arranging a special session so that advisors can talk to students about their research of interest". Among the 78 participating students, 20 (26%) had successfully published their research in journals. These 20 students were more likely than those without publications to be from an institute that had a special research project or conference for medical students (20% vs. 0%,) and to suggest that teaching protocol writing helped in promoting research success (70% vs. 43%). These findings suggest that teaching research, a special research project or conference for medical students, and faculty development of research advising could potentially increase the success rate of students' research publications. [ABSTRACT FROM AUTHOR]

Background. Nursing professionals are pivotal in coordinating care and incorporating quality and safety strategies to enhance patient outcomes. Therefore, nursing education is paramount in preparing nurses to deliver safe care. Aim. In this study, we aimed to explore the self‐reported patient safety competence acquired by undergraduate nursing students in classroom and clinical settings and to compare their perceptions of how broader patient safety issues are addressed in their programmes. Methods. We conducted a cross‐sectional study in a public university in London, United Kingdom, and included Bachelor of Science nursing students from all fields of nursing and Nursing Associate students (n = 250, response rate 21.3%). Students completed the Health Professional Education Patient Safety Survey (H‐PEPSS). Paired t‐tests examined the differences in learning (classroom versus clinical setting). Analysis of variance was used to explore differences in self‐reported patient safety competencies across programmes and to compare students' perceptions of how broader patient safety issues are addressed in their curricula. Results. Mean domain scores indicate high confidence levels in patient safety competence for learning gained in both classroom and clinical settings for all students (>4.0/5.0). Results also indicate a consensus among students from various programmes that broader patient safety issues are adequately addressed in the curricula. Self‐reported confidence was highest in respondents enrolled in the Nursing Associate programme and students with prior experience in a clinical setting. Students were confident about their learnings of patient safety in their educational programmes. Conclusions. Greater patient safety competence indicates comprehension and familiarity with knowledge boundaries, which in turn acknowledges the limitations of autonomous practice. Our findings underscore the need for targeted educational interventions to enhance specific areas of patient safety competence and emphasise the shared responsibility of educators in fostering a culture of safety within healthcare. [ABSTRACT FROM AUTHOR]

Because large-scale studies repeatedly indicated low reading literacy for many students, a need for interventions fostering reading literacy, such as extracurricular tutoring, has often been emphasized. Several reading promoting programs, suitable for extracurricular tutoring, were developed and shown to be effective in recent years. Moreover, these studies and analyses of extracurricular activities and tutoring yielded findings on learning-supporting characteristics and effects on students' achievement of such extracurricular offers. Nevertheless, little is known to date about the implementation of extracurricular tutoring in practice in Germany, particularly about its participation rates, characteristics, and effects on students' reading literacy. Thus, the present study investigated participation rates of extracurricular tutoring in reading and in German among students in general and among various subgroups between Grades 5 and 7. Furthermore, the study examined general and subject-specific characteristics and effects of extracurricular tutoring on reading literacy. The analyses used a sample of students (N = 5113) of the National Educational Panel Study in Germany. In addition to descriptive analyses of characteristics and participation rates of extracurricular tutoring, effect sizes were calculated for comparing participation rates of subgroups of students. Furthermore, multi-group structural equation models were implemented to investigate average and differential effects of extracurricular tutoring, while controlling for initial reading literacy and other covariates. The results indicate that mainly students with low reading literacy and therefore a strong need for support participated in extracurricular tutoring, but the general participation rate was low. The descriptive outcomes showed a heterogeneous picture of tutoring offers and rare implementations of reading-promoting methods. Moreover, the results revealed no significant effects of extracurricular tutoring on students' reading literacy overall but suggested marginal differences for students with a low initial reading literacy. For future studies, more detailed assessments of characteristics and methods of extracurricular tutoring are recommended, particularly, in large-scale investigations on specific tutoring methods for students with support needs which may lead to improved guidelines regarding promising implementations of evidence-based reading promoting programs. [ABSTRACT FROM AUTHOR]

KOJI AWARENESS is a newly developed self-rating whole-body movement assessment system that includes 11 domains and 22 tests. The primary aim of this study was to investigate the intersession reliability of KOJI AWARENESS, and the secondary aim was to determine whether a fixed bias existed between self-rating and external examiner rating. Fifty university students rated their movement ability in two separate sessions; an external examiner also rated the students' movement ability. Participants were blinded to their scores at the first session as well as the external examiner's rating scores. The primary analysis included examining the intersession reliability of the total score with intraclass correlation coefficients (ICCs). ICC values were interpreted as follows: insufficient, <.7 and sufficient, ≥.7. To achieve the secondary aim, Bland–Altman analysis was performed. ICC for the intersession reliability was.86 with a 95% confidence interval (CI) of.77 to.92 and a minimum detectable change (MDC) of 5.15. Bland–Altman analysis revealed fixed bias as the 95% CIs of the mean difference between the two different rating scores (−3.49 to −2.43 and −3.94 to −2.98 in the first and second sessions, respectively) did not include 0 in the data of each session. However, no proportional bias was identified because no statistically significant Pearson's correlation (P >.05) was noted between the means of the two methods and the mean difference between the two different methods in each session. This study identified that KOJI AWARENESS has sufficient intersession reliability among relatively young and healthy participants. External examiner rating tended to have lower total scores than self-rating; however, the bias was below the MDC and seemed not to be clinically significant. [ABSTRACT FROM AUTHOR]

Background: Empathy is a key competency and is essential for doctor-patient relationships. Studies have proven a continuous reduction of empathy in medical students during their study period. The use of SPs is positively evaluated for competency acquisition and real patient communication training has positive effects on empathy empowerment. Therefore, the present study focusses on the impact of simulated patient (SP) vs real patient (RP) communication training on empathetic behaviour in undergraduate medical students. Methods: The prospective evaluation took place during a 210-minute skills lab unit on medical communication for 3rd year medical students. Study participants were allocated in advance to one of three groups: one group trained with an SP (SP-group) and was informed about the fact that it was an SP; another group trained with an SP but assumed to encounter an RP (incognito patient group (IP-group)); the last group trained with an RP and was correctly informed about it (real patient group (RP-group). Self-assessed empathy was measured by using Jefferson Scale of Physician Empathy (JSPE) and Interpersonal Reactivity Index (IRI), as these are the most commonly used instruments for assessing empathy. Study participants were evaluated on empathetic behaviour by their group-associated patient using the Consultation and Relational Empathy (CARE) scale. Results: 146 students participated. There was no significant difference in self-assessed empathy between groups for JSPE and IRI. External assessment via CARE showed a statistically significant difference between SP-group and IP-group , as well as between SP-group and RP-group. There was no significant difference between IP-group and RP-group. This means that students training with real patients (or who believed them to be real) did receive significantly lower performance ratings on their empathy. Conclusion: The results demonstrate a significant lower external empathy rating for students who had trained with a real patient or if they were in the belief of having encountered a real patient; this may be due to inhibitions and a lack of routine. Therefore, we recommend implementing SPs in the early study period with the gradual integration of RPs in the student's further course of study. [ABSTRACT FROM AUTHOR]

Background: Oral forms of assessment remain a common part of competency‐based assessment systems, yet their feasibility is being challenged. The focus on individual competence is problematic given the need to prepare health professionals for teamwork. The present study aimed to investigate how the assessment of collective competence compares to individual assessment, and to explore whether there is a need for individual assessment at all in community or population‐based practice. Methods: A behavioural‐based interview assessment was developed and trialled and correlated to performance as a team on placement. Correlation between student performance on individual behavioural‐based interview and teamwork artefacts was assessed using Spearman rho. Differences between performance on individual oral assessment and team performance on artefacts at the cohort level was determined using the Mann–Whitney U‐test. Bland–Altman analysis was completed to analyse agreement between performance on the individual oral assessment and team performance at the student level. Results: Students were final year nutrition and dietetics students from 2020, 2021 and 2022 years (total sample = 216) from one Australian university. There was a difference in performance between assessment types in each year and as a total cohort (p < 0.001) with students performing better in teamwork. There was no correlation between individual oral interview and team performance across all years. The results of the Bland–Altman analysis showed little agreement between the two assessment tasks. Conclusions: Assessment of teamwork performance as part of a program of assessment is essential. More valid and reliable tools are needed to assess collective competence. Highlights: A behavioural‐based interview assessment was developed and trialled as a novel form of individual student oral examination and correlated with performance on team artefacts developed as part of dietetics student placement.There was no correlation or agreement between individual behavioural‐based interview and team performance across all years. Students generally performed better in teamwork artefacts.Assessment of teamwork or collective competence is essential with more valid and reliable tools needed. [ABSTRACT FROM AUTHOR]

How physical education teachers approach standards-based assessment of the new National Physical Education Standards is yet to be determined. But the use of technology for assessments may be one way to support and empower students in the education process toward physical literacy. This article focuses on the ways in which educators have adopted a particular technology, called Plickers, and how its use as an assessment tool can move physical education teachers' practice forward. [ABSTRACT FROM AUTHOR]

Conditioned reinforcement for math, or math enjoyment, may be critical for students. If so, this should be established as early as pre-kindergarten, as conditioning the components of math as reinforcement arguably leads to more complex mathematical operations thus impacting individuals' future math ability and literacy (Engel et al., 2013), A multiple probe across dyads design with a nested multiple probe across dyads design was used to determine if establishing a preference for math influenced students' rate of learning math. The intervention tested the effect of the individualized reinforcement procedures, based on a sequence of conditioning procedures proposed in Buttigieg and Greer's (2023) study, on establishing conditioned reinforcement. Three participants required learn units, two participants required the stimulus–stimulus pairing procedure, and one participant required observational conditioning-by-denial to establish conditioned reinforcement for math. The dependent variable was each participant's rate of learning as measured by the number of learn units required to meet mastery criterion for four units of the Equivalence Based Functional Math Curriculum (EBF-Math; Weber et al., 2023). Results showed an educationally significant acceleration of learning following the establishment of conditioned reinforcement for math across all six participants. Results are discussed in terms of the significance of early math instruction and literacy. [ABSTRACT FROM AUTHOR]

The second year of college is a time when students remain at increased risk of departure. Compared to widely available first-year resources, institutional support for second-year students is more limited. The purpose of this study was to compare second-to-third year retention between students who participated in a comprehensive second-year experience program (SEP; n = 2,622) with students who did not participate (n = 4,823). Because students' participation in SEP was optional, we used propensity score matching to account for potential selection bias. Students who participated in SEP were retained at higher rates than students who did not participate, even when accounting for potential selection bias. Retention differences were especially notable among participants and nonparticipants from systemically minoritized backgrounds. These findings extend prior research that meaningful involvement in high-impact practices supports second-year students' retention. We conclude with implications for leaders responsible for second-year programing on their campus. [ABSTRACT FROM AUTHOR]

This study aims to examine the effect of the Yanbu'a method on the reading quality of the Qur'an among students in the tahfidz subject in the eighth grade at Al-Maksum Junior High School. Using a quantitative approach with experimental methods, data was collected through observation, pretest-posttest tests, and documentation. The research results show that the average score of students during the pretest was 60.93%, which then significantly increased to 85.03% after the yanbu'a musyafahah program method was applied. The percentage of students who achieved a high learning outcome category with scores between 80-100 on the pretest was 0% out of 31 students. After the pretest, there was a significant increase, with 83.871% or 26 students reaching that category on the posttest following the implementation of the Yanbu'a musyafahah program. Inferential statistical analysis supports this finding, indicating a significant difference between the pretest and posttest results. In conclusion, the application of the Yanbu'a method is effective in improving the quality of Quran reading and the learning completion rate of students in the eighth grade at Al-Maksum Junior High School. [ABSTRACT FROM AUTHOR]

Aim: Limited available studies compare the core competence performance of students undertaking their practicum at different level‐of‐care practicum sites. This study aimed to (1) compare the gaps between the perception of importance for competence and the perceived performance of nursing students at practicum sites involving different level‐of‐care and (2) identify low competencies that must be prioritized for improvement at different sites during the fundamental nursing practicum. Design: Cross‐sectional design. Methods: A total of 659 students who had passed their fundamental nursing practicum within 1 month from six nursing colleges in Taiwan were recruited. The students completed the 25‐item Core Competence in Fundamental Nursing Practicum Scale, wherein both the importance and performance level of each item are indicated. One‐way analysis of variance along with the Scheffe post hoc test and importance–performance analysis were used to explore the gaps between the perception of importance for competence and the perceived performance and to identify weak competencies that must be prioritized for improvement, respectively. Results: Compared with nursing students practicing in district hospitals (predominantly caring for chronically ill patients), nursing students practicing in medical centres (predominantly caring for patients with severe and critical conditions) had larger gaps in total scores and the application of nursing processes. Students in medical centres also had larger gaps in professional attitude than their counterparts in long‐term care facilities. Importance–performance analysis identified a common shortfall in communication skills among nursing students for all level‐of‐care practicum sites. Students at long‐term facilities had the highest number of weak competencies that required improvement. The results of this study can guide instructors in designing curricular activities focused on the weaker core competencies of the students at a practicum site for each level of care. Patient or Public Contribution: No patient or public contributions. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

In this study, data obtained from a single group pre test-post test desing process, which was intended to reveal the effects of pre-listening on students' sight-reading achievements, was investigated in terms of students' experience level and views on their own performances. Undergraduate class level was taken as criterion for experience. First and second grades were taken as "first level", third and fourth grades were taken as "second level". As self evaluation criterion, students' positive, negative or neutral opinions on their pre-test and post-test performances were accepted. The complete undergraduate guiar students attending Gazi University Education Faculty Fine Arts Education Department Music Teaching Programme have formed the participant group of the experiment (n=15). The experiment has procceded as two equal sight-reading pieces' performance by students, one in the pre-test and the other in the post-test and evaluation by experts. Pre-listening variable was applied in the post-test. It was seen that students levels of response to pre-listening had no statistical significance with regards to experience and self-evaluation, except the examination of "ability of playing right notes" according to undergraduate level. In addition, findings on the effect of pre-listening according to the undergraduate level have shown that the students in the "first level" are positively influenced from pre-listening at a % 1.5 rate and students in the "second level" are negatively influenced from pre-listening at a rate of % 4.25. Findings on the effect of pre-listening according to the students self evaluations have shown that students can be aware of negative effects of pre-listening at %5 rateand positive effects at %2 rate. [ABSTRACT FROM AUTHOR]

We present a detailed study of elliptic fibrations on Fourier-Mukai partners of K3 surfaces, which we call derived elliptic structures. We fully classify derived elliptic structures in terms of Hodge-theoretic data, similar to the Derived Torelli Theorem that describes Fourier-Mukai partners. In Picard rank two, derived elliptic structures are fully determined by the Lagrangian subgroups of the discriminant group. As a consequence, we prove that for a large class of Picard rank 2 elliptic K3 surfaces all Fourier-Mukai partners are Jacobians, and we partially extend this result to non-closed fields. We also show that there exist elliptic K3 surfaces with Fourier-Mukai partners, which are not Jacobians of the original K3 surface. This gives a negative answer to a question raised by Hassett and Tschinkel. [ABSTRACT FROM AUTHOR]

The effect of technology on primary students' self-regulated vocabulary learning (SRVL) over time and its dynamic relationship with vocabulary outcomes have been scarcely studied. This quasi-experimental study reports a longitudinal inquiry into the effect of a mobile-assisted self-regulation scheme on primary students' SRVL and the relationship between the changes in the perceived SRVL skills and vocabulary learning outcome. The study lasted seven months. Participants were 174 Grade 4 students (89 girls) from four classes at a primary school in Mainland China. Two classes were randomly assigned to the experimental and control groups. Students in both groups used the app named Vocab+, the former with and the latter without a mobile-assisted self-regulation scheme. Data collection included questionnaires on students' perceived SRVL skills and vocabulary tests. Latent Growth Modelling (LGM) was used to analyse data. The results showed that perceived SRVL skills and vocabulary learning outcomes increased over time. The findings further revealed that students in the experimental group exhibited a steeper increasing trend in perceived SRVL skills and vocabulary learning outcomes. Besides, the association between the growth rates of students' perception of SRVL skills and vocabulary learning outcomes was stronger with the experimental group than with the control group. Our results provided theoretical implications for understanding the relationship between SRVL skills and vocabulary learning outcomes from a developmental perspective. [ABSTRACT FROM AUTHOR]

Social work external accrediting bodies are moving towards competency-based models that require educational providers to demonstrate that students meet specific competencies at graduation. It is expected that all social work students at accredited social work programs in Australia will have acquired specific graduate attributes and demonstrated the associated learning outcomes by the completion of their degree. The purpose of this study was to investigate the experiences and benefits of using an ePortfolio with Master of Social Work students (n = 43) to critically reflect on their own learning and demonstrate how they met the Australian Association of Social Work graduate attributes necessary for accreditation. The findings revealed that students' perceived level of readiness for practice and identity as a professional social worker increased with the successful completion of the ePortfolio. The study also identified barriers and enablers in implementing the ePortfolio as an assessment piece to document overall program learning outcomes. The conclusion discusses how ePortfolios are a viable assessment tool in the online and blended learning space that has benefit for both the student and the program in demonstrating learning outcomes and compliance with accreditation graduate standards. Academic ePortfolios are an effective tool for student reflection and communication of competence of required graduate outcomes. Student self-assessment of graduate attributes can strengthen professional identity and preparedness for professional practice. The ePortfolios benefit students and social work educators by sharing the accreditation-obligated responsibility of ensuring that AASW graduate competencies are met. [ABSTRACT FROM AUTHOR]

Given k ≤ 9 points (xi, yi) ∈ ℙ2 × ℙ2, we characterize rank deficiency of the k × 9 matrix Zk with rows x i ⊤ ⊗ y i ⊤ in terms of the geometry of the point configurations {xi} and {yi}. In [3] we presented results for the cases k ≤ 6. In this paper we deal with the remaining cases k = 7, 8 and 9. The results involve the interplay of quadric surfaces, cubic curves and Cremona transformations. [ABSTRACT FROM AUTHOR]

This column shows that Filipino instructors and administrators collectively acknowledge AI as a transformative tool with the potential to enhance teaching, streamline administrative tasks, and boost research productivity. They highlight AI's benefits in facilitating learning with specific examples, but recognize its limitations, particularly in contextualizing experiences. While they positively regard AI tools at work, they have some concerns such as cheating, data fabrication, and potential decline in creativity and critical thinking. Hence, they emphasize the necessity of regulatory policies and ethical guidelines governing AI use in higher education. They also report whether their home institutions have created AI policies. This column advocates for Philippine educational institutions to reassess their stance on AI's increasing presence. [ABSTRACT FROM AUTHOR]

Southern Cross University introduced its first Bachelor of Speech Pathology program in 2013 but with the university experiencing attrition and lower success rates, a new pedagogical approach and innovation was needed. To address these issues, Southern Cross University implemented an intensive block model of education which consists of six terms that are 6-week long to increase enrolment and success. This model was called the Southern Cross Model (SCM). This article describes how speech pathology used codesign with hospital-based clinicians to modify their curriculum from a traditional 13-week semester to intensive terms where there is a component of self-directed learning accompanied by interactive tutorials and workshops. A case study is provided specifically looking at hospital settings, and the process involved in supporting a cohort to be ready to practice. Feedback from content designers, tutors, clinical educators and students is provided to identify the process and the impact of this change and plans for future evaluation are identified. [ABSTRACT FROM AUTHOR]

Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading instruction and intensive reading interventions. In this study, we estimated the range of students' behavior ratings in which a core reading instruction intervention was effective using a data set including 3,024 students in K-3. Data came from seven independent studies evaluating the Individualized Student Instruction (ISI) Tier 1 reading intervention and were pooled using integrative data analysis. We estimated Johnson–Neyman intervals of student behavior ratings that showed a treatment effect both at the within and between classroom level. ISI was effective in improving reading scores (b = 0.51, p =.020, d = 0.08). However, students with very low or very high behavior ratings did not benefit from the approaches (range of behavior rating factor scores: −0.95–2.87). At the classroom level, students in classrooms with a higher average of problem behaviors did not benefit from ISI (average classroom behavior rating factor score: 0.05–4.25). Results suggest differentiating instruction alone is not enough for students with behavior problems to grow in reading ability. [ABSTRACT FROM AUTHOR]

Purpose: Experiential learning using high-fidelity simulation is a valuable tool for teaching Doctor of Physical Therapy (DPT) students the cardiopulmonary examination. There are currently no standardized assessment tools to evaluate student performance and provide feedback on these skills. The cardiovascular and pulmonary section of the American Physical Therapy Association recently published recommended competency levels for entry-level physical therapists including examination skills. The primary aim of this study was to create and assess inter-rater reliability of a cardiopulmonary examination skills checklist that aligns with these recommendations and can be used in the simulation environment. Methods: A skills checklist with 6 sections was developed to assess student performance on the cardiopulmonary examination within a high-fidelity simulation experience. Training videos on the cardiopulmonary examination and checklist use were created and given to 3 graders. Seventy-three DPT students performed the cardiopulmonary examination within simulation while being recorded. Three graders then assessed the same 25 randomly selected videos using the checklist. Inter-rater reliability, item % agreement and student performance were analyzed. Results: The overall interclass correlation coefficient (ICC) of the checklist was calculated to be 0.858, demonstrating strong agreement between graders. The ICC for individualized checklist sections ranged from 0.659 to 0.960, demonstrating good to near perfect agreement. The average percent correct achieved by students was 80.48 (6.91%), R = 65% to 93.33%. There were >80% agreement for 55/60 items and .90% agreement for 44/60 items. Conclusion: The checklist provided an effective tool to assess student performance on the cardiopulmonary examination and demonstrated consistent scoring between graders. [ABSTRACT FROM AUTHOR]

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge 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: Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students' competencies in global health and communication, problem-solving, and self-directed learning skills. Methods: A 15-week course "Global Health and Nursing" was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview. Results: The collaborative project-based learning method significantly improved global health competency (t = − 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = − 2.649, df = 22, p = 0.015), problem-solving skills (t = − 3.453, df = 22, p = 0.002), and self-directed learning skills (t = − 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education. Conclusions: This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings. [ABSTRACT FROM AUTHOR]

Current literature recommends assessment of communication skills in medical education combining different settings and multiple observers. There is still a gap in understanding about whether and how peers assessment facilitates learning in communication skills training. We designed a qualitative study using focus group interviews and thematic analysis, in a medical course in the Netherlands. We aimed to explore medical students' and teachers' experiences, perceptions, and perspectives about challenges and facilitating factors in PACST (Peer assessment in medical communication skills training). Most of the participants reported that peer feedback was a valuable experience when learning communication skills. The major challenges for the quality and credibility of PACST reported by the participants are the question whether peer feedback is critical enough for learning and the difficulty of actually engaging students in the assessment process. Teachers reviewing students' peer assessments may improve the quality and their credibility and the reviewed assessments can best be used for learning purposes. We suggest to pay sufficient attention to teachers' roles in PACST, ensuring a safe and trustworthy environment and additionally helping students to internalize the value of being vulnerable during the evaluation process. [ABSTRACT FROM AUTHOR]

We have evaluated the final-year Psychiatry and Addiction Medicine (PAM) summative Objective Structured Clinical Examination (OSCE) examinations in a four-year graduate medical degree program, for the previous three years as a baseline comparator, and during three years of the COVID-19 pandemic (2020–2022). A de-identified analysis of medical student summative OSCE examination performance, and comparative review for the 3 years before, and for each year of the pandemic. Internal reliability in test scores as measured by R-squared remained the same or increased following the start of the pandemic. There was a significant increase in mean test scores after the start of the pandemic compared to pre-pandemic for combined OSCE scores for all final-year disciplines, as well as for the PAM role-play OSCEs, but not for the PAM mental state examination OSCEs. Changing to online OSCEs during the pandemic was related to an increase in scores for some but not all domains of the tests. This is in line with a nascent body of literature on medical teaching and examination following the start of the pandemic. Further research is needed to optimise teaching and examination in a post-pandemic medical school environment. [ABSTRACT FROM AUTHOR]

The psychosocial correlates and consequences of peer victimization are well documented. However, there is limited knowledge about whether different forms of peer victimization (relational and physical) are predictive of school-based social and motivational factors among adolescents from non-Western cultures. The present study examined the relationship between individual and school-level forms of peer victimization and school adjustment among Japanese adolescents, and the mediating role that these factors may play. The Japanese sample (N = 6109 from 185 schools, Mage = 15.78, SD = 0.29, 51% girls and 49% boys) was drawn from a large international dataset, the Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) 2018. Results showed that school-level relational victimization was associated with individual-level relational victimization, and school-level physical victimization was associated with individual-level physical victimization, after controlling for age, gender, and socioeconomic status. Individual-level relational victimization was also uniquely associated with indices of school adjustment (negative affect, positive affect, and fear of failure) over and above physical victimization. While controlling for relational victimization, individual-level physical victimization was associated with indices of school adjustment (positive affect and meaning in life). In further findings, school-level relational and physical victimization were indirectly, but not directly, related to some of students' school adjustment through individual-level relational and physical victimization. These parallel and differential associations suggest the importance of considering the role of relational and physical victimization in school adjustment among Japanese adolescents. [ABSTRACT FROM AUTHOR]

Building land-use type classification using earth observation data is essential for urban planning and emergency management. Municipalities usually do not hold a detailed record of building land-use types in their jurisdictions, and there is a significant need for a detailed classification of this data. Earth observation data can be beneficial in this regard, because of their availability and requiring a reduced amount of fieldwork. In this work, we imported Google Street View (GSV), light detection and ranging-derived (LiDAR-derived) features, and orthophoto images to deep learning (DL) models. The DL models were trained on building land-use type data for the Greater Toronto Area (GTA). The data was created using building land-use type labels from OpenStreetMap (OSM) and web scraping. Then, we classified buildings into apartment, house, industrial, institutional, mixed residential/commercial, office building, retail, and other. Three DL-derived classification maps from GSV, LiDAR, and orthophoto images were combined at the decision level using the proposed ranking classes based on the F1 score method. For comparison, the classifiers were combined using fuzzy fusion as well. The results of two independent case studies, Vancouver and Fort Worth, showed that the proposed fusion method could achieve an overall accuracy of 75%, up to 8% higher than the previous study using CNNs and the same ground truth data. Also, the results showed that while mixed residential/commercial buildings were correctly detected using GSV images, the DL models confused many houses in the GTA with mixed residential/commercial because of their similar appearance in GSV images. [ABSTRACT FROM AUTHOR]

According to the World Health Organization, a clean, safe, and healthy environment is essential for children to develop and thrive. Environmental insults to human health and well-being take on many forms, including environmental contaminants, lack of sanitation, socioeconomic concerns, and climate change factors--to which children are at heightened vulnerability. Supportive interventions in children's environmental health will affect not only the future lives of children but also the lives of families and communities. Translating knowledge to action provides a path forward in efforts to protect children. The 12 critical competencies developed by Del Rio et al. (2023) outlined an interdisciplinary approach to grappling with environmental health threats to children. These associated performance indicators map the proficiencies needed for competent performance in the public health sector and accurate assessment of environmental threats to children's health. The performance indicators for each critical competency were developed and intended as a guide for education and training. [ABSTRACT FROM AUTHOR]

Accurate prediction of employment rate of graduated students can greatly help education authorities to make informed decisions as well as for universities to adjust their teaching plans. Unfortunately, prediction of the employment rate of graduated students is still a difficult problem because the historical employment rate data exhibits fluctuations. In this paper, a new method is proposed for employment rate prediction using fractional gray GM(1,1|$$ \mid $$sin) model, which aims to alleviate the effect of data fluctuation on prediction accuracy and increase the contribution of new data in the prediction procedure. To further decrease prediction error, a Fourier series is adopted to model the residual series. The proposed model, called Fourier Fractional GM(1,1|$$ \mid $$sin) Model (FFGMsin), is used to predict the employment rate of graduated students of Yanshan University from 2010 to 2019. Results show that the proposed method can obtain more accurate prediction results than GM(1,1) model and its variants. © 2024 Institute of Electrical Engineer of Japan and Wiley Periodicals LLC. [ABSTRACT FROM AUTHOR]

This paper studies mathematical properties of reaction systems, which is a formal model introduced by Ehrenfeucht and Rozenberg and inspired by biochemical reactions that occur in living cells. Numerous studies have focused on reaction system ranks of functions specified by minimal reaction systems, where the rank refers to the smallest size among the specifying reaction systems. We particularly study the reaction system ranks for a class of union-additive functions specified by minimal reaction systems introduced by Salomaa, which is closed under taking composition. More precisely, when the signature size is two, we obtain a general formula for the reaction system ranks that shows the reaction system rank of each function from this subclass depends on the characteristic of the function. Then, we study the reaction system ranks of such functions with signature size three, as well as establishing a general upper bound for reaction system ranks of such functions with one-to-one signatures for any background set. [ABSTRACT FROM AUTHOR]