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College buildings have unique characteristics compared with school buildings. Therefore, defining the realistic occupancy schedule in a prototype college building has significant research opportunities. In this study, the actual operating schedules of each space type were collected and generated based on the class reservation schedule and compared with the previous reference schedule (primary/secondary school). The schedules were analyzed for their effect on the OpenStudio prototype college building model. The findings highlight that the use of a typical school building schedule in a college building impairs the granularity of information. The analysis shows significant differences between the previous occupancy schedule and the updated occupancy schedule of the college building, leading to a considerable decrease in occupancy density. Furthermore, the effect of these occupancy pattern changes on the prototype building model is examined. The variations were observed in minimum ventilation requirements, the average mechanical ventilation rate, and energy consumption attributed to changes in occupancy density. [ABSTRACT FROM AUTHOR]

School-based immunizations are fear-inducing events for many students and contribute to vaccine hesitancy. We developed an immunization delivery framework called the CARD (Comfort Ask Relax Distract) system that incorporates evidence-based interventions to improve the experience (eg, reduce fear, pain, dizziness). We evaluated CARD in grades 6 and 9 students in Calgary, Canada. In this pragmatic, hybrid, effectiveness-implementation, cluster trial, we randomized 8 Community Health Centres providing regional immunization services to CARD or control (usual care). In the CARD group, public health staff educated students about CARD and planned processes to reduce fear cues and support student coping choices during immunization. Students self-reported fear, pain, and dizziness during immunization using a 0-10 numerical rating scale; staff recorded procedure details, including vaccines administered, fainting episodes, and coping strategies used. Staff participated in focus groups afterward. Altogether, 8839 children from 105 schools in the 2019 to 2020 school calendar year were included. Fear was lower for CARD (mean = 3.6 [SD = 3.1] vs control 4.1 [3.2]; mean difference = −0.5; 95% confidence interval = −0.74 to −0.21; P < 0.001). Effectiveness persisted after stratification by student gender (male and female) and grade level (grade 6 and grade 9). Other symptoms did not differ. Compared with control, CARD students used peers, privacy, muscle tension, and topical anesthetics more; verbal distraction, deep breathing, and adult support were used less frequently (P < 0.05, all analyses). Immunization rate did not differ. Staff reported positive to neutral attitudes about CARD. In summary, this pragmatic trial demonstrated that CARD improved the immunization experiences of students at school. [ABSTRACT FROM AUTHOR]

Social jetlag is a circadian misalignment that arises from a discrepancy between activity/sleep schedules on school/work days and free days. This study explored the correlation between social jetlag and self-rated health (SRH) in a representative sample of Korea. This study included 8259 working population in the Korea National Health and Nutrition Examination Survey, 2016–2018. Social jetlag was calculated as the difference between the midpoint of sleep time on work day and work-free day. Five-point Likert scale of SRH was used to assess subjective health perception on general health conditions. Multiple logistic regression analysis was performed to calculate the odds ratios (ORs) and 95 % confidence interval (CI) for poor SRH in the 1–2 h or longer than 2 h social jetlag groups compared to that in the reference group (less than 1 h), after adjusting for age, sex, marital status, occupation, household income, and weekly working hours. The proportions of those with <1 h, 1–2 h, >2 h of social jetlag were 63.80 %, 25.67 %, and 10.53 %, respectively. The risk of poor SRH increased as social jetlag increased. Greater social jetlag was significantly associated with an increased likelihood of reporting poor SRH. The adjusted ORs for the groups with social jetlag between 1 and <2 h, and >2 h were 1.100 (95 % CI = 0.935–1.295), and 1.503 (95 % CI = 1.097–1.727), respectively. Moreover, the OR trend was statistically significant (p for trend = 0.008). This study found that social jetlag and poor SRH were significantly related in the Korean working population. • Social jetlag is a circadian misalignment that arises from a discrepancy between activity/sleep schedules on school/work days and free days. • This study showed that social jetlag was significantly associated with poor self-rated health in a representative working population in South Korea. • This suggests that the risk of poor self-rated health occurs even in individuals without major health disorders when their endogenous rhythm and social timing are misaligned. • Therefore, it is necessary to develop measures that enable workers to control their working hours according to their health status and personal preferences. [ABSTRACT FROM AUTHOR]

Summary: Later circadian timing during adolescence is linked to worse sleep, more severe depression and greater alcohol involvement, perhaps due to circadian misalignment imposed by early school schedules. School schedules shifted later during the COVID‐19 pandemic, ostensibly reducing circadian misalignment and potentially mitigating problems with depression and alcohol. We used the pandemic as a natural experiment to test whether adolescent drinkers with later circadian timing showed improvements in sleep, depression and alcohol involvement. Participants were 42 adolescents reporting alcohol use. We assessed circadian phase via dim light melatonin onset prior to the pandemic, then conducted remote assessments of sleep, depressive symptoms and alcohol use during the pandemic. Mixed‐effects models were used to test for pandemic effects, covarying for age, sex, time since baseline evaluation, and current school/work status. Adolescents with later circadian timing reported less sleep than other teens on school nights, both before and during the pandemic. Although school night sleep increased during the pandemic (F = 28.36, p < 0.001), those increases were not greater for individuals with later circadian timing. Individuals with later circadian timing reported larger increases in alcohol use than other teens during the pandemic (X2 = 36.03, p < 0.001). Depressive symptoms increased during the pandemic (X2 = 46.51, p < 0.001) but did not differ based on circadian timing. Consistent with prior reports, adolescents with later circadian timing obtained less sleep, and later school schedules facilitated increased sleep duration. Nonetheless, individuals with later circadian timing reported the sharpest increases in alcohol use, suggesting that circadian timing contributes to risk for alcohol use beyond the effects of insufficient sleep. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has provided a period for reexamination of how the world schools its children. Policy makers are considering how to address myriad challenges during this tenuous post-COVID era in primary and secondary education. This paper discusses potential school calendar change in the aftermath of the COVID-19 pandemic. Modifying the traditional school calendar to a balanced approach has been attempted and scrutinized for decades providing varying results on academic achievement. The question is whether a year-round or extended school calendar could counteract COVID-19 learning loss, in addition to addressing achievement gaps, reducing viral transmission, and supporting vulnerable student populations. [ABSTRACT FROM AUTHOR]

Very few studies have identified the relationship between chronotype, sleep habits, and bullying/victimization in school and online contexts. The objective of this work is to identify predictors of frequency of bullying/cyberbullying in Portuguese pubescent and adolescent populations, such as chronotype and sleep aspects, controlling for gender, age, grade, and school attendance hours. One hundred and seventeen Portuguese students from the second and third grades of elementary school were considered, 41 (34.5%) of which were males and 76 (63.9%) were females. The measures used were the Children's Chronotype Questionnaire and the Bullying and Cyberbullying Behaviors Questionnaire: Short Form (BCBQ‐SF). Percentile analyses, multivariate analysis of variance, nonparametric tests, and hierarchical and nonhierarchical linear logistic regression analyses were performed to confirm the prediction models and to identify causal variables moderating the effect of bullying and victimization in adolescents of various ages and school grades, with different school and sleep schedules. Adolescents with more episodes of victimization had higher sleeping problems, especially in terms of sleep duration (late hours of awakening/rest times and falling asleep, especially on days off); the school grade, the average daily school attendance hours, and school entrance time were some predictors found. The model differed in the variable of hours of curricular enrichment activities. The higher the eveningness score, the more aggression was reported. Practitioner points: Prediction models identified causal effect for bullying and victimization.Long school schedules were correlated to more bullying episodes. Curricular enrichment activities were significant predictors of lower bullying. [ABSTRACT FROM AUTHOR]

OneGoal, a community-based organization in Chicago, focuses on making postsecondary planning an integral part of students' lives. The organization was founded in response to a headline revealing the low college graduation rates of Chicago public school students. OneGoal uses an intrusive counseling model, providing support to students throughout high school and their first year of college. The program has had a positive impact on students, helping them navigate the college admission process and introducing them to new opportunities. It has also had a profound effect on educators, who find the work rewarding and meaningful. [Extracted from the article]

Background: Governments internationally have invested hugely in the implementation and scale-up of school-based physical activity interventions, but have little evidence of how to best sustain these interventions once active implementation support ceases. This study will assess the effectiveness of a multi-strategy sustainability intervention on classroom teachers' sustainment of energisers (short 3–5 min physical activity breaks during class-time) scheduled across the school day from baseline to 12 and 24-month follow-up. Methods: A cluster randomised controlled trial will be conducted in 50 primary schools within the Hunter New England, Illawarra Shoalhaven, Murrumbidgee and Northern New South Wales (NSW) Local Health Districts of NSW Australia. Schools will be randomly allocated to receive either usual support or the multi-strategy sustainability intervention that includes: centralised technical assistance from a trained project officer; formal commitment and mandated change obtained from school principals; training in-school champions; reminders for teachers; educational materials provided to teachers; capturing and sharing local knowledge; and engagement of parents, carers and the wider school community. The primary trial outcome will be measured via a teacher logbook to determine the between-group difference in the change in mean minutes of energisers scheduled across the school day at 12 and 24-month follow-up compared to baseline. Analyses will be performed using an intention to treat framework. Linear mixed models will be used to assess intervention effects on the primary outcome at both follow-up periods. Discussion: This study will be one of the first randomised controlled trials to examine the impact of a multi-strategy sustainability intervention to support schools' sustainment of a physical activity intervention. The proposed research will generate new evidence needed for the partnering organisations to protect their considerable investments to date in physical activity promotion in this setting and will provide seminal evidence for the field globally. Trial registration: ACTRN12620000372987 version 1 registered 17th March 2020. Version 3 (current version) updated 4th August 2023. [ABSTRACT FROM AUTHOR]

This paper investigates the effect on academic performance of an exogenous educational reform that reduced the school calendar of non-fee-paying schools in the Madrid region (Spain) by approximately two weeks, leaving the basic curriculum unchanged. To identify the consequences of such a measure, we exploit the fact that it did not affect private schools (control group) and the existence of an external cognitive test that measures academic performance before and after its application in the region. We find that the reform worsened students' educational outcomes by around 0.13 of a standard deviation. This effect was especially strong in the subjects of Spanish and Mathematics. We further explored quantile effects across the distribution of exam scores, finding that the disruption had a more negative effect on students in the upper quartile than those in the lower quartile. Overall, the analysis shows a reduction in the gap across non-fee-paying schools and an increase in the gap between non-fee- and fee-paying schools. [ABSTRACT FROM AUTHOR]

Background: Governments internationally have invested hugely in the implementation and scale-up of school-based physical activity interventions, but have little evidence of how to best sustain these interventions once active implementation support ceases. This study will assess the effectiveness of a multi-strategy sustainability intervention on classroom teachers' sustainment of energisers (short 3–5 min physical activity breaks during class-time) scheduled across the school day from baseline to 12 and 24-month follow-up. Methods: A cluster randomised controlled trial will be conducted in 50 primary schools within the Hunter New England, Illawarra Shoalhaven, Murrumbidgee and Northern New South Wales (NSW) Local Health Districts of NSW Australia. Schools will be randomly allocated to receive either usual support or the multi-strategy sustainability intervention that includes: centralised technical assistance from a trained project officer; formal commitment and mandated change obtained from school principals; training in-school champions; reminders for teachers; educational materials provided to teachers; capturing and sharing local knowledge; and engagement of parents, carers and the wider school community. The primary trial outcome will be measured via a teacher logbook to determine the between-group difference in the change in mean minutes of energisers scheduled across the school day at 12 and 24-month follow-up compared to baseline. Analyses will be performed using an intention to treat framework. Linear mixed models will be used to assess intervention effects on the primary outcome at both follow-up periods. Discussion: This study will be one of the first randomised controlled trials to examine the impact of a multi-strategy sustainability intervention to support schools' sustainment of a physical activity intervention. The proposed research will generate new evidence needed for the partnering organisations to protect their considerable investments to date in physical activity promotion in this setting and will provide seminal evidence for the field globally. Trial registration: ACTRN12620000372987 version 1 registered 17th March 2020. Version 3 (current version) updated 4th August 2023. [ABSTRACT FROM AUTHOR]

Introduction: there is limited evidence from developing countries including Nigeria on the collateral effects of the COVID-19 lockdown on the socioeconomic lives of citizens. The aim of this study was to explore citizens' experiences and perceptions of the impact of COVID-19 lockdown measures on daily living in Southeast Nigeria Methods: this was a cross-sectional descriptive study conducted among policymakers, researchers, non-governmental organizations (NGO) officials, and health practitioners in Southeast Nigeria. Data were collected using short message sending (SMS), emails, and key informant interviews. Results: although the COVID-19 lockdown measures had both positive and negative effects, it was largely negative. Some of the effects on family and social life were more quality time with family and improved family ties, increased social vices, reduced social and religious interaction, and disrupted academic calendars and educational pursuits. On economic life, the lockdown provided an additional source of income for those involved in the sales of facemasks and related commodities, while for others it reduced income and increased expenditures. Regarding work/career, the lockdown promoted the use of new technologies and skill acquisition, while remote work relieved work-related stress. The health effects were mostly negative including loneliness, depression, and anxiety, however, it improved health consciousness and personal hygiene. Other systemic effects stated were reduced air pollution and poor patronage at health facilities. Conclusion: without intending to, the COVID-19 lockdown in Nigeria had mixed effects on family and socioeconomic life, negatively impacting mental health but improving work-related life among others. These findings are a call to policy action to mitigate the negative effects whilst sustaining the positive gains from the lockdown. [ABSTRACT FROM AUTHOR]

Institutions of higher learning are offering an increasing number of compressed in-person classes with the goal of providing to their diverse student populations flexibility of instruction delivery. Southern Illinois University (SIU) and many other colleges are offering an increasing number of classes with compressed schedules to increase student enrollment (Krug et al., 2015). The increase in the number of compressed classes presents the challenge of ensuring that the same academic rigor and breadth of knowledge are maintained in comparison to the traditional 16-week semester. Therefore, it is necessary for the compressed courses to provide the same student learning outcomes and cover the same course material, requiring faculty to use the same textbooks and course content. The purpose of this research study was to determine any variance in overall student academic performance after two groups of undergraduate students completed the same course taught in two different modalities, as indicated by comparing students' final course grades. This study compared the performance of two groups of undergraduate students enrolled in the same Southern Illinois University (SIU) course that was delivered in two different modalities. An independent samples t-test was conducted in SPSS to determine if there was a significant difference between the oncampus and off-campus classes' final course grades. There was no significant difference found between the oncampus and off-campus classes. These results suggest that the delivery formats of the course, traditional 16-week format or compressed off-campus weekend format, did not result in meaningful differences in the final course grades for the participating classes. [ABSTRACT FROM AUTHOR]

Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators' perspectives of implementing literacy interventions within a multitiered system of support, such as RTI, at secondary schools in Southeast Texas. Three primary themes emerged from the research. The first primary theme, time, represents difficulties administrators expressed with finding the time in the school day to schedule interventions that work with the constraints of secondary school requirements. The second primary theme, staffing, reflected the recognition that secondary schools, which typically include teachers with content specialties, do not necessarily have personnel trained to implement literacy interventions. The final primary theme, training, acknowledges the role of disciplinary literacy and ways professional development could support implementation of reading interventions to secondary students all while focusing on the campus vision. [ABSTRACT FROM AUTHOR]

A methodology for the synthesis of gain scheduling controllers, capable of stabilising a class of nonlinear systems, is proposed in this paper. The technique is based on the spatial discretization of the state-space, considering only a subset of the states, generating an approximate dynamics dependent on time-varying parameters. The relationship between the stability of both the original and approximation dynamics is shown through a convex condition, which is then used to develop the proposed synthesis methodology. The computed controllers assure the local stability within a known region and can be obtained by the resolution of a set of convex conditions. A series of numerical experiments illustrate the validity of the technique. [ABSTRACT FROM AUTHOR]

Improved multiple-choice questions (MCQs) item analysis is fundamental to be used for further tests. Besides increasing item analysis can also be used to removes items that are trapped in a test. This journal focuses on the quality of the questions on the test. It explores the relationship between the difficulty index (p-value) and the discrimination index (DI) and the efficiency of the distractor (DE). The research will be conducted by 49 6th semester students currently studying Diploma, especially in air navigation engineering in education at Aviation Polytechnic of Surabaya. Fifty multiple-choice questions will be given while a final exam for the transmission media and antenna courses. The value of validity using the Pearson correlation with a significance level of 5% and reliability using Cronbach's Alpha. We find that the difficulty index (p) is 59% with an SD value of 10%, while the DI value is 30 % with an SD value 10% and DE with a value of 25% (SD 22%) has item items with average difficulty and discriminatory power related to functional impairments that must be integrated into the test later to improve the quality evaluation. [ABSTRACT FROM AUTHOR]

In the absence of electric light, sleep for humans typically starts soon after dusk and at higher latitudes daily sleep timing changes seasonally as photoperiod changes. However, access to electric light shields humans from natural photoperiod changes, and whether seasonal changes in sleep occur despite this isolation from the natural light‐dark cycle remains a matter of controversy. We measured sleep timing in over 500 university students living in the city of Seattle, WA (47.6°N) throughout the four seasons; we show that even when students are following a school schedule, sleep timing is delayed during the fall and winter. For instance, during the winter school days, students fell asleep 35 min later and woke up 27 min later (under daylight‐savings time) than students during the summer school days, a change that is an hour larger relative to solar midnight. Furthermore, chronotype defined by mid‐sleep on free days corrected for oversleep (MSFc), an indirect estimate of circadian phase, was more than 30 min later in the winter compared with the summer. Analysis of the effect of light exposure showed that the number of hours of light exposure to at least 50 lux during the daytime was a stronger predictor of MSFc than the exposure time to this illuminance after dusk. Specifically, MSFc was advanced by 30 min for each additional hour of light exposure during daytime and delayed by only 15 min for each additional hour of postdusk exposure to light. Additionally, the time of the day of exposure to high light intensities was more predictive of MSFc when daytime exposure was considered than when exposure for the full 24‐h day was considered. Our results show that although sleep time is highly synchronized to social time, a delayed timing of sleep is evident during the winter months. They also suggest that daily exposure to daylight is key to prevent this delayed phase of the circadian clock and thus circadian disruption that is typically exacerbated in high‐latitude winters. [ABSTRACT FROM AUTHOR]

The article presents the results of the study on the burial of the Zrubna/TimberGrave culture (Late Bronze Age) from the mound near the village of Komyshuvate in the North Azov Area in the south of Donetsk Region of Ukraine. The article deals with issues related to some peculiarities of the material and spiritual culture of the ancient population of the Azov steppes, their social organization and funeral rites. Ceramic vessels are the most common category of equipment in the funerary inventory of the Zrubna/Timber-grave culture graves. Finds of pottery with extraordinary ornaments, which researchers interpret as pictograms, proto-literacy, and plot drawings, have always been of particular interest. The calendar ornamentation on the pots of the Zrubna/Timber-grave culture deserves special attention. The pot with the ornamentation, which, according to the authors, was of a calendar nature, comes from burial 1 of barrow 4 of the Komyshuvate cemetery. A detailed analysis of the ornamentation on the pot from this burial allowed us to suggest that the cyclic composition depicted on the ceramic vessel records recurring time periods that were important to the ancient population. Perhaps the ornament also reflects the regional peculiarities of the calendar system of the Zrubna/Timber-grave culture tribes: annual and lunar cycles with the time of transition from the old to the new year. [ABSTRACT FROM AUTHOR]

The study aimed to identify the administrative problems which facing the principals of,basic education schools in Hadhramaut governorate in the areas of (pupils,teachers, buildings,senior management ),in light of the study variables, which are ( gender, years of administrative experience, type of school, and training),and the researchers used The descriptive approach, and the study consisted a sample of (60)principals, including (52) male principals, and (8 ) female principals, who were chosen by random method. The research tool was developed to achieve the objectives of the study, and to ensure its validity and reliability.The study found that school administrations suffer from problems. The following problems are shedding adult students on young ones, as well as overcrowding of the teacher&s weekly class schedule, lack of classroom adaptation, poor provision of a sufficient number of teachers for the school, and there are no statistically significant differences at the significance level (0.05)in the school principals&estimates towards the fields of study due to the variable the gender, as well as the type of school, and there are statistically significant differences at the significance level (0.05) in the estimates of school principals in the fields of (buildings and equipment) due to the variable of experience in favor of those with experience (1-5 )years, due to the variable of training, in favor of those who have no experience. Dreb, and in light of the results of the study, the study recommended the enactment of a set of school rules and regulations that regulate the behavior of students with in the school, and the holding of qualifying courses for principals of basic education schools, and the recruitment of a sufficient number of .teachers to work in basic education schools in Hadhramout Valley. [ABSTRACT FROM AUTHOR]

The study aimed to identify the gaps and potentialities of the Internship in the training of Physical Education teachers during the pandemic time. This is descriptive and qualitative case study, which 10 Physical Education students from a public university in the state of Ceará participated. A semi-structured questionnaire was used and applied online through the Google Forms platform. As theoretical and methodological support, the studies of Ghedin, Oliveira, and Almeida (2015), Pimenta and Lima (2017), and Zabalza (2014) were considerated. It was identified as gaps the low communication between the university and the field school, the infeasibility of meeting the internship pedagogical proposal due to the academic calendar, the scarcity of methodological teaching materials, and the access to a quality fixed internet. As potentialities, the interns listed, for example, the contact with digital technological tools and the improvement in decision making when facing the challenges of the teaching-learning process. [ABSTRACT FROM AUTHOR]

Introduction: Because of full-day school system, adolescents spend more time at school than at home. A tight school schedule likely make school female adolescents neglect menstrual hygiene management; consequently, some reproductive health problems might arise. This study analyzed whether knowledge, attitudes, beliefs, availability of facilities, availability of information, and social support are correlated with menstrual hygiene behaviour of full-day school adolescents. Methods: This study used a correlation analysis with a cross sectional approach. It was conducted at a junior high school in Surabaya. Randomly elected as samples, 139 adolescents filled out questionnaires. Data were analyzed using the Spearman’s rho test. Results: Knowledge (p = 0.000), attitudes (p = 0.003), beliefs (p = 0.000), availability of facilities (p = 0.001), availability of information (p = 0.000) and social support (p = 0.004) were associated with menstrual hygiene behaviour of full-day school adolescents. Conclusion: Knowledge, attitudes, beliefs, availability of facilities, availability of information and social support are related to menstrual hygiene behaviour of full-day school adolescents. Adolescents could possess menstrual hygiene behaviour as they have good knowledge, positive attitudes, and beliefs. Availability of facilities and information are also factors that support menstrual hygiene behaviour. Social support from parents, teachers, and peers prominently encourages adolescents to keep practicing menstrual hygiene behaviour while being at school. [ABSTRACT FROM AUTHOR]

As the labor market has tightened, seasonal recreation employers have struggled to find and hire quality staff. Operating under tight budgetary constraints due to the COVID-19 pandemic, many seasonal employers are looking for alternatives to pay increases to attract staff. Emerging adults, defined as people between 18 and 29 years of age, are commonly seeking seasonal employment to complement their school schedules during the summer months. Therefore, adding non-monetary value to these seasonable employment experiences may encourage further interest from emerging adults. Emerging adults are generally focused on understanding who they are and what they want out of life. This type of learning is often facilitated through experiences that offer opportunities to be socially and emotionally supported (Yohalem et al., 2007), build meaningful relationships with others (Lerner & Lerner, 2013), try and experiment in new contexts and activities (Durlak et al., 2010), and contribute in significant ways (Eccles & Gootman, 2002). Collectively, such experiences are often termed developmental experiences (Nagaoka et al., 2015). Seasonal employment experiences that are developmental offer emerging adults non-monetary value that they may find attractive. Therefore, the purpose of this paper was to understand developmental experiences reported by emerging adult summer camp employees as a way to inform seasonal staffing efforts. Participants were 254 individuals (Mage = 19.8 years), majority female (68.9%) and White (76%) who were recruited from a longitudinal study and were camp staff during summer 2018. A convergent design was used, including data from semi-structured interviews and quantitative surveys. Qualitative data were analyzed inductively and deductively, and within-subjects designs (RMANOVAs and paired t-tests) were used to analyze quantitative data. The reported employment experiences generally aligned with the existing literature on important characteristics of developmental experiences and were categorized as experiential and engaging activities, positive social and emotional climate, supportive relationships, and meaningful contributions. An additional characteristic, less consistent with the extant literature, separate time and space, was also present. Implications for practice are offered, highlighting ways to facilitate developmental experiences for camp staff and reduce characteristics that may hinder developmental experiences. [ABSTRACT FROM AUTHOR]

Conclusion The COVID-19 pandemic caused major constraints in tourism activity and changed consumption patterns (Gössling et al., [1]; Hall et al., [2]). The global tourism industry has been affected in an unprecedent manner by the COVID-19 pandemic (Gössling et al., [1]; Hall et al., [2]). Mountain tourism and second home tourism as post COVID-19 lockdown placebo?. [Extracted from the article]

The majority of high school–aged adolescents obtain less than the recommended amount of sleep per night, in part because of imposed early school start times. Utilizing a naturalistic design, the present study evaluated changes in objective measurements of sleep, light, and physical activity before (baseline) and during the first wave of the COVID-19 pandemic (during COVID-19) in a group of US adolescents. Sixteen adolescents (aged 15.9 ± 1.2 years, 68.8% female) wore an actigraphy monitor for 7 consecutive days during an in-person week of school before the pandemic (October 2018-February 2020) and again during the pandemic when instruction was performed virtually (May 2020). Delayed weekday sleep onset times of 1.66 ± 1.33 h (p < 0.001) and increased sleep duration of 1 ± 0.87 h (p < 0.001) were observed during COVID-19 compared with baseline. Average lux was significantly higher during COVID-19 compared with baseline (p < 0.001). Weekday physical activity parameters were not altered during COVID-19 compared with baseline, except for a delay in the midpoint of the least active 5 h (p value = 0.044). This analysis provides insight into how introducing flexibility into the traditional school schedule might influence sleep in adolescents. [ABSTRACT FROM AUTHOR]

This study examined the determinants of unidimensional and multidimensional poverty among the farm households of rural India, using the data of India Human Development Surveys conducted in 2004–2005 and 2011–2012. We found a significant reduction in poverty among these households over this period. However, this reduction was not uniform across different sub‐groups of the farm households. Our findings confirm that the important factors of poverty dynamics in India are educational attainment, number of household members, and caste. We observed that caste and household size considerably impacted the unidimensional poverty significantly, but not the multidimensional poverty, which was affected more by the education level of the heads of household. The study concludes that unidimensional poverty significantly matters for multidimensional poverty and vice versa in terms of determining poverty dynamics. Hence, target‐based interventions in education, nutrition, and better access to water and sanitation, particularly to lower social groups (schedule classes, scheduled tribes, and other backward classes) help in reducing multidimensional poverty in rural India. [ABSTRACT FROM AUTHOR]

University class scheduling problem is one of the most important and complex issues in the academic field. This problem is recognized as one of the NP-HARD issues due to its various limitations. On the contrary, genetic algorithms are commonly used to solve NP-HARD problems, which is one of the decision-making problems and is basically one of the most fundamental classes of complexity. The university course planning includes severe constraints such as classroom, classroom curriculum, and faculty. At the same time, some soft constraints should be considered, such as student and faculty preferences and favorite class time. In this research, as a novel contribution, an integer model for scheduling university classes is presented. In this model, the preferences of professors and students are in accordance with the satisfaction values obtained through questionnaires. Moreover, a genetic algorithm has been developed to solve the model. The results show that the classroom timeline by this algorithm goes well during each run. Moreover, considering an exploratory search for the genetic algorithm can greatly improve the performance of this algorithm. [ABSTRACT FROM AUTHOR]

This essay clarifies the knowledge and abilities needed to instruct online courses in higher education. The introduction of the study included a general review of the problems with online teaching and learning. This study looked at one training strategy for new online educators and evaluated how it affected the quality of their instruction and integration of their subject matter. The conceptual supporting was the Technological Pedagogical Content Knowledge (TPACK) model. Three information sources were utilized in a quantitatively-determined blended techniques plan: (1) the pre-and post-instructional class schedules of the educators; (2) pre-and post-preparing understudy evaluations of showing scores; and (3) the results of a subsequent webbased study. As per the review's discoveries, educators showed (a) measurably huge changes by the way they integrated components into the overhaul of their course schedules and (b) enhancements in their showing abilities as expressed without help from anyone else in the subsequent overview Three information sources were utilized in a quantitatively-determined blended techniques plan: (1) the pre-and post-instructional class prospectuses of the teachers; (2) pre-and post-preparing understudy evaluations of showing scores; and (3) the results of a subsequent web-based study. As per the review's discoveries, educators showed (a) measurably huge changes by the way they integrated components into the overhaul of their course schedules and (b) enhancements in their showing abilities as expressed without anyone else in the subsequent study. Be that as it may, there were no apparent contrasts between the pre-and post-preparing understudy appraisals of their guidance. In general, educators showed exceptionally moderate additions in their capacity to train. [ABSTRACT FROM AUTHOR]

The online version of the original article can be found at https://doi.org/10.1007/s10479-023-05456-6Annals of Operations Researchhttps://doi.org/10.1007/s10479-023-05456-6Article was incorrectly published with proofing error related with citations of : "J. Wang, Lei, & Li, 2022a, 2022b" and needs to be read as "J. Wang, Lei, & Li, [1]".Original article has been updated.Publisher's NoteSpringer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.By Kuo-Ching Ying; Pourya Pourhejazy and Po-Jui FuReported by Author; Author; Author [Extracted from the article]

This article is the result of an ongoing research that covers the curricular practices in basic education. This research is based on the following question: “What were the official orientations stipulated to the curricular practices of teachers of the Municipal Education System of Belém”? Thus, its goal is to analyze the official orientations stipulated for the guidance of the curricular practices of teachers of the Municipal Education System of Belém during the Covid-19 pandemic. The research was developed through the use of a qualitative approach and it is a documental research. The data analysis was developed based on the content analysis. The theoretical construction is grounded on several authors such as Yin (2015), Roldão (2007), Franco (2008) e Sacristán (2017). Considering this scenario, We analyzed the document of the academic calendar approved by the Municipal Education Council of Belém, Resolution number 30-CME, report number 86/20, and the “Plan of return of the blended learning activities during the second semester of 2021: Belém, an educational and literate city”. The documents have curricular and pedagogical orientations as well as orientations that will be important to all the steps and categories of education. The stipulations in the document are applied and monitored by the Directory of Education of the Municipal Board of Education of Belém. During the two years of pandemic, the stipulations were increased, which resulted in good outcomes for the teaching-learning process. This process was changed in a collaborative, problem-posing and democratic perspective. This increase seeks the humanization, autonomy and the critical thinking of the individual in the process of education, especially during times of human vulnerability. [ABSTRACT FROM AUTHOR]

This paper proposes a new formulation for the school bus scheduling problem (SBSP), which optimizes school start times and bus operation times to minimize transportation cost. The goal is to minimize the number of buses to serve all bus routes such that each route arrives in a time window before school starts. We show that introducing context-specific features, common in many school districts, can lead to a new time-indexed integer linear programming (ILP) formulation. Based on a strengthened version of the linear relaxation of the ILP, we develop a dependent randomized rounding algorithm that yields near-optimal solutions for large-scale problem instances. The efficient formulation and solution approach enable quick generation of multiple solutions to facilitate strategic planning, which we demonstrate with data from two public school districts in the United States. We also generalize our methodologies to solve a robust version of the SBSP. [ABSTRACT FROM AUTHOR]

An emerging phenomenon called "campus shared dormitory" has aroused public attention in China. It is a phenomenon of sharing and renting out dormitory's idle resources on an online platform during summer vacation. This research analyses the phenomenon of "campus shared dormitory" and its attractive factors based on online reviews. Using content analysis, researchers sorted out three key themes: campus theme (including "relive school days", "beautiful surroundings", "well-equipped facilities" and "ethnic customs"), accommodation experience (including "good price", "convenient location" and "high level of safety") and improvement of university recognition (including "increase university's visibility" and "rational use of resources"). The results show that the university "shared dormitory" tourism provides an unforgettable, nostalgic experience, enriches travel experience and broadens the concept of tourist destinations. [ABSTRACT FROM AUTHOR]

This article records the process of claims and debates in the context of building a new ideal of emancipatory education in the context of the resignification of the differentiated curriculum and the search for alternatives, centered on playful culture, as a learning tool in indigenous schools. The study politically discusses the struggles for their rights, thus representing a pedagogical proposal that involves the implementation of the curriculum, the school calendar, and the enhancement of the Tembé mother tongue. The research is developed from reports made during the special sessions in public hearings held in Belém do Pará, in the period from 2017 to 2020, presenting as a reference the collective discussions in the indigenous villages of São Pedro and Frasqueira, located in the Indigenous Land Upper Rio Guamá (TIARG). The results of this study demonstrate that, despite all the advances in official documents, the constitution proposes public hearings that are still not sufficiently applied to their full potential in indigenous school education. Therefore, it is necessary to discuss the challenges of the multiple realities that coexist in this environment in order to effectively establish public policies in indigenous schools. [ABSTRACT FROM AUTHOR]

Introduction: Outside of pandemics, there is little information about occurrence of prolonged unplanned K-12 school closures (PUSC). We describe here the reasons, characteristics, and patterns of PUSC in the United States during 8 consecutive inter-pandemic academic years, 2011–2019. Methods: From August 1, 2011 through June 30, 2019, daily systematic online searches were conducted to collect data on publicly announced unplanned school closures lasting ≥1 school days in the United States. Closures were categorized as prolonged when schools were closed for ≥5 unplanned days (approximating one full workweek), excluding weekends and scheduled days off per school calendars. Results: During the eight academic years, a total of 22,112 PUSCs were identified, affecting over 800,000 teachers and 13 million students that resulted in 91.5 million student-days lost. A median of 62.9% of students in PUSC-affected schools were eligible for subsidized school meals. Most affected schools were in cities (35%) and suburban areas (33%). Natural disasters (47%), adverse weather conditions (35%), and budget/teacher strikes (15%) were the most frequently cited reasons for PUSC; illness accounted for 1%, and building/facility issues, environmental issues and violence together accounted for the remaining 2%. The highest number of PUSCs occurred in Health and Human Services Regions 2, 3, 4, and 6 encompassing areas that are frequently in the path of hurricanes and tropical storms. The majority of PUSCs in these regions were attributed to a handful of hurricanes during the fall season, including hurricanes Sandy, Irma, Harvey, Florence, and Matthew. Conclusions: PUSCs occur annually in the United States due to a variety of causes and are associated with a substantive loss of student-days for in-school learning. Both these prior experiences with PUSCs and those during the current COVID-19 pandemic illustrate a need for creating sustainable solutions for high-quality distance learning and innovative supplemental feeding programs nationwide, especially in disaster-prone areas. [ABSTRACT FROM AUTHOR]

Amid concerns about freshwater scarcity, the agricultural sector faces challenges in water conservation and optimizing crop yields, highlighting the limitations of traditional irrigation scheduling methods. To overcome these challenges, this paper introduces a unified, learning-based predictive irrigation scheduler that integrates machine learning and Model Predictive Control (MPC), while also incorporating multi-agent principles. The proposed framework incorporates a three-stage management zone delineation process, utilizing k-means clustering and hydraulic parameters estimates for optimized agro-hydrological modeling. Long Short-Term Memory (LSTM) networks are employed for accurate and computationally efficient root zone soil moisture modeling. The scheduler, formulated as a mixed-integer MPC with zone control, utilizes the identified LSTM networks to maximize root water uptake while minimizing overall water consumption and fixed irrigation costs. Additionally, the learning-based scheduler adopts a multi-agent MPC paradigm, where decentralized hybrid actor–critic agents and the concept of a limiting irrigation management zone are employed to enhance computational efficiency. Evaluating the performance on a 26.4-hectare field in Lethbridge for the 2015 and 2022 growing seasons demonstrates the superiority of the proposed scheduler over the widely-used triggered scheduling approach in terms of Irrigation Water Use Efficiency (IWUE) and total prescribed irrigation. Notably, the proposed approach achieves water savings between 7 to 23%, coupled with IWUE increases ranging from 10 to 35%. [ABSTRACT FROM AUTHOR]

The article focuses on strategies for managing patient scheduling challenges in oncology practices, emphasizing the importance of efficient appointment management for timely cancer care. It discusses clear communication of appointment policies, implementing reminder systems, considering flexible scheduling options, and maintaining patient waitlists as key strategies to minimize disruptions and support the delivery of timely care.

We use event studymodels based on staggered summer vacations inGermany to estimate the effect of school reopenings after the summer of 2021 on the spread of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Estimations are based on daily counts of confirmed coronavirus infections across all 401 German counties. A central antipandemic measure in German schools included mandatory rapid testing multiple times per week. Our results are consistent with mandatory testing contributing to the containment of the viral spread. We find a short-term increase in infection rates right after summer breaks, indicating the uncovering of otherwise undetected (asymptomatic) cases through the testing. After a period of about 2 wk after school reopenings, the growth of case numbers is smaller in states that reopened schools compared with the control group of states still in summer break. The results show a similar pattern for older age groups as well, arguably as a result of detected clusters through the school testing. This means that under certain conditions, open schools can play a role in containing the spread of the virus. Our results suggest that closing schools as a means to reduce infections may have unintended consequences by giving up surveillance and should be considered only as a last resort. [ABSTRACT FROM AUTHOR]

Seru is a relatively new type of Japanese production mode originated from the electronic assembly industry. In practice, seru production has been proven to be efficient, flexible, response quickly, and can cope with the fluctuating production demands in a current volatile market. This paper focuses on scheduling problems in seru production system. Motivated by the realty of labor-intensive assembly industry, we consider learning effect of workers and job splitting with the objective of minimizing the total completion time. A nonlinear integer programming model for the seru scheduling problem is provided, and it is proved to be polynomial solvable. Therefore, a branch and bound algorithm is designed for small sized seru scheduling problems, while a local search-based hybrid genetic algorithm employing shortest processing time rule is provided for large sized problems. Finally, computational experiments are conducted, and the results demonstrate the practicability of the proposed seru scheduling model and the efficiency of our solution methods. [ABSTRACT FROM AUTHOR]

Many small island communities are said to possess high levels of autonomous coping capacity, often linked to peripherality. This social resilience is dynamic rather than static, with environmental, social, and political drivers shaping local pattens of vulnerability, necessitating reflection on how choices in one area may potentially lead to new vulnerabilities or transfers of vulnerability to already sensitive groups, such as children. This article argues that a historical perspective can help shed light on these dynamics. Impacts of extreme weather and climate variability, and resultant impacts of community coping strategies, on children in early-20th-century Orkney are explored using school logbooks. It finds that extreme weather 'shocks' directly impact children's ability to attend school, while adjustments to the school calendar for agricultural operations constitute an indirect impact of climate variability, with reduced recreation time an emergent effect. Contextualised amidst contemporary island scholarship, two key messages emerge. Firstly, that the mobility and/or work of children in island communities remain sensitive to climate stressors in the present day and, secondly, that the island context itself matters, as characteristics commonly associated with 'islandness' -- such as smallness, remoteness, and high social capital -- may intersect in ways that fundamentally impact children's experiences of weather, work, and education. [ABSTRACT FROM AUTHOR]