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Within the academic landscape, distance education is progressively gaining global attention and recognition, and many institutions are committing resources to make it a success. Global enrollments show a steady increase in distance learning. However, the availability of support services and students' technological competence are critical to the success of distance education. One of the important support systems for maintaining effective online education is libraries and information services. As a result, this study investigated the acceptance of e-library and support services. The study was led by the UTUAT model and its accompanying theories, such as the innovation diffusion theory and the theory of planned behaviour. The census technique was used to sample 2003 graduate distance students. The data was examined using multivariate structural equation modeling approach. The study found a negative association between strategic and operational skills and students' intents to use the e-library and support services. However, students' inclination to use the e-library and support services was found to be strongly predicted by social influence. The study concludes by underlining the necessity for distance education institutions to host courses that increase students' operational and strategic skills so that they can properly utilise e-library services. [ABSTRACT FROM AUTHOR]

This article presents the historical review of the intervention to learning problems during the period between 1972 and 1993, the way of conceptualizing them, the characteristics that defined them, the authors who gave a framework to the intervention and the practices of the graduated subjects of the Normal School of Specialization. The focus will be on the students who faced two significant changes. First, the creation of the Psychopedagogical Centers and Integrated Groups, and the second the emergence of the Regular Education Support Service Units and the Multiple Attention Centers. The change in conceptualization of learning problems in special education in this period arises from a view that focuses on understanding the evolutionary moments of development considering psychogenesis, cognitive and psycholinguistic processes, to avoid diverting attention towards pathological conceptions. However, despite the passage of time, it has been observed that in special education services the conception of learning problems from the period reviewed continues to be present in some of the teaching practices. [ABSTRACT FROM AUTHOR]

COVID-19 infection and subsequent quarantine experiences during the pandemic may have profoundly affected many aspects of life among COVID-19 survivors. However, limited research has explored the changes these survivors experienced once they returned to their daily lives. This study aimed to explore COVID-19 survivors' psychosocial impacts and their lives following infection and social quarantine during the initial phase of the pandemic in South Korea. Semistructured telephone interviews were conducted in June 2021, involving 15 COVID-19 survivors. All participants contracted COVID-19 between February 2020 and April 2021 in South Korea. This study used a qualitative methodology from phenomelogical perspectives to explore and understand the participants' shared lived experiences. Thematic analysis identified four overarching themes and 12 subthemes among Korean COVID-19 survivors: (a) self-concept transformation; (b) changed relationship dynamics; (c) life perspective shifts; and (d) health awareness evolution. Recognizing the life changes experienced by COVID-19 survivors can inform the development of targeted peer support services and person-centered education. Focusing on health awareness and empowerment, these initiatives can promote personal growth, facilitate positive changes, and alleviate traumatic experiences for future survivors of diverse infectious diseases. Future research could investigate the long-term impact of COVID-19 on individuals' lives and explore the mechanisms underlying these effects. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective – The purpose of this research project was to examine the state of library research guides supporting systematic reviews in the United States as well as services offered by the libraries of these academic institutions. This paper highlights the informational background, internal and external educational resources, informational and educational tools, and support services offered throughout the stages of a systematic review. Methods – The methodology centered on a content analysis review of systematic review library research guides currently available in 2023. An incognito search in Google as well as hand searching were used to identify the relevant research guides. Keywords searched included: academic library systematic review research guide. Results – The analysis of 87 systematic review library research guides published in the United States showed that they vary in terms of resources and tools shared, depth of each stage, and support services provided. Results showed higher levels of information and informational tools shared compared to internal and external education and educational tools. Findings included high coverage of the introductory, planning, guidelines and reporting standards, conducting searches, and reference management stages. Support services offered fell into three potential categories: consultation and training; acknowledgement; and collaboration and co-authorship. The most referenced systematic review software tools and resources varied from subscriptionbased tools (e.g., Covidence and DistillerSR) to open access tools (e.g., Rayyan and abstrackr). Conclusion – A systematic review library research guide is not the type of research guide that you can create and forget about. Librarians should consider the resources, whether educational or informational, and the depth of coverage when developing or updating systematic review research guides or support services. Maintaining a systematic review research guide and support service requires continual training and maintaining familiarity with all resources and tools linked in the research guide. [ABSTRACT FROM AUTHOR]

Public service facilities are the basic material carrier of social services. It is of great significance for the operation of social justice and the improvement of residents' wellbeing. In the process of rapid urbanization, the demand for traffic convenience and diversity of public service facilities in rural areas has been further improved. Since the sudden outbreak of the COVID-19 epidemic, it is more necessary to meet the public service needs of human daily life within a certain space. The huge gap between urban and rural infrastructures, human living conditions, and supporting public services such as education, health, and culture has become a key bottleneck constraining the integration of urban and rural areas. It is appropriate to focus on the requirements for the construction of daily life circles and prioritize the satisfaction of villagers' increasing demand for public services in regions characterized by high levels of urban–rural integration. The behavior preference of public service facilities significantly affects the choice of residential areas. The existing research on village layout optimization focused on the spatial pattern, landscape morphology, influencing factors, and other contents. To some extent, the preference for equalization of public services in the context of urban–rural integration has been ignored. Uneven distribution and low utilization of public service facilities in villages resulted in an inability to adapt spatially and functionally in response to the renewal of urban–rural relations. Taking a highly developed urban and rural integration area named Wuxi City of Jiangsu Province in China as an example, this paper combines the current situation of public service facility allocation and the transport situation of residents in rural areas to build a life-circle system of different levels. On this basis, combined with the optimization goal of public service facilities and the constraints of agglomeration coverage, we try to determine the village layout optimization scheme under the construction of both the daily life circle and location-allocation model. The study can effectively adjust the allocation of public resources in rural areas and solve the problems of irrational village layout leading to long travel distances. It can also serve as a reference for improving the situation of lagging rural public service functions and promoting urban–rural equalization. [ABSTRACT FROM AUTHOR]

The 4 world-wide waves of the coronavirus disease (COVID-19) unsettled schooling, and the consequences were immeasurable as schools had to close and the eventual return to schools was staggered to reduce the possibility of infection. Due to the pandemic, the provision of support services was disrupted, and learners struggled to reach their academic goals and achieve success within their schools. Full-service schools are schools that are equipped to support learners who need a moderate level of support for their learning. In this article we explore the impact of the COVID-19 pandemic on the provision of learning support services in South African full-service schools. A qualitative approach was followed, and openended questionnaires and interviews generated data. Thirty teachers serving in the school-based support teams (SBSTs) from full-service schools and 12 district-based support team (DBSTs) officials from 3 South African provinces participated in this research. The findings indicate that challenges in rendering learner support during the COVID-19 pandemic in full-service schools, inadequate handling of the referral process, and insufficient capacitation for support services during COVID-19 restricted the efficiency of support services. We suggest learner support interventions be made to address the needs of learners experiencing challenges neglected during the pandemic as it created gaps in their learning. [ABSTRACT FROM AUTHOR]

The article focuses on the transformative impact of artificial intelligence (AI) on post-secondary education, examining its applications in admissions, teaching, and student support services. Topics include AI's role in reshaping the educational journey, with personalized quotes from Mount Royal University experts highlighting its potential in empowering students, revolutionizing information access, and transforming student support services.

Purpose: To identify the difficulties and burdens related to the experience of caring for children.Methods: A phenomenological approach was used in this qualitative study. Semi-structured and adolescents with idiopathic nephrotic syndrome (INS) in mainland China. Interviews lasting 35– 90 minutes were conducted with 13 parental caregivers of youth with INS. The Colaizzi's analysis was used in data analysis.Results: The mean age of parental caregivers was 40.3 ± 6.1 years, and the average caregiving year of 3.2 ± 3.3 years. Most INS patients were male (69.2%), had a mean age of 7.6 ± 4.2 years. Based on the analysis of the data, five major themes emerged. These were: persistent emotional burden; neglected physical burden; overwhelming financial burden; absence of social support system and burden related to loss of normal life.Conclusion: Health professionals must develop strategies to provide stage-by-stage, targeted health education and psychological support services to parental caregivers of INS youth in China. The government must subsidize routine medications and frequent hospitalizations to minimize the financial burden on parental caregivers of INS youth. Moreover, anti-discrimination policies must be established to protect caregivers from explicit discrimination in public places. [ABSTRACT FROM AUTHOR]

Crisis-driven innovation is needed to manage a scarcity in resources. The recent COVID-19 crisis exacerbated the prevailing digital exclusion in the education sector in particular. Sudden changes in otherwise stable higher education environments necessitated immediate and decisive innovation, particularly where education support services were concerned. This study reports on an academic library and information service's reflections on emergency strategies implemented during the COVID-19 pandemic. This study was conceptualised through the lenses of existing digital exclusion frameworks and information poverty frameworks. The findings from the qualitative data gathered via focus group interviews emphasise the importance of emergency remote library and information services. The pandemic conditions and sudden remote service delivery model highlighted the prevailing socio-economic and socio-technical inequalities and exclusions among students. The value of the study lies in the reflections made on the institution-wide crisis-driven innovation strategy implemented, and the realisation that library and information services must offer active academic support. The study offers a library and information services model to prepare for future eventualities. [ABSTRACT FROM AUTHOR]

After the COVID-19 pandemic, the field of higher education increased its attention on quality distance learning for traditional and non-traditional adult learners. While the world saw an increase in online education enrollment as a result of the pandemic, non-traditional adult learners have historically relied on this method of education delivery to support their success in the collegiate setting. As the field of human service education supports the offering of distance learning instruction, it is vital for human service educators to consider the National Standards for Quality Online Teaching when educating adult learners. The authors of this article provide an overview of the needs of nontraditional adult learners post COVID-19; and suggest that the National Standards for Quality Online teaching be considered when delivering human service education in CSHSE accredited classrooms to this population. [ABSTRACT FROM AUTHOR]

This study aims to reveal the strengths and limitations of the WhatsApp application as a support service in distance education, conducted through a learning management system during the Covid-19 pandemic, and make suggestions on improving its use in this capacity. Despite the lack of readiness on the part of the students and the lack of sufficient knowledge regarding distance education during the pandemic, many universities had to revert to emergency remote teaching. This situation necessitated the intensive use of various support services for the students to get the most out of their emergency remote teaching However, their lack of experience with distance education prevented them from using the support services offered by learning management systems. Due to the increasingly widespread use of mobile technologies, one of the support services used by course instructors became the WhatsApp application. The following research is a qualitative case study. The sample for the study was determined through purposive sampling. The data was analyzed using the content analysis method. Nvivo qualitative data analysis software was used to contribute to the detailed and versatile data analysis. The most important results of the study were that the application supported and strengthened distance learning by allowing instant communication, but that the absence of a moderator caused various limitations in this communication. In addition, it was concluded that incorporating natural language processing techniques into learning management systems and clearly stated rules by course instructors improved the use of such instant communication applications as a support service for distance education. [ABSTRACT FROM AUTHOR]

After arriving in a new country, refugees are typically dependent on professional support to re-establish their livelihood. However, it is well documented that refugees face barriers when seeking access to services aimed at facilitating their settlement. This study examines refugees' support service needs, their actual utilization, and investigates the impact of social and human capital on service utilization. Using data from the IAB-BAMF-SOEP Survey of Refugees (2016–2019; N=7662), this paper, employing nested logistic regression models, highlights the diversity of refugees' support service needs as well as large differences in utilization across eight different domains during the first couple of years after arriving in Germany. It provides evidence for an overall positive association between human and social capital and service utilization in general while also revealing differences in service domains. While language proficiency is positively associated with service utilization across all service domains, previous work experience in the country of origin particularly increases utilization of employment-related services. The analyses also find a positive association of inter-ethnic networks, whereas intra-ethnic connections are negatively associated with service utilization across many domains. The findings are especially relevant since they support the hypothesis of exclusive host community knowledge that benefits those refugees who engage with individuals outside their own ethnic network. The findings of this study accentuate the need to acknowledge the diversity of refugees' service needs as well as the barriers to service utilization that only well-equipped refugees seem to be able to overcome. [ABSTRACT FROM AUTHOR]

This article applies discursive institutionalism to compare the debates on the children of temporary immigrant workers in Israel and Taiwan. Policymakers in both countries adopted a guestworker program that prevents the long-term settlement of foreign laborers, let alone that of their children. Over time, the increasing number of children born to these laborers triggered the debate on the proper treatment of these children. The debates in these two countries demonstrated varying discursive themes and led to different policy outcomes. Though primarily built on a particularistic, ethnocentric discourse, the discursive interactions around Israel's Jewish identity resulted in two ad hoc, temporary decisions that legalized the status of hundreds of such children. In contrast, while the dominant narrative in Taiwan has been the supposedly more liberal idea of universal human rights norms, these children have been granted only temporary social service and education support, with no prospect of long-term legal settlement. To understand the seeming paradox in why the more ethnocentric discourse resulted in a degree of policy liberalization while a more universalistic discourse has not, this article shows how agents in the debate responded to the discursive opportunities, with each largely shaped by their respective national identity public philosophies. [ABSTRACT FROM AUTHOR]

This cluster randomized clinical trial assesses whether the use of population-based electronic screening in addition to standard targeted clinician education increases the early detection of psychosis and decreases the duration of untreated psychosis, compared with clinician education alone. Key Points: Question: Does population-based electronic screening for first-episode psychosis (FEP) or psychosis spectrum disorder in community settings increase early detection and reduce the duration of untreated psychosis? Findings: In this cluster randomized clinical trial, a population-based technology-enhanced screening plus clinician education identified more individuals with psychosis spectrum disorder than clinician education alone. No significant difference in duration of untreated psychosis for FEP across groups was detected. Meaning: Population-based screening for FEP in community mental health settings substantially increases identification of individuals with psychosis spectrum disorders but does not reduce the overall duration of untreated psychosis, so reduction efforts must also specifically target delays between symptom onset and first contact with mental health services. Importance: Reducing the duration of untreated psychosis (DUP) is essential to improving outcomes for people with first-episode psychosis (FEP). Current US approaches are insufficient to reduce DUP to international standards of less than 90 days. Objective: To determine whether population-based electronic screening in addition to standard targeted clinician education increases early detection of psychosis and decreases DUP, compared with clinician education alone. Design, Setting, and Participants: This cluster randomized clinical trial included individuals aged 12 to 30 years presenting for services between March 2015 and September 2017 at participating sites that included community mental health clinics and school support and special education services. Eligible participants were referred to the Early Diagnosis and Preventative Treatment (EDAPT) Clinic. Data analyses were performed in September and October 2019 for the primary and secondary analyses, with the exploratory subgroup analyses completed in May 2021. Interventions: All sites in both groups received targeted education about early psychosis for health care professionals. In the active screening group, clients also completed the Prodromal Questionnaire–Brief using tablets at intake; referrals were based on those scores and clinical judgment. In the group receiving treatment as usual (TAU), referrals were based on clinical judgment alone. Main Outcomes and Measures: Primary outcomes included DUP, defined as the period from full psychosis onset to the date of the EDAPT diagnostic telephone interview, and the number of individuals identified with FEP or a psychosis spectrum disorder. Exploratory analyses examined differences by site type, completion rates between conditions, and days from service entry to telephone interview. Results: Twenty-four sites agreed to participate, and 12 sites were randomized to either the active screening or TAU group. However, only 10 community clinics and 4 school sites were able to fully implement population screening and were included in the final analysis. The total potentially eligible population size within each study group was similar, with 2432 individuals entering at active screening group sites and 2455 at TAU group sites. A total of 303 diagnostic telephone interviews were completed (178 [58.7%] female individuals; mean [SD] age, 17.09 years [4.57]). Active screening sites reported a significantly higher detection rate of psychosis spectrum disorders (136 cases [5.6%], relative to 65 [2.6%]; P <.001) and referred a higher proportion of individuals with FEP and DUP less than 90 days (13 cases, relative to 4; odds ratio, 0.30; 95% CI, 0.10-0.93; P =.03). There was no difference in mean (SD) DUP between groups (active screening group, 239.0 days [207.4]; TAU group 262.3 days [170.2]). Conclusions and Relevance: In this cluster trial, population-based technology-enhanced screening across community settings detected more than twice as many individuals with psychosis spectrum disorders compared with clinical judgment alone but did not reduce DUP. Screening could identify people undetected in US mental health services. Significant DUP reduction may require interventions to reduce time to the first mental health contact. Trial Registration: ClinicalTrials.gov Identifier: NCT02841956 [ABSTRACT FROM AUTHOR]

Background: Poor quality of care is a barrier to engagement in HIV care and treatment in low- and middle-income country settings. This study involved focus group discussions (FGD) with patients and health workers in two large urban hospitals to describe quality of patient education and psychosocial support services within Haiti's national HIV antiretroviral therapy (ART) program. The purpose of this qualitative study was to illuminate key gaps and salient "ingredients" for improving quality of care. Methods: The study included 8 FGDs with a total of 26 male patients and 32 female patients and 15 smaller FGDs with 57 health workers. The analysis used a directed content analysis method, with the goal of extending existing conceptual frameworks on quality of care through rich description. Results: Dimension of safety, patient-centeredness, accessibility, and equity were most salient. Patients noted risks to privacy with both clinic and community-based services as well as concerns with ART side effects, while health workers described risks to their own safety in providing community-based services. While patients cited examples of positive interactions with health workers that centered their needs and perspectives, they also noted concerns that inhibited trust and satisfaction with services. Health workers described difficult working conditions that challenged their ability to provide patient-centered services. Patients sought favored relationships with health workers to help them navigate the health care system, but this undermined the sense of fairness. Both patients and health workers described frustration with lack of resources to assist patients in dire poverty, and health workers described great pressure to help patients from their "own pockets." Conclusions: These concerns reflected the embeddedness of patient – provider interactions within a health system marked by scarcity, power dynamics between patients and health workers, and social stigma related to HIV. Reinforcing a respectful and welcoming atmosphere, timely service, privacy protection, and building patient perception of fairness in access to support could help to build patient satisfaction and care engagement in Haiti. Improving working conditions for health workers is also critical to achieving quality. [ABSTRACT FROM AUTHOR]

Background: Shortage of health professionals is one of the most important barriers for community health centers to provide quality primary care for chronic disease patients especially after the outbreak of COVID-19. Under such condition, medical students have been well-accepted as a force multiplier for community-based health service. Community service learning (CSL) based on medical student-led community health education service to support chronic disease self-management might be a valuable interactive learning tool in medical education. This study compared the attitudes toward medical student-led community health education service to support chronic disease self-management among three stakeholder roles in CSL, including medical students, faculty and patients. Methods: This cross-sectional comparative survey was conducted using a self-developed questionnaire among the convenience samples of undergraduate students and faculty members from the Medical College, Wuhan University of Science and Technology, as well as patient volunteers with chronic diseases recruited from a free on-site clinic offered by a community health center. Attitudes toward medical student-led community health education service to support chronic disease self-management were compared among students, faculty and patients. Results: A total of 515 valid questionnaires were obtained (342 were collected from medical students, 54 from faculty respondents, and 119 from patients). Overall positive attitudes toward medical student-led community health education service to support chronic disease self-management were positive. Among the three stakeholder roles, faculty and patients were more supportive of the current inadequate level of primary care provision within the community. However, patient respondents showed more negative attitudes towards using resources in higher medical education system to provide support for primary care practice, and participating in the medical student-led community health education service to support chronic disease self-management, and were most skeptical about the medical students' competency in supporting chronic disease self-management with their professional knowledge and skills. The educational value of CSL for medical undergraduates and the role of faculty instructors were most appreciated by faculty respondents. Additionally, > 62 years old and > 2 kinds of chronic diseases per patient exhibited significant correlations with positive patients' attitudes. Conclusions: Medical students, faculty and patients had overall positive attitudes towards CSL based on medical student-led community health education service to support chronic disease self-management. However, more should be done to create higher expectations and enthusiasm of patients about CSL. [ABSTRACT FROM AUTHOR]

The number of university students coming from rural areas has significantly increased in South Africa in the last two decades. While this is a positive sign of inclusive social growth and development, the fact that 70% of South African universities are still located in urban areas creates challenges for a number of these students. This is also compounded by the fact that most rural schools in South Africa offer sub-optimal preparation for post-school activities. As such, the first barrier for most of these students is negotiating various levels of access to higher education (HE), using forms of social and cultural capital that may be incommensurate with urban-based HE institutions. Using an in-depth review of literature on the subject of rural education, transition to higher education, student success and reflections on the professional experience of the authors in student support services in higher education. This study argues that since most South African universities are "urban enclaves", students from rural areas take time to adapt and accumulate relevant sociocultural capital to enable them to thrive and succeed. The transition of students from rural schools to urban-based universities is a socio-cultural as much as it is an epistemological mobility. As such, this "troubled transition" of rural students can be ameliorated through a trans-sectoral or transdisciplinary transitional intervention to simultaneously enable epistemological access and create commensurate socio-cultural capital. However, previous interventions on student transition have been generic and lacked the nuanced intersectional analysis of rurality on student access and success. Transdisciplinary contribution: The study proposes a trans-sectoral or transdisciplinary transitional space in which education institutions (basic and HE) collaborate with government and non-state partners to ensure sufficient and effective transition, especially for rural school learners. [ABSTRACT FROM AUTHOR]

The study investigated the impact of TETFund intervention in academic staff training and development on academic staff performance in South East Public Universities. The study adopted Ex-post facto research design. The study used annual time series data obtained from secondary sources. Data for the study was obtained from secondary sources from the Education Support Service, TETFund Abuja. Data analysis was done using R² software with the aid of models which were estimated by the ordinary least square method. The statistical result of the study indicated that there is significant impact of Tertiary Education Trust Fund (TETFund) intervention in academic staff training and development on effective teaching in South East Public Universities at (P<0.01). Secondly, the study revealed that Tertiary Education Tax Fund (TETFund) intervention in human capacity building has positive impact on the competence of academic staff of the beneficiary's universities. The study concludes that academic staffs are likely to acquire more knowledge and skills and the capacity to face teaching and research competitively. Implication of the finding indicated that when staffs are not exposed to the staff training and development, it will affect performance and may jeopardize professional skills, innovation and knowledge in the universities. The study recommended that TETFund and Universities are encouraged to provide adequate state of art facilities that will propel creativity and innovation in modern teaching and research skills of the beneficiaries. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

Educators across the country utilize technology in innovative ways to bridge the gap between education and practice. This emphasis is prevalent within helping professions that rely heavily on field placements for further development of students. Digital pedagogy can be used by human services educators to bridge the gap between education and human services practice. In this study, we utilized the Catalyst Framework (Eynon & Gambino, 2017) to delineate student perceptions of their experiences with ePortfolio, demonstrating how digital pedagogy can support human services education. Through qualitative methods, ePortfolios were explored with undergraduate human services students to capture students' experiences and skill development. Three core themes emerged from the findings, suggesting that ePortfolio provides a necessary challenge in the education of human services students. The challenges students reported were meaningful, as ePortfolio increased ownership over their education. Students cultivated a digital space for creativity and authenticity in their education. Implications for human services education are proposed based on the research findings. [ABSTRACT FROM AUTHOR]

Abstract This paper identifies some of the tasks and roles that academic libraries have to fulfil in order to react to the appearance of Research 2.0 that materialises in data intensive research and requires supporting activities. Reacting to the appearance of Research 2.0 by becoming service providers for scholars working on data-intensive tasks will become an imperative for libraries worldwide, even though due to the differences between countries and institutions, the tasks described in this paper may not seem urgent today. On the other hand, the issues, we identified are already part of everyday best practices in several institutions. Some of them are fairly recent or have taken new characteristics. A few roles identified in this paper are on their way to become standard occupation, while there are still ones that require innovative approaches. Our argument is based on a non-exhaustive review of the recent literature, reporting both on theoretical and practical issues and presenting the results of empirical research in the field. [ABSTRACT FROM AUTHOR]

Literature in the field of employability and the third sector has focused upon the impact of marketisation on third sector providers, elaborating how commissioning processes have led to a contraction of (smaller) third sector organisations (TSOs) and an expansion of larger private sector bodies. Extant research does not however explore the role of third sector organisations in the employability of migrants, refugees and asylum seekers. Therefore, our paper explores this gap by adopting a qualitative approach via a total of 36 interviews involving migrants, refugees, asylum seekers and managers of third sector organisations, alongside a categorisation of TSOs. Our findings reveal that TSOs are the primary (and for asylum seekers perhaps the only) providers of integration support services and training or education services. We found that only a limited number of organisations provide formal employability services or skills development services which seem to be only residual in terms of the range of activities that TSOs can organise. Thus, perhaps the main function that TSOs perform that enables integration into the UK labour market is providing a safe and trusted environment that people can use to increase their confidence, improve their well-being, broaden their social circle, learn the language or increase their work experience. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate whether dog personality, human personality, and dog–human personality domain combinations predict successful adoption of dogs. First, we investigated the level of consistency of the Monash Canine Personality Questionnaire-Revised (MCPQ-R) on five different dog personality domains (Extraversion, Motivation, Training Focus, Amicability, and Neuroticism) by comparing the ratings of relinquishers and new adopters (n = 136 relinquisher–adopter pairs). The intra-class correlation, ranging from –0.12 for Motivation to 0.24 for Amicability, indicated low consistency between both groups of raters. Second, we evaluated the correlation of dog personality domains and adopter personality domains, utilizing the MCPQ-R and the International Personality Item Pool (IPIP) (n = 173 relinquisher-rated MCPQ-R/IPIP pairs; n = 136 adopter-rated MCPQ-R/IPIP pairs). Spearman correlation coefficients showed weak associations between human and dog personality across all dog–human joint personality domains (ranging from –0.11 to 0.16). Third, we evaluated the association between the personality dimensions of the MCPQ-R/IPIP and the Lexington Attachment to Pets Scale (LAPS) (n = 185). The regression results indicated that among the five dog personality domains, Training Focus showed the strongest (negative) correlation with LAPS score, indicating that human–animal attachment increased when the percentage of Training Focus of dogs increased, in both rater groups. Fourth, dog personality, human personality, and dog–human personality domain combinations did not have good discriminative ability for post-adoption attachment and retention, with the area under the ROC curves ranging from 58 to 80% (n = 185). In summary, the mechanisms leading to a successful adoption of a shelter dog is complicated and personality (both dog and human) alone cannot sufficiently determine it. A multifactorial approach may include pre-adoption conversation-based interviews and post-adoption support services such as education about positive reinforcement and force-free training methods. [ABSTRACT FROM AUTHOR]

Although the COVID-19 pandemic adversely affected communities across the globe, it also led to the expansion of digital learning opportunities for all. Adult Education and Literacy (AEL) service providers in Texas utilized this opportunity by creating a Distance Education Professional Development Center (DEPDC). This article discusses how the Texas Center for the Advancement of Literacy and Learning and the Texas Workforce Commission established the DEPDC as an innovative approach to closing the digital divide in Texas. The DEPDC serves two purposes: (1) to provide professional development opportunities for AEL practitioners, and (2) to provide IT support to students and practitioners via a call center. The planning process and an overview of the center’s operating procedures are presented, along with future plans and lessons learned. This statewide call center service could serve as a useful example for other states or agencies who aim to establish distance education support services within their communities. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

This study examined the relationship between acceptance of disability, perceived stigma of students on a college campus and adaptation to college for students with disabilities. One hundred forty-five surveys were collected from student participants via the disability support services offices at sixteen colleges or universities in the northeast and mid-west United States. The results of a hierarchical multiple regression analysis revealed two statistically significant relationships, students with a higher level of acceptance of disability were more adapted to college, and higher GPA was associated with less adaptation to college. The exploratory test of mediation revealed that the relationship between acceptance of disability and adaptation to college was significantly mediated by perception of stigma on a college campus. The implications for higher education support services and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Research Findings: This study evaluated the impacts of the Summer Preschools Program on 5-to-6-year-old Syrian refugee and local children from vulnerable communities of Turkey. Developed as a community-based contextually sensitive early intervention model, the program aimed to promote developmental well-being and school readiness of children from forced displacement and abject poverty backgrounds by supporting cognitive, language, and socioemotional development prior to primary school. A skill-based preschool education curriculum was implemented with 2620 children for 10 weeks at 140 classrooms in Southeastern Anatolia region across the war-torn border zone with Northern Syria. The study included 711 children in quasi-experimental design and pursued a multi-measure evaluation approach in seven early development domains. ANCOVA analyses revealed that after controlling for pretest scores, the intervention group scored significantly higher than the control group on posttest measures of preliteracy and prenumeracy, receptive and expressive language, and emotion-regulation skills. Additionally, there was a significant increase in social competence skills and decrease in internalizing/externalizing behavior problems. Intervention resulted in substantial improvements with mostly medium-to-large effect size. Overall, results suggest the effectiveness of the Summer Preschools as a compensation intervention strategy that can foster developmental well-being, school readiness, and resilience of children exposed to early life adversities. Practice or Policy: With its conceptual framework, intervention content, and implementation structure, the Summer Preschools model can inform support services and education policies of countries grappling with refugee influx. [ABSTRACT FROM AUTHOR]

While the negative impact of the pandemic on students' mental health has been studied around the world, very little is known about the mental health of faculty and staff. This research aims to examine mental health among Japanese faculty members who taught online courses during the COVID-19 pandemic. We recruited 537 university faculty members and assessed their mental health using the World Health Organization-Five Well-Being Index (WHO-5), both retrospectively (during the academic year before the onset of the pandemic) and during the pandemic. We also evaluated workload (number of online lectures taught and preparation time per class), difficulty in using information technology (IT) for online classes, and satisfaction with the university support service for online education. As a result, the WHO-5 score during the COVID-19 pandemic was significantly lower than before, and 33.5% of the faculty members were recognized as being at risk for mental illness during the COVID-19 pandemic. A binomial logistic regression analysis revealed two significant risk factors for mental illness—faculty members were more at risk for mental illness when they experienced difficulty in using IT for online classes, and were unsatisfied with the administrative support for online education. The deterioration of mental health during the COVID-19 was not predicted by workload, such as the number of online lectures and preparation time. These results suggest the importance of improving workplace support services, especially IT support, to prevent mental health deterioration among faculty teaching online. [ABSTRACT FROM AUTHOR]

Through the network teaching platform, distance teaching provides relevant distance technical support services for adult education, and evaluates teaching results of the teaching method, relying on modern network technology and integrating educational resources. It has become a consistent pursuit in the field of education to change the learning mode of distance learners, to cultivate higher-order sustained thinking ability, and to promote sustained learning so that learners' knowledge transferability becomes more obvious. The results show that Cronbach's á coefficient and KMO values of the questionnaire are 0.879 and 0.850, indicating that the reliability and validity of the questionnaire are good. Sustained learning, which consists of learning engagement, learning motivation and learning strategy, can significantly improve knowledge transferability. Distance learning duration and age of learners have significant differences in knowledge transferability. Gender and specialty have no significant difference in knowledge transferability. Conclusions have very important reference value for improving sustained learning effect of learners in distance teaching, promoting the occurrence of learners' multiple interaction behaviors in distance teaching, and realizing cooperative knowledge construction of learners in distance teaching. [ABSTRACT FROM AUTHOR]

Traditional classification algorithms can be well applied to limited data sets, but the application effect of uncertain data sets was poor. Therefore, this paper proposed a cross-source education information classification model based on cloud computing technology, which aimed to provide support for education information services in the cloud computing environment. Firstly, based on the analysis of the structure and function of the cloud computing platform, this paper expounded the cloud computing service mode and its deployment mode and gave a multisource information processing method based on the cloud computing center combined with the characteristics of information distribution in the cloud computing environment. Secondly, by analyzing the types of educational information resources, this paper summarized the feature extraction of educational information using data mining technology and gave the classification method of educational information based on text features. Finally, a cross-source education information classification model in the cloud computing environment was designed. The experimental comparison showed that the method proposed in this paper can effectively classify the multisource education information under the cloud computing platform. Compared with other traditional classification models, this model not only had higher classification accuracy but also can achieve better classification efficiency. The classification model proposed in this paper can provide a reference for the classification of other information resources in the cloud computing environment. [ABSTRACT FROM AUTHOR]

This paper designed a questionnaire on influencing factors of distance students' support services under the smart education environment and analyzed influences of five aspects (course support, technical support, faculty support, emotional support and management support) of students' support services in distance education on the satisfaction of learners. Besides, differences in learners' satisfaction in terms of gender, age groups, profession, and distance learning period were analyzed. Research results demonstrate that the Cronbach's alpha, KMO, and p value of the designed questionnaire were 0.984, 0.855, and 0.000, respectively, indicating that that the reliability and validity of this paper are good. Course support, technical support, faculty support, and management support have statistically significant influences on learners' satisfaction. However, emotional support does not promote learners' satisfaction significantly. Age and distance learning period have significant differences in influencing learners' satisfaction. Results can provide references to build a good learning support service system, promote the high-quality development of distance education and systematic construction of other types of students' support services. [ABSTRACT FROM AUTHOR]

Effective support during transition into higher education (HE) can be crucial, especially for traditionally under-represented student groups. Student feedback that the traditional 'welcome week' can be overwhelming due to the quantity and speed of information imparted, coupled with the request for increased support for non-academic skills, led to the development of the 'Skills for Success' (SfS) extended transition support unit. Co-devised with the student body and delivered by a range of academic, clinical and professional support staff, SfS was highly regarded by students, with particular impact reported on mental health and motivation to achieve. Following the introduction of SfS, attainment differences were closed or reversed, in the academic module within which the unit was embedded, for students who were mature, reported a mental health condition, or were from Black, Asian or minority ethnic (BAME) backgrounds. Independent evaluation revealed the initiative had raised awareness of how to access support services and almost half the participants had shared aspects of the learning with peers outside of the cohort. Overall, the success of SfS suggests that an extended package of integrated, holistic support can ease transition into HE and may improve the attainment of students from under-represented groups. [ABSTRACT FROM AUTHOR]

In autism research, the impact of the hidden curriculum within higher education remains neglected. The published experiences of undergraduate and postgraduate students with Autism Spectrum Disorder indicate that social issues present a universal problem for this demographic. By being less able to take advantage of the social aspects of their courses, such as interactions with peers and supervisors, autistic students could be left at a disadvantage in their current studies and beyond. Opening formal research questions into the impact of the hidden curriculum on the learning experience of autistic students in higher education are required to highlight this issue. Investigating the most effective forms of hidden curriculum access could provide better insight into how support can be personalised to the needs of these students. [ABSTRACT FROM AUTHOR]

This study examines the dimensionality of a new measure of international students' adjustment using a sample of 189 international students. Drawing on earlier conceptualizations of cross-cultural adjustment as a person-environment fit and a previous scale measuring adjustment from the expatriate literature, this study shows that this scale can be meaningfully adapted to the higher education context. Confirmatory factor analyses identified a stable 8-factor structure with adequate psychometric properties. Descriptive analysis confirms that international students are fairly adjusted in a number of distinct domains. The findings also provide criterion-related validity by showing positive associations between host social interaction and host connectedness and students' adjustment. This study contributes to the literature by offering a theoretically based scale that assesses international students' adjustment on a wide range of dimensions. It puts forward a useful tool for higher education counsellors and support services to monitor international students' adjustment and avoid adjustment difficulties. [ABSTRACT FROM AUTHOR]

Administrators facemultiple challenges in effectively managing special education programs and services. These challenges include communication failures between stakeholders, inconsistency in implementing policies, difficulty in collaborating withmultiple personnel throughout a district, and inefficiencies in implementing special education services (DiPaola &Walther-Thomas, 2003). An analysis of organizational theory concepts highlights the unique challenges of managing both general and special education programs and services under one organizational structure (a professional bureaucracy) and offers an approach formoving toward another organizational structure (an adhocracy) that may be better suited for implementing the jointly collaborative and individualized nature of special education services and supports. A matrix organizational structure is a potential solution to help move special education case management at the school level more toward an adhocracy. This structuremay help resolve some of the special education management challenges faced by administrators. [ABSTRACT FROM AUTHOR]

The objective of this study was to describe a predictive modeling approach to risk stratify people with type 2 diabetes for diabetes self-management education and support (DSMES) services. With data from a large health system, a predictive model including age, glycated hemoglobin (HbA1c), and insulin use among other factors, was developed to assess risk of future high HbA1c. The model was retrospectively applied to a cohort of people who received DSMES over a 2-year period to assess the impact of DSMES on glycemia by risk strata. Of 6934 eligible people, 4014 (58%) were in the composite low-risk group and 2604 (38%) were in the composite high-risk group. Mean HbA1c change after DSMES was -0.38% in the low-risk group and -0.84% in the high-risk group. This analysis demonstrates the potential application of predictive modeling as one approach to target DSMES resources to people who will benefit most. [ABSTRACT FROM AUTHOR]

This study aimed to examine the opinions of students about the implementation of the Child-Friendly School program in Public Junior High School 15 in Yogyakarta, Indonesia during the first generation of implementing the program. Understanding the perspectives of the students is important for ensuring that the program is successfully implemented. The study applied a qualitative approach. Data were collected through a questionnaire consisting of six questions in narrative form. Ten students participated. The questionnaire was conducted through Google Forms due to the social distancing policies in place because of the COVID-19 pandemic. Data were analysed through thematic analysis. The main findings showed that students perceived that: (1) the program emphasised fulfilling child-rights; (2) the principal was the main actor explaining the program; (3) the principal suggested implementing the program in regards to children development stages; (4) teachers implemented the program through active child-centred, creative, effective and joyful approaches; (5) administration staff implemented the program by providing supporting services with etiquette education for students; and (6) in general, the program was well implemented, since students felt comfortable to express their thoughts and felt safe at school. [ABSTRACT FROM AUTHOR]

A synergetic partnership of the Maynooth University Department of Adult and Community Education and the Further Education Support Services identified an educational need among Further Education and Training (FET) staff. The outcome was a jointly developed and delivered Level 9 blended learning Postgraduate Certificate in Programme Design and Validation in Further Education and Training (PGPDV). The delivery of the pilot course was significantly challenged by COVID-19's sudden arrival in March 2020, forcing the course fully online. This article gathers feedback on lessons learned and offers practical steps to guide adult educators in pivoting courses for online delivery. [ABSTRACT FROM AUTHOR]

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Access to library and information services is a major element in the growth, stability, independence and empowerment of communities. The study sought to investigate the equity of access to library and information services and education support at Buffalo City Metropolitan Municipality, King William's Town in the Eastern Cape Province of South Africa. Both quantitative and qualitative research methodologies were employed in a descriptive survey. The main research instrument was a questionnaire, supported by face-to-face interviews with librarians. A total of 297 questionnaires were distributed and 200 were returned, giving a response rate of 67.3%. The quantitative data, which were collected through questionnaires, is presented using graphs and tables, while the content of the qualitative data was analysed manually using the notes that were taken by the researcher from the respondents during the interview sessions and, in some instances, is reported verbatim. The findings showed that most respondents, 130 (56%), use the library for schooling. Only thirteen (5.6%) respondents said they used the library for leisure, while fifty-two (22.4%) respondents used the library for personal development and thirty-seven (15.9%) for work-related activities. In addition, findings of the study revealed that the Buffalo City Metro public libraries had a diversity of users, ranging from different age groups and social standing. Additionally, Buffalo City Metropolitan public library users had little knowledge about literacy programmes that were taking place at the library. The study concluded that Buffalo City public libraries should create an integrated system for all libraries in the metropolitan municipality that encourages adult literacy programmes to raise awareness of information literacy. [ABSTRACT FROM AUTHOR]

Australia's new funding model, the National Disability Insurance Scheme (NDIS), provides funding directly to the individual for reasonable and necessary supports. Parents' perspectives of supporting a child with complex communication needs can inform future practice. The aim of this article is to examine parents' perspectives of a communication service, their early experiences of the new funding model, and implications for future services. A mobile communication aid consultancy service, Kids Chat 2 You, was used to provide information and practical communication resources to participants ahead of the NDIS rollout in each region in Victoria, Australia. Parents of nine children with complex communication needs who attended Kids Chat 2 You participated in interviews. Thematic analysis revealed three overarching themes: accessing information; unrelenting responsibility; and looking to the future. Parents considered their role pivotal in supporting their child's communication. They sought information and suitable services, and spoke of needing engagement from family, educators, disability professionals, and the community. Access to services and supports and collaboration with education and community sectors both presented as barriers within the new context of individualised support packages. A family-centred collaborative approach that addresses the needs of children with complex communication needs is recommended. The extent to which parents can access holistic augmentative and alternative communication supports poses a particular test of the success of the NDIS. [ABSTRACT FROM AUTHOR]

Background: Studies suggest that the implementation of highquality education and support services for caregivers may reduce the incidence of unplanned harm to infants and young children under high-stress circumstances. Purpose: This pilot study evaluates the usefulness of the Period of PURPLE Crying program in a high-acuity NICU at The University of Chicago Comer Children's Hospital based on six measurable objectives. Methods: The pilot study utilized a Likert-style pretest-posttest survey design to evaluate how NICU nurses perceived the Period of PURPLE Crying program. Nurses were educated on the program content during an in-service to teach participants how to utilize the Period of PURPLE Crying program materials to support and educate families about Shaken Baby Syndrome (SBS). Results: The intervention effectively increased nursing confidence in delivering the SBS and Abusive Head Trauma (AHT) education and increased accessibility to available resources pertaining to SBS and AHT. Questions pertaining specifically to the Period of PURPLE Crying presented exclusively on the post-test were met with an overwhelmingly positive response, with the majority (n=33, 97%) of respondents agreeing that the intervention was useful in standardizing SBS education, providing meaningful, effective information on this topic area, and delivering SBS and AHT information promptly.incidence of unplanned harm to infants and young children under high-stress circumstances. [ABSTRACT FROM AUTHOR]