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In March 2020, teachers in the K–12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March–May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student–teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student–teacher interaction predicted positive teaching outcomes.

Jennifer A Hall,1 Geraldine Barrett,1 Andrew Copas,2 Judith Stephenson1 1Research Department of Reproductive Health, UCL Institute for Women’s Health, 2Department of Infection & Population Health, UCL Institute of Epidemiology and Health Care, London, UK Background: The London Measure of Unplanned Pregnancy (LMUP) is a psychometrically validated measure of the degree of intention of a current or recent pregnancy. The LMUP is increasingly being used worldwide, and can be used to evaluate family planning or ­preconception care programs. However, beyond recommending the use of the full LMUP scale, there is no published guidance on how to use the LMUP as an outcome measure. Ordinal logistic regression has been recommended informally, but studies published to date have all used binary logistic regression and dichotomized the scale at different cut points. There is thus a need for evidence-based guidance to provide a standardized methodology for multivariate analysis and to enable comparison of results. This paper makes recommendations for the regression method for analysis of the LMUP as an outcome measure. Materials and methods: Data collected from 4,244 pregnant women in Malawi were used to compare five regression methods: linear, logistic with two cut points, and ordinal logistic with either the full or grouped LMUP score. The recommendations were then tested on the original UK LMUP data. Results: There were small but no important differences in the findings across the regression models. Logistic regression resulted in the largest loss of information, and assumptions were violated for the linear and ordinal logistic regression. Consequently, robust standard errors were used for linear regression and a partial proportional odds ordinal logistic regression model attempted. The latter could only be fitted for grouped LMUP score. Conclusion: We recommend the linear regression model with robust standard errors to make full use of the LMUP score when analyzed as an outcome measure. Ordinal logistic regression could be considered, but a partial proportional odds model with grouped LMUP score may be required. Logistic regression is the least-favored option, due to the loss of information. For logistic regression, the cut point for un/planned pregnancy should be between nine and ten. These recommendations will standardize the analysis of LMUP data and enhance comparability of results across studies. Keywords: ordinal outcomes, multivariate regression, London Measure of Unplanned Pregnancy, pregnancy intention, pregnancy planning, epidemiology

In March 2020, teachers in the K-12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March-May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student--teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student--teacher interaction predicted positive teaching outcomes.

Ulrike Sauer,1 Sue Mann,2 Nataliya Brima,3 Judith Stephenson21Reproductive and Sexual Health, Enfield Community Service, Enfield, 2Sexual and Reproductive Health Research Group, Institute for Women’s Health, 3Research Department of Infection and Population Health, University College London, London, UKBackground: The purpose of this study was to determine attitudes to, and provision of, extended regimens for taking the combined oral contraceptive pill (COC) by specialist contraception practitioners from three contrasting specialist contraception services in London.Methods: An online cross-sectional survey was administered to all doctors and nurses, who counsel, provide, or prescribe the oral contraceptive pill at each clinic.Results: A total of 105 clinicians received the questionnaire and 67 (64%) responded. Only one of three clinics initiated and maintained guidelines for extended COC use. In that service, 60% of staff prescribing COC advised more than 50% of patients regarding alternative COC regimens. In the other two services, this was discussed with 20% and 6% of patients, respectively (P < 0.001). The reasons for prescribing extended use included cyclic headaches, menorrhagia, patient request, menstrual-related cramps, and endometriosis, and did not differ between the three different settings. The most common extended regimens were 63 pills or continuous use until bleeding occurs, followed by a hormone-free interval. Concerns highlighted by providers and patients were “unhealthy not to have a monthly bleed”, “future fertility”, and “breakthrough bleeding”. Such comments highlight the need for further information for providers and patients.Conclusion: There is growing evidence, backed by national guidance, about extended COC use, but routine provision of this information is patchy and varies ten-fold, even within specialist family planning services. Targeted training, use of service guidelines, and implementation research will be needed to extend patient choice of different COC regimens and change clinical practice.Keywords: contraception, hormone-free interval, continuous combined contraception, extended pill use, counseling

Special education professionals serve as facilitators of Individualized Education Program (IEP) team meetings. This study explores how facilitators see their IEP meeting roles and probes further into how IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in three parts: procedural due process, informal problem solving, and parental support. Their view of the ideal IEP meeting involved a strong presence by members, parental involvement, and achieving true collaboration. Implications for teachers and school leaders include agenda distribution, external meeting communication, and role clarification.

Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.

The development of energy literacy (knowledge, attitudes, and intended behaviour) and agency of New Zealand children (age 9-10) were investigated through thematic and exploratory statistical analyses of interviews (October 2011-April 2012) with 26 children, their parents and teachers, focus groups and photo elicitation. The children knew that electricity costs money and saw it as a finite resource. Half could name an energy source but few knew of any associated environmental issues. Most of the children had a positive attitude towards saving electricity, but did not intend to save energy to a further extent (low intended behaviour) and were not influencing their families to conserve energy (low agency). The children were learning about energy informally from a variety of sources, and acquired their attitudes mostly from talking to their parents. The results highlight the need for energy education for citizenship at school and conversations about energy both there and at home.

Objectives Retrospective, cross-sectional estimates of pregnancy intention, as used in the Demographic Health Survey (DHS), are the global norm. The London Measure of Unplanned Pregnancy (LMUP) is a newer, psychometrically validated measure which may be more reliable. This paper assesses the reliability of the LMUP and the DHS question over the first postnatal year and explores the effects of maternal characteristics or pregnancy outcome on reported pregnancy intention. Methods We compared the test-retest reliability of the LMUP (using the AC coefficient) and DHS question (using the weighted Kappa) over the first postnatal year using data from Malawian women. We investigated the effect of maternal characteristics and pregnancy outcome using t-tests, Chi squared or Fisher's exact tests, and calculated odds ratios to estimate effect size. Results The DHS question was associated with a statistically significant decrease in the prevalence of unplanned pregnancies from 1-to-12 months postnatally; the LMUP was not. The LMUP had moderate to substantial reliability (0.51-0.66); the DHS had moderate reliability (0.56-0.58). The LMUP's stability was not related to any of the factors examined; the stability of the DHS varied by marital status (p = 0.033), number of children (p = 0.048) and postnatal depression (p < 0.001). Both underestimated unintended pregnancy postnatally vis-à-vis the LMUP in pregnancy. Conclusions for Practice The LMUP is a more reliable measure of pregnancy intention than the DHS in the first postnatal year and does not vary by maternal characteristics or pregnancy outcome. The LMUP should become the gold-standard for measuring pregnancy intention and should be collected in pregnancy or at the first postnatal opportunity., Author(s): J. A. Hall [sup.1] , J. Stephenson [sup.1] , G. Barrett [sup.1] Author Affiliations: (Aff1) 0000000121901201, grid.83440.3b, Research Department of Reproductive Health, UCL EGA Institute for Women's Health, , [...]

Immanuel Kant is often conveyed as a Platonic or Newtonian thinker of the temporal, expressing time as an absolute and continuous repository wherein all objects occur. However, employing themes from his aesthetic writings, what happens when Kantian “sublime” time is reoriented towards a more discontinuous temporal register? This essay employs just such a reading, while also utilising Graham Harman’s Object-Oriented Ontology (OOO), as a methodological device for rethinking both Kantian and object time as neither solely continuous nor discontinuous, but somewhere inbetween these two determinations, in what I term their “ontological ambience.” By doing so I offer a critique of both Kantian orthodoxy and Harmanian OOO, via a comparative analysis of (1) how Edmund Husserl and Martin Heidegger thematise Kantian temporality, and (2) how Harman develops their subsequent ideas about time. This schema provides post-Kantian philosophy with a provisional model for thinking posthuman time in new and productive ways: as ambient temporalities.

Full class loads and inflexible schedules can be a significant obstacle in the implementation of freshman survey courses designed to guide engineering students into emerging research areas such as micro- and nanosystems. A hands-on, interactive course was developed to excite freshmen early in their engineering program to pursue research and careers in microsystems. The course focused on the top-down and bottom-up approaches to building devices, including the metrology tools required for visualization and characterization at the micro- and nanoscales. Modular lab components required students to interact with, build, and characterize microsystems. Macroscale versions were used to teach microscale concepts. An introductory module included dissecting the iPod Mp3 player, understanding its macroscale components and inspecting the microscale components in optical and scanning electron microscopes (SEM). A summary of the class focus and lab exercise modules is reported. (Contains 4 figures.)

This article proposes a pedagogical framework to help students analyze their group and team interactions. Intersecting five fundamental group attributes (group size, group goal, group member interdependence, group structure, and group identity) with three overarching group processes (leadership, decision making, and conflict management) creates an analytical tool for the examination of team interaction. Furthermore, each group attribute/group process intersection encourages analytical questions targeting assumptions, values, and ethical positions embedded within the group. One advantage of this heuristic device is that it weds team member behaviors with the values members espouse and enact during team interactions. Pedagogical considerations are also discussed. (Contains 2 tables.)

The research on college student suicide is discussed, with emphasis on variability in base rates, the operating assumptions regarding reported base rates, and methodological difficulties in studying suicide. Variability in suicide among schools and among different types of students is examined, and the effects of changing demographics and cultural influences on rates and patterns of college student suicide and suicidality are reviewed. Recommendations for therapists and others promoting mental health on campus are made, suggestions for future research are outlined, and the need for required reporting of suicide statistics is asserted.

Author(s): H. Coignard-Biehler [sup.1], A. Isakov [sup.2], J. Stephenson [sup.3] Author Affiliations: (1) grid.412134.1, 0000000405939113, SPILF COREB Emergences (Coordination Opérationnelle du Risque Epidemique et Biologique), COREB AP-HP, LabEx IBEID Institut [...]

Newspapers are recognised as a major source of factual information. The media representation of issues related to teenage pregnancy is important to policy makers and those delivering related interventions. This is particularly so in relation to issues which may be seen as sensitive by the public, such as sex and relationship education (SRE). Despite general recognition of the importance of the media in communicating to the public, there is an absence of satisfactory tools with which to evaluate newspaper reports, particularly so in the field of SRE. In this paper we present a systematic examination of newspaper articles related to SRE from September 2000 to September 2002, in the national and regional press in England. Our analysis has highlighted some important distinctions between newspaper type, spokesperson and region. This paper concludes that a pro-active strategy of directly contacting high circulation newspapers with a view to positively influencing the tone of relevant articles and reports would be of considerable benefit to those involved in SRE, teenage pregnancy and related interventions. (Contains 5 figures and 1 table.)