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The aim of this study was to determine the potential cognitive impairment associated with motor disability in a group of children attending regular schools and to analyze whether there were different cognitive profiles according to the type of motor disability they presented. The study had 87 participants, 31 healthy and 56 with three types of motor disability: Neuromuscular Diseases (NMD Group), Cerebral Palsy-Hemiparesis (CP- HPx Group) and Cerebral Palsy-Diplegia (CP-DP). Ages ranged from 6 to 18 years and they had medium and medium-high socioeconomic and cultural levels. All participants attended regular state-funded and independent schools in an inclusive modality. The neuropsychological assessment included the following cognitive domains: processing speed, working memory, verbal and visual episodic memory, language, visuo-perception and constructive praxis and executive functioning. A second analysis was performed with the groups with CP: one based on the severity of gross motor impairment (GMFCS-E&R scale) and the other based on the levels of manual dexterity (MACS scale). ANCOVAs were performed controlling for age and processing speed in the three analyses. The group with CP-HPx was shown to be the most cognitively impaired of the three groups, with significant deficits in visuo-perception, verbal working memory, and visuo-spatial memory. Subjects with greater gross motor dysfunction (GMFCS-E&R) did not show the greatest cognitive impairment, while those with worse manual dexterity (MACS) exhibited greater cognitive impairment. Children and adolescents with motor disabilities, a priori cognitively normal, present different levels of cognitive impairment. This should be considered when planning educational adaptations for this infant-juvenile population. [ABSTRACT FROM AUTHOR]

As a consequence of globalisation, a large number of studies have been carried out on the attitudes and preferences of acculturation of immigrants and host societies, with the aim of observing the different changes that occur in this intercultural contact. These studies have been carried out in places with a large migratory flow; however, it was considered convenient to carry out the same type of studies in regions with less migratory flow, which is why this investigation focuses on a place with a lower migratory flow, such as the Principality of Asturias. Thus, the main objective of this work is to observe whether gender contributes to the creation of different attitudes and whether this is moderating the intensity with which stereotypes participate in the formation of the acculturation preferences of native students in compulsory secondary education. The analysis of acculturation attitudes was carried out on the dimensions of "adopting" and "maintaining" separately, in order to study how these dimensions are affected by each of the variables (gender/stereotype) in different domains. The exploratory results obtained through quantitative analysis reveal that stereotypes affect the dimensions differently in each of the domains. It is also found that gender affects both dimensions, and finally, it is claimed that gender can moderate the intensity with which stereotypes are involved in the creation of acculturation attitudes in almost all domains. These results are discussed in comparison with those found in other studies with different social and cultural groups. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic changed the setting of education for many children in the U.S. Understanding COVID-19 vaccination coverage by educational setting is important for developing targeted messages, increasing parents' confidence in COVID-19 vaccines, and protecting all children from severe effects of COVID-19 infection. Using data from the Household Pulse Survey (n = 25,173) collected from December 9–19, 2022, January 4–16, 2023, and February 1–13, 2023, this study assessed factors associated with COVID-19 vaccination and reasons for non-vaccination among school-aged children 5–11 and adolescents 12–17 by educational setting. Among children 5–11 years, COVID-19 vaccination coverage was higher among those who received in-person instruction (53.7%) compared to those who were homeschooled (32.5%). Furthermore, among adolescents 12–17 years, COVID-19 vaccination coverage was higher among those who received in-person instruction (73.5%) or virtual/online instruction (70.1%) compared to those who were homeschooled (51.0%). Children and adolescents were more likely to be vaccinated if the parental respondent had been vaccinated compared to those who had not. Among children and adolescents who were homeschooled, main reasons for non-vaccination were concern about side effects (45.4–51.6%), lack of trust in COVID-19 vaccines (45.0–50.9%), and lack of trust in the government (32.7–39.2%). Children and adolescents who were home-schooled during the pandemic had lower vaccination coverage than those who attended school in person, and adolescents who were home-schooled had lower vaccination coverage than those who received virtual instruction. Based on the reasons for non-vaccination identified in this study, increasing parental confidence in vaccines, and reducing barriers to access are important for supporting COVID-19 vaccination for school-age children. [ABSTRACT FROM AUTHOR]

Teachers’ voice on educational-related issues seems to be the most prevalent. However, this voice is not only related to curriculum, decision-making, testing, or school management, but it comprises a complex psychological dimension with multiple reverberations on the beneficiaries of learning. In order to have a clear view on the concept of plurality of voices, it is necessary to approach it from various perspectives: pedagogical, cultural, social and psychological. Each voice provides a different communication style. The voice of the teacher is one of authority, guidance, source of inspiration, whereas the voice of the student reflects curiosity, engagement or willingness to learn. The present work aims at highlighting the impact of both teachers and students’ voice within the modern educational setting.

Teachers’ voice on educational-related issues seems to be the most prevalent. However, this voice is not only related to curriculum, decision-making, testing, or school management, but it comprises a complex psychological dimension with multiple reverberations on the beneficiaries of learning. In order to have a clear view on the concept of plurality of voices, it is necessary to approach it from various perspectives: pedagogical, cultural, social and psychological. Each voice provides a different communication style. The voice of the teacher is one of authority, guidance, source of inspiration, whereas the voice of the student reflects curiosity, engagement or willingness to learn. The present work aims at highlighting the impact of both teachers and students’ voice within the modern educational setting. [ABSTRACT FROM AUTHOR]

The study of negotiation skills within education extends beyond verbal communication to encompass cultural competence. Language instruction not only facilitates language acquisition but also fosters development of negotiation skills. Thus, the focus of the present study is on integrating negotiation skills training within the framework of English language instruction, in higher education in particular. The investigation carried out with the application of qualitative and quantitative research methodology, investigates the role of negotiation in educational contexts, discusses the significance of integrating negotiation skills training into higher education, evaluates the effectiveness of various teaching methods in enhancing students' negotiation abilities, examines the relationship between negotiation and language acquisition. As a result, it can be stated that the integration of negotiation training into the education classroom holds immense potential for students (both academically and personally) in today's globalized world, thus representing not only an educational imperative but also a societal necessity enabling students to navigate confidently in today's increasingly complex and interconnected world. [ABSTRACT FROM AUTHOR]

This paper delves into the intricate relationship between conflict, pedagogy, and supervision, focusing on theoretical investigations and practical reflections within the field of educational work. The theoretical investigations encompass various frameworks, including philosophical, critical pedagogy, and group-analytic perspectives, aiming to better define the complexity of the relationship betwe en conflict and education. In this sense, the study explores the role of pedagogy in understanding social and political conflicts, while also deepening the function of supervision within educational practices. Through pedagogical supervision, professionals can create a reflective environment that fosters personal and professional growth, even in contexts characterized by emergency interventions, trauma, and temporal and spatial limitations within the educational setting. By reconstructing a practical experience, the article aims to provide some interpretative guidelines for educators, supervisors, and pedagogists who work towards establishing critical-reflexive environments, particularly within emergency intervention contexts. Conflitto, pedagogia e supervisione. Indagini teoriche e riflessioni pratiche sul lavoro educativo. L’articolo approfondisce l’intricata relazione tra conflitto, pedagogia e supervisione, concentrandosi su indagini teoriche e riflessioni pratiche nell’ambito del lavoro educativo. Le indagini teoriche comprendono diversi quadri teorici, tra cui prospettive filosofiche, di pedagogia critica e gruppo-analitiche, per meglio definire la complessità del rapporto tra conflitto e educazione. In questo senso, il lavoro esplora il ruolo della pedagogia nella comprensione dei conflitti sociali e politici, approfondendo anche la funzione della supervisione entro le pratiche educative. Attraverso la supervisione pedagogica i professionisti possono creare un ambiente riflessivo che favorisca la crescita personale e professionale, anche in contesti caratterizzati da interventi di emergenza, traumi e limitazioni spazio-temporali del setting educativo. Tramite la ricostruzione di un’esperienza pratica, l’articolo mira a fornire alcune linee interpretative per educatori, supervisori e pedagogisti che lavorano all’istituzione di ambienti critico-riflessivi, in particolare all’interno di contesti emergenziali di intervento.

The aims of this study were to explore perceptions of school-based physical therapists (SBPTs) about professional development and effective practice and to create a conceptual framework to help understand how SBPTs become effective practitioners who continue to learn and grow professionally as clinicians in an educational setting. Twenty school-based physical therapists completed a demographic questionnaire and a semi-structured interview. Guiding interview questions focused on SBPTs' perceptions of roles and responsibilities, professional development, barriers, and recommendations. Participants identified roles and personal qualities of effective SBPTs. Three concepts for the process of professional development were developed: educational context and culture, barriers to effective practice, and strategies for professional development. The development of effective practice for SBPTs is a multifaceted, iterative process involving a unique set of knowledge, skills, and behaviors that allow them to fulfill their roles. The process takes time and effort to understand the self within the educational context and culture, recognize barriers to effective practice, and develop strategies for success. A conceptual framework was developed to assist SBPTs in implementing a plan for professional development that leads to effectively providing services to students and functioning as essential members of the educational team. [ABSTRACT FROM AUTHOR]

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After formal school entry, theory of mind development encounters a blooming period of growth intertwined with social and academic achievements and challenges. Within this framework, in last years researchers have proposed training programs to foster mature ToM skills, but also, to test causal pathways for the role that ToM development may have in broader cognitive and social outcomes. In the current mini-review we examine which training programs have been developed so far to enhance three key aspects of mature ToM skills: secondorder false belief reasoning, the ability to put one's own ToM knowledge into use, and the mentalization of thoughts and emotions. We also illustrate effects of these activities on intra- and inter- personal competence. In its conclusion the paper provides considerations of both first achievements of research in this area and gaps to be addressed in future works. [ABSTRACT FROM AUTHOR]

The study aims to examine the teaching and learning intervention in the educational setting as implemented in terms of student interest, learning reflection, direct instruction, learning activities, and student performance. It also aims to identify the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting in the area of talented, enthusiastic, adaptability, creativity, honest, effective, and resourceful. The research employs the descriptive quantitative methods and designs to utilize and generalize the result of the opinion, attitude, behaviors of the variable defined in the study. Purposive sampling is also explored in the study since it refers to the expert sampling or judgmental. It is a sample of non-probability. The study comprised One Hundred (100) respondents only. Results show that it encourages, open communication and sincerity of teachers for students to be comfortable in sharing their knowledge and opinion inside the classroom in terms of student interest, provides learning reflection for students to gauge quickly in the understanding of the lesson and teaching content in terms of learning reflection, assesses the teaching concept to modify the lesson as needed in terms of direct instruction, provides a better brainstorming approach to learning activities for students to share their insights and ideas about the lesson in terms of learning activities, aligns the learning instruction and standard in the task to the measurable learning target of the subject in terms of student performance. On the other hand, contribution of teacher model theory shows being patient at all levels in the variety of classroom cultural background, intellectual abilities, and learning styles to balance their own expectations and unique abilities for the learners in the area of teacher as talented, shows that teacher improves classroom behavior, student performance, positive attitude, and lead better evaluation in teaching in the area of teacher as enthusiastic, focuses on the transformation and interdisciplinary learning that equips with technological advancement in the increased roles and functions of the learning process in the area of teacher as adaptable, shows that teaching empowers the opinion and ideas that express unique ways in teaching and active learning relevant for student learners in the area of teacher as creative, shows that teacher speaks the truth by avoiding giving false compliments and honestly correcting mistakes done by the students in the area of teacher as honest, shows that it explores student thinking in efficient learning and delivers the information that lasts for the students’ skills and knowledge in the area of teacher as effective, shows that teaches positive skepticism to students and the ability to look for the development and solution to the learning process in the area of teacher as resourceful. Findings show that there is no significant relationship between the teaching and learning intervention in the educational setting implementation and the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting among the respondents.

Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between early childhood education and primary education in Chile. The study was conducted in four Chilean schools, with the transition levels of Chilean early childhood education (children aged 4 and 5) and the first two levels of primary education (children aged 6 and 7). Based on an ethnographic approach, we combined 22 ethnographic observation days spread over two consecutive years and 59 interviews of various types with children, educators, and parents. The results show structural and material limitations on school play that mainly affect children in primary education. Beyond, factors associated with routines, indications, and statements governing functioning and participation in this level tend to limit or prevent play, often considered a "non-legitimate" activity. Conclusions highlight the potentialities that children's restricted or resisted play can present in terms of learning. [ABSTRACT FROM AUTHOR]

Proactive school closures are often considered an effective strategy by policy-makers and the public to limit SARS-CoV-2 transmission. While evidence on the role of students in the spread is debated, the effects of closures on children's well-being are well known. In the light of this, we aimed to assess viral spread in educational settings, by calculating the rate of secondary infections per school class and identifying factors associated with cluster generation. We conducted a combined longitudinal and cross-sectional population-based study between October 2020 and November 2021. Secondary screening was conducted whenever a SARS-CoV-2 positive subject had been in the school environment in 48 h prior to symptoms onset or on the date of swab, if asymptomatic. The effect of selected variables on COVID-19 cluster generation was assessed by logistic regression. We identified 1623 primary COVID-19 cases. Of these, 72.5% resulted in no secondary case, 15.6% in 1, and 11.9% in 2 +. The probability of generating a 2 + cluster was lower when the index case was a student, rather than school staff (AOR = 0.42; 95%CI: 0.29–0.60). The number of clusters per week was in line with COVID-19 incidence trend in the general population. Conclusions: Index cases at school led to no secondary case in about three out of four times and only to a secondary case in about 15%. School environment does not facilitate viral spread, but rather reflects circulation in the community. Appropriate measures and timely monitoring of cases make school a safe place. Given the effects on children's learning and well-being, it is essential to favour school attendance over distance learning. What is Known: • During the COVID-19 pandemic, most European countries resorted to school closures to counter viral transmission. • Although the scientific debate on the suitability of school closures as a non-pharmaceutical intervention is still open and the role of school children in facilitating the spread of SARS-CoV-2 is not supported by unequivocal evidence, there is now a growing awareness of the impact on children's well-being. What is New: • The contribution of educational settings and students in facilitating viral spread appears limited, as exposure to a positive individual in the school environment led to no secondary cases among students in 72% of cases and only one secondary case in about 15%. • The likelihood of generating school clusters was approximately halved when the index case was a student compared to teachers or other school personnel. [ABSTRACT FROM AUTHOR]

In recent years, there has been a growing interest in examining the effect of emotion on learning. The relationship between neuroscience and education is direct, and emotional neuroscience has a significant impact on the learning process. This study's primary objective is to examine the connection between emotional neuroscience and the learning process. Therefore, the effects of emotion on cognitive function, memory, and learning processes were reviewed. A search was conducted using electronic databases (PubMed and Scopus). To emphasize the most recent literature, articles published within the last fifteen years were sought out. Based on the review of studies, it was determined that emotional neuroscience and learning have a strong correlation. Notably, both positive and negative emotions can have an impact on a person's cognitive functions, with the greatest impact on attention, memory, and learning. [ABSTRACT FROM AUTHOR]

Purpose: Gesar's timeless valor and cultural significance tales demonstrate the educational value of storytelling and narrative. This systematic literature review investigates the connection between the aesthetic evolution of Gesar and cross-media communication, focusing on the Chinese educational system. Using MAXQDA, 56 of 97 downloaded academic papers were selected for review. The results indicate that Gesar's aesthetic evolution substantially affects cross-media communication in the Chinese educational system. The study highlights the significance of cultural and educational factors in shaping the aesthetic development of Gesar, as well as the need for cross-cultural media communication and academic endeavors to effectively convey the cultural significance of Gesar to a wider audience. The study illuminates the potential of Gesar as a cultural icon for cross-media communication and emphasizes the need for additional research to advance academic knowledge. The findings have important implications for designing effective communication and educational strategies that can utilize the aesthetic evolution of Gesar to promote educational exchange via cross-cultural media communication. Such research can shed light on the broader significance of the epic in cross-cultural communication and deepen our comprehension of the intricate relationship between aesthetics, culture, and communication. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the potential cognitive impairment associated with motor disability in a group of children attending regular schools and to analyze whether there were different cognitive profiles according to the type of motor disability they presented. The study had 87 participants, 31 healthy and 56 with three types of motor disability: Neuromuscular Diseases (NMD Group), Cerebral Palsy-Hemiparesis (CP- HPx Group) and Cerebral Palsy-Diplegia (CP-DP). Ages ranged from 6 to 18 years and they had medium and medium-high socioeconomic and cultural levels. All participants attended regular state-funded and independent schools in an inclusive modality. The neuropsychological assessment included the following cognitive domains: processing speed, working memory, verbal and visual episodic memory, language, visuo-perception and constructive praxis and executive functioning. A second analysis was performed with the groups with CP: one based on the severity of gross motor impairment (GMFCS-E&R scale) and the other based on the levels of manual dexterity (MACS scale). ANCOVAs were performed controlling for age and processing speed in the three analyses. The group with CP-HPx was shown to be the most cognitively impaired of the three groups, with significant deficits in visuo-perception, verbal working memory, and visuo-spatial memory. Subjects with greater gross motor dysfunction (GMFCS-E&R) did not show the greatest cognitive impairment, while those with worse manual dexterity (MACS) exhibited greater cognitive impairment. Children and adolescents with motor disabilities, a priori cognitively normal, present different levels of cognitive impairment. This should be considered when planning educational adaptations for this infant-juvenile population.

In this paper, we address the challenge of estimating the 6DoF pose of objects in 2D equirectangular images. This solution allows the transition to the objects' 3D model from their current pose. In particular, it finds application in the educational use of 360° videos, where it enhances the learning experience of students by making it more engaging and immersive due to the possible interaction with 3D virtual models. We developed a general approach usable for any object and shape. The only requirement is to have an accurate CAD model, even without textures of the item, whose pose must be estimated. The developed pipeline has two main steps: vehicle segmentation from the image background and estimation of the vehicle pose. To accomplish the first task, we used deep learning methods, while for the second, we developed a 360° camera simulator in Unity to generate synthetic equirectangular images used for comparison. We conducted our tests using a miniature truck model whose CAD was at our disposal. The developed algorithm was tested using a metrological analysis applied to real data. The results showed a mean difference of 1.5° with a standard deviation of 1° from the ground truth data for rotations, and 1.4 cm with a standard deviation of 1.5 cm for translations over a research range of ±20° and ±20 cm, respectively. [ABSTRACT FROM AUTHOR]

Aims The aim of this study was to examine regional differences in school-based physical therapy practice focusing on the attributes of the school-based physical therapists and students; service delivery approaches, activities, and interventions; and student outcomes. Recognition of regional practices may decrease unnecessary variations, and assist with therapist clinical decision making and efforts to implement evidence-informed practice. Methods A secondary data analysis of the PT COUNTS data was performed to compare physical therapist and student attributes; service delivery, activities, and interventions; and student outcomes across the Northeast, Southeast, Central, and Northwest regions of the United States. Results Differences in the physical therapist and student characteristics, service delivery, activities, and interventions existed across the regions. There were no regional differences in outcomes when controlling for student functional level. Conclusion Regional differences in school-based practices may be expected and indicative of the influence of contextual factors including state and local policies and procedures that shape school-based service delivery and the characteristics of the therapists and students. Regional differences in practices may not have been of sufficient clinical magnitude to alter outcomes. Physical therapists can use the findings to reflect upon their individual decision making and practices. [ABSTRACT FROM AUTHOR]

Abstract Background Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses. We analyze the experiences of students of color in STEM majors who have faced RMAs at the campus, academic, and peer levels. We draw from an online survey of more than 4800 students of color attending a large public university in the USA. The STEM major subsample is made up of 1688 students of color. The study estimates a series of Poisson regressions to examine whether one’s race, gender, or class year can be used to predict the likelihood of the regular occurrence of microaggressions. We also use interview data to further understand the challenges faced by STEM students of color. Results The quantitative and qualitative data suggest that RMAs are not isolated incidents but are ingrained in the campus culture, including interactions with STEM instructors and advisers and with peers. Students of color experience RMAs at all three levels, but Black students in the STEM majors are more likely to experience RMAs than other students of color in the sample. Conclusions Our study demonstrates the need for campus officials, academic professionals, faculty members, and students to work together to address racism at the campus, academic, and peer levels. Additionally, STEM departments must address the impacts of the larger racial campus culture on their classrooms, as well as how departmental culture reinforces racial hostility in academic settings. Finally, our findings reveal the continued presence of anti-Black racism in higher education.

Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between early childhood education and primary education in Chile. The study was conducted in four Chilean schools, with the transition levels of Chilean early childhood education (children aged 4 and 5) and the first two levels of primary education (children aged 6 and 7). Based on an ethnographic approach, we combined 22 ethnographic observation days spread over two consecutive years and 59 interviews of various types with children, educators, and parents. The results show structural and material limitations on school play that mainly affect children in primary education. Beyond, factors associated with routines, indications, and statements governing functioning and participation in this level tend to limit or prevent play, often considered a “non-legitimate” activity. Conclusions highlight the potentialities that children’s restricted or resisted play can present in terms of learning.

Contribution: An education innovation in control engineering using practical setups and its evaluation based on a three-year student feedback study and examination grades. Background: Based on extensive research, education’s transition toward active learning and more practical experience has been shown to increase learning outcomes. Contrary to virtual and remote labs, a practical session with an individual setup for each student provides the most practical experience. Intended Outcomes: To show a positive effect on learning performance by integrating practical sessions in basic control engineering. Application Design: Presenting low cost setups that can be mass produced and adapt to the course’s growing complexity. These setups are evaluated during a three-year feedback study. Findings: The developed setups increased understanding of theoretical concepts. The new methodology significantly improved students’ average grades. The students’ interest in control theory is triggered. This case study could guide other institutions toward successfully implementing highly individual practical sessions for large groups. [ABSTRACT FROM AUTHOR]

Background: Multisystem inflammatory syndrome in children (MIS-C) is the most severe form associated with SARS-CoV-2 infection in children. To reduce the spread of SARS-CoV-2 at the population level, educational setting closure have been implemented in many countries. However, the direct benefit of school closure on the MIS-C burden remains to be explored. We aimed to assess the role of educational settings in SARS-CoV-2 transmission among children with MIS-C.Methods: We conducted a French national prospective surveillance of MIS-C, coordinated by Public Health France, from April 2020 to March 2021. During this period, we included all children with MIS-C fulfilling the WHO definition who were reported to Public Health France. For each child, we traced the source of SARS-CoV-2 transmission. The main outcome was the proportion of children with MIS-C, with educational setting-related SARS-CoV-2 infection, during the period of school opening.Results: We included 142 children fulfilling WHO criteria for MIS-C: 104 (70%) cases occurred during school opening periods. In total, 62/104 children (60%, 95%CI [50; 69]) had been contaminated by a household contact and 5/104 in educational settings (5%, 95%CI [2; 11]). Among children with MIS-C occurring during school closure periods, the proportion of household transmission remained similar (66%, 25/38).Conclusion: Children with MIS-C were mainly infected by SARS-CoV-2 within their family environment, and the educational setting played a marginal role in this transmission. This suggests that mitigating school attendance may not reduce substantially the burden of MIS-C.

This paper focuses on research related to the difficulties introduced by academic resources management in institutions of Higher Education and specifically in the Fundación Universitaria de Popayán, a private university, where the planning of academic scenarios is performed manually at the beginning of each academic period for an average of 1,776 subjects and suitable location for an average of 8,000 students, which leads to determine the importance of considering a software architecture that theoretically supports software development, physically and logically, allowing development in a successful and reliable way that reduces errors, costs, and time in the results, specifically for the case study at the Fundación Universitaria de Popayán. Therefore, the research has made it possible to find the need for an architectural vision and a base for the effective development of software, supported by the different views of authors with years of research on the subject. The research itself is supported by the agile design thinking methodology, the basis for meeting the needs of the end user, and where the quality attributes workshop method is included in the prototyping phase, which guarantees to involve stakeholders in advance for the control of quality attributes in the project. This article shows the flaws that arise in the academic scenario management process and the importance of establishing, from the architecture and agile methodology, a process that remedies the difficulties of the process performed. [ABSTRACT FROM AUTHOR]

In this paper, we address the achievements to date and the learnings from the development and tenyear implementation of the Iron Range Engineering (IRE) program while articulating its future directions. IRE uses research-based instructional strategies to implement a project-based learning (PBL) curriculum where authentic design sits at the heart of each semester's learning experiences. Industry projects are used to provide the learning context that spans the three engineering domains of professional, technical, and design capabilities. Delivered as an upper-division program to graduates of community colleges, the IRE model attracts a wider gender, racial, and socio-economic diversity. The rural IRE program has been replicated successfully in a metro region. Both programs have small enrollments, are resource intensive, and immerse student engineers in two years of PBL curriculum with industry clients leading to a Bachelor of Science in Engineering (BSE). Many unique learning strategies with the potential to advance engineering education have been developed by these programs. In an effort to propagate the use of these strategies, IRE has developed a new program designed for higher enrollments while both decreasing resource intensity and further expanding the diversity of the profession. This new entity, known as the Iron Range Engineering Bell program, attracts community college graduates from across the U.S. Using the framework of looking forward, this paper briefly describes the motivations behind the IRE model, its background, and the specific details of its philosophies and implementation. In the results section, both advancements and new learning strategies are described in a way that others can seek inspiration for possible adaptation. Finally, the new Bell program is described along with its potential for impact on change in engineering education. [ABSTRACT FROM AUTHOR]

Traditionally postural control was considered an automatic task, currently it is considered a process that involve higher control levels. The aims of study were to investigate the effects of cognitive and motor secondary tasks on postural control in healthy students and reveal which of two tasks have a greater impact on simple task. We enrolled eleven healthy children, who were asked to perform the following task: standing with open eyes and performing the same task while performing a cognitive (an n-back subtraction) or motor (finger tapping) dual task (DT). Our results demonstrated that both DT affects the postural control. Specifically, we find higher Centre of Pressure (COP) sway area during cognitive DT as compared to both single task and motor DT. Furthermore, results showed higher COP oscillation velocity in anteroposterior direction during cognitive DT then motor DT. Moreover, this parameter was significantly different in single task compared to motor DT. However, the secondary cognitive task showed a greater impact on postural control then motor secondary task on postural control. Our findings may be applied in school setting to elaborate motor programs useful to improve the postural stability and the ability to perform two tasks simultaneously. [ABSTRACT FROM AUTHOR]

Introduction: The aim of the current study was to investigate the relationship between stressful educational period and the suitable interaction with patient. Methods: This was a correlational study. The population included all students of Shiraz University of Medical Sciences. To evaluate stressful factors in educational period, the researcher used Abbasi et.al. Questionnaire and to evaluate interaction skills, the researcher used Jalalvandi's questionnaire. The data were analyzed by regression. Result: Correlation coefficient related to stressful factors in educational setting (ß=-0.363), graduation stress (ß=-0.205), and educational situation stress (ß=-0.126) were significant regarding interaction with patient. Therefore, the highest correlation coefficient was related to stressful factors in educational setting, graduation stress, and educational situation, respectively. Also, most of the students agreed with teaching psychology in medical majors. Conclusion: When encountered with stressful factors, medical students were influenced by their thought in such a way that they showed less sensitivity to interaction with patient and sometimes made mistakes in diagnosis of the disease. Therefore, it is suggested that planners revise formal medical programs which are designed without psychological subjects. Also it is recommended to conduct more studies on psychological skills such as interaction skills, stress refining and so on. Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress

In this paper, we address the challenge of estimating the 6DoF pose of objects in 2D equirectangular images. This solution allows the transition to the objects’ 3D model from their current pose. In particular, it finds application in the educational use of 360° videos, where it enhances the learning experience of students by making it more engaging and immersive due to the possible interaction with 3D virtual models. We developed a general approach usable for any object and shape. The only requirement is to have an accurate CAD model, even without textures of the item, whose pose must be estimated. The developed pipeline has two main steps: vehicle segmentation from the image background and estimation of the vehicle pose. To accomplish the first task, we used deep learning methods, while for the second, we developed a 360° camera simulator in Unity to generate synthetic equirectangular images used for comparison. We conducted our tests using a miniature truck model whose CAD was at our disposal. The developed algorithm was tested using a metrological analysis applied to real data. The results showed a mean difference of 1.5° with a standard deviation of 1° from the ground truth data for rotations, and 1.4 cm with a standard deviation of 1.5 cm for translations over a research range of ±20° and ±20 cm, respectively.

In the article the key terms including "coach", "coaching", "coaching technology" used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational leadership is considered. The role of master programs that offer specialized training for future leaders in different educational environments is outlined. In order to stimulate professional education, leader's ability to make ethical managerial decisions, develop responsibility, confidence in their own capabilities, the ways of implementing coaching technology in higher education are substantiated. The key competencies and masteries that educational leaders have to acquire are outlined. Today's schools lack experienced leader that can ensure stability and growth. To understand the problems and challenges that schools in Ukraine are facing, principals in two regions of Ukraine have been served regarding their awareness of the term "coaching" and its practical importance for the effective educational management. It is argued that coaching as a strategy to ensure effective leadership is considered to be a powerful resource for any educational setting. The framework of coaching treats each and every employee as a unique, creative personality, able to independently solve a number of tasks, take initiative, make choices, and realize goals. [ABSTRACT FROM AUTHOR]

The rapid technological developments associated with the decrease in the cost of smartphones made the latter more accessible and convenient to be used. In an educational setting, students are increasingly bringing their smartphones to classrooms, this could have serious security implications, particularly when students are less aware of smartphone information security threats. This paper is set out to provide an empirical comparison in the level of information security awareness among college students in terms of knowledge and behavior. The main aim is to find the difference between students' awareness level of information security using smartphones vs. computers. A descriptive research design was adopted and an online survey method was employed. Research findings showed that students were highly aware of some information security concepts, however, they behaved differently in protecting their smartphones compared to computers. Training campaigns are suggested to be conducted aiming to educate students with possible information security risks related to smartphone usage in educational settings. [ABSTRACT FROM AUTHOR]

Description of the problem and aims Body image is a complexconstruct that significantly affects people's quality of life. Body image is related to perceptionsand thoughts about one's own body through an evaluation of size and attractiveness. This construct has been mainly treated in terms of psycho-attitudinal outcomes but there is growing evidence regarding the role of physical education on positive body image. Although there are severalstudies related to this topic, few researchers focused on how physical education in an outdoor setting may influence body image. This study examines changes in body image of adolescents who followed a twelve-week outdoor physical education program based on walking and running activities compared to equivalent indoor activities. Methodology Self-reported data were collected. Subjects were asked to indicate their Current Body Shape and their Ideal Body Shape by means of a Figure Rating Scale (CDRS) based on drawn silhouettes ranging from extreme thinness to severe obesity. Body Shape Questionnaire 14 (BSQ-14) was also administered to assess the overall body shape dissatisfaction. Conclusions Resultsshowed an improvement after the interventionin body image scores(CDRS and BSQ-14) in those subjects engaged in the outdoor program compared to those who participated in indoor activities who showed a non-significant decrease of the scores. The results indicate that an outdoor physical education program may have a positive effect on how youngstersperceive their body imagecompared to activities carried out in an indoor traditional classroom context. Outdoor education may facilitate the process of body image perception and representation through selfacceptance and enjoyment of the activity. [ABSTRACT FROM AUTHOR]

This study seeks to find appropriate landscape patterns of campus based on students' preferences. A photo questionnaire containing scenes of different types of campus landscapes was distributed among 200 students in University of Tabriz, Iran. The results emphasized the importance of vegetation, seating areas and water features of campuses. Also, students prefer open spaces consisting of lawn and grass (M = 3.31, S.D. = 1.00). Students also prefer a campus, which has a natural base, landscape elements and seating places, while the least preferred (M = 2.96, S.D. = 0.89) scenes comprise a large amount of hardscape. Students had a different preference for landscaping of open study area and leisure time place where the studying area should be designed with vertical natural elements. Shading trees and benches were also highlighted as very important furniture for these places. In terms of spatial organization, the content analysis revealed that these areas should be open and spacious. Places for leisure time need to be decorated with informal landscape design for creating a pleasant view. Designing a landscape with various forms will make these places more pleasant. Scenes of curved paths and colourful plants for these places showed a positive association with student socialization activities. [ABSTRACT FROM AUTHOR]

Purpose: Development of individualized student goals is integral to special education. Although United States federal legislation and state, local, and professional guidelines outline preferred goal development processes, actual practice does not always reflect ideal practice. The purposes of this research were to understand how physical therapists develop student goals and to identify facilitators and barriers to development of participation-based goals. Methods: Twenty school-based physical therapists participated in one of five semi-structured focus groups. Two researchers conducted thematic analysis of transcriptions of audio recordings to identify qualitative themes; a third researcher reviewed the analysis. Results: Five themes emerged related to therapists' recommendations for goal development: (1) Understand the student: The foundation for individualized goal development, (2) Teaming: The critical component to integrate varied perceptions and establish a common vision, (3) Relevant focus of goal: Addressing what is meaningful for a student's day, (4) Best practices: Embracing professional advances, and (5) Develop and write the goal: The art and science of writing goals. The first four themes also reflected facilitators and barriers to development of participation-based goals. Conclusions: Therapists' comments reflected striving to follow ideal practice recommendations despite identified challenges. This research helps educational teams understand and reflect on goal development processes. Although writing goals is a foundational task in school-based practice, meaningful goal development is a complex process. School-based physical therapists recommend working closely with students, parents, teachers, and other members of the educational team to establish good communication, trust, and a shared philosophy of collaboration and responsibility for student goals A thorough understanding of the student serves as the foundation for developing individualized student goals. Educational teams are encouraged to understand professional, federal, state, and local guidelines and embrace professional advances in goal development practices. [ABSTRACT FROM AUTHOR]

To evaluate the validity and reliability of the Structured Preschool Participation Observation (SPO), based on the COnsensus-based-Standards for the selection of health Measurement INstruments. The SPO development was based on biopsychosocial and ecological models to evaluate children's participation in play, learning and social occupational areas. Following the establishment of content validity, construct validity using factor analysis and reliability were examined among 250 preschool children with typical development (TD). The known-groups procedure was used, comparing 88 children with developmental disabilities (DD), who attended special educational settings with the TD children. Three factors accounted for 68% of the variance. High internal consistency (alpha>.812) was found, as well as a significant moderate-to-high inter-rater reliability in most areas. Children with TD scored significantly higher than children with DD with small to large effect sizes. The SPO appears to be a suitable measure for assessing children's participation in preschool activities through structured observation. Further studies are needed to further establish its psychometric properties, along with using additional scales of enjoyment and/or involvement and self-care activities. The SPO may assist in generating intervention goals for children with limitations in participation and may complement information gathered from parents. [ABSTRACT FROM AUTHOR]

Context: One of the current challenges for higher education institutions is to design and implement educational strategies to promote the apprenticeship of undergraduate students' clinical nursing reasoning. Purpose: The study aimed to develop, test and evaluate a digital educational setting based on script concordance with undergraduate nursing students. Method: Research and development study design supports the implementation of the educational setting. Content validation was incorporated into the study design using a modified Delphi technique. Students' and experts' answers to the educational setting have been compiled. An online questionnaire and focus group interviews were used by students to assess the acceptability and usability of the educational setting. Results: Five expert collaborators validated the content of the educational setting. The final version included 81 questions linked to 22 vignettes. Twelve expert panellists and 45 students completed the questions of the educational setting. Cronbach's alpha (α) coefficient ranged from 0.87 to 0.90. Overall, the students appreciated the educational setting, especially the varied and formative feedback of experts to situations related to professional life. Conclusion: The educational setting is based on the use of a digital script concordance test in which expert feedback is integrated to promote learning of clinical nursing reasoning. As an essential component, the commitment of expert panellists places the design of such an educational setting in a process of co-construction and validation of teaching materials. [ABSTRACT FROM AUTHOR]