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Higher Education Institutions (HEIs) need a specialized computer audit method to minimize quality and security risks and facilitate institutional evaluation and accreditation. This study aimed to develop a Computer Audit Method for HEIs (MAIIES) providing methodological support for the computer audit process. The MAIIES method includes planning, execution, communication of results, validation, and follow-up of the audit exercise with 47 activities. The validation phase resulted in an evaluation instrument with 42 variables for quality and 18 for security, forming a multivariate model measuring quality and security dimensions. The model comprises factors such as human, technical, contextual, confidentiality, integrity, and availability. The MAIIES method provides a comprehensive audit framework, facilitating compliance with quality and security standards and identifying areas of improvement. It offers a strategic approach for minimizing quality and security risks in HEIs through a comprehensive computer audit process, enabling institutional evaluation and accreditation by ensuring compliance with quality and security standards and identifying areas of improvement. [ABSTRACT FROM AUTHOR]

The conceptualization of the Scholarship of Teaching and Learning [SoTL] has evolved over its 30-year history. This study sought to understand how faculty, staff, and students at a research-intensive institution in Ontario, Canada label and describe SoTL. We performed an environmental scan that consisted of: 1) mining academic journal titles to identify names commonly used to describe systematic inquiry into teaching and learning; 2) a campus-wide survey of faculty, staff, and students; and 3) interviews with select faculty members who perform SoTL work. We identified several dichotomies between the findings from these three methods and discuss the meanings of these findings in relation to the 4M, micro-meso-macro-mega levels, framework. [ABSTRACT FROM AUTHOR]

Institutions of higher education are implementing Blended Learning (BL) approaches to supplement traditional courses in enhancing students' learning experiences. However, only fewer studies have examined BL acceptance based on the determinants that influence students' perception towards BL integration in improving learning performance. Accordingly, this study employs the theory of Technology Acceptance Model (TAM) and Information System (IS) success model to develop a model to examine the determinants that influence students' perception towards BL integration and acceptance as a mode of study to improve learning performance. Survey questionnaire was designed, and data was gathered from 1169 students to empirically validate the designed model. Accordingly, Partial Least Square-Structural Equation Modeling (PLS-SEM) was applied to analyze the survey data. The results suggest that system quality, information quality, and service quality significantly impact students' acceptance of BL. Moreover, results reveal that perceived usefulness of BL, perceived ease of use of BL, attitude towards using BL, intention to use BL, and actual use of BL were proven to be key determinants that should be considered in improving students' acceptance of BL. Additionally, results indicate that students' acceptance of BL significantly influences learning performance. Implications from this study provide insights on how institutions can improve students' integration of BL initiatives in both physical and digital learning environments. [ABSTRACT FROM AUTHOR]

Recently, post-secondary institutions have been under increased public and academic scrutiny regarding their ability to prevent and respond to instances of campus sexual violence. Emerging research has explored institutional betrayal (IB), which is a theoretical framework that states that actions and inactions on the part of the institution can cause further harm to survivors of violence. The goals of this review were, using an ecological systems lens, to identify what specific behaviors, policies, responses, and other factors constitute IB or institutional support (IS) as defined by the existing literature. A search of 16 databases across 8 disciplines led to the identification of 100 articles that mentioned either IB or IS verbatim. Factors that can be categorized as IB and IS were identified across nine levels: (1) the individual level, (2) the interpersonal level, (3) within institutional spaces, (4) within institutional procedures, (5) within institutional policies, (6) at the institutional structural level, (7) at the institutional culture level, (8) at a government and public policy level, and (9) within greater societal cultural values and established social norms. IB itself manifests across all levels of the institution and is, in fact, quite insidious—it is largely invisible and deeply rooted in systemic oppression, woven into the structure of institutions of higher education. IB remains a looming, almost inevitable outcome of the structural violence that occurs in post-secondary settings. Yet, IS and the related concept of institutional courage are emerging fields of study that pose important implications for institutional change. [ABSTRACT FROM AUTHOR]

University management systematically faces the problem of objectively assessing the financial stability of higher education institutions (HEIs). This challenge arises due to the influence of external drivers, including the instability of institutional support, changes in approaches, reductions in budget funding, the consequences of the Covid-19 crisis, war, population migration abroad, destruction of the material and technical base of HEIs, a decrease in the solvency of the population, and the psychological status of employees. In the paradigm of this study, the financial stability of universities is investigated as their ability to form a positive financial space, create value propositions considering time demands, ensure income growth and diversification, rational distribution of resources, maintain liquidity and solvency, and respond flexibly and quickly to the challenges of the time. The purpose of the article is to methodologically justify and practically implement the integral assessment of the financial stability of universities based on the point method, utilizing both static and dynamic approaches. The information base of this study comprises data from the Unified State Electronic Database on Education as of October 1 of the reporting year, financial information, and rectors’ reports for the years 2017 to 2022, which were published on the websites of the Higher Education Institutions. The sample includes 35 HEIs of Ukraine, varying in types (classical, polytechnic, pedagogical, economic, and others), scale, and location. The main results of the study are as follows: - a three-criterion approach to determining the integral indicator of financial stability: the first criterion is contingent (scale), encompassing indicators demonstrating changes in student numbers according to public and private forms of education, the ratio of teacher supply to applicants, the level of budget allocations and private financing per student, and expenses for wages per student; the second criterion is cash flows, represented by liquidity indicators and a financial cushion; the third criterion is income and expenses, including indicators characterizing the change in income, their diversification, the level of income per 1 student and teacher, the share of marginal income, the ratio of income and expenses, the coefficient of coverage of fixed expenses by income; -the method of calculating the integral indicator of financial stability based on static and dynamic approaches was justified and tested using the example of 35 HEIs in Ukraine; - four types of financial stability of universities were established according to the maximum value of the integral indicator: stable (41–50 points), normal (31–40 points), risky (21–30 points), and crisis (20 or fewer points). The method of calculating the integral indicator of financial stability of universities proposed in the article is a tool for making tactical and strategic decisions by university management.

Sexual harassment is an intractable problem that harms the students, community, culture, and success of institutes of higher education (IHEs). The alarming prevalence of sexual harassment at IHEs highlights the urgent need for effective prevention programs. However, there are few empirically supported preventive interventions that effectively target the factors that most impact the determinants, trajectory, and short- and intermediate-term effects of sexual harassment. In this paper, we overview the problem of sexual harassment and propose an organizing framework to help IHEs develop effective interventions to prevent sexual harassment. Guided by prevention science, we propose a framework—modified from SAMHSA's (2019) guidelines for prevention practitioners—that underscores the criticality of trauma- and equity-informed characteristics in prevention programs. We offer a discussion on how IHEs must consider and evaluate the empirical evidence of effectiveness, flexibility, cultural competency, and sustainability when developing and adapting prevention programs to reduce and—ultimately—ameliorate sexual harassment. We conclude with recommendations that can provide a roadmap for higher education stakeholders and researchers to prevent this urgent public health concern. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide information that can benefit Higher Education Institutions (HEIs), which operate in a highly competitive environment. Understanding students' perspectives regarding quality in higher education and areas of dissatisfaction can redirect an HEI's strategy to address these concerns. The present study seeks to clarify how students define quality. A business student survey was conducted to understand students' expectations, satisfaction, and dissatisfaction with their current educational environment. The analysis systematically explores students' dissatisfaction by categorizing qualitative data using a modified version of the seven dimensions of service quality introduced by Evans and Lindsay.The level of detail provided in this report will assist in developing effective processes to improve student satisfaction at the university. The results conclude that improvements in completeness of the educational experience, both classroom and administrative services along with improvements in accessibility and convenience for academics and services will have the most impact on student satisfaction. Completeness addresses the quality of learning materials and services and accessibility and convenience address the ease of access to these learning materials and services. This paper expands upon the definition of quality in higher education, focusing on student dissatisfaction. The classification of student feedback provides a unique perspective. The limitations of the study include the response rate, area of study, geographic area, and learning modality. Tests of validity were not applied to the seven dimensions of service quality due to the exploratory nature of this study. [ABSTRACT FROM AUTHOR]

University management systematically faces the problem of objectively assessing the financial stability of higher education institutions (HEIs). This challenge arises due to the influence of external drivers, including the instability of institutional support, changes in approaches, reductions in budget funding, the consequences of the Covid-19 crisis, war, population migration abroad, destruction of the material and technical base of HEIs, a decrease in the solvency of the population, and the psychological status of employees. In the paradigm of this study, the financial stability of universities is investigated as their ability to form a positive financial space, create value propositions considering time demands, ensure income growth and diversification, rational distribution of resources, maintain liquidity and solvency, and respond flexibly and quickly to the challenges of the time. The purpose of the article is to methodologically justify and practically implement the integral assessment of the financial stability of universities based on the point method, utilizing both static and dynamic approaches. The information base of this study comprises data from the Unified State Electronic Database on Education as of October 1 of the reporting year, financial information, and rectors’ reports for the years 2017 to 2022, which were published on the websites of the Higher Education Institutions. The sample includes 35 HEIs of Ukraine, varying in types (classical, polytechnic, pedagogical, economic, and others), scale, and location. The main results of the study are as follows: - a three-criterion approach to determining the integral indicator of financial stability: the first criterion is contingent (scale), encompassing indicators demonstrating changes in student numbers according to public and private forms of education, the ratio of teacher supply to applicants, the level of budget allocations and private financing per student, and expenses for wages per student; the second criterion is cash flows, represented by liquidity indicators and a financial cushion; the third criterion is income and expenses, including indicators characterizing the change in income, their diversification, the level of income per 1 student and teacher, the share of marginal income, the ratio of income and expenses, the coefficient of coverage of fixed expenses by income; -the method of calculating the integral indicator of financial stability based on static and dynamic approaches was justified and tested using the example of 35 HEIs in Ukraine; - four types of financial stability of universities were established according to the maximum value of the integral indicator: stable (41–50 points), normal (31–40 points), risky (21–30 points), and crisis (20 or fewer points). The method of calculating the integral indicator of financial stability of universities proposed in the article is a tool for making tactical and strategic decisions by university management. [ABSTRACT FROM AUTHOR]

This article highlights the significance of online platforms in both classroom and extracurricular independent learning activities for higher education students, emphasizing the role of the synergistic paradigm of education. It explores independent student work in the context of distance learning, utilizing online platforms and Internet education. The article also delves into the content and periods of independent student work facilitated by online platforms in distance learning scenarios. It presents a classification of online platforms and their role in supporting independent student work within higher education. The study's findings confirm the hypothesis that the purposeful integration of online platforms in the educational process fosters independent learning, contributes to the development of informatics and general cultural foundations, and facilitates a deeper understanding of educational material and professional knowledge among higher education students. [ABSTRACT FROM AUTHOR]

The article reveals the possibilities of mobile applications and experimentally proves the practicality of their use in the professional training of specialists. The popularity and significance of various mobile applications in the modern educational process have been demonstrated. The spectrum of mobile applications was analyzed, the content of mobile applications was revealed, and the most effective of them were considered, which can be useful in teaching pedagogical, natural, and humanitarian disciplines and can be used in distance learning conditions to support and motivate learning. The didactic principles that educational mobile applications must comply with are highlighted, and their advantages and disadvantages are shown. Specific forms, methods, and ways of introducing mobile learning into the educational process of a higher school were considered, which should be actively applied by teachers in the educational process of a higher school. The conducted experimental research on the importance and necessity of using mobile applications in education shows that mobile learning has become popular among young people and most university students are psychologically and technically ready for the use of educational mobile programs in education and require the mandatory use of mobile applications in the educational space of a higher school. [ABSTRACT FROM AUTHOR]

The conceptualization of the Scholarship of Teaching and Learning [SoTL] has evolved over its 30-year history. This study sought to understand how faculty, staff, and students at a research-intensive institution in Ontario, Canada label and describe SoTL. We performed an environmental scan that consisted of: 1) mining academic journal titles to identify names commonly used to describe systematic inquiry into teaching and learning; 2) a campus-wide survey of faculty, staff, and students; and 3) interviews with select faculty members who perform SoTL work. We identified several dichotomies between the findings from these three methods and discuss the meanings of these findings in relation to the 4M, micro-meso-macro-mega levels, framework.

Purpose: To assess the effects of COVID-19 on college students and any differential outcomes across collegiate sub-populations towards the beginning of the pandemic. Design: Cross-sectional survey. Setting: Fall 2020 American College Health Association-National College Health Assessment. Subjects: N = 13 373 undergraduate/graduate/professional students; 22 colleges/universities. Measures: Six COVID-19 outcomes; 10 demographics. Analysis: Campus-specific weights for student enrollment/sex distribution. Cross-tabulations/Pearson χ2 test; Cramer's V/effect size; Bonferroni multiple testing correction (P <.0009). Results: 5.6% of students had been diagnosed with COVID-19. Compared to counterparts within each demographic category, rates were significantly higher among many BIPOC student groups (e.g., Native Hawaiian/Other Pacific Islander: 15.0%); cisgender women (5.9%) and men (5.6%); heterosexuals (6.1%); undergraduates (6.3%); and sorority/fraternity members (13.7%). Due to COVID-19, 8.8% of students had lost a loved one; 14.6% had a loved one with long term effects from COVID; 38.6% had increased stress; 61.4% had more financial concerns; and 52.7% had more difficulty accessing mental healthcare. Students identifying as BIPOC; cisgender women and transgender/gender non-conforming (TGNC); queer-spectrum; undergraduate; first-generation; having a disability; and taking courses online were significantly more affected by most of these outcomes (all comparisons P <.0009). Conclusions: Students were widely impacted by COVID-19 with substantive differences across sub-populations. Future research should examine trends over time and explore ways to reduce health disparities. [ABSTRACT FROM AUTHOR]

This study explores the challenges and prospects of implementing the Third Mission (TM) of Ukrainian higher education institutions (HEIs) amidst the Russian-Ukrainian conflict. Utilising a qualitative research approach, data were collected from eight Ukrainian HEIs participating in the Erasmus+ project “Community Universities: Strengthening Cooperation”. Findings reveal a lack of legislative clarity regarding TM, hindering its uniform implementation across institutions. Despite this, Ukrainian universities strongly commit to community engagement, with collaborative efforts to address societal needs. The study highlights the urgent need for legislative strengthening of TM and enhanced collaboration with communities to bolster the resilience of HEIs in conflict-affected contexts. [ABSTRACT FROM AUTHOR]

The article analyzes the meaning of "STEM education", revealing personal and social aspects. The main organizational forms and open online tools for implementing STEM education are shown. The most important functions and goals of the educational environment provided by Google services for the implementation and organization of STEM projects in higher education institutions and the most significant approaches used for the organization of STEM education are highlighted; the importance of the STEM-oriented approach in education is emphasized, for its implementation in education the mandatory use of educational e-platforms is emphasized. When implementing and creating STEM projects in higher education institutions, it is important and necessary to use information and communication technologies, and virtual and augmented reality technologies. Implementing a STEM approach to education results in a fruitful and stimulating STEM-oriented environment. Through experimental research, the importance and necessity of organizing a STEM-oriented environment in institutions of higher education was revealed, and the ways of using STEM technologies in higher education with a view to the formation of professional skills were clarified. Methodological recommendations have been developed for the implementation of the STEM approach in the practice of the educational process, where it is necessary to organize a STEM-oriented environment in higher education institutions and create certain optimal conditions. [ABSTRACT FROM AUTHOR]

At this historical stage of development, Ukraine is going through the most difficult times since the period of gaining its independence. The logic of state administration, financial and credit relations, social guidelines and the foreign policy of our country in general has changed. The sectors of education and science, in which not always positive changes are taking place, were also affected by such changes. Rather, on the contrary, there is a trend of stagnation in education caused by weak institutional support, and imperfect personnel and financial policies. The aggressive policy of the Russian Feder)ation in relation to our country caused a powerful surge of internal and external migra)tion of the population, including highly professional and narrowly qualified workers who were involved in educational and scientific processes and proved their effectiveness. In such conditions, it becomes necessary to determine the orientations of the organiza)tional and innovative management of financial and personnel support of academies, institutes, universities and other educational institutions in the conditions of the resto)ration of intellectual potential. It is especially important to develop a methodology for its assessment and forecasting. In this context, the article proposes ways of evaluating, forecasting and improving the organizational and innovative management of financial and personnel support of higher education institutions. In the process of writing the article, economic and mathematical methods, tools and models were used, in particular two-factor regression models, Farrar-Glober tools, the method of least squares, and Fisher's F-criterion analysis. Taking into account the trends of forecasting financial and personnel support in order to improve the management of higher education institutions, managers should pay attention to the need to attract investments to improve the quality of scientific research. [ABSTRACT FROM AUTHOR]

The article shows the importance of the role of motor activity in human life. The specially organized motor and physical activity of the student is distinguished, and the importance of vocational and applied physical training and general special physical training of the student for a person is proven. To overcome adaptation and transfer the whole organism to a higher level of functioning, movement qualities of different scales of influence are grouped. Ways to create effective conditions are shown for teaching the rational technique of sports movements. The purpose, task, organization, and stages of the process of physical education in higher education institutions in distance form are disclosed. The most effective methods and techniques in the conditions of distance learning, which change the attitude of students toward their health care, are analyzed. An experimental study of the analysis of the daily motor activity of students of higher education in the conditions of distance learning was carried out. Recommendations for overcoming the negative manifestations of distance learning have been developed and the most significant ways of reducing a sedentary lifestyle and maintaining an active physical form have been highlighted. [ABSTRACT FROM AUTHOR]

The article analyzes the content and shows the importance and necessity of soft skills, mets skills, and hard skills today. The types of soft skills that are particularly important in modern society are highlighted and the most common classification of soft skills in the public space is presented. Mets skills are considered as a basis for the development, application, and improvement of knowledge and skills, as "higher order" skills that provide an opportunity to improve and understand the significance of other, already existing competencies and allow to achieve the set goal. The importance and necessity of professional hard skills – skills of working with machinery, equipment, and devices have been established. It has been proven that only a combination of soft skills, mets skills, and hard skills should and can become a cornerstone in the plan of training specialists in institutions of higher education. Ways of effective formation of soft skills, mets skills, and hard skills with the use of ICT are shown. It is noted that a necessary component in the international academic environment is the command of foreign languages. [ABSTRACT FROM AUTHOR]

The article analyzes the content of onomastics and the onomastic system in the modern language; the main principles and perspectives of the etymological process of proper names are highlighted; the specifics of the onymic space of the work of art are revealed; a review of digital methods for research and presentation of onymic material was carried out; characteristics of names and their criteria are presented. An experimental study of the importance of using onomastic material in the educational space was conducted, where special attention was paid to the quantitative and qualitative analysis of the results of the use of onomastic material. In the experimental groups, during the exercises, techniques, and methods of work that activate the student's thinking were combined, and different types of tasks were offered among the exercises, the content of which was onomastic vocabulary using an innovative method. Research in the experimental group showed the effectiveness of the innovative methodology and a significant increase in the level of cognitive activity among students. [ABSTRACT FROM AUTHOR]

Although decades of scholarship have documented how institutions of higher education fundraise and conduct philanthropic programs and campaigns, no research has addressed how an institution's digital headquarters—the institutional website hosting the philanthropic campaign—communicates with the public and functions before, during, and after the campaign. In this study, we provide a nine-year longitudinal review (2014 to 2023) of The University of Texas at Austin's "40-for-40" annual philanthropic campaign. Over this time period, the institution updated their digital headquarters yearly to integrate social media, global communications, gamification, and mid-campaign challenges into their campaign. These updates may have helped increase the campaign's grand total from $128,516 from 2,104 gifts in 2014 to $6,451,168 from 11,069 gifts in 2023. Implications for theory, research, and practice are addressed. [ABSTRACT FROM AUTHOR]

The article raises the question of the impact of digitalization on the organization, conduct and modelling of the educational process in higher education institutions. It notes that the trends of digital transformation of the educational space in higher education institutions require a thorough teachers practice-oriented training aimed at the effective use of information and communication technologies in the process of professional activity. The digitalization process is presented as a convergence of digital technologies, material and social-humanitarian practices. Modelling of the educational space is interpreted as a scientifically based design that meets the set requirements and planned construction of the studied phenomenon, taking into account its features and properties. The article highlights the main conditions of digitalization of the educational space, which take into account the digital generation of children, resource support for the digitalization of education, the relevant legal framework, training of personnel potential of digital education with ICT competences, digital technologies, which are an effective mechanism for modelling the educational space. The article emphasizes the need to overcome negative processes and phenomena during the digital transformation of education, particularly: the low level of digital competences among both teachers and students; lack of a high-quality digital educational content for obtaining education; inaccessibility of scientific resources and infrastructures, etc. It also analyzes various platforms and resources (Zoom, Google Meet, Google Class and others). The article outlines the features of forming the digital educational space in higher education institutions (free search of various information in the global network; personalization, interactivity, multimedia, hyper-tempo, subculturality, etc. It also pays attention to improving the state of digital competence of participants in the educational process, which includes technical and information literacy, critical thinking, creation digital content, etc. We propose our own vision of the ways of modelling the digital educational space, the formation of professional competence in education seekers (the use of cloud technologies, mobile and Internet technologies, distance and mixed forms of education, open online courses, the development of digital libraries and campuses). The article defines the peculiarities of modelling the digital educational space in higher education institutions; proves the need to involve highly competent specialists in the process of digital educational space implementation; takes into account the main components of the educational space: the digital generation, new digital technologies, digital economy, etc.

The article reveals the main advantages of using mobile applications in the educational process and shows their significance in increasing the level of knowledge and skills of higher education students; elements of the content of mobile learning are revealed; didactic principles are singled out and factors that educational mobile applications must meet are grouped; didactic features of mobile applications are shown in the educational process of a higher school. The methodological basis of the study is the general theoretical and methodological provisions of philosophy regarding the relationship between theory and practice of the Impact of mobile applications on higher education. The results of the conducted research testify to the fact that the use of mobile applications in the educational process to increase the level of knowledge and skills of students has a positive effect on increasing the level of skills and motivation of students to study, significantly facilitates the educational process based on the implementation of a personalized approach outside classroom time, allows you to organize productive independent work in higher education. [ABSTRACT FROM AUTHOR]

The article emphasizes the importance of training future music teachers based on Ukrainian musical folklore. The author of the article implements this in her developed course "Folklore Studies" for first-degree (bachelor's) students in higher education specialty 014 "Secondary Education (Music)." The course is implemented at Khmelnytskyi Humanitarian-Pedagogical Academy. The purpose and objectives, as well as the theoretical and practical principles of this course, are highlighted, contributing to the formation of key and specialized competencies and creative self-expression of future professionals in the process of musical folklore activities. The course "Folklore Studies" actualizes an essential educational goal -- it aims to promote, based on Ukrainian folk music art, the values of a Ukrainian patriot among young people and followers of Ukrainian traditions. The course is designed to achieve the educational goal -- it promotes the development of students' ability to integrate knowledge and skills from various professional disciplines and apply them in their pedagogical practice. The course content is divided into modules, each of which highlights a specific dominant: mastering singing in folk style (module 1), mastering playing the Ukrainian folk musical instrument -- the pipe (module 2), studying and performing domestic folk dances (oira, holubka, padespan, polka, krakowiak, etc.) (module 3), integration of students' knowledge and skills through the development of scenarios, creative projects, thematic concerts, and other forms of creative collective folklore activities for school students (module 4). The article presents examples of forms of work with students in the course "Folklore Studies" at Khmelnytskyi Humanitarian-Pedagogical Academy. The author's long-term pedagogical experience and the implementation of the course "Folklore Studies" at Khmelnytskyi Humanitarian-Pedagogical Academy allow us to conclude that the course contributes to the training of future professionals -- music teachers and teacher-organizers, leaders of folklore groups with the mission of a folklore educator, who is competent in musical folklore: has sufficient knowledge of Ukrainian folk traditions and rituals, folk musical creativity, able to instill love for it among their students, a desire to perform works of Ukrainian musical folklore, study and research them, and a spectrum of practical skills for applying them into life. [ABSTRACT FROM AUTHOR]

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In a country where depression, anxiety, and suicide rates within the student population rank among the highest in the world, access to mental health care is vital. This is especially true for students moving from rural areas to urban-based tertiary education institutions. Since South Africa became a democracy, institutions of higher learning previously the preserve of the country's White minority opened their doors to black Africans. While some White families sent their children to private or so-called "Model-C" schools, most black communities lacked the financial means to do the same. Consequently, most black African students remain in rural areas until they reach Grade 12 before moving to the city where most institutions of higher education are located. The shift from rural to urban areas brings with it a combination of excitement and anxiety for Black students who leave their homes for the first time in search of a qualification that offers them a chance at becoming employable. This study aimed to examine the availability and perceived effectiveness of mental health facilities for students coming from rural South Africa. To understand students' perceived perceptions of mental health services, the study applied an experienced-centered narrative (ECN) as the theoretical framework. The study employed a qualitative research design using a narrative approach to explore students' experiences. Semi-structured interviews were conducted with ten participants. The findings revealed the intersectionality of class, race, language, and geography contribute to how students understand, access, and utilize mental health services facilities in institutions of higher learning. Additionally, students indicated that mental health services are helpful and, therefore, effective. However, the processes and how the services are delivered can be improved. [ABSTRACT FROM AUTHOR]

The essence of the use of interactive technologies for the formation of a culture of professional communication among students is considered. The main classifications of types of interpersonal interaction are named. Two main types of interpersonal interaction are distinguished. In the field of education, methods and forms of teaching are divided into non-traditional and traditional. The task of teachers of higher education institutions is to choose such teaching methods and forms of education that would allow each student of education to show creativity and activity. That is, along with traditional methods and forms of education, there are specific ones that are discussed in the article. Despite the fact that interactive technologies require a significant amount of time for the training of both the student and the teacher, the result of such classes becomes an incentive for further work with these innovative teaching methods. The advantages of interactive technologies in comparison with traditional methods of the educational process are determined. The rules that, when observed, remove the manifestation of stiffness in communication, establish harmonious relationships between people, and create an attractive image for the interlocutor are analyzed. The main principles of interactive technologies are highlighted. Forms of formation in the educational process of an innovative higher school are shown. [ABSTRACT FROM AUTHOR]

At this historical stage of development, Ukraine is going through the most difficult times since the period of gaining its independence. The logic of state administration, financial and credit relations, social guidelines and the foreign policy of our country in general has changed. The sectors of education and science, in which not always positive changes are taking place, were also affected by such changes. Rather, on the contrary, there is a trend of stagnation in education caused by weak institutional support, and imperfect personnel and financial policies. The aggressive policy of the Russian Federation in relation to our country caused a powerful surge of internal and external migration of the population, including highly professional and narrowly qualified workers who were involved in educational and scientific processes and proved their effectiveness. In such conditions, it becomes necessary to determine the orientations of the organizational and innovative management of financial and personnel support of academies, institutes, universities and other educational institutions in the conditions of the restoration of intellectual potential. It is especially important to develop a methodology for its assessment and forecasting. In this context, the article proposes ways of evaluating, forecasting and improving the organizational and innovative management of financial and personnel support of higher education institutions. In the process of writing the article, economic and mathematical methods, tools and models were used, in particular two-factor regression models, Farrar-Glober tools, the method of least squares, and Fisher's F-criterion analysis. Taking into account the trends of forecasting financial and personnel support in order to improve the management of higher education institutions, managers should pay attention to the need to attract investments to improve the quality of scientific research.

Educational institutions are active participants in the startup ecosystem, they create conditions for the development of startup ideas based on higher education institutions and in cooperation with international partners and businesses. The article analyzes the activities of the universities of the city of Lviv, namely Lviv Polytechnic National University, Ukrainian Catholic University, and Ivan Franko Lviv National University in the direction of startups. Universities have high rankings in the international rankings QS World University Rankings, Top 50 Universities in Europe for Startups, Top Universities for Startups in Europe by Educations.com, and U-Multirank World University Rankings, which indicates a strong direction of support and expansion of opportunities for entrepreneurial education. The Lviv Polytechnic National University and the Ukrainian Catholic University created the most groundwork for the creation of a startup environment in the Lviv region. The UCU Entrepreneurship Center, accelerator programs, and Tech StartUp School at the Lviv Polytechnic operate at higher education institutions, which actively promote the implementation of startup ideas among student youth. At the Lviv National University named after I. Franko, innovative bachelor's programs are implemented in partnership with the Lviv IT cluster, and annual start-up events are held, in the framework of which technology transfer takes place, foreign investors are invited and presentations of student start-ups are held. A survey conducted among students who chose the discipline of free choice "Start-up management" showed that a significant majority of students agreed that such a course is important for the development of their professional competence, practical, and relevant to the modern realities of the economy. The course structure, which included lectures, guest lectures, and practical sessions, was recognized by students as useful for developing knowledge and skills in the field of entrepreneurship and startups. In addition, the student's expectations from the course were mostly fulfilled, and the course motivated a significant part of the students to continue working on the startups they created. However, during remote group work, some difficulties arose, which affected the effectiveness of teamwork. The development of a start-up environment based on institutions of higher education allows students to develop entrepreneurial skills that they can apply in the real world. By creating a startup, students can learn to identify and solve real-world problems, work collaboratively in teams, and develop a range of entrepreneurial skills such as creativity, innovation, and risk-taking.

The field of entrepreneurial education has received increased global research interest in recent decades. This is evident in the simultaneous recognition and interrogation of the roles of the institutions of higher education in the enhancement of students’ entrepreneurial skills. The analysis of extant and recent studies beckons the need for a multi-layered and complex review of the strategic position of the institutions of higher education in this enterprise. Continued promotion and internalization of entrepreneurial values and skills demand deliberate engagement and integration of the covert curriculum at the institution of higher education. This article utilizes an in-depth review of literature to ascertain the state of entrepreneurial study in South Africa's institutes of higher education. To exploit the current wave of increased interest in entrepreneurial education in the South African context, it is important to draw attention to the current state of entrepreneurial education with the view to unpacking the ambiguities and gaps in the existing approach. This paper enriches the comprehension and analysis of gaps in current trends of entrepreneurial education in South African higher education institutions. It positively contributes to the practice of entrepreneurial education in South Africa through its arguments for a reconsideration of the teaching pedagogies to intentionally and extensively incorporate the covert curriculum towards the internalisation and efficacy of entrepreneurial skills in South African institutions of higher education.

The article examines the effective aspects of the identified necessary theoretical and methodological approaches that are most important for the theory of development and the process of personality education in institutions of higher education - ontological, anthropological, valuable, axiological, regional, acmeological, cultural, competence, humanistic, synergistic, environmental, praxeological, systemic, personal approaches. In the context of the formation of theoretical and methodological humanitarian approaches to upbringing and education, there is a revival of the value attitude to upbringing, actualization of the human-creating function. An exploratory and experimental study was conducted, the purpose of which was to identify and verify the effectiveness of theoretical and methodological approaches in the institution of higher education to the process of education, which contribute to dynamic changes in the field of education on a global scale, occurring in the life of mankind and in all spheres of professional activity of modern specialists and require changes in the educational paradigm for innovative professional training of specialists. The experiment showed that the developed educational and pedagogical foundations of the interaction of teachers and students, ways of forming professional educational influences based on the effective theoretical and methodological approaches to the education process that we identified, increase the quality of professional training of future specialists. [ABSTRACT FROM AUTHOR]

The article examines issues of modern trends in physical education and sports in the education system of Ukraine. The role of video materials in the innovative provision of the educational and training process is shown, which became possible for use with the appearance of special programs for processing digital video information, and digital video cameras that allow the output of video information on various media. In the educational process of training future specialists in physical culture and sports, the following options for innovation policy are defined: the policy of "innovative push", "market orientation", "social orientation", and "direction for change". The multifaceted nature of innovative educational innovations is shown. For high-quality professional training of future specialists in physical culture and sports, a methodological basis is described to use innovative types of motor activity. The conducted experimental research makes it possible to conclude positive qualitative changes in the formation of the readiness of future physical culture and sports specialists to use innovative educational technologies in educational and professional activities, which indicates the effectiveness of the proposed method of applying innovative educational technologies in institutions of higher education to form future specialists of multimedia competence. [ABSTRACT FROM AUTHOR]

Although there has been much debate regarding the application of Title IX and the related reporting, investigation, and conduct processes at institutions of higher education (IHEs) in the United States, only limited prior research has examined incidents of sexual misconduct reported to Title IX offices. The existing studies rely on aggregate data, which restricts our understanding of the scope of case-level factors (e.g., complainant type, reporting source) and how case-level factors impact case outcomes. The present study uses three years (2017–2020) of case-level data for incidents of sexual misconduct (n = 664) reported to the Title IX office at a single, large 4-year university in the Western United States to explore the scope of case-level factors and outcomes and potential changes in the rate of reporting over time. Results first show that most complainants were identified as undergraduate students, while most respondents were identified as unknown/anonymous; nearly half of the reports stemmed from responsible employees, while almost 85% came from a source other than the complainant. More than 90% of incidents were resolved through informal resolutions (e.g., providing resources to the complainant) rather than formal resolutions (i.e., the investigation and conduct process). A greater percentage of incidents reported by complainants compared to other reporter types were resolved through a formal resolution. Finally, the rate of reporting to Title IX increased significantly over the study period, but only by the Student Services office and "other" reporters. Recommendations for IHEs and future research are discussed. [ABSTRACT FROM AUTHOR]

The article raises the question of the impact of digitalization on the organization, conduct and modelling of the educational process in higher education institutions. It notes that the trends of digital transformation of the educational space in higher education institutions require a thorough teachers practice-oriented training aimed at the effective use of information and communication technologies in the process of professional activity. The digitalization process is presented as a convergence of digital technologies, material and social-humanitarian practices. Modelling of the educational space is interpreted as a scientifically based design that meets the set requirements and planned construction of the studied phenomenon, taking into account its features and properties. The article highlights the main conditions of digitalization of the educational space, which take into account the digital generation of children, resource support for the digitalization of education, the relevant legal framework, training of personnel potential of digital education with ICT competences, digital technologies, which are an effective mechanism for modelling the educational space. The article emphasizes the need to overcome negative processes and phenomena during the digital transformation of education, particularly: the low level of digital competences among both teachers and students; lack of a high-quality digital educational content for obtaining education; inaccessibility of scientific resources and infrastructures, etc. It also analyzes various platforms and resources (Zoom, Google Meet, Google Class and others). The article outlines the features of forming the digital educational space in higher education institutions (free search of various information in the global network; personalization, interactivity, multimedia, hyper-tempo, subculturality, etc. It also pays attention to improving the state of digital competence of participants in the educational process, which includes technical and information literacy, critical thinking, creation digital content, etc. We propose our own vision of the ways of modelling the digital educational space, the formation of professional competence in education seekers (the use of cloud technologies, mobile and Internet technologies, distance and mixed forms of education, open online courses, the development of digital libraries and campuses). The article defines the peculiarities of modelling the digital educational space in higher education institutions; proves the need to involve highly competent specialists in the process of digital educational space implementation; takes into account the main components of the educational space: the digital generation, new digital technologies, digital economy, etc. [ABSTRACT FROM AUTHOR]

The article shows ways of forming the artistic culture of the future in higher education institutions. Having singled out the structural and functional elements of artistic culture, which represents a system of measures aimed at improving and developing in the student the ability to aesthetically perceive the world, correctly evaluate, understand, and create the high and beautiful in art and life and is an integral part of the educational process, we considered the main indicators and factors of the level of the artistic culture of the individual, the main stages of the formation of the artistic culture of the individual are highlighted. The effectiveness of the described principles of forming the artistic culture of student youth in institutions of higher education (general didactic and specific principles) was tested experimentally. The significance of the global Internet network for the formation of an individual's artistic culture has been proven. The selected components of the artistic culture of the future specialist in the professional training system the directions of aesthetic transformation of reality and the mechanism of forming the artistic culture of student youth during experimental testing showed the effectiveness of the system of forming the artistic culture of the future specialist. [ABSTRACT FROM AUTHOR]

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The purpose of the study is to characterize the features of the use of blended learning technologies in higher education. It has been proven that modern problems of using blended learning technologies in higher education require an integrated approach to solutions, including improving the technical base, professional development of teachers, rethinking teaching methods and adapting assessment to new realities. The main technologies of blended learning in higher education institutions have been identified. The problems of using blended learning technologies in higher education institutions are highlighted. It has been determined that the use of blended learning allows higher education institutions to maintain educational quality standards, despite the physical and psychological obstacles caused by martial law. It is noteworthy that the use of a blended learning model allows students to study at any time and anywhere, change teaching methods and models, and increase students' ability to self-learn as a result of self-motivation. It has been found that in war conditions, when the usual agenda and infrastructure can be seriously disrupted, maintaining stable and reliable access to the Internet and energy resources for the organization of blended learning becomes a difficult task. At the same time, vulnerability to cyber attacks increases, requiring greater investments in cybersecurity, which may not always be available. It was found that the use of blended learning technologies in higher education represents the use of a combined approach to learning, which integrates traditional personal interactions in the classroom with online technologies and methods. The essence of this concept is to maintain the effectiveness of the pedagogical process by combining different teaching formats to achieve optimal learning results. [ABSTRACT FROM AUTHOR]

Innovative choreographic practices in the system of pedagogical art education have been overviewed. The essence of phenomena of the «dance-performance», «media text» has been highlighted, the emphasis has been placed on the importance of their understanding by students of art education for professional and personal development. On the basis of analysis of the described definitions has been summed up that in the conditions of reforming higher education is necessary complexly develop cognitive and creative potential of future specialistschoreographs due to modern tendencies of the development of education in the space of media culture taking into account individual and collective mental experience of interaction subjects and communicative possibilities of the education environment. It has been used the comparative method as an instrument of interpretation of artistic (choreographic) image, which has a synthetic nature, and appears as a special way of aesthetic selfaffirmation and self-improvement of the individual. It has been postulated that new aspects of choreography, in particular the «dance-performance», activates divergent thinking of future specialists, as well as reflects unique states of consciousness and specific mechanisms of polyartistic thinking. It has been substantiated that the sign nature of dance is expressed in innovative media forms, and dance as a cultural phenomenon in the era of digital technologies is considered as a media text. The algorithm for creating a performance and the possibility of presenting it on various media platforms has been outlined. It has been stated that the danceperformance is interpreted as a special way of expressing a human's perception of the world by means of plastic body movements under the influence of unconscious (instincts, reflexes) and socially conscious (knowledge, meaning, traditions, etc.) factors; a way of understanding and reinterpreting one's own cognitive and sensory experience in the cultural dimension of artistic communication, the deep basis of which is a system of values. Key aspects of formation of choreographic culture, in particular creation of own media text (dances-performances) by education applicants have been considered. [ABSTRACT FROM AUTHOR]

Abstract Background In early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs’ use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021. Methods From December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). Abstracted data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs. Results Overall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having

This article explores the issues of harassment in the university environment. The concept of sextortion in education would be taken as a basis. This problem is now being actively studied by scientists from all over the world, which indicates its importance and attempts to scientifically substantiate ways to prevent and fight this phenomenon. The study also focuses on aspects of the cultural manifestation of this illegal phenomenon in education, namely cinema and the media. The most important factor that declares the importance of a particular phenomenon in society is its reflection in popular culture and its discourse. The problem of sextortion in education is undoubtedly such. It should be clarified that this applies mainly to the countries of the Western world, but in Ukraine this problem is also very relevant in the educational environment of universities. The article provides specific examples of inappropriate sexual behavior in educational institutions and analyzes the problem from various sides and subjects of involvement. In addition, the very concept of sextortion and its genesis are analyzed. The study cites the factors that most often lead to the manifestation of sextortion in education. In addition to all of the above, the consequences of this phenomenon on the part of the victim are analyzed, where the key consequence of sexual claims is the impact on the emotional state of a person: victim becomes more vulnerable and feels insecure, being in eternal fear. Is it normal when a future specialist, mastering his profession, cannot feel calm? The authors also offer recommendations for countering and preventing this phenomenon in the university environment with an emphasis on preventive measures, but with the observance of procedures to avoid slander and denunciations of objectionable participants in the educational process.

The coronavirus disease of 2019 (COVID-19) has changed teaching and learning activities in several ways. One of the changes is the transition of most higher learning institutions from face-to-face to either blended or fully online modes of teaching and learning. This paper discusses the experiences of LGBTIQ students regarding the inclusiveness of the teaching and learning strategies used during COVID-19 and beyond. The study followed the phenomenography design. Data were collected from sixteen LGBTIQ students in higher education institutions, recruited through the snowballing technique. The analysis was guided by phenomenographic steps of data analysis. The findings indicated variations in safety and access to online education for LGBTIQ individuals. Some viewed COVID-19-induced online teaching and learning as a panacea for their long-standing exclusion from the homo- and transphobic higher education environment. However, to other participants, online education posed more threats to their safety due to cyberbullying related to the increased sharing of contact details, be it WhatsApp numbers or email addresses. Recommendations are made to improve inclusiveness in education for LGBTIQ individuals, focusing on the flexibility of teaching and learning modes in order to meet the needs of diverse student populations while ensuring access and safety.

Abstract Objective: In April 2022, the University of Illinois Chicago (UIC) COVID-19 Contact Tracing & Epidemiology Program identified an outbreak associated with an indoor student gala. This study’s aims were to characterize COVID-19 transmission dynamics and measure symptom severity among cases. Participants: The study population included UIC-affiliated gala attendees. Outbreak-associated cases tested positive for COVID-19 between April 2 and April 11, 2022. Attendees who did not test positive or develop symptoms within ten days of the event were classified as contacts. Methods: We ascertained cases through phone-based contact tracing and a survey and evaluated symptom severity using a novel classification system. Results: Among 307 UIC students registered to attend the gala, the minimum attack rate was 14.0%. Approximately 56% of cases were mildly symptomatic, and 38.9% reported severe symptoms. Conclusions: Our findings align with prior research documenting heightened transmissibility of Omicron-variant-related strains and highlight the need for nuanced symptom assessment methodologies. [ABSTRACT FROM AUTHOR]

The problem deserves special attention, given the urgent need to improve the process of forming the professional competence of future elementary school teachers associated with the need to optimize the components of the educational system in accordance with the needs of students, employers and conditions of postmodern social development. The analysis of the available developments allowed us to determine that the use of innovative learning technologies aimed at the development of the personality of future elementary school teachers is considered promising. The content of professional competence of future elementary school teachers has been analyzed. It was found out that there is no unified approach to the definition of its structure, but the necessary elements are reflexive, operational, methodical, motivational. The development of mobility, creativity and formation of individual pedagogical style are considered necessary for a future teacher. The directions for improving the professional training of future elementary school teachers have been proposed. In particular, they include the definition of ways of forming students' motivation to master the future profession and further continuous professional development, as well as updating the content and structure of professional training in view of the features of postmodern education. The introduction into the educational process of such innovations as methods of active and intensive learning, cooperative learning and coaching technology, which showed positive results in the process of their use, was substantiated. Further research on this aspect consists of the development of methodological recommendations for updating educational programs for training elementary school teachers in the conditions of postmodern development of education and experimental testing of the effectiveness of the proposed approach. [ABSTRACT FROM AUTHOR]

The issue of organizing the educational process in the distance format is one of the most actual in the last two years in the education sphere. Accordingly, this is due to the fact that there are a number of disciplines, which in turn require the direct presence of students, one of which is physical education. Given the above, it should be noted that the purpose of this work is to analyze the basic tools and mechanisms for the implementation of physical education classes in higher education, in the context of distance learning. To achieve this goal, the article used a list of methodological tools for research. Thus, an important role was played by functional and systemic methodological approaches, as well as the method of analysis and synthesis, the method of comparison, the method of analysis of scientific literature. The main results that were obtained directly as a result of the study are both theoretical and practical principles of organizing physical education classes for students in distance learning. Accordingly, at the beginning of the work the essence of the basic theoretical concepts of the researched question, and also their signs and properties were established. If we talk about the practical component, then it analyzes the main approaches and tools used by Ukrainian free economic zones at the moment. The practical value of the work certainly lies in the fact that it can be used by both teachers and students in addressing organizational issues related to the implementation of physical education classes in the fight against the COVID-19 pandemic.

Background: In early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs' use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021. Methods: From December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). Abstracted data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs. Results: Overall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having < 1000 students was associated with having implemented fewer NPIs than IHEs with ≥1000 students. Conclusions: Only 1 in 5 IHEs implemented all CDC recommendations, while a majority implemented a subset, most commonly changes to the classroom, facemask protocols, and COVID-19 testing. IHE enrollment size and location were associated with degree of NPI implementation. Additional research is needed to assess adherence to NPI implementation in IHE settings. [ABSTRACT FROM AUTHOR]

The standardization of higher education as a scientific and pedagogical issue is theoretically justified in the article. It has been established that the basis for the development of higher education standards and their adaptation, taking into account the European experience, are legislative acts that ensure the functioning of the sector of higher education in Ukraine, didactic materials and scientific intelligence on the subject of the phenomenon under study. The idea of the relationship between the quality of educational services in the system of higher education of Ukraine and the acceleration of educational reforms is highlighted. The theoretical and terminological aspect of the standardization of higher education was analysed, and the issue of replacing basic educational concepts was identified, which as a result leads to misunderstanding of the processes both in the education system and in its individual branches. Possible directions (globalization, Europeanization and intercultural one) of the educational policy of Ukraine for the development of higher education standards and their specifics are revealed. It was determined that the standardization of higher education and ensuring its quality takes place in the conditions of a liberal model of educational policy, which simultaneously strengthens the ideas of academic freedom and social responsibility of educational institutions. Therefore, the state educational policy of Ukraine sees the standardization of higher education as a tool for socio-cultural and economic growth. [ABSTRACT FROM AUTHOR]

The article summarizes the experience of higher education institutions in Ukraine and Denmark on fashion designers' project culture formation in the process of undergraduate training. It has been determined that project culture is an integral indicator of a specialist's professional competence, which provides the ability for creative project-transformative activity. Based on the study of professional and educational training programs for clothing designers in Ukrainian and Danish higher education institutions, the content of disciplines in which the key role is assigned to design has been identified and analyzed. It has been proven that the formation of fashion designers' project culture during bachelor's training in Ukrainian and Danish higher education institutions is effective, provided that specialists are included in the integral process of project activity. It is consistent with the process of purposeful formation of professional competencies. Attention is focused on the importance of stimulating future fashion designers' creative activity as the basis of their ability to creatively solve design tasks and internal self-motivation for creative project self-realization and selfimprovement. It has been found that the formation of the project culture of fashion designers in Danish higher education institutions is facilitated by the Scandinavian educational policy, the conceptual idea of which is a combination of theory and professional practice. Based on the comparative analysis, it has been concluded that the educational process in the higher education institutions of Denmark is based on all-pervading projectivity and interdisciplinarity, while in Ukraine the emphasis is on interdisciplinarity and technologicality. [ABSTRACT FROM AUTHOR]

Copyright of Post Scriptum - Casopis za Obrazovanje, Nauku i Kulturu is the property of University of Bihac, 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.)