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Context: Instrument-assisted soft tissue mobilization (IASTM) continues to increase in popularity and utilization among manual therapists. Despite its popularity, little is known about the consistency in peak or average forces that clinicians apply when performing IASTM treatments with a 2-handed grip. The purpose of this study was to examine intraclinician consistency in peak and average forces when applying a 2-handed IASTM grip. Design: Randomized crossover study conducted in a university biomechanics laboratory. Methods: Five (5) licensed athletic trainers with prior IASTM training used 5 different IASTM instruments to apply simulated treatment. Average peak forces (Fpeak) and average mean forces (Fmean) were collected via force plate for all 5 IASTM instruments with a skin simulant attached. Descriptive statistics, coefficients of variation (CVs), box and density plots, and Bland–Altman plots were assessed. Results: The clinicians' average Fpeak ranged from 3.0 N to 11.6 N and average Fmean from 1.9 N to 8.1 N. Fpeak CVs for all instruments ranged from 14% to 31%, and Fmean CVs ranged from 15% to 35%. Bland–Altman plots indicated that for both Fpeak and Fmean, 97% of the data points fell within the limits of agreement across instruments and clinicians. Mean differences across instruments ranged from 0.9 N (91.8 g) to 4.1 N (418.1 g) for Fpeak and from 1.0 N (102.0 g) to 2.8 N (285.5 g) for Fmean. Thus, CVs, box and density plots, and Bland–Altman plots supported general force application consistency. Conclusion: Trained IASTM clinicians produced consistent treatment application forces (ie, Fpeak and Fmean) within treatment sessions during 2-handed simulated application. [ABSTRACT FROM AUTHOR]

The academic literature delves into universities’ support for innovation and entrepreneurship, covering aspects such as entrepreneurship education, technology transfer, and university spin-offs. Although the concept of university entrepreneurial ecosystems has emerged to investigate support and resources within an integrated framework, literature predominantly emphasizes the university perspectives, overlooking students’ individual experiences and capabilities. Our study bridges this gap by employing the concept of multiple embeddedness and conducting case studies with student startups at a German public university to scrutinize how they succeeded or failed in leveraging resources available in both the university and regional entrepreneurial ecosystems. The findings reveal that the university entrepreneurial ecosystem may unintentionally foster students’ dependence on university support, impeding student entrepreneurs from developing their embeddedness in the regional ecosystem. We theorize this as a “nesting effect” by identifying mechanisms through which students struggle to leverage resources from both the university and regional entrepreneurial ecosystems due to relational over-embeddedness. Additionally, we explore students’ capabilities to dynamically adapt how they balance their embeddedness across multiple contexts during the venture development process. Finally, we outline policy considerations to address challenges posed by diverse structural embeddedness and emphasize the importance of regional embeddedness. [ABSTRACT FROM AUTHOR]

AbstractThe decision-making process for potential college students in the United States is overwhelming because of the volume of information available and the complexity of higher education systems. Prospective students must consider institutional rankings, academic programs, and financial aid opportunities in addition to completing numerous forms. For some students, there exist personal and professional advisors and resources to assist with navigating the process. Others with less social and cultural capital must figure out the system with little or no assistance while facing other barriers. Public libraries can be a resource for the college-bound community; however, research shows that public libraries are not actively engaged in supporting this user group. To provide focused, quality information services to any demographic, it is important to understand the perspectives of public-facing information workers. Through a cross-sectional online questionnaire of library staff across four states, this study sought to learn staff perspectives on the role of public libraries in serving prospective college students. The survey received 160 responses of which 100 open-ended responses pertained to the role of public libraries. Qualitative inductive analysis point to three core themes on the role of public libraries in serving this population, that of connector, provider, and supporter. A fourth theme suggests staff see the role as one for others to meet. This article provides insight into past examinations of public library support of college literacy offering an opening to further discussions on serving this overlooked user group. [ABSTRACT FROM AUTHOR]

The IDS Project was formed in 2003 to improve resource sharing among the State University of New York colleges. Over the years it grew from the original 12 to over 120 libraries. While the focus has always been on community, there has also been a strong developmental desire and innovative push from its members. IDS Project has developed many systems and tools over the years and continues to support resource sharing among all libraries and not just its members. [ABSTRACT FROM AUTHOR]

This study highlights the value of grey literature in climate change research in the Philippines, emphasizing its essential role in understanding the issue within the country's unique socioeconomic and natural environment. A bibliometric analysis of publications in local journals reveals that various types and formats of grey literature are not merely supplementary but essential for communicating climate change, its effects, and adaptation strategies. Despite the prevalence of major publishers, a substantial amount of research in the country continues to be disseminated through local journals. However, these journals face significant challenges, including limited coverage in major databases and concerns about quality, which hinder their global recognition and impact. The findings recommend that the Commission on Higher Education (CHED) enhance the capacity of higher education institutions (HEIs) to improve the quality and credibility of local journals. This improvement would increase their visibility and reach, ensuring that the comprehensive body of Filipino research is preserved, recognized, and utilized in the global discourse on climate change. Consequently, this will foster a more inclusive and informed approach to understanding and addressing this global challenge. [ABSTRACT FROM AUTHOR]

Background: This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background. Methods: Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases. Results: Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA. Conclusions: The study's findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist. [ABSTRACT FROM AUTHOR]

This column reflects the author's conversation with the University Library Dean about ongoing assessments and future directions. It raises a key question for assessment professionals and library leadership: "As the current assessment is proceeding according to plan, should we continue with the existing approach or explore potential changes?" To address this, the author will present the background of assessments at a public research university, highlighting outcomes and challenges using current examples. Additional questions will be provided to encourage reflection on assessment efforts at their institutional library. [ABSTRACT FROM AUTHOR]

The article titled "WHEN NONPROFIT ORGANIZATIONS DETRACT VALUE FROM SOCIETY: A REJOINDER" by Gamble and Munoz examines the potential negative impact of some tax-exempt nonprofit organizations (TENPOs) on society. The authors identify 12 factors that contribute to this value detraction, including government policies and choices made by TENPO managers. They argue that the benefits of tax-exempt status and tax-deductible donations do not outweigh the lost tax revenues. However, the analysis has some limitations, such as a lack of clarity in defining TENPOs and a failure to estimate the value provided by TENPOs compared to lost tax revenues. The text also critiques the article for not considering the value provided by TENPOs and the impact of corporate tax avoidance and evasion. It emphasizes the importance of diverse approaches to organizing and governing, and acknowledges the valuable work of TENPOs in areas like education, diversity, healthcare, and poverty alleviation. The article concludes by calling for further research and policy changes related to TENPOs and tax exemption. [Extracted from the article]

The European Universities Initiative (EUI) was established in 2017. Its aim is to strengthen strategic partnerships between higher education institutions across the EU by building networks of universities. At the end of 2023, there were already 50 European University Alliances gathering 430 higher education (HE) institutions. In each of these Alliances, academic libraries are members, too. These libraries are already involved in intra-alliance projects, and these alliances will probably happen more often due to the EU's project-driven approach. This practice paper is, to the authors' knowledge, the first attempt to describe another challenge that European academic libraries currently face i.e., project management practice. The alliance partner universities operate under distinct national laws and institutional practices, making it challenging to easily align them for effective cross-university collaborations. Familiarity with the theoretical principles of EU project management and project management methodology greatly facilitates the preparation of the proposal and the work of the project. It also allows more effective management of the project as a whole or its individual parts. This paper maps the challenges that work in international projects brings and provides suggestions on how EUI libraries can utilize project management techniques, while also aiming at showing the paths to facilitate cooperation. Drawing from an analysis of the literature on project management that might apply in library-led projects to strengthen communities of purpose, the paper is based on the example of the work experience on the project TRAIN4EU, that was co-led by the academic librarians from the University of Warsaw Library, Poland, and run by 4EU + universities. The paper concludes with a set of recommendations based on TRAIN4EU practices, lessons learned, as well as pitfalls to avoid. [ABSTRACT FROM AUTHOR]

This scoping review examines the characteristics and reported outcomes of faculty incentive programs used to promote the adoption, adaptation, or creation of Open Educational Resources (OER) by academic libraries at higher education institutions. The study uses the PRISMA protocol for scoping reviews. The authors reviewed 1901 records: 1499 were from database searches and 402 from the grey literature. Twenty-three records met the inclusion criteria for this study. This study aims to contribute useful insights to academic library administrators for the development of future OER faculty incentive programs. [ABSTRACT FROM AUTHOR]

It is unclear what impact, if any, early experiences with trauma may have on athletic identity. Athletic identity may serve as a protective shield for those who have adverse childhood experiences. Self-identifying as an athlete as opposed to the identity that experienced the trauma could be a defense mechanism for self-protection. The primary purpose of this exploratory study was to investigate the relationship between adverse childhood experiences and athletic identity as well as determine any influence from gender, ethnicity, and sport in a group of college athletes. Using Qualtrics software, 102 collegiate athletes currently enrolled in higher education institutions across varying NCAA divisions within the United States completed three measures: Personal Data Form, Athletic Identity Measurement Scale (AIMS), and Adverse Childhood Experiences Survey (ACES). Results found adverse childhood experiences were not significantly associated with Athletic Identity. However, results did show a difference between men and women, with a significant relationship between adverse childhood experiences and athletic identity in men but not women. Upon further examination, it was found that for men, consideration of ethnicity in conjunction with gender highlighted an even stronger relationship among Black men specifically. Implications for these findings, suggestions for university athletic departments, and recommendations for future research were made. [ABSTRACT FROM AUTHOR]

Academic rankings, despite their pitfalls, play a major role in the "business of business schools." The claim that "rankings are here to stay" continues to be frequently accepted at face value. This essay challenges this situation, arguing that while many business schools perceive rankings as a source of legitimacy, their participation in rankings can actually undermine the very legitimacy they seek. By adopting an effectual stance—which focuses on problem-solving and innovation using available resources—we theorize about a phased approach to steer business schools (and other higher education institutions) away from reliance on "ranking-based legitimacy" toward "research-based legitimacy." In the first phase, deans and academics can consider short-term bridging measures that do not fundamentally change the ranking game but influence it in self-serving directions. Rather than being powerless "ranking takers," some proactive approaches can allow business schools to change the zero-sum game nature of rankings and become "ranking makers." In the second phase, deans and academics can challenge and reject the ranking game by reaffirming the true purpose of business education. We encourage deans and academics to seize back control and restore research-based legitimacy by rigorously addressing managerial, societal, and ethical issues. [ABSTRACT FROM AUTHOR]

University of Dayton Libraries added Shibboleth as an additional form of authentication for its licensed e-resources beginning in summer 2023. A major impetus for pursuing Shibboleth are the upcoming web browser changes that will obfuscate users' IP addresses, set to occur in later 2023 and 2024 and something which will likely disrupt on-campus IP range access via EZproxy. Implementation of Shibboleth for an initial round of fifty-five e-resource platforms was relatively quick as a result of the University of Dayton's participation in the InCommon Federation of U.S. higher education institutions, also known as an "authentication federation." Methods for achieving the implementation involved entering Shibboleth entities within vendors' admin portals or working with the vendor representatives via email. Contrary to our previous understanding of Shibboleth, this implementation did not require extensive work on our end with our central IT office and typically required us to provide only a handful of entities directly to the vendor (all of which are anonymous entities). This article aims to share our workflow and lessons learned in the hope that other InCommon member institutions can follow suit. [ABSTRACT FROM AUTHOR]

This study examines data from a survey conducted at a U.S. public research university, focusing on students' behaviors and attitudes toward the library, both physical and online. The analysis categorizes student users and nonusers based on demographics such as full-time enrollment, first-generation status, college, and grade point average (GPA). Results indicate that first-generation students were most likely to never use the online library. Low GPA respondents visited the physical library most frequently, whereas high GPA students were more inclined to use e-resources. The discussion section includes suggestions for improving services and resources to support student success. [ABSTRACT FROM AUTHOR]

Purpose: Graduate teaching assistants (GTAs) often play a vital role in the delivery of university programs, yet GTAs may lack pedagogical experience. The purpose of this study was to explore the perceptions of GTAs during their first semester of university teaching. Specifically, we provide a descriptive account of the GTAs' lived experiences and how departments can best prepare GTAs. Method: Four first-year GTAs at a university in the United States participated in the study. Data collection included participant journals, focus group interviews, and individual interviews. Results: Utilizing situated learning theory as a theoretical frame, data sources generated four themes. GTAs reported positive experiences as ample support was provided, expectations were outlined, experiential learning occurred, and confidence increased through the establishment of routines. Discussion/Conclusion: Findings indicated that GTAs can acclimate to their new universities and responsibilities with guidance, resources, and support. [ABSTRACT FROM AUTHOR]

Higher education institutions often stress extracurricular programs enhance the moral development experienced within college. Within athletics, athlete's morality is tied to their actions, which are frequently recognized as either sportspersonlike or unsportspersonlike. Instances of unsportspersonlike behaviors are often covered across the media, enhancing the belief that athletes need to act out to gain recognition. This study assesses the impact that coaching behaviors have on the development of sportspersonship behaviors in college athletes and evaluates the impact that those coaching behaviors have on students' intent to return to the institution. The results of the study indicate that within college athletics, athletes perceive five coaching behaviors (emphasizes, instructs, models, rewards, and punishes) that directly relate to the development of sportspersonship and that those behaviors do impact students intent to return to the institution. [ABSTRACT FROM AUTHOR]

The article discusses the book "Transforming Indigenous Higher Education: Privileging Culture, Identity, and Self-Determination" by Marion Kickett and others. The book explores the journey of the Centre for Aboriginal Studies (CAS) at Curtin University in Australia in transforming and decolonizing higher education. It provides insights into strategies for creating inclusive and equitable learning environments for Indigenous and marginalized students. The book emphasizes the importance of institutional support, increased representation, and the recognition and inclusion of diverse forms of knowledge in addressing educational inequalities. It also highlights the challenges faced by Indigenous faculty and the need to center Indigenous voices in research and curriculum. The book offers a roadmap for university administrators and professors engaged in Indigenization and decolonization efforts. [Extracted from the article]

Context: Nordic hamstring strength (NH strength) and single leg bridge test (SLBT) scores are used to predict the risk of hamstring strain injury. Although NH strength and SLBT scores may be related, the relationship between NH strength and SLBT score remains unknown. Objectives: This study investigated the relationship between NH strength and SLBT scores in university soccer players. Design: Cross-sectional study. Setting: Research laboratory. Participants: 38 male university soccer players. Main Outcome Measures: NH strength and SLBT scores. Interventions: A participant was instructed to lean forward gradually at the slowest possible speed from a kneeling posture with the knee joint flexed 90° for the NH strength measurement. Participants in the SLBT crossed their arms over their chests, pushed down from their heels, and lifted their hips off the ground as many times as they could until they failed. We investigated the relationship between NH strength and SLBT scores in the left and right sides using Spearman rank correlation coefficient. Additionally, we calculated the percentage of left–right asymmetry in NH strength and SLBT scores and investigated the relationship between these variables using Pearson correlation coefficient. Results: There were no significant correlations between NH strength and SLBT scores in the right (rs =.239, P =.16) and left (rs =.311, P =.065) legs. Furthermore, there was no significant relationship between NH strength and SLBT between-limb asymmetry (r =.073, P =.671). Conclusions: NH strength and SLBT scores could be different indexes, indicating either maximal muscle strength or muscle endurance. Thus, the findings suggested that when assessing risk factors for hamstring strain injury, both NH strength and SLBT scores should be measured. [ABSTRACT FROM AUTHOR]

The article discusses the lack of diversity in the institutions contributing to top management journals as well as significant biases in the academic job market, including gender and race biases, both in hiring outcomes for doctoral students and in the entry to doctoral programs. Kris Byron, the author and incoming editor of the Academy of Management Review, emphasizes the need to recognize that talent is not confined to a few elite institutions and that opportunities are not equally distributed. She suggests that institutions, including journals, should do more to realize the talent potential from diverse backgrounds and locations and outlines several initiatives aimed at leveling the playing field.

This case study describes the value and impact of the ten-year Fudan-Appalachian Library Exchange Program ((FALEP)). Beginning in 2008, seven librarians from Fudan University and five librarians from Appalachian State University had the opportunity to explore library operations and service provision; learn from colleagues; investigate solutions to common problems; engage in scholarship together; and experience another culture. Librarians found that the exchange experience had a huge impact on their professional and personal lives as they learned to live in a different culture and work in another library system. The exchange program equipped participating librarians with global perspectives, intercultural skills, opportunities for cross-cultural scholarship, and new ideas that were then incorporated into their service provision and work with domestic and international students in their home libraries. [ABSTRACT FROM AUTHOR]

To promote an academic library makerspace, the University of Mississippi Libraries hosted a "3D selfie" booth which used body scanning technology. This booth, advertised on campus and set up outside the library during the first weeks of class, was designed to attract attention and perform outreach through the use of body scans to be printed in the makerspace at a later date. Although the hoped-for printing of "selfies" did not materialize, the project resulted in data about interested patrons and ideas for similar projects going forward. This paper serves as a case study for other academic library makerspaces interested in similar outreach. [ABSTRACT FROM AUTHOR]

Students often choose to pursue a business major during their postsecondary education to increase their chances of securing employment after graduation. However, evidence suggests that many recent business degree graduates struggle with underemployment, highlighting the importance of examining how postsecondary institutions can better prepare students for the transition to work. In the current study, we investigated how including a personal strengths-driven intervention, the Reflected Best Self Exercise, in management curricula may help better prepare students for securing employment by increasing students' confidence in their ability to succeed in an employment interview (i.e., by enhancing interview self-efficacy). Using a pretest–posttest quasi-experimental design with a control group (N = 190 undergraduate students), we found that the Reflected Best Self Exercise increased students' interview self-efficacy and that this effect was moderated by pretest levels of general self-efficacy and career choice confidence. Moreover, we found that students with lower levels of general self-efficacy and career choice confidence experienced greater benefits from the Reflected Best Self Exercise. Our results contribute to the management education literature by demonstrating how strengths-based interventions with a reflection component can be leveraged to develop interview self-efficacy in business students. [ABSTRACT FROM AUTHOR]

This paper highlights the importance of involving academic librarians in the development of ethical AI policies. The Academic Librarian Framework for Ethical AI Policy Development (ALF Framework) is introduced, recognizing librarians' unique skills and expertise. The paper discusses the benefits of their involvement, including expertise in information ethics and privacy, practical experience with AI tools, and collaborations. It also addresses challenges, such as limited awareness, institutional resistance, resource constraints, interdisciplinary collaboration, and evolving AI technologies, offering practical solutions. By actively involving librarians, institutions can develop comprehensive and ethical AI policies that prioritize social responsibility and respect for human rights. [ABSTRACT FROM AUTHOR]

Global education systems are undergoing a revolution due to the swift progress of technology. In order to improve student learning, this new educational environment dubbed Education 4.0 combines cutting-edge teaching strategies with digital technologies. Few research studies have been done on Education 4.0 despite its potential, especially in Mindanao, Philippines. This study sought to ascertain faculty members' awareness, readiness, and digital competence in relation to Education 4.0 at higher education institutions (HEIs) in Region XII. The variables and their relationships were investigated using a descriptive-correlational research design in this study. Three hundred forty-six (346) faculty members who were chosen at random took part in the study by answering a questionnaire. ANOVA, Spearman's rho, and mean scores were used in the quantitative analysis. According to the results, faculty members at HEIs demonstrate a high level of awareness (M=3.94; SD=0.85), readiness (M=3.67; SD=0.93), and digital competence (M=3.79; SD=0.90) with respect to Education 4.0. Digital competence and awareness showed a significant strong positive correlation (rs=0.6539; p-value = 0.0000), while readiness and awareness showed a significant moderate positive correlation (rs=0.5670; p-value = 0.0000). There are significant differences in higher education institutions' awareness (F=1.8219; p-value=0.0130), readiness (F=3.2062; p-value=0.0000), and digital competence (F=1.8025; pvalue= 0.0144). These results imply that the Commission on Higher Education (CHED) might identify the importance of Education 4.0 and give it top priority when integrating it into local HEI initiatives. CHED acknowledges and supports this revolutionary change by recognizing the need for strategic direction, allocating required funds, and establishing policies that encourage the successful implementation of Education 4.0. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Since Timor-Leste achieved its independence in 2002, the higher education sector has grown from 1 public university to 18 accredited and 3 pending accreditation tertiary institutions. This chapter discusses several key issues, particularly concerning the young people who make up more than half the 1.2 million population. As each year passes, more students complete secondary school, and the majority of these young people want to continue their studies in a tertiary institute. Other issues confronting the higher education sector, including how the government of Timor-Leste responds to achieving Sustainable Development Goal 4, how to increase quality education in the tertiary sector and the capacity for further academic progression for faculty and staff are addressed in light of the lack of qualified and appropriate staffing in institutions. The needs of the labor market and the mismatch between these needs and the degrees that tertiary institutions offer, are briefly discussed. Finally, the difficulties faced by higher education institutions in meeting the requirements for accreditation in the drive for membership of ASEAN are reviewed. [ABSTRACT FROM AUTHOR]

Philippine higher education is fraught with challenges in access, relevance, and quality. Initiatives at addressing these issues have often been adopted as government-mandated regulations. Academic program offerings are likewise highly regulated. Private institutions make up most of the higher education providers but differentiation in regulatory policies for private and public institutions are often imbalanced and partial to the latter. Higher education institutions are also tasked to contribute to the goals of achieving social equality and ensuring employability, with the push for internationalization being linked to quality concerns. This chapter will discuss issues of access, quality, and internationalization in Philippine higher education. [ABSTRACT FROM AUTHOR]

Higher education institutions in Lao PDR are not generally performing well. Some sector goals achieved include an outcomes-based curriculum focus and gender equity. However, problems with quality are wide-ranging and complicated, with most institutions struggling to improve their quality in teaching and learning, research, community service, and quality assurance. Efforts to improve tend to be frustrated by inefficiency and unmanageability. At the heart of the problem is a lack of sufficient leadership capacity. The challenges are profound, and the need for solutions is pressing. [ABSTRACT FROM AUTHOR]

This qualitative research explores the research capabilities of Third-Year Pre-Service Teachers (PSTs) enrolled in the Bachelor of Elementary Education program at the College of Teacher Education in a Higher Educational Institution. Employing a phenomenological design, the study aims to discover commonalities from PSTs' collective research experiences, ensuring data authenticity and integrity. Data collection involved one-on-one, open-ended interviews with ten (10) Third-Year PSTs, who shared insights from their research endeavors. The study revealed that PSTs are intrinsically and extrinsically motivated by personal growth, mentorship, team support, and positive feedback. Research is seen as crucial for their academic and professional development, going beyond mere obligation. These motivations strongly influence their attitude and performance in research. The PSTs addressed about a variety of adversities encountered when carrying out the study, including title formulation, locating current, relevant literature, translating the contents word for word, and choosing relevant theories to provide the results' foundation. Yet, PSTs surmounted numerous adversities to do research; PSTs took calculated risks to surmount the difficult research uphill battle and initiated useful coping mechanisms to get beyond the difficulties. These strategies include efficient time management, group collaboration, effective communication, resourcefulness, task allocation, mentorship, self-care, optimism, and self-direction. Therefore, PSTs' research capabilities reflect a synthesis of motivations, challenges, and coping mechanisms encountered throughout the research journey. [ABSTRACT FROM AUTHOR]

The study employed a descriptive-correlational research design to determine the significant influence of genderinclusive language and gender mainstreaming strategies on school culture among 320 BSED-English students from higher education institutions in Davao City. The researchers adapted and validated survey questionnaires to collect data from the participants. The survey instruments were designed to measure the levels of gender-inclusive language, gender mainstreaming strategies, and school culture among the respondents. The results of the study showed that the respondents exhibited a high level of gender-inclusive language, a high level of gender mainstreaming strategies, and a high level of school culture. Furthermore, the findings revealed a significant positive moderate relationship between gender-inclusive language and school culture, as well as between gender mainstreaming strategies and school culture. This suggests that higher levels of gender-inclusive language and gender mainstreaming strategies are associated with more positive school cultures. Additionally, the study found a significant influence of both gender-inclusive language and gender mainstreaming strategies on school culture. Notably, gender mainstreaming strategies had a stronger influence on school culture in higher education institutions compared to gender-inclusive language. This indicates that the implementation of gender mainstreaming strategies may be more effective in shaping a positive school culture than the use of gender-inclusive language alone. [ABSTRACT FROM AUTHOR]

This study aimed to explore the use of Language 1 (L1) in the Teaching Grammar class of 24 prospective English as a Second Language (ESL)/(L2) teachers in a Philippine Higher Education Institution. The majority of the research that has been done on L1 usage in language classes is oriented on teachers' opinions, with little attention paid to students' viewpoints directly or in-depth. This study aimed to highlight this disparity and stimulate more investigation into students' views on L1 usage in an English course. This study used a sequential explanatory mixed-method research design, utilizing observation and semi-structured interviews to gather necessary data during the second semester of school year 2023-2024. The study revealed that most participants used their L1 during their Teaching Grammar class. Using their L1 to communicate complex data helps them engage more deeply with the topic. However, it hinders the growth of English as the academic language. Anxiety and limited vocabulary were the factors unveiled. Anxiety may have been induced by past experiences, societal expectations, or academic constraints. Moreover, the participants frequently code-switch since they lack vocabulary. This suggests the need for vocabulary-building strategies. Hence, the findings highlight the need for targeted strategies to support students in their language learning journey. School administrators may provide facilities or learning resources for curriculum implementers to include in language-acquisition activities. Future researchers may delve into action research by using strategy and intervention materials. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Supervision of teachers is essential for ensuring effective educational practices, fostering professional development, and achieving student success. The study determined the relationship of program heads' supervisory practices to the teachers' teaching efficacy. It was conducted in a community college in Tangub City, Misamis Occidental. The descriptive-correlational design was used in the study. There were 146 faculty and 361 students who served as the respondents selected through a stratified random sampling technique. The adapted Program Heads' Supervisory Practices and researcher-made Teachers' Teaching Efficacy Questionnaires were used as research instruments. Mean, Standard Deviation, and Pearson Product-Moment Correlation Coefficient were used as statistical tools to analyze the data gathered. Results revealed that the program heads were good in their supervisory practices. The teachers' teaching efficacy was very high. The program heads' supervisory practices did not influence the teacher's teaching efficacy. The strategies employed by program heads in their supervisory roles do not always translate into improved teaching efficiency. The study's findings indicate that program heads need to adopt more responsive and tailored supervisory practices that directly address the specific needs of teachers to enhance teaching efficacy. This may involve integrating targeted professional development focused on practical classroom strategies and fostering peer collaboration to share best practices. Program heads may prioritize open communication and continuous feedback mechanisms to better align their supervisory approaches with the realities of classroom instruction, ensuring that support translates into improved teaching efficiency. [ABSTRACT FROM AUTHOR]

The study investigates the adherence of academic institutions to occupational safety and health standards. The study is motivated by ensuring a safe environment for staff and students, particularly in institutions with on-campus facilities and hazardous workspaces like laboratories. The research evaluates the extent of compliance with Republic Act 11058, which mandates occupational health and safety protocols in the Philippines. The study investigates the relationship between safety practices, organizational commitment, and socio-psychosocial factors using data from faculty and staff at Bukidnon State University. A descriptive-correlational is employed to assess variables such as employee commitment, attitude, physical environment, use of chemicals, and hazard control. Results indicate that higher organizational commitment and safety practices significantly enhance compliance, while demographic factors such as education and training attendance are critical in influencing safety attitudes. The study recommends a holistic approach to safety training and implementing targeted interventions to foster a culture of safety within academic institutions. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study evaluates the levels of awareness, acceptability, and alignment of the Vision, Mission, Goals, and Objectives (VMGO) of Bohol Island State University (BISU) among its stakeholders. Data were collected using researcher-developed questionnaires administered to 644 randomly selected students, faculty, staff, and external stakeholders of the BISU Calape Campus. The study employed a descriptive research design, with data analysis conducted using means and other statistical tools. Results indicate that BISU's VMGO is effectively communicated and implemented, particularly in the areas of dissemination and awareness. However, there is a need for greater student involvement in the VMGO formulation and revision processes. Recommendations include enhancing the integration of the VMGO in educational practices to foster deeper engagement and alignment. [ABSTRACT FROM AUTHOR]

The primary aim of the article is to assess the appropriateness of the names Sepedi and Northern Sotho/Sesotho sa Leboa, determining which should be officially used based on onomastic principles. Decoloniality and critical discourse analysis theories were used to inform and shape the argument. Employing a mixed-methods research approach, the article utilised survey questionnaires, face-to-face interviews and content analysis for data collection. Quota sampling was applied, selecting 267 participants from South African universities and relevant language authorities. The findings reveal linguistic and historical connections between Sepedi and Sesotho sa Leboa names and colonialism and the apartheid regime. It was further established that these names retain colonial vestiges, associated with a period of oppression that undermines authentic naming practices of African languages. The article concluded that neither Sepedi nor Northern Sotho/Sesotho sa Leboa accurately represent the official standard language, as their naming does not reflect indigenous linguistic traditions, being influenced by colonial power dynamics and other colonial forces. [ABSTRACT FROM AUTHOR]

While studies in translanguaging pedagogy – intermixing languages fluidly for meaning-making to learn and teach – have focused on understanding its efficacy and viability in promoting learning success in multilingual contexts worldwide, learning through online platforms is becoming increasingly popular. However, little information exists on creating translanguaging spaces for multilingual students in digitally mediated literacy learning in English-monolingual-oriented African university settings. The current study investigates how online resources can be harnessed for first-year translanguaging literacy pedagogy interventions using linguistically fluid, online methods to develop academic reading-for-writing in a university in South Africa, where multilingualism is a norm, but English dominates. The study investigated the productive use and efficacy of translanguaging practices online by adopting a mixed-methods approach with a test design to explore digital-based translingual literacy pedagogy. The quasi-experimental research draws on sociocultural, connectivism and translanguaging fluidity frameworks. Results show that translanguaging in digitalised literacy education, which involves the added flexibility of connectivism in online learning, is effective and improves academic literacy performance. Findings affirm that online translanguaging can enhance the understanding, summarising and paraphrasing of complex theoretical concepts from academic English texts, and is a valuable asset that can help students in online multilingual classrooms develop academic literacy. [ABSTRACT FROM AUTHOR]

The adept utilisation of appropriate language registers is fundamental for proficient academic writing among students who study English as a secondary language within educational institutions such as schools, colleges, and universities. This investigation stems from a comprehensive study that sought to evaluate the register proficiency of a select group of student teachers who, for various reasons, encountered challenges in employing suitable language registers. The primary objective of this scholarly article is to scrutinise the application of apt academic registers among a specific cohort of third-year English students at a rural university. This cohort comprised 15 trainee educators specialising in English didactics. The research adopted a case study design, focusing on the qualitative method, with data analysis conducted through thematic analysis. The outcomes of this study illuminated that a deficiency in register comprehension and application could impede the academic writing endeavours of the selected third-year teacher training students. However, it also highlighted the potential for improvement, as the students' compositions demonstrated instances of passive voice, absence of parallel structure, and utilisation of colloquial language, slang, personal pronouns, and phrasal verbs––styles generally deemed unsuitable for academic writing. This study underscores the significance of meticulous attention to register employment to ensure that students have attained mastery over the appropriate writing style and its correct usage in academic contexts. It also suggests that with targeted interventions, such as the integration of an Artificial Intelligence pedagogical approach, these students can improve their register proficiency, providing a clear path for their future academic writing competence. [ABSTRACT FROM AUTHOR]