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Federation University Library currently offers a series of hands-on workshops on systematic searching twice a year, which run for a total of ten hours. The first series ran from June 14th 2024 to July 12th 2024, the second from October 21st 2024 to December 5th 2024 and the third from June 3rd 2025 to July 3rd 2025. This umbrella review aims to determine the extent of workshop participants’ actual learning by examining how they apply searching skills in practice. The target audience for this review are librarians and other information professionals who support researchers conducting knowledge syntheses. It is intended to indicate whether workshops are an effective method of training researchers to conduct reproducible, quality searches, leading to either continued promotion and advocacy for workshops as a training method, or revision of the training provided.

Federation University Library currently offers a series of hands-on workshops on systematic searching twice a year, which run for a total of ten hours. The first series ran from June 14th 2024 to July 12th 2024, the second from October 21st 2024 to December 5th 2024 and the third from June 3rd 2025 to July 3rd 2025. This umbrella review aims to determine the extent of workshop participants’ actual learning by examining how they apply searching skills in practice. The target audience for this review are librarians and other information professionals who support researchers conducting knowledge syntheses. It is intended to indicate whether workshops are an effective method of training researchers to conduct reproducible, quality searches, leading to either continued promotion and advocacy for workshops as a training method, or revision of the training provided.

Federation University Library currently offers a series of hands-on workshops on systematic searching twice a year, which run for a total of ten hours. The first series ran from June 14th 2024 to July 12th 2024, the second from October 21st 2024 to December 5th 2024 and the third from June 3rd 2025 to July 3rd 2025. This umbrella review aims to determine the extent of workshop participants’ actual learning by examining how they apply searching skills in practice. The target audience for this review are librarians and other information professionals who support researchers conducting knowledge syntheses. It is intended to indicate whether workshops are an effective method of training researchers to conduct reproducible, quality searches, leading to either continued promotion and advocacy for workshops as a training method, or revision of the training provided.

Federation University Library currently offers a series of hands-on workshops on systematic searching twice a year, which run for a total of ten hours. The first series ran from June 14th 2024 to July 12th 2024, the second from October 21st 2024 to December 5th 2024 and the third from June 3rd 2025 to July 3rd 2025. This umbrella review aims to determine the extent of workshop participants’ actual learning by examining how they apply searching skills in practice. The target audience for this review are librarians and other information professionals who support researchers conducting knowledge syntheses. It is intended to indicate whether workshops are an effective method of training researchers to conduct reproducible, quality searches, leading to either continued promotion and advocacy for workshops as a training method, or revision of the training provided.

Federation University Library currently offers a series of hands-on workshops on systematic searching twice a year, which run for a total of ten hours. The first series ran from June 14th 2024 to July 12th 2024, the second from October 21st 2024 to December 5th 2024 and the third from June 3rd 2025 to July 3rd 2025. This umbrella review aims to determine the extent of workshop participants’ actual learning by examining how they apply searching skills in practice. The target audience for this review are librarians and other information professionals who support researchers conducting knowledge syntheses. It is intended to indicate whether workshops are an effective method of training researchers to conduct reproducible, quality searches, leading to either continued promotion and advocacy for workshops as a training method, or revision of the training provided.

Background Self Defense is more than knowing how to fight back again a physical attack. Self defense classes encourages you to think in terms of options and choices develops your awareness and assertiveness skills and provides practice for physical self defense techniques. A good self defense class will expand the way you think about violence prevention help you deal with your fears and enable you to feel more empowered in your life. Objectives The study aimed to assess the effectiveness of STP on self protection methods against sexual assault among higher secondary students. Methods In the present study evaluative approach was used to evaluate the effectiveness of STP regarding knowledge on self protection methods against sexual assault among students. The researcher adopted a pre experimental one group pre test post test design . 60 students selected for study by using non probability purposive sampling technique. Data was collected by structured knowledge questionnaire on self protection methods against sexual assault and analysed through descriptive and inferential statistics. Results The overall pre test knowledge of score of adolescent girls regarding self protecting techniques against sexual assault is moderate with mean 11 56, mean 38.53. standard deviation 4.05 and post test knowledge of adolescent girls’ knowledge of self protecting techniques against was adequate with sexual assault in was adequate mean percentage 83.1 with mean 24.93 and standard deviation 3.13. Conclusion The study concluded that knowledge regarding self protection technique against sexual assault among adolescent girls of secondary school was moderate. Therefore, the investigator prepared a STP on self protecting technique against sexual assault in adolescent girls and presentation given to them. Ms. Deeksha Verma | Mr. Mata Deen | Ms. Neelam Awasthi "A Study to Assess the Effectiveness of Structured Teaching Program on Knowledge Regarding Self Protection Methods Against Sexual Assault among Adolescent Girls Selected Higher Secondary School, Bhopal (M.P.)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49935.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/49935/a-study-to-assess-the-effectiveness-of-structured-teaching-program-on-knowledge-regarding-self-protection-methods-against-sexual-assault-among-adolescent-girls-selected-higher-secondary-school-bhopal-mp/ms-deeksha-verma

Managing daily symptoms and treatment for people with Alzheimer’s Disease or Related Dementia (ADRD) can be challenging and confusing for informal caregivers who are family members or friends and not paid for their assistance. This is due, in part, to gaps in knowledge (Jorge et al., 2021). Ensuring that informal caregivers are properly educated about ADRD symptoms and treatment guidelines is an essential first step for reducing adverse health events that people living with ADRD experience (Hernández et al., 2019) and addressing the substantial emotional and physical burden that caregivers report (Ringer et al., 2020). When healthcare providers engage in informational discussion with caregivers about treatment guidelines, rates of treatment adherence improve (e.g., Balli et al., 2021). However, healthcare providers often lack time, support staff, and training to implement evidence-based practices to educate caregivers (Brooks et al., 2019; Fienberg et al., 2019). Psychoeducational interventions are an alternative that involve reading passages or watching videos on coping and emotional wellbeing and evaluating caregiver knowledge about ADRD facts (e.g., expectations for memory loss). Some of these interventions have improved informal caregivers’ knowledge of ADRD (for reviews, see Cheng & Zhang, 2020; Pleasant et al., 2020; Sztramko et al., 2021). However, intervention research with caregivers rarely incorporate rigorous experimental design principles (see Butler et al., 2020). These studies often lack randomization, include small sample sizes, and use inadequate control groups. Thus, current evidence supporting the efficacy of psychoeducational interventions is insufficient. There is a critical need to better support informal caregivers’ education with methods informed by the science of learning. The goal of is project is to improve caregiver education to support treatment adherence for ADRD with retrieval practice. This intervention will incorporate principles from the science of learning for structuring retrieval practice to optimize learning and is motivated by a processing-knowledge model of health literacy adapted to ADRD caregivers (Chin et al., 2011). The processing-knowledge model for ADRD care proposes that age-related changes in processing ability and knowledge affect health literacy and self-efficacy, which jointly influence ADRD care. Most informal caregivers are middle-aged adults (50-64 years old, 47%) or are older adults (age 65 and older, 30%) (Alzheimer’s Association, 2023). Middle-aged adults and older adults face different challenges when learning essential caregiving skills. Older adults can draw on prior health knowledge but can also experience difficulties remembering complicated ADRD information due to associative memory deficits that occur in older age. Negative correlations between age and ADRD knowledge have been found such that older caregivers experience poorer understanding of ADRD relative to their younger caregiver counterparts (Jorge et al., 2021). Thus, considering age-related changes in cognitive ability – especially changes in the efficiency of processing information is necessary when developing educational interventions for caregivers. The processing-knowledge model for ADRD care predicts that enhancing health knowledge using structured retrieval practice will improve health literacy, self-efficacy, and subsequent ADRD care. The proposed intervention utilizes strategies that are effective across the lifespan to compensate for gaps in knowledge and processing capabilities including learners who experience associative memory deficits due to age, their own disease state, or other factors (Sumowski et al., 2010; Tse et al., 2010; Woods et al., 2021). The primary learning principle driving the proposed learning intervention is retrieval practice. Repeatedly retrieving information from long-term memory across spaced intervals is a highly effective way to learn new information that produces superior long-term retention than traditional studying methods (Agarwal et al., 2021; Carpenter et al., 2022). The efficacy of spaced retrieval practice for learning is supported by a large and robust literature. Accurately recalling information during practice increases the probability that information will be accessible later when the stakes are higher. Our preliminary data from a randomized controlled experiment (N = 213) investigating the efficacy of teaching younger adults (aged 18-26) and older adults (aged 60-89) who were not caregivers to use retrieval practice when learning health information indicates that all learners benefited from the retrieval practice intervention (Ariel, Babineau, & Tauber, 2023). Detailed corrective feedback can enhance the effects of retrieval practice on learning. A meta-analysis examining 573 effects from 48,478 participants indicates that receiving corrective feedback after retrieval practice (g = .54) improves educational outcomes relative to receiving no feedback (g = .37; Yang et al., 2020). Corrective feedback is especially important for older adults because they do not just fail to recall information (errors of omission), they often recall incorrect information (errors of commission). Detailed corrective feedback is essential for minimizing the impact of intrusion errors on older adults’ later memory and for correcting health misconceptions (Sitzman et al., 2022; Tse et al., 2010). In our own research (Ariel, Babineau, & Tauber, 2023), we find that older adults prefer to receive feedback on over 96% of their retrieval practice trials. Thus, there is sufficient evidence to include corrective feedback in the proposed intervention both to meet preference of learners and to improve learning outcomes.

Managing daily symptoms and treatment for people with Alzheimer’s Disease or Related Dementia (ADRD) can be challenging and confusing for informal caregivers who are family members or friends and not paid for their assistance. This is due, in part, to gaps in knowledge (Jorge et al., 2021). Ensuring that informal caregivers are properly educated about ADRD symptoms and treatment guidelines is an essential first step for reducing adverse health events that people living with ADRD experience (Hernández et al., 2019) and addressing the substantial emotional and physical burden that caregivers report (Ringer et al., 2020). When healthcare providers engage in informational discussion with caregivers about treatment guidelines, rates of treatment adherence improve (e.g., Balli et al., 2021). However, healthcare providers often lack time, support staff, and training to implement evidence-based practices to educate caregivers (Brooks et al., 2019; Fienberg et al., 2019). Psychoeducational interventions are an alternative that involve reading passages or watching videos on coping and emotional wellbeing and evaluating caregiver knowledge about ADRD facts (e.g., expectations for memory loss). Some of these interventions have improved informal caregivers’ knowledge of ADRD (for reviews, see Cheng & Zhang, 2020; Pleasant et al., 2020; Sztramko et al., 2021). However, intervention research with caregivers rarely incorporate rigorous experimental design principles (see Butler et al., 2020). These studies often lack randomization, include small sample sizes, and use inadequate control groups. Thus, current evidence supporting the efficacy of psychoeducational interventions is insufficient. There is a critical need to better support informal caregivers’ education with methods informed by the science of learning. The goal of is project is to improve caregiver education about the behavioral and psychological symptoms (BPSD) of dementia. This intervention will incorporate principles from the science of learning for structuring retrieval practice to optimize learning and is motivated by a processing-knowledge model of health literacy adapted to ADRD caregivers (Chin et al., 2011). The processing-knowledge model for ADRD care proposes that age-related changes in processing ability and knowledge affect health literacy and self-efficacy, which jointly influence ADRD care. Most informal caregivers are middle-aged adults (50-64 years old, 47%) or are older adults (age 65 and older, 30%) (Alzheimer’s Association, 2023). Middle-aged adults and older adults face different challenges when learning essential caregiving skills. Older adults can draw on prior health knowledge but can also experience difficulties remembering complicated ADRD information due to associative memory deficits that occur in older age. Negative correlations between age and ADRD knowledge have been found such that older caregivers experience poorer understanding of ADRD relative to their younger caregiver counterparts (Jorge et al., 2021). Thus, considering age-related changes in cognitive ability – especially changes in the efficiency of processing information is necessary when developing educational interventions for caregivers. The processing-knowledge model for ADRD care predicts that enhancing health knowledge using structured retrieval practice will improve health literacy, self-efficacy, and subsequent ADRD care. The proposed intervention utilizes strategies that are effective across the lifespan to compensate for gaps in knowledge and processing capabilities including learners who experience associative memory deficits due to age, their own disease state, or other factors (Sumowski et al., 2010; Tse et al., 2010; Woods et al., 2021). The primary learning principle driving the proposed learning intervention is retrieval practice. Repeatedly retrieving information from long-term memory across spaced intervals is a highly effective way to learn new information that produces superior long-term retention compared to traditional studying methods (Agarwal et al., 2021; Carpenter et al., 2022). The efficacy of spaced retrieval practice for learning is supported by a large and robust literature. Accurately recalling information during practice increases the probability that information will be accessible later when the stakes are higher. Our preliminary data from a randomized controlled experiment (N = 213) investigating the efficacy of teaching younger adults (aged 18-26) and older adults (aged 60-89) who were not caregivers to use retrieval practice when learning health information indicates that all learners benefited from the retrieval practice intervention (Ariel, Babineau, & Tauber, 2023). Detailed corrective feedback can enhance the effects of retrieval practice on learning. A meta-analysis examining 573 effects from 48,478 participants indicates that receiving corrective feedback after retrieval practice (g = .54) improves educational outcomes relative to receiving no feedback (g = .37; Yang et al., 2020). Corrective feedback is especially important for older adults because they do not just fail to recall information (errors of omission), they often recall incorrect information (errors of commission). Detailed corrective feedback is essential for minimizing the impact of intrusion errors on older adults’ later memory and for correcting health misconceptions (Sitzman et al., 2022; Tse et al., 2010). In our own research (Ariel, Babineau, & Tauber, 2023), we find that older adults prefer to receive feedback on over 96% of their retrieval practice trials. Thus, there is sufficient evidence to include corrective feedback in the proposed intervention both to meet preference of learners and to improve learning outcomes. The experiment will consist of a screener and two sessions. Participants will begin by answering screener questions to see if they qualify to participate in the study. In Session 1, participants will complete the Caregiver Self-Efficacy Scale (pretest) and the NPI-Q (pretest) (details below) at their own pace. Next, participants will study 4 categories of emotions and mood symptoms of ADRD (agitation, irritation, apathy, depression) in a webpage format, as would be available from online resources (e.g., National Institutes of Health) to mirror how most caregivers often obtain information. Study will be self-paced and order will be randomized. Following study, caregivers will be randomly assigned to the restudy group or the structured retrieval group. Those in the restudy group will restudy the four categories in the same format as before, at their own pace. Those in the structured retrieval group will take a self-paced practice test consisting of 8 multiple-choice questions for each of the 4-categories in a blocked fashion such that participants will answer all 8 questions in one category, in a random order (e.g., apathy), before moving onto the next (e.g., agitation), and will receive detailed, corrective feedback following each answer to the multiple-choice questions. Participants will either study or practice retrieval for 3 practice blocks. The order of categories and questions will be randomized for each participant during each practice block. Following practice, participants will complete the 10-minute Ravens task (specified below). Participants will then take a self-paced multiple-choice test consisting of all 32 multiple-choice questions (i.e., the same questions as in practice). After the test, participants will complete a self-paced Usability Measure (details below) and provide demographic information. Session 2 will begin two days later, and participants will begin by taking the same self-paced multiple-choice test as in Session 1. Next, they will complete an advanced vocabulary task, the Caregiver Self-Efficacy Scale (posttest), the NPI-Q (posttest), the METER, the ADKS, e-Health Literacy Scale, Information Seeking Scale (details below), and provide additional demographic information. Finally, participants will be thanked, debriefed, and compensated for their participation.

Managing daily symptoms and treatment for people with Alzheimer’s Disease or Related Dementia (ADRD) can be challenging and confusing for informal caregivers who are family members or friends and not paid for their assistance. This is due, in part, to gaps in knowledge (Jorge et al., 2021). Ensuring that informal caregivers are properly educated about ADRD symptoms and treatment guidelines is an essential first step for reducing adverse health events that people living with ADRD experience (Hernández et al., 2019) and addressing the substantial emotional and physical burden that caregivers report (Ringer et al., 2020). When healthcare providers engage in informational discussion with caregivers about treatment guidelines, rates of treatment adherence improve (e.g., Balli et al., 2021). However, healthcare providers often lack time, support staff, and training to implement evidence-based practices to educate caregivers (Brooks et al., 2019; Fienberg et al., 2019). Psychoeducational interventions are an alternative that involve reading passages or watching videos on coping and emotional wellbeing and evaluating caregiver knowledge about ADRD facts (e.g., expectations for memory loss). Some of these interventions have improved informal caregivers’ knowledge of ADRD (for reviews, see Cheng & Zhang, 2020; Pleasant et al., 2020; Sztramko et al., 2021). However, intervention research with caregivers rarely incorporate rigorous experimental design principles (see Butler et al., 2020). These studies often lack randomization, include small sample sizes, and use inadequate control groups. Thus, current evidence supporting the efficacy of psychoeducational interventions is insufficient. There is a critical need to better support informal caregivers’ education with methods informed by the science of learning. The goal of is project is to improve caregiver education about the behavioral and psychological symptoms (BPSD) of dementia. This intervention will incorporate principles from the science of learning for structuring retrieval practice to optimize learning and is motivated by a processing-knowledge model of health literacy adapted to ADRD caregivers (Chin et al., 2011). The processing-knowledge model for ADRD care proposes that age-related changes in processing ability and knowledge affect health literacy and self-efficacy, which jointly influence ADRD care. Most informal caregivers are middle-aged adults (50-64 years old, 47%) or are older adults (age 65 and older, 30%) (Alzheimer’s Association, 2023). Middle-aged adults and older adults face different challenges when learning essential caregiving skills. Older adults can draw on prior health knowledge but can also experience difficulties remembering complicated ADRD information due to associative memory deficits that occur in older age. Negative correlations between age and ADRD knowledge have been found such that older caregivers experience poorer understanding of ADRD relative to their younger caregiver counterparts (Jorge et al., 2021). Thus, considering age-related changes in cognitive ability – especially changes in the efficiency of processing information is necessary when developing educational interventions for caregivers. The processing-knowledge model for ADRD care predicts that enhancing health knowledge using structured retrieval practice will improve health literacy, self-efficacy, and subsequent ADRD care. The proposed intervention utilizes strategies that are effective across the lifespan to compensate for gaps in knowledge and processing capabilities including learners who experience associative memory deficits due to age, their own disease state, or other factors (Sumowski et al., 2010; Tse et al., 2010; Woods et al., 2021). The primary learning principle driving the proposed learning intervention is retrieval practice. Repeatedly retrieving information from long-term memory across spaced intervals is a highly effective way to learn new information that produces superior long-term retention compared to traditional studying methods (Agarwal et al., 2021; Carpenter et al., 2022). The efficacy of spaced retrieval practice for learning is supported by a large and robust literature. Accurately recalling information during practice increases the probability that information will be accessible later when the stakes are higher. Our preliminary data from a randomized controlled experiment (N = 213) investigating the efficacy of teaching younger adults (aged 18-26) and older adults (aged 60-89) who were not caregivers to use retrieval practice when learning health information indicates that all learners benefited from the retrieval practice intervention (Ariel, Babineau, & Tauber, 2023). Detailed corrective feedback can enhance the effects of retrieval practice on learning. A meta-analysis examining 573 effects from 48,478 participants indicates that receiving corrective feedback after retrieval practice (g = .54) improves educational outcomes relative to receiving no feedback (g = .37; Yang et al., 2020). Corrective feedback is especially important for older adults because they do not just fail to recall information (errors of omission), they often recall incorrect information (errors of commission). Detailed corrective feedback is essential for minimizing the impact of intrusion errors on older adults’ later memory and for correcting health misconceptions (Sitzman et al., 2022; Tse et al., 2010). In our own research (Ariel, Babineau, & Tauber, 2023), we find that older adults prefer to receive feedback on over 96% of their retrieval practice trials. Thus, there is sufficient evidence to include corrective feedback in the proposed intervention both to meet preference of learners and to improve learning outcomes. The experiment will consist of a screener and two sessions. Participants will begin by answering screener questions to see if they qualify to participate in the study. In Session 1, participants will complete the Caregiver Self-Efficacy Scale (pretest) and the NPI-Q (pretest) (details below) at their own pace. Next, participants will study 4 categories of emotions and mood symptoms of ADRD (agitation, irritation, apathy, depression) in a webpage format, as would be available from online resources (e.g., National Institutes of Health) to mirror how most caregivers often obtain information. Study will be self-paced and order will be randomized. Following study, caregivers will be randomly assigned to the restudy group or the structured retrieval group. Those in the restudy group will restudy the four categories in the same format as before, at their own pace. Those in the structured retrieval group will take a self-paced practice test consisting of 8 multiple-choice questions for each of the 4-categories in a blocked fashion such that participants will answer all 8 questions in one category, in a random order (e.g., apathy), before moving onto the next (e.g., agitation), and will receive detailed, corrective feedback following each answer to the multiple-choice questions. Participants will either study or practice retrieval for 3 practice blocks. The order of categories and questions will be randomized for each participant during each practice block. Following practice, participants will complete the 10-minute Ravens task (specified below). Participants will then take a self-paced multiple-choice test consisting of all 32 multiple-choice questions (i.e., the same questions as in practice). After the test, participants will complete a self-paced Usability Measure (details below) and provide demographic information. Session 2 will begin two days later, and participants will begin by taking the same self-paced multiple-choice test as in Session 1. Next, they will complete an advanced vocabulary task, the Caregiver Self-Efficacy Scale (posttest), the NPI-Q (posttest), the METER, the ADKS, e-Health Literacy Scale, Information Seeking Scale (details below), and provide additional demographic information. Finally, participants will be thanked, debriefed, and compensated for their participation.

Managing daily symptoms and treatment for people with Alzheimer’s Disease or Related Dementia (ADRD) can be challenging and confusing for informal caregivers who are family members or friends and not paid for their assistance. This is due, in part, to gaps in knowledge (Jorge et al., 2021). Ensuring that informal caregivers are properly educated about ADRD symptoms and treatment guidelines is an essential first step for reducing adverse health events that people living with ADRD experience (Hernández et al., 2019) and addressing the substantial emotional and physical burden that caregivers report (Ringer et al., 2020). When healthcare providers engage in informational discussion with caregivers about treatment guidelines, rates of treatment adherence improve (e.g., Balli et al., 2021). However, healthcare providers often lack time, support staff, and training to implement evidence-based practices to educate caregivers (Brooks et al., 2019; Fienberg et al., 2019). Psychoeducational interventions are an alternative that involve reading passages or watching videos on coping and emotional wellbeing and evaluating caregiver knowledge about ADRD facts (e.g., expectations for memory loss). Some of these interventions have improved informal caregivers’ knowledge of ADRD (for reviews, see Cheng & Zhang, 2020; Pleasant et al., 2020; Sztramko et al., 2021). However, intervention research with caregivers rarely incorporate rigorous experimental design principles (see Butler et al., 2020). These studies often lack randomization, include small sample sizes, and use inadequate control groups. Thus, current evidence supporting the efficacy of psychoeducational interventions is insufficient. There is a critical need to better support informal caregivers’ education with methods informed by the science of learning. The goal of is project is to improve caregiver education about the behavioral and psychological symptoms (BPSD) of dementia. This intervention will incorporate principles from the science of learning for structuring retrieval practice to optimize learning and is motivated by a processing-knowledge model of health literacy adapted to ADRD caregivers (Chin et al., 2011). The processing-knowledge model for ADRD care proposes that age-related changes in processing ability and knowledge affect health literacy and self-efficacy, which jointly influence ADRD care. Most informal caregivers are middle-aged adults (50-64 years old, 47%) or are older adults (age 65 and older, 30%) (Alzheimer’s Association, 2023). Middle-aged adults and older adults face different challenges when learning essential caregiving skills. Older adults can draw on prior health knowledge but can also experience difficulties remembering complicated ADRD information due to associative memory deficits that occur in older age. Negative correlations between age and ADRD knowledge have been found such that older caregivers experience poorer understanding of ADRD relative to their younger caregiver counterparts (Jorge et al., 2021). Thus, considering age-related changes in cognitive ability – especially changes in the efficiency of processing information is necessary when developing educational interventions for caregivers. The processing-knowledge model for ADRD care predicts that enhancing health knowledge using structured retrieval practice will improve health literacy, self-efficacy, and subsequent ADRD care. The proposed intervention utilizes strategies that are effective across the lifespan to compensate for gaps in knowledge and processing capabilities including learners who experience associative memory deficits due to age, their own disease state, or other factors (Sumowski et al., 2010; Tse et al., 2010; Woods et al., 2021). The primary learning principle driving the proposed learning intervention is retrieval practice. Repeatedly retrieving information from long-term memory across spaced intervals is a highly effective way to learn new information that produces superior long-term retention compared to traditional studying methods (Agarwal et al., 2021; Carpenter et al., 2022). The efficacy of spaced retrieval practice for learning is supported by a large and robust literature. Accurately recalling information during practice increases the probability that information will be accessible later when the stakes are higher. Our preliminary data from a randomized controlled experiment (N = 213) investigating the efficacy of teaching younger adults (aged 18-26) and older adults (aged 60-89) who were not caregivers to use retrieval practice when learning health information indicates that all learners benefited from the retrieval practice intervention (Ariel, Babineau, & Tauber, 2023). Detailed corrective feedback can enhance the effects of retrieval practice on learning. A meta-analysis examining 573 effects from 48,478 participants indicates that receiving corrective feedback after retrieval practice (g = .54) improves educational outcomes relative to receiving no feedback (g = .37; Yang et al., 2020). Corrective feedback is especially important for older adults because they do not just fail to recall information (errors of omission), they often recall incorrect information (errors of commission). Detailed corrective feedback is essential for minimizing the impact of intrusion errors on older adults’ later memory and for correcting health misconceptions (Sitzman et al., 2022; Tse et al., 2010). In our own research (Ariel, Babineau, & Tauber, 2023), we find that older adults prefer to receive feedback on over 96% of their retrieval practice trials. Thus, there is sufficient evidence to include corrective feedback in the proposed intervention both to meet preference of learners and to improve learning outcomes. The experiment will consist of a screener and two sessions. Participants will begin by answering screener questions to see if they qualify to participate in the study. In Session 1, participants will complete the Caregiver Self-Efficacy Scale (pretest) and the NPI-Q (pretest) (details below) at their own pace. Next, participants will study 4 categories of emotions and mood symptoms of ADRD (agitation, irritation, apathy, depression) in a webpage format, as would be available from online resources (e.g., National Institutes of Health) to mirror how most caregivers often obtain information. Study will be self-paced and order will be randomized. Following study, caregivers will be randomly assigned to the restudy group or the structured retrieval group. Those in the restudy group will restudy the four categories in the same format as before, at their own pace. Those in the structured retrieval group will take a self-paced practice test consisting of 8 multiple-choice questions for each of the 4-categories in a blocked fashion such that participants will answer all 8 questions in one category, in a random order (e.g., apathy), before moving onto the next (e.g., agitation), and will receive detailed, corrective feedback following each answer to the multiple-choice questions. Participants will either study or practice retrieval for 3 practice blocks. The order of categories and questions will be randomized for each participant during each practice block. Following practice, participants will complete the 10-minute Ravens task (specified below). Participants will then take a self-paced multiple-choice test consisting of all 32 multiple-choice questions (i.e., the same questions as in practice). After the test, participants will complete a self-paced Usability Measure (details below) and provide demographic information. Session 2 will begin two days later, and participants will begin by taking the same self-paced multiple-choice test as in Session 1. Next, they will complete an advanced vocabulary task, the Caregiver Self-Efficacy Scale (posttest), the NPI-Q (posttest), the METER, the ADKS, e-Health Literacy Scale, Information Seeking Scale (details below), and provide additional demographic information. Finally, participants will be thanked, debriefed, and compensated for their participation.

"The Advance in our Knowledge of the Causation and Methods of Prevention of Stock Diseases in South Africa during the Last Ten Years" is an article from Science, Volume 22 . View more articles from Science . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1631938

This research paper attempts to cover the exercises that are needed for the performer. It also touched upon the psychological processes of the editor. In the elementary classes, cognitive and ability peculiarities were analyzed and tried to draw conclusions Botirova Xilola Tursunbaevna 2020. Methods for improving thoretical knowledge of music of elementary school students . International Journal on Integrated Education. 3, 4 (Apr. 2020), 4-10. DOI:https://doi.org/10.31149/ijie.v3i4.335 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/335/328 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/335

This research paper attempts to cover the exercises that are needed for the performer. It also touched upon the psychological processes of the editor. In the elementary classes, cognitive and ability peculiarities were analyzed and tried to draw conclusions Botirova Xilola Tursunbaevna 2020. Methods for improving thoretical knowledge of music of elementary school students . International Journal on Integrated Education. 3, 4 (Apr. 2020), 4-10. DOI:https://doi.org/10.31149/ijie.v3i4.335 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/335/328 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/335

This article is from BMC Medical Education , volume 14 . Abstract Background: Health professionals require a unique set of knowledge and skills in order to meet increasing expectations to use research evidence to inform practice and policy decisions. They need to be able to find, access, interpret, and apply the best available research evidence, along with information about patient preferences, clinical expertise, and the clinical context and resources, to such decisions. This study determined preferences for continuing education following an intensive educational workshop and evaluated the impact of the workshop on evidence informed decision making (EIDM) knowledge, skills, and behaviours. Methods: An explanatory mixed methods, longitudinal study design was implemented among a convenience sample of various health care professionals attending the workshop. EIDM knowledge, skills, and behaviours were quantitatively measured at baseline and six month follow-up, with EIDM knowledge and skills measured additionally immediately following the educational workshop (post-test measurement). To determine participants preferences for continuing education, data were collected using quantitative survey (post-test measurement) and qualitative (individual telephone interviews after six-month follow-up) methods. Results: EIDM knowledge and skills increased significantly from baseline to immediately following the intervention [5.6, 95% CI (3.7, 7.4), P 

This article is from Journal of Family & Reproductive Health , volume 7 . Abstract Objective: To assess the knowledge, attitude, practice and preferences on contraceptive methods among the female population, to determine the association between knowledge and attitude on contraceptive methods with the variables. Materials and methods: A Descriptive survey of 136 females between 18-45 year of age were done using a structured knowledge questionnaire, structured attitude scale and opinionnaire on practice and preference during the month of January 2012 to February 2012 at Moodu Alevoor village, Udupi district, Karnataka. Simple random sampling was used to select the village and purposive sampling technique was used to select the sample. Results: It was shown that 48.5% were of 26-35 years of age, 92% were Hindus, 45.6% had higher secondary education, 41.2% were house wives, 55.9% had family monthly income below 5000 rupees, 49.3% were from nuclear family, 64% were married between 19-25 years, 43.3% had 2-3 years of married life and 52.2% had one pregnancy. Majority (55.9%) had one living child and 98.5% got information through health personnel. Majority (67.60%) had moderate knowledge on contraceptive methods and 17.60% had high knowledge. Majority (87.50%) had favourable attitude and 12.50% had unfavourable attitude towards contraceptive methods. From the group of studied women 38.23% did not use any contraceptive methods, 19.85% used OCPs and minimum 1.47% used injection as contraceptive method. In this study 37.5% preferred OCPs as Rank 1, male condom (22.1%) as Rank 2 and injection (16.3%) as Rank 3. There was association between knowledge with educational status (χ2 = 47.14, p = 0.001), occupation (χ2 =15.81, p = 0.044), family monthly income (χ2 =6.473, p = 0.039) and duration of marriage (χ2=6.721, p = 0.035). There was no association between attitude and the studied variables. Conclusion: The study showed that majority of the females had moderate knowledge and favourable attitude.

The main aim of this study is to compare the information about meiosis and mitosis divisions of secondary school students with different methods. The mixed method was used in the research. In the mixed method, it is aimed to close the deficiencies in the solution of the research problems with both qualitative and quantitative data. Homogeneous samples were used in the study. In the 2018-2019 academic years, it was conducted with 7th grade students in a public school in Eastern Anatolia. A total of 132 students participated in the study, depending on the volunteerism principle. Matching test was used to collect quantitative data. Qualitative data were collected through a fully structured interview form. The collected data were analyzed with the help of Microsoft Excel program. Descriptive and content analyzes and techniques such as frequency and percentage values were used. According to the findings, the knowledge of meiosis and mitotic divisions was found to be good level. It was determined that most of the students had the right information about meiosis and mitosis and they knew the general characteristics of these divisions. According to these findings of the study, concordant results were obtained by using mixed method with different measuring methods. Suggestions are presented in parallel with these findings.

The study aimed at identifying knowledge of parents of children with autism spectrum disorder of behavior modification methods and their training needs accordingly. The sample of the study consisted of (98) parents in Jordan. A scale of behavior modification methods was constructed, and then validated. The results of the study showed that the knowledge of the parents of children with autism spectrum disorder was medium. The highest percent was for satiation style, and the least for generalization style. The study also revealed that parents need to be trained in six methods of behavior modification. The most important need was for generalization style then the effectiveness of reinforcement. Study finally revealed that there are significant differences in parents' knowledge of behavior modification due to parent's gender in favor of mothers but there were no significant differences due to parents' education, child's gender, and child's age.

Scoping review of the quantitative data available on knowledge, attitudes and beliefs around women's bladder health.

xii, 398 p

This article is from BMC Public Health , volume 14 . Abstract Background: The setting for this study was the Pacific island nation of Vanuatu, an archipelago of 82 islands, located in the South Pacific Ocean. Our objective was to assess the knowledge, attitudes and practices of tuberculosis (TB) patients towards TB. Methods: This was a descriptive study using qualitative and quantitative methods. Quantitative analysis was based on the responses provided to closed questions, and we present frequencies to describe the TB patients’ knowledge, attitudes and practice relating to TB. Qualitative analysis was based on open questions permitting fuller explanations. We used thematic analysis and developed a posteriori inductive categories to draw conclusions. Results: Thirty five TB patients were interviewed; 22 (63%) were male. They attributed TB to cigarettes, kava, alcohol, contaminated food, sharing eating utensils and “kastom” (the local term for the traditional way of life, but also for sorcery). Most (94%) did not attribute TB to a bacterial cause. However, almost all TB patients (89%) thought that TB was best treated at a hospital with antibiotics. Three quarters (74%) experienced stigma after their TB diagnosis.Seeking health care from a traditional healer was common; 54% of TB patients stated that they would first consult a traditional healer for any illness. When seeking a diagnosis for signs and symptoms of TB, 34% first consulted a traditional healer. Patients cited cost, distance and beliefs about TB causation as reasons for first consulting a traditional healer or going to the hospital. Of the TB patients who consulted a traditional healer first, there was an average of two weeks delay before they consulted the health service. In some cases, however, the delay was up to six years. Conclusion: The majority of the TB patients interviewed did not attribute TB to a bacterial cause. Consulting a traditional healer for health care, including while seeking a diagnosis for TB symptoms, was common and may have delayed diagnosis. People require better information about TB to correct commonly held misperceptions about the disease. Traditional healers could also be engaged with the national TB programme, in order to refer people with signs and symptoms of TB to the nearest health service.

xxii, 340 p. 20 cm

A study to determine which method, video or pamphlet, of providing Civilian Health and Medical Program of the Uniformed Services (CHAMPUS) information to beneficiaries is more effective in increasing beneficiary knowledge of the CHAMPUS program. The Solomon Four - Group Design was used in conjunction with a 16 question survey instrument to collect and record data for the study. The data was statistically analyzed via the Mann Whitney U Test and the Kruskal - Wallis K Test. Demographic data was shown in the form of frequency and percentage information. The results of the study showed that the difference between providing CHAMPUS information via the pamphlet or the videotape was statistically not significant. The difference between providing CHAMPUS information via the pamphlet and videotape and not providing information was shown to be statistically significant. The statistical analysis was performed at the alpha .05 level of significance.

A study to determine which method, video or pamphlet, of providing Civilian Health and Medical Program of the Uniformed Services (CHAMPUS) information to beneficiaries is more effective in increasing beneficiary knowledge of the CHAMPUS program. The Solomon Four - Group Design was used in conjunction with a 16 question survey instrument to collect and record data for the study. The data was statistically analyzed via the Mann Whitney U Test and the Kruskal - Wallis K Test. Demographic data was shown in the form of frequency and percentage information. The results of the study showed that the difference between providing CHAMPUS information via the pamphlet or the videotape was statistically not significant. The difference between providing CHAMPUS information via the pamphlet and videotape and not providing information was shown to be statistically significant. The statistical analysis was performed at the alpha .05 level of significance.

During the first year of research, we have studied the design and development of optimal techniques for the computer-based representation of expert knowledge. As discussed in our proposal, we have concentrated on issues of knowledge acquisition and explanation. Because the underlying choice of a knowledge representation is key, much of the early work has involved experiments with alternate representation techniques. In this progress report we have organized our discussion around the individual subprojects that are underway. It should be noted, however, that there is a unifying research theme (knowledge representation for knowledge acquisition and explanation) that ties together the projects and the participating scientists and students. When technical reports have been prepared in the last year, we have indicated so in the discussion and included the reports as attachments to this summary.

vi, 136, 19 pages, 1 unnumbered page, 4 pages : 27 cm

vi, 136, 19 pages, 1 unnumbered page, 4 pages : 27 cm

This article is from Iranian Journal of Nursing and Midwifery Research , volume 18 . Abstract Background:: Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. Materials and Methods:: This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Results:: Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Conclusions:: Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

This article is from Iranian Journal of Nursing and Midwifery Research , volume 18 . Abstract Background:: Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. Materials and Methods:: This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Results:: Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Conclusions:: Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

This article is from Iranian Journal of Nursing and Midwifery Research , volume 18 . Abstract Background:: Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. Materials and Methods:: This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Results:: Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Conclusions:: Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

Intense training and competition can result in physiological, psychological and physical fatigue in athletes (Ortiz Jr et al., 2018). In order to return the player to a pre-fatigued state in readiness for the next competition, optimising recovery from training and competition is widely regarded as essential for enhancing future athletic performance and reducing the risk of injury (Barnett, 2006). Recovery is one of the least researched and least understood aspects of the training schedule of professional soccer players, despite athletes training for 2-3 hours per day and the other 21-22 hours in a state of ‘recovery’ (Bishop, Jones & Woods, 2008). Although a paucity of literature exists in relation to the effectiveness of recovery methods (e.g. cold water immersion, re-hydration and refuelling strategies, compression garments) (Barnett, 2006; Nédélec et al., 2013), research is even more limited relating to the real-world use and coach/player understanding of recovery methods in professional soccer. To the best of the authors' knowledge, no study has attempted to quantify the specific use and understanding of recovery methods in a real-world setting, nor has any study determined whether recovery methods are implemented based on knowledge of the scientific literature. Therefore, it is vital to understand whether both players and coaches are using recovery methods based on the appropriate associated mechanisms and recommendations from the literature. Aims • Examine and quantify the specific use of certain recovery methods in professional soccer. • Gain insight into current knowledge about the use of recovery methods. • Compare whether specific recovery methods are currently being implemented based on knowledge of the available scientific literature. Barnett, A. (2006). Using Recovery Modalities Between Training Sessions in Elite Athletes: Does it Help? Sports Medicine, 36(9) 781-796. doi: 0112-1642/06/0009-0781/$39.95/0 Bishop, P.A., Jones, E. & Woods, A.K. (2008). Recovery from Training: A Brief Review. Journal of Strength and Conditioning Research, 22(3) 1015-1024. doi: 10.1519/JSC.0b013e31816eb518 Nédélec, M., McCall, A., Carling, C., Legall, F., Berthoin, S. & Dupont, G. (2013). Recovery in Soccer. Part II – Recovery Strategies. Sports Medicine, 43, 9-22. doi: 10.1007/s40279-012-0002-0 Ortiz Jr., R.O., Sinclair Elder, A.J., Elder, C. & Dawes, J.J. (2018). A Systematic Review on the Effectiveness of Active Recovery Interventions on Athletic Performance of Professional-, Collegiate-, and Competitive-Level Adult Athletes. Journal of Strength and Conditioning Research, 33(8) 2275-2287. doi: 10.1519/JSC.0000000000002589.

In the recent drive to revamp teacher evaluation and accountability, measures of a teacher's value added have played the starring role. But the star of the show is not always the best actor, nor can the star succeed without a strong supporting cast. In assessing teacher performance, observations of classroom practice, portfolios of teachers' work, student learning objectives, and surveys of students are all possible additions to the mix. All these measures vary in what aspect of teacher performance they measure. While teaching is broadly intended to help students live fulfilling lives, educators must be more specific about the elements of performance that contribute to that goal--differentiating contributions to academic skills, for instance, from those that develop social skills. Once educators have established what aspect of teaching they intend to capture, the measures differ in how valid and reliable they are in capturing that aspect. Although there are big holes in what they know about how evaluation measures stack up on these two criteria, they can draw some important conclusions from the evidence collected so far. In this brief, the author will show how existing research can help district and state leaders who are thinking about using multiple measures of teacher performance to guide them in hiring, development, and retention. (Contains 30 endnotes.)

Systems, methods and apparatus are provided through which in some embodiments, domain knowledge is translated into a knowledge-based system. In some embodiments, a formal specification is derived from rules of a knowledge-based system, the formal specification is analyzed, and flaws in the formal specification are used to identify and correct errors in the domain knowledge, from which a knowledge-based system is translated.

Several building technologies and practices have emerged in recent years as alternatives to traditional design and construction in meeting cost, time, and quality goals of owners and builders. Some of these methods have been adopted within private industry, but have not yet seen wide use for military construction. However, legislation from Congress has mandated that the military services now consider using such methods when they have a potential to reduce Federal expenditures for construction. The U.S. Army Corps of Engineers (USACE), which is responsible for construction within the Army and Air Force, has a limited background in using alternative methods due to the long reliance on traditional approaches to facility procurement. To expedite the learning process and capitalize on lessons learned from projects using alternative methods, USACE proposed that knowledge base be prepared. The U.S. Army Construction Engineering Research Laboratory (USACERL) is responsible for its development. This report describes the knowledge base concept and prototype. The prototype uses dBase III Plus software and IBM-compatible personal computers. Data will be both factual listings (e.g., project name, date, location) and informational (e.g., comments about a problem in the design phase). Access will be via a local data base containing installation-specific projects and through a centralized mainframe system containing USACE-wide projects. Although useful by itself, the conceptual knowledge base would be a more effective tool if it were incorporated into an expert system. Such a system would provide support in addition to an advisory function. (aw)

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.

This article is from BMC Genomics , volume 12 . Abstract Background: The accurate prediction of the initiation of translation in sequences of mRNA is an important activity for genome annotation. However, obtaining an accurate prediction is not always a simple task and can be modeled as a problem of classification between positive sequences (protein codifiers) and negative sequences (non-codifiers). The problem is highly imbalanced because each molecule of mRNA has a unique translation initiation site and various others that are not initiators. Therefore, this study focuses on the problem from the perspective of balancing classes and we present an undersampling balancing method, M-clus, which is based on clustering. The method also adds features to sequences and improves the performance of the classifier through the inclusion of knowledge obtained by the model, called InAKnow. Results: Through this methodology, the measures of performance used (accuracy, sensitivity, specificity and adjusted accuracy) are greater than 93% for the Mus musculus and Rattus norvegicus organisms, and varied between 72.97% and 97.43% for the other organisms evaluated: Arabidopsis thaliana, Caenorhabditis elegans, Drosophila melanogaster, Homo sapiens, Nasonia vitripennis. The precision increases significantly by 39% and 22.9% for Mus musculus and Rattus norvegicus, respectively, when the knowledge obtained by the model is included. For the other organisms, the precision increases by between 37.10% and 59.49%. The inclusion of certain features during training, for example, the presence of ATG in the upstream region of the Translation Initiation Site, improves the rate of sensitivity by approximately 7%. Using the M-Clus balancing method generates a significant increase in the rate of sensitivity from 51.39% to 91.55% (Mus musculus) and from 47.45% to 88.09% (Rattus norvegicus). Conclusions: In order to solve the problem of TIS prediction, the results indicate that the methodology proposed in this work is adequate, particularly when using the concept of acquired knowledge which increased the accuracy in all databases evaluated.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: the effects of teacher-directed lessons on fourth and fifth grade students; self-concept and the comprehension of scientific reading; the readability of junior college textbooks; the effects of prereading strategies on comprehension; teaching reading in the secondary content areas; reading, study skills, and success in the content areas; the effects of structure in science communications on knowledge recall by college students; the cloze procedure in secondary American government classes; using context cues in sixth grade to complete cloze deletions; readability of textbooks, reading ability, and natural science reading ability in secondary biology classes; the effects of lowered readability and the use of a glossary upon reading comprehension; grammatical constructions in secondary science materials; a comparison of methods for teaching directed reading activities; reading abilities compared with the readability of social science textbooks; and reading ability levels of English and social studies textbooks. (MAI)

This article is from Ethiopian Journal of Health Sciences , volume 20 . Abstract Background: To date, there is no effective vaccine or no effective drug for mass chemoprophylaxis against malaria. Thus, proper know-how and use of prevention methods is crucial. This study aims to assess the knowledge and practice of malaria prevention methods among the residents of Arba Minch area, Southern Ethiopia. Methods: A community-based cross-sectional study that utilized a two-stage sampling was conducted from January 22 to February 1, 2007 on a sample of 454 household heads or their deputies. SPSS 16 for windows was used for data analysis. Chi-square and Fisher's exact probability tests were used to assess the association of selected variables with place of residence. Results: Majority (86.8%) of the respondents mentioned fever as a symptom of malaria, and 98.2% of the respondents reported mosquito bite as the cause of malaria. Three hundred and eighty four (84.6%) of the respondents mentioned mosquito nets as protective measures against mosquito bites. The protective measure mostly used by the respondents or other household members in the last 12 months was mosquito net (73.3%) followed by aerosol insecticide (13%) with the former being used more in rural areas and the latter in urban areas. Conclusion: The study subjects' awareness regarding the cause, symptoms and preventive measures of malaria was high. Use of mosquito net as protective measure against mosquito bites in the last 12 months was high. However, use of other preventive measures was low. Behavioral change communication is required to increase the use of other preventive measures along with mosquito nets.

This article is from Journal of Dentistry (Tehran, Iran) , volume 11 . Abstract Objective:: The prenatal period is the best time for health interventions. The aim of this study was to evaluate the effects of different methods of anticipatory guidance presentation on the change of knowledge and attitude of pregnant women regarding oral healthcare in the mother, infant and toddler. Materials and Methods:: In this quasi-experimental study, 90 pregnant women attended one health center in Zahedan, Iran; they were divided into direct intervention, indirect intervention and control groups. A self-reported questionnaire was completed before intervention. The guidance was presented to the direct intervention group, by PowerPoint and to the indirect group by pamphlet. Immediately after the intervention, the questionnaire was completed by intervention groups and two months later by all participants. Difference in the scores at start and end was calculated. Mann-Whitney, Kruskal-Wallis with Dunn’s post hoc and Friedman with K-W post-hoc tests were used for statistical analysis. The data was analyzed using SPPS version 19 software at a significance level of 0.05. Results:: The change in scores of knowledge relevant to maternal, infant and toddler’s oral health and attitude toward maternal oral healthcare had significant differences in the three studied groups (P>0.05), The changes of scores in the four mentioned variables in the intervention groups were significantly higher than controls. In comparison between the intervention groups, the change in score of knowledge about maternal oral healthcare was significantly higher in the direct intervention group (P=0.023). Conclusion:: Anticipatory guidance presentation led to change in the score of knowledge about maternal, infant and toddler’s oral health and attitude towards maternal oral health in comparison to no presentation. The direct presentation had superiority over indirect in increasing knowledge about maternal oral healthcare.

Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

This article is from Dental Research Journal , volume 10 . Abstract Background:: Dental students use extracted human teeth to learn practical and technical skills before they enter the clinical environment. In the present research, knowledge, performance, and attitudes toward sterilization/disinfection methods of extracted human teeth were evaluated in a selected group of Iranian dental students. Materials and Methods:: In this descriptive cross-sectional study the subjects consisted of fourth-, fifth- and sixth-year dental students. Data were collected by questionnaires and analyzed by Fisher's exact test and Chi-squared test using SPSS 11.5. Results:: In this study, 100 dental students participated. The average knowledge score was 15.9 ± 4.8. Based on the opinion of 81 students sodium hypochlorite was selected as suitable material for sterilization and 78 students believed that oven sterilization is a good way for the purpose. The average performance score was 4.1 ± 0.8, with 3.9 ± 1.7 and 4.3 ± 1.1 for males and females, respectively, with no significant differences between the two sexes. The maximum and minimum attitude scores were 60 and 25, with an average score of 53.1 ± 5.2. Conclusion:: The results of this study indicated that knowledge, performance and attitude of dental students in relation to sterilization/disinfection methods of extracted human teeth were good. However, weaknesses were observed in relation to teaching and materials suitable for sterilization.

Background: Pain that exudes and radiate to lower back side and towards the back of leg is defined as sciatica. Aim of this study is to assess the level of knowledge and attitude towards sciatica pain and treatment methods among the population of Hail in Saudi Arabia.

Note this registration has been withdrawn: The aim of this study is to determine the effects of a SBE program on the knowledge, skills, and perceived confidence of medical interns regarding emergency airway management.

Qualitative and quantitative social science research methods rather than representing opposing research methods instead are reinforcing research traditions. The ability of either research methodology to make lasting and important contributions requires the ability to synthesize and integrate with the other approach. While the assumptions of each research tradition differ, a functional framework is proposed for synthesizing and integrating the methods, with examples used from mass media research. The combination of functions provided by each method creates the basis for a complete science. The relationship becomes symbiotic, both methods necessary for the creation of a body of knowledge. (Contains 24 references.) (Author/RS)

In this monograph, the author describes the variety of new and innovative instructional methods and materials being used to prepare educational administrators. Because the subject is new and the nomenclature surrounding it imprecise, the author defines his terms. An outline of the history of unconventional instructional methods and the rationale for their development are presented. The author focuses on those methods in current use, such as laboratory training, case methods, simulation, games, and independent study. An extensive bibliography is included. (Author/DN)

This scoping review aims to comprehensively understand available research regarding factors integrating different disciplines' theoretical knowledge.

This scoping review aims to comprehensively understand available research regarding factors integrating different disciplines' theoretical knowledge.

Veterinary Library's copy part of the John A. Seaverns Equine Collection

xxii, 340 p. 20 cm