Yoxas/statistical_literacy huggingface dataset:
This article describes the design, implementation, and evaluation of five faculty development sessions focused on inclusive teaching strategies in pharmacy education. Inclusive strategies ensure that every student can clearly understand and engage in meaningful learning opportunities. Three sessions were implemented in fall 2020 and two in spring 2021. Sessions focused on experiential, didactic, and graduate education. A convergent parallel mixed methods evaluation was conducted using descriptive statistics and thematic analysis. Sessions were highly rated, and participants provided suggestions for curriculum improvement (e.g., creating resources, surveying students, and peer auditing syllabi for aspects of inclusiveness). Given the increasing emphasis on inclusion in pharmacy education, this work is timely for sharing strategies aimed at faculty development and teaching practices.
This article describes the impact of a mobile health app (MatHealth App) on maternal and child health knowledge and practices among women with limited education. Pregnant women initiating antenatal care (ANC) were randomized (1:1) to the MatHealth App versus routine care. Participants were followed until 6 weeks after delivery. Questionnaires for assessing knowledge and practices were administered to participants from both arms at baseline and endline. Using logistic regression, we estimated the difference in odds of having maternal health knowledge. We reviewed clinic records to capture maternal health practices. Of the 80 enrolled participants, 69 (86%) completed the study with a median follow-up of 6 months. Women in the MatHealth arm had 8.2 (P = .19), 3.6 (P = .14), and 6.4 (P = .25), respectively higher odds of knowing (1) the recommended gestation period for starting ANC, (2) the recommended number of ANC visits, and (3) the timing and frequency of recommended human immunodeficiency virus (HIV) testing, respectively, compared to those in the routine care arm. All women in the MatHealth App arm exclusively breastfed their babies, and brought them at 6 weeks for HIV testing, compared to the routine care arm. Just over half of the women attended at least 4 prenatal visits across the 2 arms. The main reason for noncompliance to ANC appointments was a lack of transport to the clinic. The app increased knowledge and practices although not reaching statistical significance. Future efforts can focus on addressing social and economic issues and assessing clinical outcomes.
This article describes the segmented module design and problem-based learning approaches employed to enable parts of a higher education environmental health module (course) to be shared between universities in Wales, Northern Ireland, and Australia. The module requires students to identify the needs and assets of a community then design community-based interventions to address problems and undertake an evaluation of those interventions. Accreditation body and the degree program learning outcome requirements in the UK and Australia were found to hold many comparable knowledge, skills, and graduate attribute criteria, eliminating a potential barrier for international learning and teaching collaboration between higher education institutions. Instead, barriers to collaboration were associated with institutional issues and practicalities such as timetabling and assessment requirements. Taking a segmented approach to module design allowed staged and varied levels of collaboration between participating institutions, all delivering modules (courses) with similar learning outcomes. This provided a more sustainable environment to facilitate shared learning and teaching and fostered closer relations between programs, within these constraining factors. Students using problem-based learning and its group-working component exhibited the development of leadership, communication, and independent learning skills.
This article details community engagement, design, and implementation strategies for the Raices-Xidid-Roots (RXR) Academy. RXR provided a linguistically accessible and culturally relevant curriculum to residents of Spanish and Somali-speaking immigrant, asylee, and refugee backgrounds. This study examined the implementation of the RXR program, including participation and adjustments needed to foster participant engagement and active voice, and explored participant actions to address self-identified aspirations as part of participation. RXR's goal was to empower Morgan County, Colorado, Spanish- and Somalispeaking cohorts of residents from immigrant, asylee, and refugee backgrounds such that they could autonomously plan, create, and sustain programs and organizations to meet their community needs. The observational study design included process and implementation evaluative approaches, including interview, project team meeting debriefings, and course organizer reflections, to identify and address implementation challenges, learn how the program met participants' needs, and understand keys to maintaining participant engagement. Cultural adaptation of the content was key to maintaining consistent participant engagement, including delivering programming in participant preferred languages and tailoring curriculum to participant cultural practices. Participants indicated that language barriers had previously prevented them from accessing the content provided by the program's curriculum. Adaptations included adjusting meeting logistics, participant compensation, and unit timing. The Two RXR Academy cohorts developed initiatives that addressed community-identified needs. Three RXR design elements supported participant engagement and development of community power: 1) language access beyond the language justice model by providing programming in the participants' preferred language, 2) cultural adaptation of programming, and 3) community ownership and active voiceConclusions: The RXR program provided opportunities for skill development among Morgan County's non-native English-speaking residents and led to the design and implementation of resident-driven projects.
This article discusses an approach to add perception functionality to a general-purpose intelligent system, NARS. Differently from other AI approaches toward perception, our design is based on the following major opinions: (1) Perception primarily depends on the perceiver, and subjective experience is only partially and gradually transformed into objective (intersubjective) descriptions of the environment; (2) Perception is basically a process initiated by the perceiver itself to achieve its goals, and passive receiving of signals only plays a supplementary role; (3) Perception is fundamentally unified with cognition, and the difference between them is mostly quantitative, not qualitative. The directly relevant aspects of NARS are described to show the implications of these opinions in system design, and they are compared with the other approaches. Based on the research results of cognitive science, it is argued that the Narsian approach better fits the need of perception in Artificial General Intelligence (AGI).
This article examines the expected exercise-induced changes in the components of the oxygen transport system as described by the Fick equation with a view to enable a critical analysis of a standard incremental exercise test to identify normal and abnormal patterns of responses and generate hypotheses as to potential physiological and/or pathophysiological causes. The text reviews basic physiological principals and provides useful reminders of standard equations that serve to integrate circulatory, respiratory and skeletal muscle functions. More specifically, the article provides a conceptual and quantitative framework linking the exercise-induced increase in whole body oxygen uptake to central circulatory and peripheral circulatory factors with the view to establish the normalcy of response. Thus, the article reviews the exercise response to cardiac output determinants and provides qualitative and quantitative perspective bases for making assumptions on the peripheral circulatory factors and oxygen use. Finally, the article demonstrates the usefulness of exercise testing as an effective integrative physiological approach to develop clinical reasoning or verify pathophysiological outcomes.
This article examines the status of emotional intelligence (EI) within the structure of human cognitive abilities. To evaluate whether EI is a 2nd-stratum factor of intelligence, data were fit to a series of structural models involving 3 indicators each for fluid intelligence, crystallized intelligence, quantitative reasoning, visual processing, and broad retrieval ability, as well as 2 indicators each for emotion perception, emotion understanding, and emotion management. Unidimensional, multidimensional, hierarchical, and bifactor solutions were estimated in a sample of 688 college and community college students. Results suggest adequate fit for 2 models: (a) an oblique 8-factor model (with 5 traditional cognitive ability factors and 3 EI factors) and (b) a hierarchical solution (with cognitive g at the highest level and EI representing a 2nd-stratum factor that loads onto g at λ = .80). The acceptable relative fit of the hierarchical model confirms the notion that EI is a group factor of cognitive ability, marking the expression of intelligence in the emotion domain. The discussion proposes a possible expansion of Cattell-Horn-Carroll theory to include EI as a 2nd-stratum factor of similar standing to factors such as fluid intelligence and visual processing.
This article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university-wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.
This article explores how globalization reshapes moral development in northern Thailand. Employing a cultural-developmental approach to examine interview data gathered over the course of one year, the article discusses variations in Divinity-based moral reasoning among adolescents residing in variously globalized Thai communities. Quantitative analysis shows that moral reasoning diverges across contexts of globalization, with rural adolescents reasoning more in terms of the Ethic of Divinity than urban adolescents. Qualitative analysis shows how the meaning of Divinity diverges, with the Ethic of Divinity co-occurring alongside the Ethic of Community among rural adolescents, and the Ethic of Divinity co-occurring alongside the Ethic of Autonomy among urban adolescents. Analyses further indicate that rural and urban adolescents invoke distinct Divinity principles altogether. Findings suggest that in urban settings, Divinity is decontextualized from traditional community-driven Thai Buddhism and recontextualized to align with values that are adaptive in a globalized society. This article contributes to, and offers suggestions for, the empirical study of the moral psychology of globalization.
This article focuses on a growing, global recognition of the importance of the field of interprofessional education for person-centered collaborative practice (IPECP) expressed through high-level policy and accreditation decisions/actions taking place in 5 countries. Policy decisions are used to motivate strategies related to IPECP that align with national health plans, and workforce issues. Using a collective of representative stories from around the globe, a grouping of case studies were developed to illustrate different approaches and challenges to IPECP implementation. Institutions from countries of various income levels face many similar challenges in the execution, delivery, and sustainability of IPECP. All programs face issues of financing, of preparing faculty, of developing and organizing curricula, and of bridging between campus and community. Policies are being developed that promote a global approach to the inclusion of IPECP in the accreditation and regulation of postsecondary institutions and health service organizations, in keeping with WHO National Health Workforce Accounts. Policies developed promote and demonstrate the benefits of IPECP through remote emergency learning methods. The policies also build national systems for IPECP as an integral part of continuing professional development and lifelong learning. The organization of interprofessional research programs and the increasing publication of their results of such programs will lead to a clearer understanding of the efficacy of the field of IPECP. To ensure sustainability, stakeholders and policymakers should continue to foster policies that facilitate IPECP.
This article illuminates and discusses the concept "friluftsliv literacy" in relation to physical literacy for health throughout the life course. A literal translation into English of "friluftsliv" would be "free-air life" - or "outdoor life." We obtained stories and interview data from older adult people who could help us by providing insights into friluftsliv literacy through a number of life phases. The research questions were: What can describe friluftsliv literacy from the perspective of experienced friluftsliv practitioners and generate understandings of friluftsliv literacy from childhood to old age, and how can friluftsliv literacy contribute to the conceptualization of physical literacy for health throughout the life course? We designed the study according to a constructionist research tradition and followed six analytical phases of reflexive thematic analysis of the interview data. We developed four themes from the data material and argue that friluftsliv literacy includes an existential phenomenological and idealist dimension in the way it offers a view on the active subject in friluftsliv through the various life phases and promotes nature experiences through the whole life. Moreover, friluftsliv literacy promotes "pure" friluftsliv experiences based on internal motivation and desire, voluntariness, and freedom. We also argue that throughout the life course friluftsliv literacy promotes important social values, especially within family contexts, social values that enhance the quality of life. Friluftsliv literacy also includes a pragmatic dimension and contributes to the conceptualization of physical literacy for health in the way that it promotes people learning to like friluftsliv at a young age, an attitude that can then be nurtured and maintained throughout one's entire life by practising friluftsliv and adapting to individual capacities and life phases.
This article introduces a hybrid BE-FE method for solving the EEG forward problem, leveraging the strengths of both the Boundary Element Method (BEM) and Finite Element Method (FEM). FEM accurately models complex and anisotropic tissue properties for realistic head geometries, while BEM excels in handling isotropic tissue regions and dipolar sources efficiently. The proposed hybrid method divides regions into homogeneous boundary element (BE) regions that include sources and heterogeneous anisotropic finite element (FE) regions. So, BEM models the brain, including dipole sources, and FEM models other head layers. Validation includes inhomogeneous isotropic/anisotropic three- and four-layer spherical head models, and a four-layer MRI-based realistic head model. Results for six dipole eccentricities and two orientations are computed using BEM, FEM, and hybrid BE-FE method. Statistical analysis, comparing error criteria of RDM and MAG, reveals notable improvements using the hybrid FE-BE method. In the spherical head model, the hybrid BE-FE method compared with FEM demonstrates enhancements of at least 1.05 and 38.31% in RDM and MAG criteria, respectively. Notably, in the anisotropic four-layer head model, improvements reach a maximum of 88.3% for RDM and 93.27% for MAG over FEM. Moreover, in the anisotropic four-layer realistic head model, the proposed hybrid method exhibits 55.4% improvement in RDM and 89.3% improvement in MAG compared to FEM. These findings underscore the proposed method is a promising approach for solving the realistic EEG forward problems, advancing neuroimaging techniques and enhancing understanding of brain function.
This article introduces activity theory and how it can be employed to instruct the topic of straight-line equations in a plane - Geometry 10. Using the activity theory approach, we studied and developed a teaching process. The procedure is divided into three stages: Phase 1: Motivation and goal orientation, in which teachers present situations to attract students to the lesson; Phase 2: Knowledge formation, in which students engage in a variety of learning activities to build the knowledge they need to learn; Phase 3: Practice and consolidation, in which many exercises are assigned to students to solve in order to consolidate their knowledge and assist teachers in detecting and correcting students' misconceptions. To examine the effectiveness of applying the proposed three-phase model, we used a two-group pretest-posttest experimental model to determine whether or not teaching with the activity theory approach is more effective than the traditional teaching method by testing four research hypotheses. The experimental teaching took place in the Mo Cay district of Ben Tre province, Vietnam. Both the experimental and control classes began with the same level of mathematics, which was then tested using inferential statistics. After completing the pedagogical experiment, we discovered that students in the experimental class who were taught using activity theory achieved better learning outcomes than students in the control class, who were taught using the traditional teaching method; in the experimental class, the number of weak students decreased in comparison to the original; however, the number of good students did not increase. This is an issue that requires further studies to find ways to influence a wide range of students with different levels of mathematics so that the effectiveness of teaching according to the activity theory approach is improved.
This article investigates the quality of cancer reporting from a time of prosperity to a time of austerity for the press. Australia is a useful case study because of its concentrated press media market that has experienced a decline in the number of newsroom reporters from the 20th to the 21st century. We undertake a content analysis of news stories published in 1997 and 2017 about cancer treatments and cancer medical research. Using keyword searching techniques of the news database Factiva, 633 news reports about cancer were detected. Of these, 120 stories met the research criteria. Each story was assessed across eight variables using a coding tool, the Media Quality Index (MQI). The study finds 2017 stories had lower scores (equating to less quality) across all eight variables compared to the 1997 cohort. Of statistical significance, 2017 stories were less likely to quantify the benefits of a proposed intervention, while stories discussing medical research were less comprehensive about research findings. The 2017 stories were less likely to discuss side effects or the potential for harm, and were more sensational, with incongruent headlines compared to content. The empirical evidence pointing to a deterioration in mainstream media reporting about cancer has implications for broader health literacy. It may foster unrealistic patient expectations about clinical practice and treatment options, with public policy implications such as overutilization of health services. The study serves as a reminder to medical practitioners that health communication directly with patients is vital as media reporting alone cannot reliably inform patients about their cancer diagnosis and treatment.
This article investigates the verbalization mechanisms of the 'family' concept within the Kazakh, Russian, and English linguistic cultures. The research aims to examine the verbal representation mechanisms of the 'family' concept within the linguistic worldviews of the aforementioned cultures. The research material comprises dictionary definitions of the primary lexemes as presented in explanatory dictionaries and synonym dictionaries, proverbs and sayings, phraseological units, and data derived from an associative experiment. The employed analysis methods include component analysis, the descriptive method, the experimental method (psycholinguistic experiment), and the statistical method. This article furnishes a thorough analysis of the linguistic representation methods of the 'family' concept, illuminating its intricate and multidimensional nature. The authors endeavored to identify the concept's structure and describe linguistic units via the interpretation of semantic components. Based on the data procured from the psycholinguistic experiment, the components and layers of the 'family' concept, identified during the analysis, substantiate the theory that this concept plays a fundamental role in the shaping of society and individuals.
This article investigates to what extent disrupted schooling and dropout affects children's acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries' remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.
This article is a continuation of the Musafir study published in 2020. Following the results of this study, we designed an educational website with Urdu-speaking volunteers, using a participatory approach. This type of approach aimed at bringing out situated knowledge around taboo/sensitive topics such as sexual and mental health, by considering the cultural, religious, economic, family, and social background of young Urdu-speaking men. This approach allowed us to build culturally-appropriate content matching the needs of targeted population. We report here the lessons learned from our approach. Urdu-speaking volunteers were recruited via outreach strategies, for participation in focus groups. Four focus group discussions were conducted on three distinct themes: 1/ Sexual Health Promotion, 2/Hepatitis and sexually transmitted infections, and 3/ Mental Health. The focus groups were recorded, with the written consent of the users. Thematic analysis was conducted after transcription of the focus-group discussion. We succeeded in mobilizing 4 Pakistani users, aged between 19 and 30 years. The group dynamics was very rich and allowed us to highlight numerous social aspects related to the importance of the group belonging, the family, and others points of view on these topics. Many Urdu vocabulary had to be redefined and revealed the extent of the pre-existing taboo. Notwithstanding the extreme difficulty of mobilizing an invisible target population on a sensitive topic such as sexual and mental health, our experience highlights the need to consider the knowledge of the people concerned. The participative approach allowed us to fit the content of our medium to, for instance: the collectivist type of society of the target population; the level of literacy in their mother tongue; and to the embodiment of some taboo in their vocabulary. Although time and energy consuming, our approach seems relevant and could be replicated to other communities.