Yoxas/statistical_literacy huggingface dataset:
The compassionate communities' movement is a public health approach to end-of-life care that emphasises the integral role of communities in supporting and caring for dying persons and their informal carers. Although occupational therapists have well-established roles in palliative care teams, little is known about their potential in assisting in the formation and maintenance of compassionate communities. Data were gathered via semi-structured interviews with nine Australian occupational therapists with experience in specialist palliative care. Interview questions were based around the British Columbia Compassionate Community Ideal framework. Key themes were derived through qualitative descriptive analysis, blending deductive, and inductive reasoning. Interviewees indicated that occupational therapists have a role in supporting compassionate communities that centres on the facilitation of networks and connections between palliative care professionals and in the promotion of informal care networks. The importance of education and awareness raising were also discussed as valuable to the development of community capacity. It was also suggested that occupational therapists have important skills to support dying persons and their caregivers to remain engaged and safe in their homes and communities, in a meaningful and sustainable way. However, many interviewees maintained a profession-centric view on control within compassionate communities, as opposed to approaches that are community led. Findings offer early insights into the promise and potential of occupational therapists in supporting the compassionate communities' movement. However, education regarding the ethos of the compassionate communities' movement so as to facilitate a shift away from professionally oriented modes of practice may be needed to maximise success.
The competency of education is advocated in the 2023 United Nations Sustainable Development Goals. UNESCO encourages countries to provide inclusive, equitable, competency education and lifelong learning opportunities for all. Starting from 2019, 12-Year-Basic-Education, a new curriculum, was fully implemented in Taiwan to conform to the competency education strategy. For the teachers on site, teachers' understanding of the new curriculum and teaching practice has a direct impact on the competency of the implementation of this new policy. The main purpose of this study was to explore the relationship between vocational senior high school teachers' competency-oriented teaching, teaching identity and teaching transformation regarding this new curriculum. In order to effectively expand teachers' understanding of competency-oriented teaching identity, this study put forward 6 hypothetical approaches based on the implicit theory of teaching transformation. The 747 valid questionnaires accounted for 97.1% of the total recovered questionnaires. The reliability and validity analyses, as well as overall model fitting analysis and research model validation were performed on these valid questionnaires. The results of the study showed: (1) With the background of Competency-oriented teaching, teachers' teaching attitude and teaching willingness has a positive impact on teaching identity; (2) teachers' teaching identity has a positive impact on teaching preparation, teaching practice, further study, three types of teaching transformation. In summary, three conclusions from this study were concluded on the aspects of teaching preparation, teaching practice and further study on practical competency-oriented teaching, teaching identity and teaching transformation in the educational field. Three conclusions were derived for the relationships among these six constructs: (1) Teachers with a "good attitude" and "strong willingness" to teach, a "high sense of identification" acceptance and full implement of "teaching preparation" are considered as teachers with a "foresight and a visionary predictive style"; (2) Teachers with a high sense of self-awareness who can fully practice "teaching practice" are teachers with a "pragmatic teaching by example style"; (3) Teachers with a "good attitude," a "strong willingness" to teach, a "high sense of identification" acceptance and who are able to fully practice "advanced research" are considered as teachers with an "empowerment-enhancing coaching style".
The competition in the world has shifted from natural resources and capital resources to human resources. The human resources have become the real power source of the economic growth. Firstly, the price of human resources in China is calculated. Secondly, in order to measure the human resources quality adjustment index, the indicators system is constructed. Third, the Hedonic method is used to calculate the human resources "pure price" of 31 provinces (autonomous regions and municipalities directly under the Central Government) in China. The "pure price" has no the factor of human resources quality. Lastly, comparing the price of human resources before and after quality adjustment. The results show that: first, the number of human resources in China increased continuously during 1995-2015 and decreased during 2016-2020. Second, the price of nominal human resources in China keeps rising. In 2020, the nominal price is 39,087 yuan per person which is 15.44 times as many as in 1995. Thirdly, after the quality adjustment, the price of human resources has decreased significantly. The multiple between the actual and nominal price of human resources is between 1.75 and 2.12. Fourthly, the province with high human resource quality adjustment index generally have high quality human resource level or quantity. Fifth, the top five provinces of actual human resource prices are Shanghai, Beijing, Guangdong, Tianjin, Zhejiang, the bottom five provinces are Guizhou, Yunnan, Henan, Xizang, Gansu. Finally, the paper puts forward some policy recommendations: Improving the data collection mechanism of human resources accounting to provide a basic guarantee for the accurate accounting of human resources. Improving the price of human resources in the central and western regions to attract the talents to transfer to the central and western regions. Enhancing the skills training of human resources to improve the quality of human resources in the western region.
The complex healthcare environment requires nursing students to be prepared to effectively reason in emotionally charged situations. Clinical reasoning is a complex cognitive process that involves many elements, with little attention given to the role of emotions in this process. The purpose of this pilot study was to explore the EI of senior Bachelor of Science in Nursing (BSN) students and its relationship to clinical reasoning to gain a better understanding of how emotions are used in clinical learning experiences. This study utilized a convergent parallel mixed methods design. Quantitative findings indicated a positive relationship between Strategic EI and the clinical reasoning scale of inference (rs = 0.489, p = .044). A positive relationship was also found between the EI branch of Understanding Emotions and overall clinical reasoning (rs = 0.559, p = .024) and the clinical reasoning scale of induction (rs = 0.530, p = .035). The three categories that resulted from the qualitative findings: (1) Sadness for…, (2) Shifting Emotions, and (3) Presence converged with quantitative findings. EI is an important construct when it comes to reasoning and providing care during clinical experiences. Fostering the development of EI may be one way nurse educators can better prepare nurses for safe practice.
The complexity of our actions and thinking is likely reflected in functional brain networks. Independent component analysis (ICA) is a popular data-driven method to compute group differences between such networks. A common way to investigate network differences is based on ICA maps which are generated from study-specific samples. However, this approach limits the generalizability and reproducibility of the results. Alternatively, network ICA templates can be used, but up to date, few such templates exist and are limited in terms of the functional systems they cover. Here, we propose a simple two-step procedure to obtain ICA-templates corresponding to functional brain systems of the researcher's choice: In step 1, the functional system of interest needs to be defined by means of a statistical parameter map (input), which one can generate with open-source software such as NeuroSynth or BrainMap. In step 2, that map is correlated to group-ICA maps provided by the Human Connectome Project (HCP), which is based on a large sample size and uses high quality and standardized acquisition procedures. The HCP-provided ICA-map with the highest correlation to the input map is then used as an ICA template representing the functional system of interest, for example, for subsequent analyses such as dual regression. We provide a toolbox to complete step 2 of the suggested procedure and demonstrate the usage of our pipeline by producing an ICA templates that corresponds to "motor function" and nine additional brain functional systems resulting in an ICA maps with excellent alignment with the gray matter/white matter boundaries of the brain. Our toolbox generates data in two different file formats: volumetric-based (NIFTI) and combined surface/volumetric files (CIFTI). Compared to 10 existing templates, our procedure output component maps with systematically stronger contribution of gray matter to the ICA z-values compared to white matter voxels in 9/10 cases by at least a factor of 2. The toolbox allows users to investigate functional networks of interest, which will enhance interpretability, reproducibility, and standardization of research investigating functional brain networks.
The complexity of research informed consent forms makes it hard for potential study participants to make informed consent decisions. In response, new rules for human research protection require informed consent forms to begin with a key information section that potential study participants can read and understand. This research study builds on exiting guidance on how to write research key information using plain language. The aim of this study was to develop a valid and reliable tool to evaluate and improve the readability, understandability, and actionability of the key information section on research informed consent forms. We developed an initial list of measures to include on the tool through literature review; established face and content validity of measures with expert input; conducted four rounds of reliability testing with four groups of reviewers; and established construct validity with potential research participants. We identified 87 candidate measures via literature review. After expert review, we included 23 items on the initial tool. Twenty-four raters conducted 4 rounds of reliability testing on 10 informed consent forms. After each round, we revised or eliminated items to improve agreement. In the final round of testing, 18 items demonstrated substantial inter-rater agreement per Fleiss' Kappa (average = .73) and Gwet's AC1 (average = .77). Intra-rater agreement was substantial per Cohen's Kappa (average = .74) and almost perfect per Gwet's AC1 (average = 0.84). Focus group feedback (N = 16) provided evidence suggesting key information was easy to read when rated as such by the Readability, Understandability and Actionability of Key Information (RUAKI) Indicator. The RUAKI Indicator is an 18-item tool with evidence of validity and reliability investigators can use to write the key information section on their informed consent forms that potential study participants can read, understand, and act on to make informed decisions. [HLRP: Health Literacy Research and Practice. 2024;8(1):e29-e37. ].
The comprehensive evaluation of pipeline loess collapsibility risk is a necessary means to control the safety risks of pipelines in the collapsible loess section. It is also one of the critical scientific bases for risk prevention, control, and management. The comprehensive evaluation system of cloud theory consists of quantitative and qualitative indexes, and the evaluation system has the characteristics of randomness and fuzziness. In view of this problem, the standard qualitative and semi-quantitative evaluation methods have intense subjectivity in dealing with the uncertainty problems such as randomness and fuzziness of the system, the cloud theory, which can effectively reflect the randomness and fuzziness of things at the same time, is introduced. The state scale cloud and index importance weight cloud of pipeline loess collapse risk are constructed by the golden section method. The uncertainty cloud reasoning process of the quantitative indexes and the expert scoring method of the qualitative indexes are proposed. The comprehensive evaluation model of loess collapsibility risk of oil and gas pipeline is established, and the engineering example is analyzed. The complete evaluation results of 10 samples to be evaluated are consistent with the results of the semi-quantitative method and are compatible with the actual situation. The evaluation process softens the subjective division of index boundary, simplifies the preprocessing of index data, realizes the organic integration of quantitative and qualitative decisions, and improves the accuracy, rationality, and visualization of the results.
The comprehensive management of a patient with chronic graft-versus-host disease skin ulcers after hematopoietic stem cell transplantation is challenging. This report describes the case of a 53-year-old woman who presented with ulcers on her right leg 140 weeks after a bone marrow transplant. The patient received wound assessment and management based on the Triangle of Wound Assessment and Wound Bed Preparation 2021, respectively. Hydrogel and antibacterial protease dressings were applied along with systemic oral administration of moxifloxacin hydrochloride (two capsules, two times daily) and JiXueGanPian tablets (classic Chinese herbal formula; two capsules, two times daily), hospital-community-home continuous care, and patient-centered education. Finally, after 133 days of nursing, the patient's wound was completely healed without complications or other skin issues. The use of hydrogel combined with the antibacterial protease dressing was a promising technique for handling this type of wound, enhanced by multidisciplinary collaboration. Of course, providing patients with education that focuses on prevention is necessary.
The concentration of 56 volatile organic compounds (VOCs) in the ambient air of Shenyang was continuously monitored at four sites in 2021. The characteristics, sources, secondary pollution potential and health risks of VOCs in different functional regions of Shenyang were discussed. The results indicate that the concentration of VOCs in industrial regions was significantly higher than that in non-industrial regions, with a mean of 41.09 ± 69.82 parts per billion volumes (ppbv) compared to 19.99 ± 17.86 ppbv (commercial & residential region in urban fringe), 27.51 ± 28.81 ppbv (educational & scenic region) and 29.71 ± 23.97 ppbv (commercial & residential region in urban center). The positive matrix factorization (PMF) model was utilized to assign the sources of VOCs in Shenyang, and six factors were recognized: gasoline vehicles (34.8 %), diesel vehicles (28.3 %), combustion (11.4 %), biogenic emissions (9.7 %), industrial processes (8.2 %), and fuel evaporation (7.7 %). The results of the reactivity evaluation indicated that the ozone (O3) formation potential (OFP) was primarily influenced by industrial processes (29.2 %), diesel vehicles (25.7 %), biogenic emissions (17.0 %). These three factors were also the top three contributors to secondary organic aerosol formation potential (SOAP), accounting for 44.2 %, 9.4 % and 30.3 %, respectively. At the all four sites, the non-carcinogenic and carcinogenic risks of VOCs ranged from 1.6 × 10-2 to 3.8 × 10-2 and from 2.3 × 10-6 to 3.3 × 10-6, respectively. And the main risks can be attributed to emissions from industrial processes and gasoline vehicles. These findings suggested to strengthen the control of vehicle emissions throughout all regions in Shenyang and industrial processes emissions in industrial regions.
The concept of "21st-century skills" has become increasingly pervasive in the global educational discourse, and there has been a marked increase in research on how these skills can be integrated into education policy, curriculum, and assessment. Nevertheless, there has been a dearth of research on integrating and implementing 21st-century skills into classroom practices, particularly in peripheral societies. Adopting a mixed-method approach, this study investigates the integration and implementation of 21st-century skills in rural schools in Bangladesh, where many teachers are untrained and under-resourced. Data were obtained from primary and secondary sources through document analysis (n = 3), lesson observations (n = 15), and in-depth interviews with practising teachers (n = 18). Samples were selected purposefully to achieve the study objectives. Likewise, a convenient sampling technique was also followed by the researchers in terms of getting access to the participants. The qualitative content analysis, descriptive statistics, and thematic analysis of data demonstrate that while 21st-century skills are explicitly highlighted in policy documents, including the curriculum, many teachers are uninformed about these skills. Specifically, teachers have a limited pedagogical understanding of how to incorporate these skills into classroom instruction. As a result, both trained and untrained teachers rarely implement 21st-century skills in their classrooms, which results in their deviation from the instructional practices recommended by the curriculum.
The concept of a Health Promoting School has been found to be effective to improve health and well-being of students as well as a help with teaching and learning in school. Effective implementation of Health Promoting School is a complex intervention involving multi-factorial and innovative activity in many domains such as curriculum, school environment and community. Many studies evaluating Health Promoting School do not include outcomes reflecting the organisational or structural change as many of those studies are quantitative in nature and the statistical assumptions are not valid reflecting the organisational structure changes. Recent global meetings of experts have reviewed the impact on student health from the perspectives of school environment, school policies on health, action competencies on healthy living and community linkage. The English Wessex Healthy School Award Scheme and the Hong Kong Healthy School Awards Scheme have developed detailed systems to analyse whether each individual school has reached the standard of a model Health Promoting School reflecting a more holistic appreciation and understanding of all the effects of school-based health promotion with positive award-related changes. However, not many schools are able to implement Health Promoting School in its entirety, so cores indicators are needed as a starting point for wider implementation. Hong Kong Healthy School Awards Scheme is still ongoing with data for analysis of indicators with significant correlation with better health and well-being. We identified the core indicators and substantiated the requirements for successful outcomes by supplementing the established award-scheme framework with a review of recent literature and documents. Framework of Health Promoting School would go beyond improvement of health literacy to enable a more efficient system for education and health on children, hence a good investment in children.
The concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program. The undergraduate medical program at the Charité - Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program's study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants. After two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching. In systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.
The concept of food literacy is evolving and expanding, increasing the need for a comprehensive measurement tool for food literacy. This study aimed to develop a validated food literacy questionnaire based on an expanded conceptual framework for food literacy. A literature review of existing frameworks and questionnaires for food literacy and focus group interviews (n = 12) were conducted to develop a conceptual framework and candidate questions. A Delphi study (n = 15) and pilot survey (n = 10) to test the preliminary questionnaire's content and face validity were conducted, which were followed by the main survey (n = 200). Construct validity and reliability were assessed using exploratory factor analysis (EFA) and Cronbach's alpha, respectively. Criterion validity was assessed by comparing food literacy scores with food knowledge scores (FN-score) and nutrient quotient scores (NQ-score). By integrating and revising the six existing conceptual frameworks and focus group interview results, we proposed a two-dimensional conceptual framework comprising a literacy dimension and a food system dimension. After reviewing 560 items and categorizing them into 18 domains (3 in the literacy dimension × 6 in the food system dimension), 32 questions were selected. As a result of the Delphi study, two items were deleted, and content validity was confirmed for the remaining 30 items (content validity ratio (CVR) = 0.92). Ten items were revised during the face validation process, and five items were excluded as a result of the EFA. The final food literacy questionnaire comprised 25 questions related to five factors: production, selection, preparation and cooking, intake, and disposal. Food literacy scores were positively associated with FN- and NQ-scores, confirming the reliability and criterion validity of the final questionnaire. The two-dimensional food literacy conceptual framework developed in this study systematically encompasses complex food literacy concepts by adding a food systems dimension (production, selection, preparation and cooking, intake, and disposal domain) to the existing literacy dimension (functional, interactive, and critical literacy domain). Based on this integrated conceptual framework, a 25-item food literacy questionnaire was developed and validated for practical use.