Yoxas/statistical_literacy huggingface dataset:
Reproducibility has become a requirement in the hard sciences, and its adoption is gradually extending to the digital humanities. The FAIR criteria and the publication of data papers are both indicative of this trend. However, the question that arises is whether the strict prerequisites of digital reproducibility serve only to exclude digital humanities from broader humanities scholarship. Instead of adopting a binary approach, an alternative method acknowledges the unique features of the objects, inquiries, and techniques of the humanities, including digital humanities, as well as the social and historical contexts in which the concept of reproducibility has developed in the human sciences. In the first part of this paper, I propose to examine the historical and disciplinary context in which the concept of reproducibility has developed within the human sciences, and the disciplinary struggles involved in this process, especially for art history and literature studies. In the second part, I will explore the question of reproducibility through two art history research projects that utilize various computational methods. I argue that issues of corpus, method, and interpretation cannot be separated, rendering a procedural definition of reproducibility impractical. Consequently, I propose the adoption of 'post-computational reproducibility', which is based on FAIREST criteria as far as digital corpora are concerned (FAIR + Ethics and Expertise, Source mention + Time-Stamp), but extended to include further sources that confirm computational results with other non-computational methodologies.
Reproductive health emergencies, such as postpartum hemorrhage, contribute significantly to maternal and neonatal morbidity and mortality in Uganda due to knowledge and skills gaps. Medical interns, intern midwives, and nurses are crucial as frontline healthcare workers in responding to these emergencies. Our proposed hands-on strategy involves comprehensive simulation-based training (SBT) to equip these healthcare workers with the essential knowledge to manage common reproductive health emergencies and procedures in the country. The study aimed to assess the effectiveness of comprehensive SBT in improving the knowledge of interns and fifth-year medical students on reproductive health emergencies and procedures at Gulu University and its Teaching Hospitals in Uganda. A before-and-after study. A 4-day SBT was conducted for fifth-year medical students and interns (nurses, midwives, and doctors) at Gulu University Teaching Hospitals, focusing on reproductive health emergencies. Pre- and post-tests with 40 multiple-choice questions were used to evaluate knowledge enhancement, the scores were summarized as medians and interquartile ranges. Paired sample t-tests was used to test the difference in pre- and post-test scores. Independent sample t-tests compared median post-test results between interns and students, with a p-value <0.05 considered significant. A total of 153 participants were enrolled, the majority being males (78.4%, n = 120) and medical students (73.9%, n = 113). Among the 40 interns, 55% (n = 22) were doctors, 30% (n = 12) were midwives, and 15% (n = 6) were nurses. The study participants showed an increase in knowledge, with median post-test scores higher than pre-test scores for all participants [63% (interquartile ranges, IQR: 57-71%) versus 49% (42-54%), with a median difference of 14% (8-23%), p < 0.001]. The SBT effectively imparts key knowledge competencies to the interns and fifth-year medical students. We recommend that SBT be included as part of the course units that students should take and for continuous medical education for qualified healthcare workers in resource-limited settings.
Reproductive health literacy and menstrual health awareness play a crucial role in ensuring the health and well-being of women and people who menstruate. Further, awareness of one's own menstrual cycle patterns and associated symptoms can help individuals identify and manage conditions of the menstrual cycle such as premenstrual syndrome (PMS) and premenstrual dysphoric disorder (PMDD). Digital health products, and specifically menstrual health apps, have the potential to effect positive change due to their scalability and ease of access. The primary aim of this study was to measure the efficacy of a menstrual and reproductive health app, Flo, in improving health literacy and health and well-being outcomes in menstruating individuals with and without PMS and PMDD. Further, we explored the possibility that the use of the Flo app could positively influence feelings around reproductive health management and communication about health, menstrual cycle stigma, unplanned pregnancies, quality of life, work productivity, absenteeism, and body image. We conducted 2 pilot, 3-month, unblinded, 2-armed, remote randomized controlled trials on the effects of using the Flo app in a sample of US-based (1) individuals who track their cycles (n=321) or (2) individuals who track their cycles and are affected by PMS or PMDD (n=117). The findings revealed significant improvements at the end of the study period compared to baseline for our primary outcomes of health literacy (cycle tracking: D̄=1.11; t311=5.73, P<.001; PMS or PMDD: D̄=1.20; t115=3.76, P<.001) and menstrual health awareness (D̄=3.97; t311=7.71, P<.001), health and well-being (D̄=3.44; t311=5.94, P<.001), and PMS or PMDD symptoms burden (D̄=-7.08; t115=-5.44, P<.001). Improvements were also observed for our secondary outcomes of feelings of control and management over health (D̄=1.01; t311=5.08, P<.001), communication about health (D̄=0.93; t311=2.41, P=.002), menstrual cycle stigma (D̄=-0.61; t311=-2.73, P=.007), and fear of unplanned pregnancies (D̄=-0.22; t311=-2.11, P=.04) for those who track their cycles, as well as absenteeism from work and education due to PMS or PMDD (D̄=-1.67; t144=-2.49, P=.01). These pilot randomized controlled trials demonstrate that the use of the Flo app improves menstrual health literacy and awareness, general health and well-being, and PMS or PMDD symptom burden. Considering the widespread use and affordability of the Flo app, these findings show promise for filling important gaps in current health care provisioning such as improving menstrual knowledge and health. OSF Registries osf.io/pcgw7; https://osf.io/pcgw7 ; OSF Registries osf.io/ry8vq; https://osf.io/ry8vq.
Reproductive health service (RHS) helps for people to have a delighted and safe sex through their life journey. It enables especially for women to go safely through pregnancy and childbirth and provide couples with the best chance of having a healthy infant. Therefore, this study aimed to identify the significant determinants of RHS utilization among undergraduate regular class students in Assosa University by using advanced methodology. We used cross-sectional study design to collect RHS data from 362 students in Assosa University from 5 to 16, may 2021. These students were selected using stratified random sampling technique. We also used cross-tabulation to summarize the extents of RHS utilization across all predictors in terms of percentage and three varieties of multilevel binary logistic regression model to model the determinants of RHS. 42.27% of undergraduate regular class students in Assosa University utilize at least one type of RHS during their time at Assosa University whereas, 57.73% of undergraduate regular class students in this University are not utilized it. Among three varieties of multilevel binary logistic regression models, the random slopes two-level model was selected as a best fitted model for the datasets. At 5% level of significance, awareness about RHS, gender, preference of service fees and student's monthly average income were significant predictor variables in this model. In addition, the covariates; age, gender and preference of service fees have a significant random effects on utilization of RHS across all colleges/school. Students who; preferred service fee as usual rate, have awareness about RHS, are females and have high monthly average income were more likely to utilize RHS. RHS utilization among undergraduate regular students in Assosa University is likely to increase more effectively with interventions that address these factors.
Research and clinical practice rely heavily on caregiver-report measures, such as the Child Behavior Checklist 1.5-5 (CBCL/1.5-5), to gather information about early childhood behavior problems and to screen for child psychopathology. While studies have shown that demographic variables influence caregiver ratings of behavior problems, the extent to which the CBCL/1.5-5 functions equivalently at the item level across diverse samples is unknown. Item-level data of CBCL/1.5-5 from a large sample of young children (N = 9087) were drawn from 26 cohorts in the Environmental influences on Child Health Outcomes program. Factor analyses and the alignment method were applied to examine measurement invariance (MI) and differential item functioning (DIF) across child (age, sex, bilingual status, and neurodevelopmental disorders), and caregiver (sex, education level, household income level, depression, and language version administered) characteristics. Child race was examined in sensitivity analyses. Items with the most impactful DIF across child and caregiver groupings were identified for Internalizing, Externalizing, and Total Problems. The robust item sets, excluding the high DIF items, showed good reliability and high correlation with the original Internalizing and Total Problems scales, with lower reliability for Externalizing. Language version of CBCL administration, education level and sex of the caregiver respondent showed the most significant impact on MI, followed by child age. Sensitivity analyses revealed that child race has a unique impact on DIF over and above socioeconomic status. The CBCL/1.5-5, a caregiver-report measure of early childhood behavior problems, showed bias across demographic groups. Robust item sets with less DIF can measure Internalizing and Total Problems equally as well as the full item sets, with slightly lower reliability for Externalizing, and can be crosswalked to the metric of the full item set, enabling calculation of normed T scores based on more robust item sets.
Research and development carried out by companies are pivotal for innovative economies of countries, especially in the unpredictable and changing social, economic and political environment. In this context, it is very important to answer, which factors identify the effectiveness of measures in relation to R&D activity and innovativeness in EU countries and how should the degree of development of a country be assessed in terms of R&D activity? The purpose of this article is to verify level of innovativeness and degree of research and development (R&D) activity in EU countries in the years 2014 and 2020 using Hellwig's measure of development. To achieve this, qualitative and quantitative analysis, synthesis, deduction and induction, comparative analysis, and reasoning by analogy of phenomena were employed. The research was conducted on the basis of the expertly selected variables for their relation to R&D activity from a number of sources, such as Eurostat, World Bank Data, etc.. The indicated variables were analysed using statistical methods and then subjected to a linear ordering procedure based on the Hellwig development pattern method. Thanks to the research results, it is possible to indicate areas in which the initiation of activities would have the greatest degree of influence on development of R&D activity, thus influencing the increase in the level of innovativeness of a country. Indicators relating to R&D activity were selected and then used as variables to study the effect of the degree of R&D activity in EU countries in the years 2014 and 2020 on the level of innovativeness of these countries. The conducted research coincides with the results presented in the European Innovation Scoreboard. There is a significant correlation between the development of R&D activities and innovation performance.
Research capacity strengthening (RCS) is crucial in enhancing healthcare outcomes, particularly in low- and middle-income countries (LMICs), which face challenges due to limited resources, unequal access to care and the need for evidence-based decision-making. We seek to move beyond a surface-level understanding of RCS, unearthing the core attributes, the factors that precede its implementation and the transformative outcomes it generates within the LMIC healthcare landscape. This study employs the Walker and Avant approach to concept analysis to comprehensively explore the dimensions and attributes of RCS as it pertains to allied and public health professionals in LMICs, propose empirical referents and suggest an operational definition. Ovid MEDLINE, Embase, CINAHL and Cochrane CENTRAL were searched from inception to 27 July 2023, to identify studies on RCS in LMICs. The Walker and Avant approach to concept analysis was selected because it provides a framework for systematically examining and clarifying the meaning and implications of RCS. This method involves a structured process of defining RCS, identifying its attributes, antecedents, consequences and cases, and ultimately providing a clear understanding of its meaning and implications. Identifying empirical referents offers measurable indicators that researchers and policymakers can use to assess the effectiveness of RCS initiatives in LMICs. RCS for health professionals in LMICs involves a sustainable process that equips them with essential research skills, fostering the ability to conduct high-quality research and improve healthcare delivery in resource-constrained settings. RCS aims to empower health professionals to apply evidence-based practices, reduce disparities and enhance the well-being of populations in LMICs. Ultimately, a concept analysis of RCS empowers us to harness the full potential of research to enhance healthcare delivery, improve patient outcomes and advance the well-being of populations worldwide.
Research collaborations between non-Indigenous and Indigenous researchers primarily have been led by non-Indigenous researchers with privileged locations in university settings. Recognition of the importance of data sovereignty and control to enable Indigenous self-determination requires building data management and analysis capacities among Indigenous research partners. The Canadian Alliance for Healthy Hearts and Minds First Nations (CAHHM-FN) cohort study, a collaboration of 8 First Nations and researchers at 8 universities, convened a 3-day data management and analysis workshop. Before the workshop, participating communities were asked to develop research questions of interest regarding data collected as part of CAHHM-FN and forward them to the coordinating team. An agenda was created, circulated, and modified on the basis of community feedback to plan the workshop. The CAHHM coordinating team, an Indigenous researcher, and a non-Indigenous biostatistician planned the workshop to strike balance among Indigenous protocols for engagement, theory concerning Indigenous approaches to statistical analysis, and applied data analysis training. Fifty participants and coordinating team members convened for the 3-day workshop (22 Indigenous and 28 non-Indigenous people from communities, professors, trainees, and staff). Topics included statistical literacy, hands-on data analysis, data security, and topics in Indigenous health research. Workshop evaluations indicated a high level of satisfaction and enthusiasm to hold similar future workshops. The Indigenous data workshop was designed to increase capacity for data management and analysis by Indigenous community partners and develop new capacity for non-Indigenous partners and trainees. It achieved this, with enthusiasm from Indigenous community members to conduct future workshops.
Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children. Purpose: This study aimed to examine the impact of an intervention program including cognitively engaging physical activity on preschool children's cognitive outcomes and physical activity. Methods: Children (N = 144, 65 female; Mage = 4.41 years, SD = 0.61), randomly assigned to one of three groups: cognitively engaging physical activity (CPA; i.e., storytelling, cognitive activities, and motor tasks, n = 55), cognition (i.e., storytelling and cognitive activities without motor tasks, n = 48), or control (i.e., traditional storytelling, n = 41). Sessions lasted approximately 17 minutes, conducted twice a week, for 6 weeks. Children's executive function, self-regulation, and related outcomes (i.e., numeracy) were assessed at baseline and again-along with perceived enjoyment-at the end of the program. Accelerometers measured children's physical activity during each session. Teachers completed a logbook for each session, and two fidelity checks per preschool took place by the researcher. Main analyses used linear mixed models adjusted for covariates (age, sex) and clustering at the preschool level. Results: Results showed no significant group by time interaction for executive function, self-regulation, numeracy, enjoyment. During the sessions, children in the CPA group were more physically active than children in the cognition and control groups. Conclusion: While we did not find the expected amplified cognitive benefits, making storytelling more active has the potential to meet two needs (increase cognitive stimulation and physical activity levels) in one deed.
Research evidence suggests that a lack of engagement with palliative care and advance care planning could be attributed to a lack of knowledge, presence of misconceptions and stigma within the general public. However, the importance of how death, dying and bereavement are viewed and experienced has been highlighted as an important aspect in enabling public health approaches to palliative care. Therefore, research which explores the public views on strategies to facilitate engagement with palliative care and advance care planning is required. Exploratory, qualitative design, utilising purposive random sampling from a database of participants involved in a larger mixed methods study. Online semi-structured interviews were conducted (n = 28) and analysed using reflexive thematic analysis. Thematic findings were mapped to the social-ecological model framework to provide a holistic understanding of public behaviours in relation to palliative care and advance care planning engagement. Three themes were generated from the data: "Visibility and relatability"; "Embedding opportunities for engagement into everyday life"; "Societal and cultural barriers to open discussion". Evidence of interaction across all five social ecological model levels was identified across the themes, suggesting a multi-level public health approach incorporating individual, social, structural and cultural aspects is required for effective public engagement. Public views around potential strategies for effective engagement in palliative care and advance care planning services were found to be multifaceted. Participants suggested an increase in visibility within the public domain to be a significant area of consideration. Additionally, enhancing opportunities for the public to engage in palliative care and advance care planning within everyday life, such as education within schools, is suggested to improve death literacy and reduce stigma. For effective communication, socio-cultural aspects need to be explored when developing strategies for engagement with all members of society.
Research Experience programs (REPs) inspire students to pursue advanced degrees and shape their research career paths. Government and commercial organizations sponsor REPs to promote the capacity building of the country. In Qatar, the national youth is reported to show concerning participation in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the K-12 level. However, none of the studies investigate these participation trends at the undergraduate level, especially in scientific research, which is deemed necessary for building a knowledge-based economy in Qatar. Therefore, to bridge this gap, the current study uses a quantitative approach to analyze the REP in Qatar through the participation data of 2455 undergraduate students. For this, statistical measures, including descriptive analysis, independent samples t-test, and Pearson's correlation analysis were used. Results indicated concerning trends in national student participation rate, implying underlying issues restricting their representation in undergraduate research activities. Also, statistically significant differences were found in student participation rates among students' gender and ethnic distributions. While female students demonstrated higher participation rates than males, national students showed lower participation than the non-nationals. Moreover, this low participation of national students suffered more drastically in STEM disciplines. Therefore, these findings determine the outlook for stakeholders and academic institutions in making meaningful educational decisions and envision synchronizing REPs at the university level, gauging measures to bolster the adjacent funding agencies and government organizations. Furthermore, being the first research addressing REPs in the Middle East region, this study has the potential to support educators in neighboring and other developing nations where STEM education is especially significant for human capacity building.
Research has consistently shown the benefits of developing intervention programs in educational settings, enhancing the learning process and socioemotional skills. There is a growing investment in creating and supporting a healthy school environment, prioritizing learning through play. This study aimed to assess the acceptability and effectiveness of an innovative intervention approach-"Education in Action-ABALL1"-focused on promoting literacy and numeracy skills and socioemotional competencies of second-grade children. A total of 113 children aged between 7 and 9 participated in the study and were allocated into two groups: intervention (N = 69) and control (N = 44). The intervention consisted of 24 educational games aligned with the mathematics and Portuguese curricula, applied for 3 months, twice a week; two self-report instruments were used to measure aptitudes for school learning and socioemotional skills, considering two assessment moments: before and after the program implementation. In addition, a focus group involving a subsample of children and teachers who followed the intervention in different school cohorts was carried out. Our results suggested a positive effect of the program concerning children's academic skills, showing a significant improvement in terms of the pre-post-intervention scores in the intervention group (Cohen's d = 0.95). Moreover, the qualitative findings also indicate the high acceptability of the program among children and head teachers, who reported a positive effect on the acquisition and consolidation of reading, writing, and arithmetic skills and on the promotion of teamwork, empathy, autonomy, and self-reflection. Overall, the "Education in Action-ABALL1" program provides a promising intervention based on learning through play directly impacting second-grade children's academic, emotional, and interpersonal skills. Further studies are required to understand the transdisciplinary capacity of this intervention approach and its effectiveness at different school levels and curricula.