Human Papillomavirus (HPV) self-sampling has the potential to increase Cervical Cancer Screening (CCS) and reduce the cervical cancer burden in Medically Underserved Women (MUW). However, interventions promoting self-sampling are limited. We examined the effectiveness of an intervention study in increasing CCS among MUW. We conducted a quasi-experimental intervention study. A face-to-face verbal approach was used to recruit MUW (n = 83, mean age 48.57 ± 11.02) living in a small city in the US. Behavioral intervention based on reframing, reprioritizing, and reforming (3R model) was used to educate the women about CCS in a group format. The women (n = 83) completed pre-and post-intervention assessments, and 10 of them were invited for follow-up interviews. The primary outcome was CCS uptake. Mixed methods analyses were conducted using a t-test for the primary outcome, PROCESS for mediation analysis, and NVivo for interview data. The majority of women (75%) completed self-testing. High-risk HPV among women was 11%, and of those, 57% followed up with physicians for care. We found that the significant increase in the women's post-intervention screening behaviors was mediated by the increase in knowledge (Indirect Effect [IE] = 0.1314; 95% CI, 0.0104, 0.4079) and attitude (IE = 0.2167; 95% CI, 0.0291, 0.6050) scores, (p < 0.001). Interview analyses offered further explanations why MUW found the intervention messages acceptable (encourages proactive behavior), feasible (simple and easy to understand), and appropriate (helpful and informative). Barriers, including lack of trust and fear of results, were identified. The findings suggest that an intervention that combines the 3R model and self-sampling may increase CCS among MUW.

Objective. To evaluate the reactogenicity of the SPUTNIK V vaccine in post-vaccinated 6th year Medicine students who carry out their care practices in the Autonomous Teaching Service of the Central Hospital of Maracay-Venezuela. Period February 2021- February 2022. Materials and methods. Prospective, evaluative, cross-sectional study. Medicine students were recruited, between 21 and 35 years of age who carried out their internships in the Autonomous Teaching Service of the Central Hospital of Maracay. The most important study variables were: The Sputnik V vaccine and the adverse reactions, evaluated using the anamnesis in an epidemiological consultation after the first 24 hours following the administration of the first dose, and 21 days later, 24 hours after the second dose of the vaccine in the same group. A medical file, validated by three experts, was used. Descriptive statistics, frequency tables and graphs were applied. Results. The predominant age group is between 21-25 years of age, 45 (81.82%) female, 37 (67.27%), 46 (83.67%) from the state of Aragua. The vaccination interval between doses was 3 weeks. The most frequent adverse reactions in the I dose: fever (83.64), malaise (58.18), headache (47.27) and myalgia (43.64%) that decreased significantly in the II dose. (16%) did not show reaction in I and (60%) in I. Conclusion. The post-vaccinated population is young. When receiving the first dose of the vaccine, more adverse reactions appeared than in the second. This is due to activation of the immune system (humoral response against COVID-19).

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The authors emphasize the application scope of the deep learning (DL) technologies in the instructional analysis, design, development, implementation, and evaluation of the educational tools that can enhance the 21st-century modes and models of learning and instruction. The latest trend in the remote learning systems opens a wonderful opportunity for the DL technologies to be integrated with these systems that can impact the way of learning, teaching, design, and development of such systems. The DL technologies provide the data driven decisions and analytical outcomes that can be integrated with the educational technologies. The existing educational technologies and remote learning systems lack in such integrated DL services that can impact the overall education learning systems of the 21st century. The learners and instructors can also benefit from such DL-integrated educational tools. The authors expand further details on the application and implication of the DL services mentioned above in the chapter.

In a rapidly changing world, especially amidst COVID-19, the educational goals must be refined and modified. This chapter derives from a study based on research findings and recognizes the individual aspects of 21st century skills that can pave the way for adaptation and transition utilizing applied skills and digital literacy. The 21st century skills (21CS) have also been in the spotlight about digital literacy, as the pandemic possessed the current need to continue instruction and learning despite the setback imposed. It was concluded that 21CS covers the requirements and works best when implemented into the current mode of instruction combined with STEM education and basic skills.

This chapter focuses on a project-management-based online learning design (PMBOLD) project planned to be executed with a three-tier change model. The PMBOLD project introduces an online instructor training project proposed to be implemented at an executive management level at today's post-pandemic higher educational organizations. Based on the popular analysis, design, development, implementation, and evaluation (ADDIE) design framework, the project is presented as a roadmap for all change agents at universities, especially those currently left with managerial choices to make as to whether to completely transition to online learning or continue with hybrid learning post pandemic. The goal of this intervention plan is to bring about a solid organizational change in today's higher educational institutions that implement distance learning and e-learning in their administrative operations and instructional activities. The proposed project for online instructor training will have curricular and ID-focused implications as well as substantive managerial applications.

In the first cycle of this phenomenological investigation, where the researcher conducted an extensive coding process (i.e., descriptive coding), all of the previous codes were identified under textural descriptions. This first cycle of coding was completed with codes having been formed following an initial deconstruction phase of the raw data given by all participants. Next, a plethora of emerging themes was identified under structural descriptions. The next step comprised the second cycle of coding: pattern coding. Where the second type of coding in the coding phase was involved, the researcher found all participants' common speech patterns by meta coding. The researcher applied the meta coding technique via IPA-based meta transcriptions. From a linguistic perspective, the researcher employed the type of data analysis that had not previously been exercised in the CALL field and in the realm of phenomenological study design: phonics in data analysis.

The purpose of this literature review is to provide readers with comprehensive information on how adult learners can master their learning autonomously by use of social networking technology. With this extensive review, readers are expected to expand their horizon of the role of social networking tools in progressive higher educational organizations, including their contributions to learning, instruction, instructional design, and project management from a systems perspective with foci on two popular instructional systems design (ISD) models applied in educational processes. Some of the innovative applications of social networking within the project management-based online learning design (PMBOLD) field, in addition to a number of potential risks and challenges associated with incorporating social networking technology into learning and instruction will be additionally presented.

The purpose of this chapter is to explore how social and emotional learning (SEL) skills impact the ability of students to develop creativity in classrooms. After exploring the significance of creativity and SEL in modern education, the chapter will aim to uncover parallels in the recommended education programs for both sets of skills. Additionally, this chapter will explore which specific set of SEL skills positively support the growth of creativity in children. Furthermore, the ideal classroom environment to simultaneously foster creativity and SEL will be discussed in the chapter. Finally, the teacher's role in a class where SEL and creativity are prioritized will be analyzed to uncover what strategies a teacher can employ in order not to hinder creativity or give rise to stress among the students. After answering these questions, the authors aim to unveil the effects that remote learning during the COVID-19 pandemic has had on the aspects of SEL discussed above.