Design Of Education Programs Research Articles

Career-changers’ technology integration beliefs and practice in initial teacher education: A summative cross-case analysis

Fundamental to career-changers’ successful transition into teaching is the design and delivery of post-graduate initial teacher education (ITE) programs. Career-changers enter teaching eager to share applied knowledge from prior occupations; however, support during ITE to facilitate the inclusion of these skills into teaching is often lacking. This study explored this phenomenon from a technology perspective and presents the outcomes of a cross-case analysis of four pre-service career-changers from an Australian university during ITE. Results indicated career-changers perceived their capacity to link existing technology skills to curricula depended on modelling and mentoring of technology integration during ITE subjects and school placements. School cultures combined with IT infrastructures also reportedly impacted technology practice. Recommendations to better support career-changers during ITE are discussed.

Bridging the gap between science and indigenous cosmologies: Rheumatic Heart Disease Champions4Change

Australia has articulated a commitment to eliminate rheumatic heart disease (RHD) by 2031. Business as usual will not achieve this goal. Diverse sectors need to work together in implementing complementary strategies towards this ambitious target. Rheumatic Heart Disease Australia’s ‘Champions4Change’ program is one important element that provides a novel and vital approach. Champions4Change is a culturally safe program of people living with acute rheumatic fever (ARF) and rheumatic heart disease (RHD). The Champions support each other, advocate for ending RHD, design education and awareness programs and inform resource and program development through their lived experiences. New approaches that acknowledge the complex and challenging environments in which ARF/RHD exist are required to eliminate RHD and improve care for those living with ARF/RHD. Approaches taken by the program include local engagement, improved capacity and opportunities for Champions and their communities to make self-determined decisions based on culturally informed information. This paper highlights success stories using culture and locally appropriate approaches to improve community knowledge and awareness of RHD. We describe the rationale, development and purpose of Champions4Change, illustrating how this is far more than a peer-support group, and provides benefits for health services and researchers, as well as empowering community members.

Digital competence of Russian teachers (results of an empirical study on the example of the Lipetsk region)

Introduction. The process of digitalization of school education largely depends on the level of digital competence of teachers. The relevance of the study of digital competence of teachers is determined by several factors: the rapid development of digital tools and directions of digitalization of education; heterogeneity of the teaching staff, which is manifested in various results of empirical research. The purpose of the article: to investigate the level of digital competence of teachers of the Lipetsk region at the present stage, taking into account professional specifics. Materials and methods. The digital competence of a teacher is considered in the study at the general user and professional levels. To study the general user aspect of the teacher's digital competence, the methodology "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To assess the professional level of digital competence of a teacher, the study used the test "Digital competencies of a teacher", developed by the Yandex platform "I am a teacher". Also, as part of the study, respondents were surveyed to identify obstacles and limitations that teachers face today when using digital tools in education. The study was conducted in March-April 2022. The study sample consisted of 268 school teachers of the Lipetsk region and students of the I.A. Bunin Yelets State University. Microsoft Office Excel, Statistical Package for the Social Sciences (SPSS) version 26 programs were used to process the results. The Kruskal-Wallis criterion was used for statistical data processing. Results. The study showed that Russian teachers have a fairly high level of digital competence: the general user level of digital competence of the participants of the entire sample has an average value of 40 points, while the professional level is 54 points. The digital gap is revealed between teachers whose teaching experience is less than 20 years, and teachers with more than 21 years of experience. The professional specialization of a teacher affects his digital competence. Teachers of physics and mathematics (44 points) and natural science (40 points) disciplines have the most developed general user level of digital competence. These indicators are significantly lower for teachers of humanities (37 points) and primary school (34 points). At the same time, the professional level of digital literacy among all teachers is approximately the same. The study found that male teachers have more advanced digital skills than female teachers. The conclusion that there was no digital gap between rural and urban school teachers has a positive significance. Сonclusion. The digital competence of a teacher at the general user and professional levels is empirically investigated, including in the context of factors of seniority, gender, professional specialization, territorial affiliation of the school. The results of the study can be used in the design of educational programs of disciplines and advanced training courses on the use of digital tools in the educational process of the school.

Exploration of the Journey of Talents Cultivation in Art and Design in Local Colleges Through Integration of Industry and Education

In order to accelerate the concept of integrating industry and education in local colleges, local colleges should carry out in depth studies of basis of integration of industry and education in arts and designs according to local economic and society development, mainly through implementation of comprehensive professional practice, joint scientific and technological research, two-way part times, joint experimental classes, school-enterprise cooperation and integration of industry and education. Due to the practical teaching of Zhang Village campus, the ideas of setting up experimental class for the reformation of art and design has broaden the scope of mind for local colleges to explore the integration of industry and education. References H. Li and L. Jiao, “Research on Innovation and Entrepreneurship Education and practice in Shandong Province based on the Internet,” J. Phys. Conf. Ser., vol. 1744, no. 3, 2021, doi: 10.1088/1742-6596/1744/3/032092. W. Li, J. Li, and Q. Li, “Research on the Development of Talent Training Mode in Undergraduate Colleges under the Integration of Industry and Education,” pp. 50–52, 2022, doi: 10.47852/bonviewCETR2022030208. Huang, J, & Fu, L. School-enterprise Cooperation Mode of Design Talents Training Based on Production and Education Base. The Guide of Science & Education(08), 2021, pp. 28-29. Songfei Li, et al. Development of an Information Platform for Integration of Industry-Education Based on Big Data Analysis Technology. International Conference on Cognitive based Information Processing and Applications (CIPA 2021), LNDECT 84, 2022. pp. 445–450, https://doi.org/10.1007/978-981-16-5857-0_56. E. Voûte, P. J. Stappers, E. Giaccardi, S. Mooij, and A. van Boeijen, “Innovating a Large Design Education Program at a University of Technology,” She Ji, vol. 6, no. 1, 2020, pp. 50–66, doi: 10.1016/j.sheji.2019.12.001. Allina, B.The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, vol. 119, no. 2, 2018, 77–87. https://doi.org/10.1080/10632913.2017.1296392. Golja, T., McClean, S., & Jordan, K. Collective learning in an I-E-research test bed. Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning, 2018, 185–199. https://doi.org/10.1007/978-3-319-93743-4_13. S. Li, S. Liang, and X. Cao, Development of an Information Platform for Integration of Industry-Education Based on Big Data Analysis Technology, vol. 84, no. Cipa 2021. Springer Singapore, 2022. L. Wan and C.Kang. Internet + gen education: construct a new ecological innovation entrepreneurship education. Journal of education development research, 2016, 36 (7) : 59-65. DOI: 10.14121 / j.carol carroll nki. 1008-3855.2016.07.011. L. Xiong, “Dilemma and Countermeasures of Art Design Education in Colleges and Universities Under COVID-19 Epidemic Situation,” vol. 515, no. Icadce 2020, pp. 326–329, 2021, doi: 10.2991/assehr.k.210106.063. Y. Wang, “Research on the Rebuilding Path of Educational Field in Shaanxi Local Universities from the Perspective of Industry-Education Integration,” vol. 300, no. Erss 2018, pp. 553–557, 2019, doi: 10.2991/erss-18.2019.109. A. Irbite, “Traditions and innovations in Latvian Design education,” pp.10-14. 2013. June,1st International Virtual Scientific Conference. http://www.scieconf.com.X. A new model of College Students' Innovation and Entrepreneurship Education in the "Internet +" Era. Journal of chongqing institute of technology (social science edition), 2015, (12) : 54-56. DOI: 10.14121 / j.carol carroll nki. 1008-855.2016.07.011. Chen and P. Wang. Exploration of Studio Teaching Mode for Art Design Majors in Colleges and Universities from the Perspective of production-education Integration _ Chen Wenfu. Hexi college journal, 2021, 37 (3) : 126-128. The DOI: 10.14121 / j.carol carroll nki. 1008-3855.2016.07.011.

A Study on Design Education for Children based on Arts Propel Focusing on Emotional Intelligence Development

OECD교육2030 프로젝트에서는 학생들이 미래를 ‘예측’하고, 자신이 원하는 미래를 만들기 위해 ‘행동’해야 하며, 그 결과를 ‘성찰하며 계속 성장해 나아가야 한다고 설명하고 있다. 본 연구는 이러한 시대적 요구에 맞춰 Arts Propel이 가지고 있는 지각과 창조, 반성의 의미를 재조명하고자 하였다. 이를 알아보기 위해 만 5세 어린이를 대상으로 Arts Propel을 적용한 효과적인 어린이 디자인교육 프로그램을 개발하고, 프로그램의 효과를 감성지능 발달의 변화로 분석하여 어린이 디자인교육 현장 적용의 적합성을 검증하였다. 실험집단과 비교집단의 사전 감성지능 검사와 프로젝트 참여 후 감성지능 검사를 실시한 결과 어린이들의 감성지능 성장에 Arts Propel의 적용은 긍정적인 발전을 보였다. 특히 감성지능 요인 가운데 타인의 자기감정 조절과 타인의 감정이입이 발전이 유의미한 결과로 도출되었다. 이것은 Arts Propel 단계를 추가한 디자인 작업을 통해서 사회와 문화적 맥락에서 탐구하고 자신의 경험을 이야기하는 경험과 타인의 작품을 비평하고 제안하는 과정에 참여하면서 어린 아동기의 학생들이 자신의 감정을 조절하고, 타인의 감정을 이해하는 능력이 향상된 것으로 다음 세대의 주인공인 어린이들이 예측, 성장, 성찰을 경험하게 해주는 의미 있는 연구 결과이다.The OECD Education 2030 project explains that students should anticipate the future, action to create the future they want, and reflect the result and continue to grow. have. This study tried to re-examine the meaning of perception, creation, and reflection that Arts Propel has in line with the needs of the times. To investigate this, an effective children s design education program applied with Arts Propel was developed for 5-year-olds, and the appropriateness of the application of design education for children was verified by analyzing the effect of the program as a change in emotional intelligence development. As a result of conducting the emotional intelligence test before and after participating in the project in the experimental group and the comparison group, the application of Arts Propel showed positive development in the emotional intelligence growth of children. In particular, among the factors of emotional intelligence, the development of self-emotional control of others and empathy of others was drawn as a significant result.

Discursive Practices as Drivers of Academic Culture in Higher Education (Baikal School of BRICS Case Study)

Irkutsk National Research Technical University has recently launched a number of English-taught educational programmes with the paramount objective to transform the educational landscape of the university. Delivering the programmes in a foreign language gives the university significant competitive advantages in the higher education market, and also enhances the standards of education by attracting foreign experts, professors and students. The purpose of the study is to identify specific didactic tasks that will determine the design of English-taught educational programmes. Having analysed the experience based on language training of undergraduate and graduate students who study in multicultural groups and take English-taught courses, we conclude that the academic status of foreign languages within the programmes of Baikal School of BRICS differs from classical educational paradigms. The implemented lingua-didactic approach when delivering the disciplines focused on language performance is based on the principles of intercultural reflection, acceptance of linguistic and cultural diversity, generation of common meanings and values of education and academic cooperation within the studied subjects, and it contributes to the development of adequate educational technologies resulting in appropriate learning outcomes of students. The results of the study can be used to evaluate and develop similar educational products.

The Effectiveness of In-Person versus Online Instruction in the Pre-service Teacher Preparation Programme

In reference to the reflective nature of the methodological design of the current pre-service English teacher education program at the Faculty of Arts, University of Ljubljana, considerable challenges related to teacher-education were noted during the emergency online switch. For this reason, the theory/practice connections, typically strengthened via the practical, experiential and reflective components of university teacher-education programs, were put to the test. The research is aimed at identifying the challenges of the online switch and focuses on comparison of the effectiveness of in-person versus online instruction in the pre-service English teacher preparation program. The research questions seek to examine whether teacher-training sessions online are more demanding and challenging, and potentially less effective (as perceived by the respondents), compared to the in-person teacher-training practices. The study results offer a valuable insight into the teacher-trainees’ perceptions of the challenges and effectiveness of the online English teacher-training course implementation in comparison with the in-person mode.

Generic entrepreneurship education program design for universities

Universities in Indonesia have implemented entrepreneurship education, and some have committed to developing a good entrepreneurial culture. This study aims to design an entrepreneurship education program as a generic model applicable to universities. The method in this research is qualitative descriptive with a case study approach. The research was conducted at four universities in Indonesia. Data was obtained using in-depth interviews and observation. Data analysis uses triangulation, namely collecting data, validating data, presenting data, and drawing conclusions. The study results indicate that the entrepreneurship education program model should be considered, and one university must own it. The implementation of entrepreneurship education programs must be carried out in stages, continuously, and integrated manner. The entrepreneurship education model offered is generic. Entrepreneurial culture will be more developed because it is interpreted or perceived as an attitude or mental character that helps in all work. It has been proved that the implementation of entrepreneurship education needs to consider management factors such as university commitment, entrepreneurial climate, main activities, supporting activities, infrastructure, facilities, and cooperation.

In-Service Teacher Training Program Development Study to Prevent Peer Bullying

Peer bullying is a problem that is difficult to notice and is increasingly affecting the health of society. Responding to peer bullying requires the determination and intense effort of school administrators, teachers, parents, and other school staff. Teachers who feel more competent about bullying are more likely to intervene in situations of bullying and victimization situations. However, many teachers have difficulty diagnosing bullying, do not know how to cope with bullying, or have trouble applying coping methods. This study aims to introduce the in-service teacher training program to prevent peer bullying. This program was developed using a problem-centered education program design. The content was determined with a thematic approach. The values emphasized by this program, the tools and methods it proposes, and the outcomes of the program reflect the progressive and existentialist perspectives. As a result of the evaluation of the program, it was seen that the in-service training program effectively improved teachers' competencies by increasing their awareness of peer bullying and combating bullying. It is recommended that future studies should be conducted in broad scope, including developing the competencies of teachers in dealing with cyberbullying that increased during online education.

What do knee OA patients perceive about their disorder? A qualitative study

PurposeThe purpose of this study was to explore patient’s perception of their disorder.Design/methodology/approachThis study used a phenomenographical approach within a qualitative research paradigm. A total of 21 patients with knee osteoarthritis (OA) were recruited for the study, and data were collected through open-ended face-to-face interviews. The interviews were transcribed and thematically analyzed. The transcribed verbatim was analyzed for themes.FindingsThe themes developed reflected the patients’ perceptions about the disease process. Thematic analysis revealed three themes: Knee OA is a degenerative disease, Knee OA is an age-related disease and Knee OA is caused by certain activities of daily living. The patient’s information varied and was limited to what had been provided by the health-care practitioner. The knowledge was more biomedical in orientation and was limited and not supported by the evidence.Research limitations/implicationsThere is a need to provide evidence-based information that the patient must understand. Health-care providers must use a biopsychosocial framework to discuss the disease knowledge with patients.Practical implicationsThis study helps us in identifying disease perceptions that can be used to design education programs for knee OA patients. It also highlights the need for delivering educational programs to knee OA patients.Originality/valueThis study lays a foundation for further research. To the author’s best knowledge, this is the first study to explore disease perceptions using a qualitative approach conducted among patients from a lower middle-income country.

Water Education for Public Servants of Developing Countries in the post COVID-19 world

After the COVID-19 pandemic, hand hygiene has become more important to prevent and reduce infection. To manage and provide water to ensure safe handwashing, water governance and the role of public servants are also getting critical. Many organizations have given their priority to capacity building of public servants. In the Strategic Plan for the ninth phase of the Intergovernmental Hydrological Programme (2022-2029), ‘Water education in the Fourth Industrial Revolution’ is included as a priority. In Korea, ODA in the field of water and sanitation is emphasized in Korea’s 3rd Mid-term Strategy for Development Cooperation (2021-2025). Also, KOICA and various water-related organizations have been organizing water education programs for developing countries. This study presents the direction for water education for public servants in developing countries in the post COVID-19 through the education program cases of the International Centre for Water Security and Sustainable Management established by the agreement between the Korean government and UNESCO in 2017. The study suggests that water-related organizations should cooperate with each other to prevent duplication of water education contents. It also suggests that blended learning should be actively utilized for the improvement of education program effectiveness. Lastly, the study emphasizes that education demand for the water technologies related to the fourth industrial revolution and smart water management is increasing, which should be considered when water-related organizations create online content or design education programs.

The concept of designing the main professional educational programs of future teachers

Introduction. The article is devoted to the description of approaches to the design of educational programs of the pedagogical profile of training implemented at the Minin University. The article substantiates the application of the modular structure of educational programs and describes the blocks of modules in the preparation of the future teacher. The idea of introducing modules of "universal training", based on the anthropological approach and providing the possibility of changing the educational trajectory after the 2nd year of study, is considered. The article presents an analysis of the methodological and practical results of the work of the team of teachers in the framework of the project "Modernization of educational activities: new logistics solutions" in 2016-2020 at Minin University.Materials and Methods. To solve the tasks set in the work, general scientific, psychological, pedagogical and practical methods of scientific research were used. The main methods of practical research are analysis, synthesis and formalization, pedagogical design, description of approaches to the design of the structure and content of educational programs for the training of future teachers.Results. The article presents the main conceptual approaches to the design of educational programs. The structure of the educational program of training of the future teacher is defined, including such blocks of modules as modules of universal training, modules of psychological and pedagogical training, modules of methodological and subject training, modules of specialization. The stages of design and management levels of the modular educational program of the future teacher are presented.Discussion and Conclusions. Conclusions are drawn that the presented approaches to the construction of educational programs allow us to implement the ideas of effective "entry into the profession", changing the direction or profile of training after the 2nd year. The main directions of further development of approaches to the design of educational programs are determined.

Connecting food justice to farmworkers through a faith-based organization

Faith-based organizations (FBOs) support Latinx farmworkers in rural spaces across the U.S. Faith drives FBOs to operate in unique ways; however, there is little understanding about how faith shapes FBOs that work in food systems. At the same time, food justice scholars consistently call for making systemic changes to labor and immigration policies while working in solidarity with farmworkers. Even with these arguments, there is still a lack of food justice scholarship investigating immigration, rural spaces, and the FBOs that support farmworkers. Drawing on data from a five-month ethnography with the Valle Vista Farmworker Ministry, this paper begins to address these gaps. This article details how faith guides Valle Vista's activities, analyzes how faith impacts its ability to address injustices, and posits possibilities for food justice actors to study and ally with FBOs. Results reveal that Valle Vista's affiliation with the Church and people's faith guided the FBO in distinct ways. The Church influenced Valle Vista to focus on charity, a perspective aligned with food security, while individual actors' faith drove them to speak out against injustices and design educational and advocacy programs to support farmworkers, activities that aligned with a food justice perspective. These findings indicate that although some food justice actors may be hesitant to work with FBOs, especially with their focus on charity, FBOs could be sites for investigation and collaboration for food justice actors who endeavor to work in rural spaces with farmworkers.

Practice Gaps and Barriers in Optimal Care Among Healthcare Providers Treating Patients with Myelodysplastic Syndrome (MDS) and Acute Myeloid Leukemia (AML): Results of a Two-Phase Qualitative/Quantitative Study

Background: Rapid advances in the understanding of the biology of MDS and AML have led to novel therapeutic interventions that have increased the clinical complexity of decision making in patient care. This study sought to quantify professional practice gaps and barriers to optimal care among healthcare providers treating patients with MDS and AML at academic medical centers and/or community cancer centers and clinics globally, with the goal of informing the design of evidence-based education interventions aiming at addressing these gaps.Methods: In February-May 2021, 329 physicians (n = 190), physician assistants (n = 16) and advanced practice providers [nurse practitioners (n = 51) and pharmacists (n = 72)] were recruited to participate in a two-phase national educational study focused on MDS and AML. Eligible participants had to be active practitioners who treat patients with MDS and AML (n = 263 US; 66 ex-US). In the exploratory qualitative phase of this study, 30 US participants completed a 45-minute telephone interview focusing on the personal, contextual, and behavioral factors that influence a provider's clinical reasoning process in diagnosis and treatment. These participants completed a brief online case-based survey before the interview. Interviews were transcribed and analyzed through thematic analysis. The quantitative phase of this study consisted of an online survey composed of specific multiple-choice questions, semantic differential rating scales, and case vignettes. Respondents' answers to each of the questions in the quantitative survey were compared with optimal answers as identified by treatment guidelines and faculty experts.Results: A group of 6 core practice gaps were identified through combined analysis of data from the online surveys and in-depth interviews. Of note, just 10% of US and 3% of ex-US participants agreed with expert opinion and would consider patients over 75 years with high-risk MDS or AML as possible candidates for stem cell transplant. For newly diagnosed high-risk MDS, 20% to 35% of participants are incorporating venetoclax/azacitidine into practice off-label, even for patients with TP53 mutations. About half (52%) of participants agreed with expert recommendation of venetoclax + HMA for elderly patients (>75 y) with newly diagnosed AML. A minority of participants' practice (18%) matched expert recommendations of venetoclax + HMA for a 68 yo patient with newly diagnosed AML and ECOG PS 2 with a FLT3 mutation with many participants (33%) recommending intensive chemotherapy with midostaurin. Similarly, for secondary AML progression from MDS with previous HMA therapy, a minority of participants (24%) agreed with the expert recommendation of CPX-351. Finally, a minority of study participants knew the mechanisms of action or targets of promising agents in clinical trials for patients with TP53 mutations, including eprenetapopt/APR-246 (31%) and magrolimab (36%). Detailed results of analysis will be presented, including group-specific analyses and investigation of the causalities of each of the practice gaps identified.Conclusions: Many hematology/oncology professionals are not applying optimal care in patients with MDS and AML. Most notably, study participants may not adequately consider stem cell transplant for older patients with high-risk MDS or AML potentially impacting outcomes. At the same time, the overuse of intensive chemotherapy regimens by healthcare providers could have multiple consequences for older patients with AML including poorer outcomes and reduced quality of life. Finally, a lack of familiarity with promising agents under clinical investigation in MDS and AML with TP53 mutations may lead to missed opportunities to enroll eligible patients on clinical trials and potentially delay integration of emerging data and agents with new indications into clinical practice. Results of this study provide evidence to support the design of clinical tools, educational programs, and performance improvement interventions. DisclosuresDaver: Bristol Myers Squibb: Consultancy, Research Funding; Genentech: Consultancy, Research Funding; Daiichi Sankyo: Consultancy, Research Funding; Glycomimetics: Research Funding; Gilead Sciences, Inc.: Consultancy, Research Funding; Sevier: Consultancy, Research Funding; Abbvie: Consultancy, Research Funding; Novimmune: Research Funding; FATE Therapeutics: Research Funding; Astellas: Consultancy, Research Funding; Pfizer: Consultancy, Research Funding; Amgen: Consultancy, Research Funding; ImmunoGen: Consultancy, Research Funding; Trillium: Consultancy, Research Funding; Trovagene: Consultancy, Research Funding; Hanmi: Research Funding; Novartis: Consultancy; Jazz Pharmaceuticals: Consultancy, Other: Data Monitoring Committee member; Dava Oncology (Arog): Consultancy; Celgene: Consultancy; Syndax: Consultancy; Shattuck Labs: Consultancy; Agios: Consultancy; Kite Pharmaceuticals: Consultancy; SOBI: Consultancy; STAR Therapeutics: Consultancy; Karyopharm: Research Funding; Newave: Research Funding. Stein: Janssen Pharmaceuticals: Consultancy; Genentech: Consultancy; Astellas: Consultancy; Syndax Pharmaceuticals: Consultancy; Daiichi Sankyo: Consultancy; Syros Pharmaceuticals, Inc.: Consultancy; PinotBio: Consultancy; Celgene: Consultancy; Bristol Myers Squibb: Consultancy; Foghorn Therapeutics: Consultancy; Jazz Pharmaceuticals: Consultancy; Gilead Sciences, Inc.: Consultancy; Blueprint Medicines: Consultancy; Abbvie: Consultancy; Agios Pharmaceuticals, Inc: Consultancy; Novartis: Consultancy.

A phenomenological study on experiences of cancer stigma amongst selected people living with cancer in rural and urban Zimbabwe

Background: Cancer is a highly stigmatized illness associated with profound adverse impact on communities, families and diagnosed individuals. Notwithstanding extensive theorizing since Erving Goffman’s classical contributions, health stigma is well explicated in context-specific and situated analysis. The current study explored the manifestations of self and enacted stigma among 20 selected people diagnosed with cancer from rural and urban Zimbabwe, who sought quaternary level of health care services in the capital, Harare. Methods: Phenomenological methodology was enlisted to capture intimate expressions of stigma as expressed about, and by people diagnosed with cancer. Data collection methods used includes semi-structured interviews, key informant interviews and focus group discussions. A semi-structured in-depth interview guide, focus group discussion guide and a key informant interview guide were the tools used to collect the data. Results: The study identified five themes of stigma, indicating pronounced, complex and multiple catalogues of stigma embedded in the existing socio-cultural milieu. Conclusions: This study stands to offer invaluable conceptual schemas and empirical insights on health-related stigma, and may aid in nursing and in the design of educational programs meant to combat health stigma.

The Interplay of Likeability and Fear in Willingness to Pay for Bat Conservation

Bats populations and their habitats are currently threatened globally, but particular declines have been seen across Europe. The contingent valuation method is commonly used to assign an economic value to species conservation through a willingness to pay (WTP) surveys. We carried out face-to-face interviews of a representative to the Greek population sample (n = 1131) and used a multiple-bounded discrete choice approach to estimate WTP for bat conservation. More than half of the Greek population was supportive of bat conservation (54.6%). Mean WTP was estimated at €21.71, and the total amount that could be collected was €105.6 million, after considering the number of taxpayers and the proportion of supportive people. There was an interplay between emotions, with likeability being the most important positive predictor of support, and fear the most important negative predictor of WTP for bat conservation. Among sociodemographics, older participants, with higher education, farmers, and pet owners showed the highest support, while those with higher education, farmers, and consumptive recreationists offered the highest bid for bat conservation. Participants drew information about bats mostly from informal sources, such as friends, movies, novels, and comics. Our study allowed for the estimation of public support and necessary funds for bat conservation, which are valuable for successful conservation management. Findings will also be critical for the design and implementation of effective education and outreach programs, aimed at increasing knowledge about bats and ultimately support for bat conservation actions.

Integrating student and teacher insights to a school-based alcohol program through co-design.

School-based programs may be more effective when an array of stakeholders, including users, are involved during the relevant stages of program co-creation-specifically during key development stages such as design, implementation and evaluation. How such programs can be operationally co-created and tested is less known and is therefore the purpose of this article. Two sequential co-design phases underpin this study. First, a co-design session with 20 health and physical education (HPE) teachers focussed on reviewing, testing and critically discussing initial prototype online modules for an alcohol education program. Teacher insights were assessed and incorporated, and the updated online modules were tested with secondary school students (n = 120) capturing their experience in a classroom setting. Insights from each group were analysed using thematic analysis. Teachers and students serve important roles in program co-creation. Teachers remain an underutilized stakeholder group whom are however critical in delivering important insights to enhance educational program design. Teachers demanded more relevance to the national curriculum, further alignment with curriculum assessment standards, and age appropriate content. Student feedback focussed largely on realistic content, personalization and gamification elements. This study represents an application of the seven-step co-design process and advances understanding of the 'fuzzy back-end' of the process, namely reflecting on feasibility of integrating teacher and student feedback and ideas. More specifically, how these key-yet distinct-stakeholder groups can be involved, and the merits of their involvement are discussed.

Cognitions That Support Concussion Reporting in Collegiate Athletes: An Analysis of a Worksheet Activity.

Sports related concussions continue to be a public health concern and improving reporting behavior a focus of educational programs. While educational programs have addressed changes in knowledge of concussion symptoms, it has been challenging to design educational programs which have lasting effects on reporting behavior. The current analysis describes an intervention in which thoughts about reporting behavior are actively written down in a worksheet exercise to "pre-arm" athletes with cognitions designed to enhance reporting behavior prior to the injury event. A total of 503 male and female college athletes participating in collision (football, field hockey, ice hockey, lacrosse, and soccer) and contact sports (baseball, basketball, and softball) from 7 colleges/universities competing across all three NCAA divisions provided data collected during a randomized trial of a peer concussion education program. Qualitative analysis revealed 10 themes that would improve reporting including short-term benefits, faster recover, safe and healthy return to play, reporting helps the team, reporting protects the brain, risk aversion, long-term benefits, coach will be supportive, teammates will be supportive and understanding, and academic performance will be affected. Athletes had awareness of key risks involved in concussions and understood both short- and long-term consequences. These findings have important implications for understanding how to change athletes' thoughts about reporting concussions.

A phenomenological study on experiences of cancer stigma amongst selected people living with cancer in rural and urban Zimbabwe.

Background: Cancer is a highly stigmatized illness associated with profound adverse impact on communities, families and diagnosed individuals. Notwithstanding extensive theorizing since Erving Goffman's classical contributions, health stigma is well explicated in context-specific and situated analysis. The current study explored the manifestations of self and enacted stigma among 20 selected people diagnosed with cancer from rural and urban Zimbabwe, who sought quaternary level of health care services in the capital, Harare. Methods: Phenomenological methodology was enlisted to capture intimate expressions of stigma as expressed about, and by people diagnosed with cancer. Data collection methods used includes semi-structured interviews, key informant interviews and focus group discussions. A semi-structured in-depth interview guide, focus group discussion guide and a key informant interview guide were the tools used to collect the data. Results: The study identified five themes of stigma, indicating pronounced, complex and multiple catalogues of stigma embedded in the existing socio-cultural milieu. Conclusions: This study stands to offer invaluable conceptual schemas and empirical insights on health-related stigma, and may aid in nursing and in the design of educational programs meant to combat health stigma.

THE PRINCIPLE OF CONTINUITY AS A FACTOR IN THE DESIGN OF A METHODOLOGICAL SYSTEM FOR TEACHING PHYSICS TO STUDENTS OF TECHNICAL SPECIALTIES OF UNIVERSITIES

"For successful professional adaptation in the new socio-economic conditions, it is not enough to train specialists with a so-called «formed and fixed» character and certain qualification. The globalization of the educational space and the desire to ensure the continuity and integrity of learning, determines the diversification of factors in the design of educational programs and methodological systems for studying subject areas, taking into account the needs of labor markets and education. The modern economy requires constant updating of technologies, knowledge, skills and abilities. Their continuous updating is the key to the growth of a specialist’s qualifications. The problem of continuity in lifelong education has many aspects: philosophical, methodological and psychological. In our research, we deliberately limited the area of research into the issue of continuity as a factor in the design of a methodological system for ensuring the fundamental nature and practical conditioning of the needs of society. When moving to a new level of quality, there is a problem of «loss» of the classical fundamentality. The results of our research, aimed at solving this problem, show that the principles of continuity and transdisciplinarity are effective tools for implementing the concept of lifelong education and preserving the fundamentality and modern quality of training engineers of a new formation. The aim of the study is to design a methodological system for implementing the principle of continuity in the process of training future engineers. The principle of continuity in education is considered in the article as a condition for the implementation of the dynamics of knowledge, depending on the content and context of teaching physics in technical specialties of universities. The theoretical result of the research is the implementation of the principle of continuity as a didactic factor in the design of a methodological system for the contextual study of a course of physics in engineering and technical education. In the article, this problem is investigated by analyzing, comparing, systematizing, interpreting various aspects of the problem in the scientific literature and educational practice of universities. "