Education Project Research Articles

Assessing the quality of chest compressions with a DIY low-cost manikin (LoCoMan) versus a standard manikin: a quasi-experimental study in primary education.

Extending the access to cardiopulmonary resuscitation (CPR) training to a wider public is an important step in increasing survivability of out-of-hospital cardiac arrest. However, often price and maintenance of CPR manikins are barriers that prevent training at schools. This study aims to evaluate the learning of hands-only (HO) CPR by practicing with a low-cost manikin (LoCoMan) with visual qualitative feedback and to compare the results with the skills acquired by practice on a conventional manikin. A quasi-experimental study with 193 schoolchildren (10 to 12years old) who were allocated to two groups: the LoCoMan group was taught via an integrative approach (science combined with physical education (PE)) and practiced on a handmade manikin, and a control group practiced in a traditional setting with a commercial manikin (Resusci Junior, Laerdal, Norway). All participants practiced for 1 hands-on skill session before performing a post-test on an instrumented CPR manikin. The outcomes including HO-CPR performance variables were compared between groups. The LoCoMan and control groups both achieved acceptable percentage of HO-CPR quality (57% and 71%, p = 0.004). Among 6th-graders, there were no significant differences in HO-CPR quality between LoCoMan 68% and control 71%, p = 0.66. The control group achieved better chest compression depth while the LoCoMan group showed more compressions with adequate chest recoil. Conclusion: Schoolchildren are able to build and use a low-cost manikin with visual feedback. The integrative learning approach used in this study may be a feasible alternative methodology for training and learning HO-CPR in schools when commercial manikins are not available. What is Known: • Access to CPR training should be universal and independent of age, location, financial means, or access to qualified instructors. • Scientific societies promote the implementation of CPR in schools, so that teachers and schoolchildren can play a multiplier role in their environment, but the gap in CPR learning is related to cultural, economic factors or access to resources and materials. What is New: • LoCoMan may be a useful device for teaching and learning CPR in schoolchildren from the age of 10 and upwards. • LOCOMAN shows that it is feasible and possible to build a low-cost manikin (about €5 in the European Region) and to integrate it into an integrative educational project, and outlines how this could be done. this approach can be an incentive for teachers to attempt teaching CPR, but also for education outside the formal environment.

EDUCATIONAL INCLUSION OF PUPILS FROM DISADVANTAGED COMMUNITIES

In this paper we aim to conduct a study on the implementation of educational projects and institutional partnership programs in Călărași County in order to reduce and prevent school dropout. Research objectives were the analysis of the effectiveness of educational projects and institutional partnership programs for the reduction and prevention of school dropout, at the level of Călărași county and reducing the percentage of school dropouts in educational units, from disadvantaged areas of Călăraşi County, involved in the institutional partnership projects and programs.

The Influence of Resource Planning Practices on Performance of Donor Funded Education Project in Rwanda: A Case of Food and Education Project, Gasabo District, Kigali City

The Influence of Resource Planning Practices on Performance of Donor Funded Education Project in Rwanda: A Case of Food and Education Project, Gasabo District, Kigali City

Investigating Inclusive Education Practices of Teachers in Selected Primary Schools in the Wassa Amenfi West District, Ghana

This article presents findings on the current status of inclusive education practices in Wassa Amenfi West District in the Western Region of Ghana.The population comprised in-service teachers in the country.The key objective of the study was to survey the views of teachers on the extent to which the pilot inclusive education project has been implemented in the District after the implementtion of Inclusive Education in the country.The approach to the study is quantitative with the cross-sectional descriptive as its design. We collected data from 50 teachers of inclusive primary schools in the Wassa Amenfi West District. Data analysis involved percentages and frequencies of multiple-scaled items. Findings revealed that teachers adapt the curriculum in diverse ways. The schools’ environments somewhat promoted access for learners with disabilities. Teachers had knowledge in identifying learners with special needs in the classroom but admitted that they were deficient in skills in Individualised Education Plans (IEP).It can be concluded a lot more needs to be done in terms of infrastructural modification as well as training of teachers, especially, in IEP preparation. It is suggested solutions to improve the current practices will require whole-school professional development and the provision of specialised equipment and materials.

When the parish turns into a classroom: teaching pluriliteracies in regional collateral languages through place-based education (the case of Latgalian)

ABSTRACT Our paper discusses ways of connecting the acquisition of a regional language with learning processes related to specific places. For this aim, we relate the investigation of the Linguistic Landscape (LL) to the pluriliteracies teaching approach and to place-based learning. As an example, we use the case of Latgalian in Latvia: How can local multilingual and sociocultural realities as identified in the linguistic landscape enrich disciplinary content in regional language teaching, while also enhancing language awareness and active engagement among the students? And how can place-based education be used for developing (pluri)literacy in regional collateral languages? To this end, the paper first provides the background to place-based education, before turning to roles of Latgalian in public space and a recent LL study in Latgale. Then, we provide suggestions of how to ‘turn the parish into a classroom’, but also of how ‘to bring the parish into the class’ by using digital resources, e.g. language corpora. Finally, we suggest a set of components that influence place-based education for developing literacy in a regional collateral language and which may be taken into consideration when preparing educational projects. This paper is complementary to two other papers on Latgalian in this special issue.

Autism Sports Education: Transforming Lives of Families

It is very important to integrate individuals with autism into social life in order to minimize the effects of autism, which is a developmental problem that lasts for a long time and needs to be lived together and is increasing numerically every day. In this context, 14 parents of individuals with autism participated in the research conducted to determine the effect of the Sports Education Project for People with Autism (SEPA), which was carried out in cooperation with Gazi University, on the daily lives of autistic individuals and their families. In the research, the phenomenology design, which is among the qualitative research methods, was utilized. Using homogeneous sampling technique, focus group interviews were conducted with 14 parents who had been attending the SEPA for 4 months without interruption. In general, the participants found the impact of SEPA on their daily lives to be positive; in terms of parents, they stated that it allowed them to share problems with other parents and increase solidarity, thus allowing them to socialize, contributed positively to family interactions and made them feel happier. In terms of their children, they stated that they contributed positively to their physical and social development and that this situation facilitated their children's daily lives. The findings obtained support that projects such as the Children with Autism Education Project will contribute positively to the life processes of individuals with autism and their families. It is recommended that studies in this direction be expanded.  

Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain

ABSTRACT This paper presents a research experience in secondary schools that develop educational projects of a participatory and transformative nature. This contribution arises from the new educational needs emanating from augmented society and multiple literacies that transform communication and the circulation of knowledge, challenging conventional educational methods. An ethnography was carried out in two secondary schools, one in a rural environment and the other in a metropolitan area. The results are organised around the notion of community; the management processes and shared leadership; and the transformative pedagogical processes that are being developed. We conclude that the Spanish secondary school context is still based on practices centred on content and masterly methodologies; this leads us to understand that the mentioned schools, as disruptive experiences, promote a change towards a curriculum centred on the participation and interests of the students; horizontal and cooperative management practices; a strong sense of community; among others.

Enhancing research skills of schoolchildren through 3D modeling

The problem and the aim of the study. 3D modeling and prototyping are important areas of digital education and have undoubted didactic potential for the development of engineering thinking, which is in demand in the modern economy. The authors suggest using 3D modeling technology to develop the research skills of schoolchildren when studying natural sciences and implementing interdisciplinary projects aimed at forming the foundations of a holistic scientific picture of the world through understanding the relationship and interdependence of the natural sciences. Research methods. The work uses the following classification of research skills: operational, communication, organizational, and information. For them, the authors have identified the corresponding indicators: conducting observations and research during modeling; putting forward a hypothesis; planning research activities; and analysis of information sources. The experimental base for the study was the Vyatka Technical Lyceum (Russian Federation). During the diagnostics, the products of students' educational activities were assessed - computer models and objects printed on a 3D printer. For statistical processing of data, the χ2 -Pearson criterion was used. Results. The curriculum and lesson planning for the “Technology” course are presented, which allows students to develop research skills during the implementation of applied educational tasks. A system of tasks and sample models has been developed to support all stages of students’ research activities during the implementation of educational interdisciplinary projects following the proposed lesson planning of the module. Statistically significant differences were determined in the qualitative changes that occurred in the level of research skills of schoolchildren (χ2 =6.184; p<0.05). In conclusion, the didactic potential of computer 3D modeling and prototyping for the development of research skills of schoolchildren is formulated: putting forward a hypothesis of a natural science nature and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc.

FEATURES OF ORGANIZING STEAM EDUCATIONAL PROJECTS USING IMMERSIVE TECHNOLOGIES

Formulation of the problem. The rapid development of technologies in the modern world opens up new horizons for education. Integrating science, technology, engineering, arts, and mathematics (STEAM) holds particular significance as a transformative approach, fostering interdisciplinary learning and preparing students for the challenges of a knowledge-based and digitized society. The transition from a traditional approach to STEAM education becomes even more captivating with the incorporation of immersive technologies. This direction, merging technical and creative aspects, requires an innovative approach to the organization of educational projects, considering the new opportunities and challenges presented by virtual reality (VR), augmented reality (AR), and mixed reality (MR). Materials and methods. To achieve the goal of our research, we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical, and sociological works, methodic literature, and analysis of the pedagogical experience of using immersive technologies to organize STEAM projects at school; synthesis and generalization to formulate the main provisions of the study; interviews and questionnaires of teachers regarding their understanding and attitude to immersive technologies as a means of implementing STEAM projects at school; interpretation of research results. We analyzed 18 scientific sources, including 14 Scopus-indexed articles, two reports (the educational report from Horizon 2020 and the "State of the Industry Report" from the XR Association), and two scientific studies by Ukrainian researchers. Eighty-seven teachers participated in interviews and surveys conducted through Google Forms. Results. Creating and organizing a STEAM educational project using immersive technologies involves the following teacher actions: forming a project name by the student's learning goals, educational content, and the project result as its product; creating a reference project; determining the subject, topic, age of students, project preparation time, learning time, essential immersive technologies; forming the purpose of the first lesson and project tasks to immerse and motivate students about the project; identifying problematic issues that should reflect the actual context or problem. We have characterized teachers' attitudes towards immersive technologies when organizing and conducting such projects. Based on the study's results, we have identified the features of organizing STEAM projects using immersive technologies: expanding the field of creativity with AR and VR, immersion in scientific concepts and conducting experiments through the use of virtual laboratories, visualizing abstract ideas through the use of augmented reality, interacting with technology through mixed reality projects, and teamwork in immersive environments. Conclusions. Immersive technologies in STEAM education have advantages (e.g., gaining practical experience, forming interdisciplinary connections through interdisciplinary learning, cooperation, communication, adaptive environment, and request for creativity) in teaching.

읽기곤란 초등학생의 하위 유형별 어휘 중재 효과

The purpose of this study is to explore the heterogeneity of subtypes among elementary school students with reading difficulties and to determine the effects of the vocabulary intervention program. The participants of the study were 200 students from S city in Gyeonggi-do, who participated in the 'Saerabaeum' reading intervention program, a cooperative educational project between S University and S city from 2021 to 2023. A universal screening test was conducted on 4,747 students in grades 3-5 of elementary schools participating in the project over three years, from which 200 students with reading difficulties were selected. Tier 2 level small group reading interventions were provided, and the heterogeneity of subtypes was identified using Latent Profile Analysis (LPA). In addition, to assess the effect of the vocabulary instruction over time, hierarchical linear modeling (HLM) was utilized based on the scores of five vocabulary tests including pre-tests, 1st through 3rd progress monitoring tests, and post-tests for 85 students who received vocabulary instruction. Finally, the baseline scores and slopes of progress for students who received individual vocabulary intervention at the Tier 3 level and those who received small group vocabulary intervention at the Tier 2 level were plotted using graphs functions in the Excel. The discussion and significance of each research result suggest effective vocabulary intervention methods and models for students struggling with reading.

Past and future of an IMI-PharmaTrain (IMI-PhT)-initiated multinational pharmaceutical medicine course at the Semmelweis University in Hungary.

The pharmaceutical medicine course at the Semmelweis University of Budapest, Hungary, was initiated as part of the Innovative Medicines Initiative (IMI is the main program, IMI-PharmaTrain is one of the IMI projects) Pharmaceutical Medicine Training Programs (16 IMI Call 2008/1/16). The aim was to extend training in the development of pharmaceutical medicine to those EU member states where no such education was present. The final program envisaged the development of a cooperative education supported by universities located in Central and Eastern Europe. It was considered to be the economically and scientifically most viable approach to combine the expertise from these countries to form a united teaching staff and provide education jointly for young professionals of the region. Semmelweis University was selected to manage this coordinated program. In this report, we describe the organization and functioning of this international university-based pharmaceutical medicine education project called the Cooperative European Medicines Development Course (CEMDC) and evaluate its successes and shortcomings. During the pandemic, the educational course was interrupted. The follow-on program is reorganized as a postgraduate MSc course named "Semmelweis Pharma MBA" and will be started in 2025. It will continue the established PharmaTrain educational tradition. However, it will deal in more detail with the transition from basic pharmacological to industrial research, as well as biopharmaceutical formulation and manufacturing and marketing aspects of medicines development.

ВИКОРИСТАННЯ ЗАСОБІВ ШТУЧНОГО ІНТЕЛЕКТУ ДЛЯ ПІДТРИМКИ ГРУПОВОЇ ДИНАМІКИ ПРОЄКТНИХ КОМАНД: ВПЛИВ НА САМОЕФЕКТИВНІСТЬ ТА ЗАЛУЧЕНІСТЬ СТУДЕНТІВ

The issue of maintaining group dynamics in flexible remote teams is currently in the focal point of attention not only of commercial companies and government agencies as a response to the changing conditions of work organisation, including those associated with the effects of the COVID-19 pandemic, but also of higher education institutions that train future professionals. Since intragroup dynamics is a key factor affecting team performance, this paper is the result of the study conducted as part of the Group Dynamics and Communications course at National University of Life and Environmental Sciences of Ukraine (NULES) to determine the potential of using AI tools as tools to support the group dynamics of self-organised teams during the implementation of educational projects. Based on the results of the free choice of project and team management tools, we categorised three groups among the 56 participants of the experiment according to the use or non-use of AI tools to enhance group dynamics, followed by self-assessment of the effectiveness of the selected tools in increasing their levels of self-efficacy and social engagement. The survey was based on a Likert scale measurement, and non-parametric methods of analysis and statistical hypothesis testing were used to process the results. The self-assessment confirmed that the incorporation of AI tools in the implementation of a team-based learning project did not influence the improvement of students' social engagement and the dynamics of self-efficacy for both effective and ineffective students. The authors identified the positive impact of using AI tools on its development for students with the average level of self-efficacy. We also presented an example of the use of Notion AI for enhancing group dynamics at each stage of team development according to B. Tuckman. The authors suggest that the impact of using AI tools in the process of implementing a group learning project depends more on personal characteristics of team members than on the choice of a specific AI model. Determination of application specifics of individual AI tools in the process of training future specialists in the implementation of various types of educational activities, particularly ethical considerations is recognised as an area for further research.

The posthuman condition: Insights for decolonising curriculum in childhood education

Background: Recent attempts to rekindle the decolonisation of education project in South Africa, is a reaction to perceptions that there are fundamental frailties in the existing curriculum. Childhood education is yet to take up the challenge in any substantive way.Aim: To explore the insights critical posthumanism might offer in attempting to address a comprehensive decolonial effort in early childhood education transformational initiatives.Setting: This essay is framed within the context of curriculum decolonisation and transformation work in early childhood education.Methods: This experimental think-piece, attempts to theorise early childhood education alongside critical posthumanism.Results: Staying true to posthuman ways of thinking, doing and becoming, we deliberately avoided presenting any determinist, neatly packaged ‘results’, in order to further open up the debate to include alternative ways of thinking and doing curriculum work in early childhood ecologies.Conclusions: Early childhood transformation initiatives, has to recognise the fundamental embeddedness of the existing school subjects in Western-Eurocentric humanist tradition. The effects of this canonical orientation are, that the tenets of Western-Eurocentrism remain unchallenged, that a racialised colonial education prevails in contemporary times, and that the centering of the adult human at the expense of the more-than-human, including child, is sustained. The nature-culture and child or adult dualisms prevail and, a consolidation of a deficit, sub-human construction of children, as immature, fragile and innocent. Critical Posthumanism suggests thinking anew.Contribution: An interrogation of the assumptions on which contemporary childhood education is based, and consideration for the advancement of posthumanist ways of thinking, doing, and becoming.

Gender sensitisation through course design thinking

Translators’ training providers, including Higher Education (HE), play a big part in shaping the minds and behaviours of future translators. Therefore, translation courses must focus on implementing practices and resources which will enhance not only students’ linguistic and technical skills, but also cultural awareness, social responsibility, and ethical principles. Sexual/identity discourse is an area of critical enquiry which presents significant challenges that translators frequently do not seem to be able to handle due to their generally low level of gender understanding and sensitivity. This is where translators’ trainers need to take action. The current article – which collects the first findings of an in-progress educational project carried out at London Metropolitan University – suggests examples of activities and aspects to consider in curriculum design to create an effective framework which can ensure a more consistent embedding of gendersensitive policies in the curriculum of translation courses.

Navigating the peer-to-peer workflow in non-formal education through an innovative e-learning platform: a case study of the KIDS4ALLL educational project in Hungary and Italy

The digital revolution is affecting all aspects of life, radically transforming everyday tasks and routines. The ability to cope with new challenges in life, including new forms of learning are key skills in the 21st-century, however, education systems often struggle with tackling digital inequalities. A digital learning platform developed by the KIDS4ALLL educational project, implemented in face-to-face student interactions, aims to mitigate the divide and the resulting social disadvantages among children with and without migration/ethnic minority background. Analyzing data collected during the pilot phase of the project in two of the participating countries, Italy and Hungary, this paper examines how students and teaching staff adapt to a newly introduced digital learning tool based on peer-to-peer workflows. Firstly, it examines the role of educators' interpersonal competences in navigating the innovative learning activities and delves into how they use them and how they manage resources. Secondly, the study explores what attitudes and behaviors are observed among students engaged in the proposed peer-led activities, in particular in terms of their ability to cope with uncertainty and complexity. The analytical framework of the paper is based on two cultural dimensions offered by Hofstede, the index of uncertainty avoidance (UAI) and power distance (PDI), and it utilizes the personal, social and learning-to-learn competence of the eight LLL Key Competences as defined by the European Commission to conceptualize the skills of educators and students. Interpreting data from Italy and Hungary in their respective social and educational contexts, the study finds that the most important features that proved to be effective and useful during the pilot phase were the democratic power-relations between students and educators, the peer-to-peer scheme and its further development to the peer-for-peer approach. The child-friendly and real-life-related new curriculum and its appealing digital learning platform, embedded into a flexible, playful and child-centered pedagogical approach, were also successful. These are all complementing the traditional, formal school environment and pedagogy which, despite all developments in formal education in the past decades, can be characterized as teacher-centered and frontal.

OA11 Maintained improvement in patient reported outcomes in early axial spondyloarthritis following certolizumab pegol dose reduction

Abstract Background/Aims Certolizumab pegol (CZP), a PEGylated TNFi without an Fc region, has previously shown efficacy and safety in patients with axial spondyloarthritis (axSpA). EULAR guidelines recommend that tapering of a biologic can be considered for patients in sustained remission. The C-OPTIMISE trial (NCT02505542) identified early (<5 years) axSpA patients in sustained remission who may benefit from dose tapering or stopping treatment. Here we report whether a reduced CZP maintenance dose is associated with sustained improvements in patient reported outcomes (PROs) in patients with axSpA at Week (Wk) 96. Methods C-OPTIMISE was a two-part, multicentre, phase 3b study in adult patients. Part A: up to Wk48 (open-label), patients received CZP 200mg Q2W. At Wk48 (Part B), patients who achieved sustained remission at Wk32 or 36 (ASDAS <1.3), were randomised 1:1:1 to double-blind CZP 200 mg Q2W (full maintenance dose), CZP 200 mg Q4W (reduced maintenance dose), or placebo (PBO [drug withdrawal]) for additional 48Wks. We report disease activity and PROs (BASDAI, PtGADA, nocturnal apinal pain, morning stiffness, fatigue, and ASQoL) during Part B (Wks48-96). Flare is defined as ASDAS ≥2.1 at two consecutive visits, or ASDAS >3.5 at any visit. Results At Wk48 (Part A), 43.9% (323/736) of patients achieved sustained remission, of which 313 patients were randomised to Part B (Wks48-96). During Wks48-96, 87/104 (83.7%) patients receiving the full maintenance dose, 83/105 (79.0%) patients receiving the reduced maintenance dose, and 21/104 (20.2%) patients receiving PBO remained flare-free. Patients receiving full maintenance and those on reduced dose have similar disease activity measures (BASDAI; mean [SD], 0.8 [0.8] vs 0.8 [1.0]) at Wk96 (Table). Sustained improvements in PROs were similar for CZP full maintenance dose and CZP reduced maintenance dose, including ASQoL, fatigue and nocturnal spinal pain, while PBO showed increased disease activity (Table). Conclusion In axSpA patients who achieved sustained remission, CZP reduced dosage resulted in sustained improvements in disease activity and PROs similar to those receiving full maintenance dose. This suggests that dose reduction can be a viable strategy without compromising PROs. Disclosure A. Chan: Member of speakers’ bureau; AC has received speaker bureau from Novartis, UCB, Abbvie, Janssen, Amgen. Grants/research support; AC has received grant support for service and educational projects from Novartis and UCB Pharma. Other; AC has received honoraria/advisory boards from Novartis, Abbvie, UCB, Janssen, Amgen, Lilly. J. Wood: Other; JW is an employee of UCB Pharma. L. Burns: Other; LBu is an employee of UCB Pharma. R. Tham: Other; RT is employed by Veramed and a contractor for UCB Pharma. T. Kumke: Other; TK is an employee and shareholder of UCB Pharma. B. Hoepken: Other; BH is an employee and shareholder of UCB Pharma. M. Kim: Other; MK is an employee of UCB Pharma. L. Bauer: Other; LBa is an employee and shareholder of UCB Pharma. K. MacKay: Other; KM received consultancy & speaker meetings for UCB, AbbVie, Novartis, Lilly, AZ, Janssen and Roche. K. Gaffney: Shareholder/stock ownership; KG is a shareholder of Rheumatology Events. Grants/research support; KG has received grants/research support from NASS, Versus Arthritis, AbbVie, Pfizer, UCB Pharma, Norvartis, Eli Lilly, Cellgene, Celltrion, Janssen, Gilead and Biogen. Other; KG has received honoraria/ consultation fees from Novartis, AbbVie, UCB Pharma, Lilly and Pfizer, KG has received speaker’s bureau from Novartis, UCB Pharma, AbbVie and Lilly; meeting expenses from AbbVie, Lilly, Roche, Novartis, Pfizer and UCB Pharma.

A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective

PurposeSenior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.Design/methodology/approachThrough qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.FindingsThe research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.Originality/valueGiven Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

Assessing Factors Influencing the Failure of Constituency Development Fund (CDF) Projects in Education and Health Sectors in Zambia: A Critical Analysis

This study critically evaluates factors leading to the failure of Constituency Development Fund (CDF) projects within Zambia's education and health sectors, aiming to recommend effective strategies for improving project success rates. Utilizing a sequential mixed-method approach, the research examines the effectiveness of existing management strategies, identifies key factors contributing to project failures, and explores challenges faced by project committees. Data was collected through semi-structured interviews, a literature review, and five focus group discussions (FGDs) with 46 respondents from Chongwe Constituency. Purposive sampling was employed to gather both primary and secondary data. Quantitative data were analyzed using the mean t-test to determine factors significantly impacting community engagement and project outcomes. Qualitative data underwent thematic analysis to explore themes from interviews, literature, and FGDs, enhancing the triangulation of findings. Findings reveal that despite the alignment of management practices with best practices, factors such as failure to use CDF, funding delays, lack of transparency and accountability, weak monitoring and evaluation, limited community involvement, and limited community knowledge of CDF, contractor incompetence, Key challenges faced by implementors included, volunteer status of WDCs which was unsustainable and challenging, lack of capacity building contribute to project failures. The study advocates for improved project management practices, enhanced stakeholder engagement and education about CDF to communities and robust monitoring to increase project success.

Using multiple languages within an improvised fairytale during online arts-based collaborations

This article presents an illustration from an online creative arts project in which different languages were used by participants of a small group within fairytale-movement-music improvisation. The participants, consisting of creative arts therapists and students from different regions of the world, including Canada, New Zealand, and China, represented various world cultures and spoke different primary languages. A session was selected by the authors as it represented an example of a natural experiment that emerged from the global arts-based response to the COVID-19 pandemic, offering a unique case study of how art expression can contribute to communities during crisis events. The purpose of the article is to provide suggestions to guide future groups in the use of arts-based improvisation that might improve communication among participants who do not share a common primary language but have shared complex emotional experiences. In addition, the article includes a review of related education, dance, and drama projects that involve different languages and cultures as well as a drama therapy project that addresses the improvised dramatic communication of complex emotional experiences. Furthermore, the article offers a detailed review of one session from the project using an arts-based inquiry and suggests ways to apply multilingual imaginative storytelling within the communication of groups in community and educational cross-cultural settings.

Gastro-educational intervention proposal in the classroom with family recipes: Prevention of cardiovascular risk in adolescent students

Nutritional education is key for disease prevention. This project is based in recovery of traditional family recipes and characterization of ingredients. Therefore, the objective of the study was to elaborate a family recipe, discuss their nutritional value and modify with new ingredients in the context of a healthy diet. The intervention has been carried out in two High School Centers in Elche (Spain). A total of 120 adolescent volunteers (16–19 years of age) participated. Then, students freely prepared recipes at home with their family, indicating ingredients, cooking protocol and taking a picture at the end of the elaboration. Finaly, 54 recipes were selected and analysed according their cholesterol/saturated fat ratio. The hypercholesterolaemic and atherogenic potential was calculated to classify the recipes into three ranges according to cholesterol/saturated fat ratio as high (range: 50–122), medium (18–46) and low (5–12). The intervention proposal intends to inquire about the knowledge that students have about food, gastronomy and health, particularly to their usual diet. The evaluation of knowledge adquisition is made by using a questionnaire available in Kahoot platform and passed at the beginning and at the end of intervention. Through this activity, we intend that students become aware that an unbalanced diet is a bad habit and it can be modified from adolescence, in order to obtain health benefits in the future. The aim is to give information to prevent possible health problems such as cardiovascular disease as working topic of this educational project. In this context, high schools are appropriate environments and teachers are key actors to work on all these aspects.