Goal Of Program Research Articles

Antimicrobial Stewardship: A Game Changer in the Fight against Carbapenem-Resistant Enterobacteriaceae (CRE) among Children with Cancer

Abstract Background Carbapenem-resistant Enterobacteriaceae (CRE) is an emerging threat among pediatric cancer patients, with a high mortality rate. A previous study in our center reported that 254 patients with CRE BSI were diagnosed from (2013-2018) with mortality from CRE BSI being 30%. Previous colonization was reported in 35% of those patients. Time to start adequate antibiotics is an independent prognostic factor for patients with CRE BSI, (48%) of patients started active treatment after 48h from culture and associated with higher mortality when compared to patients who started treatment earlier. Our recommendations include antimicrobial stewardship for early detection through routine screening and timely adequate therapy that may impact the outcome for such high-risk patient groups. Methods This prospective study included all pediatric cancer patients with (CRE) bloodstream infections (BSI) at a children’s cancer hospital in Egypt (2020–2022) with adopting antimicrobial stewardship program goals by (1) applying routine screening by rectal swab for high-risk patients and starting active treatment for patients colonized by CRE. (2) Introduction of PCR-based method (Cepheid XpertCarba-R assay) is developed for detecting carbapenemase genes with the availability of results within one hour which can allow for rapid time to start active treatment in less than 48h. Results One hundred and fifty pediatric cancer patients with CRE BSI were identified; 83% had hematological malignancies, and 17% had solid tumors. Acute myeloid leukemia was the most common hematological malignancy (47%). The main clinical features for acquiring CRE-BSI were prolonged neutropenia > 7 days (62%), previous Carbapenem exposure (82%), Quinilone prophylaxis (44%), central venous catheter use (40%), previous colonization with a resistant pathogen (35%) and ICU admission within 90 days (18%). E. coli was the most common isolated pathogen (65%), followed by Klebsiella pneumoniae (31%). Documented site of infection was reported with pneumonia in (32%), typhlitis in 15% skin soft tissue infection (57%), CNS infection (18%), and urinary tract infection in (10%). Time to start active antibiotics in less than 48h was reported in 89% with clinical cure reported in 71% and microbiological clearance was reported in in less than 7 days in 70% of patients. The need for ICU admission as sepsis related to CRE was reported in 29/150 (19%). The Gentopyic profile for CRE in our study reported that class B (69%) with NDM reported in 98/150 (65%) and VIM 6/150 (4%) was the most common carbanamases followed by Oxa-48 in 89/150(59%) of patients while KPC enzyme reported only in 6/150(4%). Day 30 mortality was reported in 23/150(15%). Upon multivariate analysis, patients with Klebsiella pneumoniae BSI, NDM genotype carbapenemases, CRE with aminoglycosides resistance or associated with pneumonia, and CRE patients who developed septic shock with the need for ICU admission were predictors of poor outcome. Conclusion CRE-BSI is a major threat among pediatric cancer patients in limited-resource countries and is considered a barrier against better outcomes. Antimicrobial stewardship through routine screening for colonization detection and Rapid diagnosis by using gene expert with rapid time to start adequate active antibiotics treatment is associated with improvement of outcome and decreasing mortality. Table 1: Comparison between retrospective study and prospective study (after adopting antimicrobial stewardship goals)

Effectiveness of Civic Political Literacy Through Collaboration Between Schools and NGOs in Makassar City

<span lang="IN">The low political literacy of citizenship is an urgency in building community participation, so real efforts are needed to increase public understanding and awareness of political issues. This study explores LAPAR SULSEL’s role in the civic political literacy program in Makassar City in providing information, implementing political education, and collaborating with other institutions to achieve program goals. This research was conducted using descriptive qualitative research methods. The results showed that LAPAR SULSEL has a significant role in increasing civic political literacy in Makassar City. They provide information through publications on social media, seminars, discussions, and training using educational and advocacy strategies to build public awareness</span><span lang="IN"> about political issues. In this research it can be concluded that through the provision of information and effective political education programs, LAPAR SULSEL has succeeded in helping people become more active and aware of their rights and obligations as citizens. Therefore, this study has positive implications for the development of civic political literacy by emulating the efforts of LAPAR SULSEL in providing information and conducting political education</span>

Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals.

The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.

Tradeoffs and synergies between social equity and environmental benefits in conservation

Conservation programs worldwide pursue social equity alongside environmental benefits and economic efficiency. When the spatial patterning of human diversity differs from the patterning of biological diversity, conservation planners face complex tradeoffs between social and biological objectives. Here, we quantify how these tradeoffs depend on the correlation between the spatial distributions of social and biological diversity. We used empirical patterns in the commonness and rarity of species to generate simulated landscapes with pre-defined correlations between biological diversity and human social diversity. Our analysis shows how tradeoffs between social equity and environmental benefits are unavoidable when human and biological diversity are negatively correlated. However, when human and biological diversity are strongly positively correlated, then biological and social priorities are congruent. In these settings, well-designed conservation programs may engender positive feedbacks between social equity and ecosystem services, enhancing both. Our analysis focused on distributional equity, but similar dynamics are likely to occur with procedural, recognitional and contextual equity. Given growing evidence that socially equitable conservation programs are more likely to be successful, our findings underscore the importance of carefully assessing the potential for conflicts and synergies between the social and biological goals of conservation programs.

Results of a Process Evaluation of the Implementation of a Housing First Program in Waterloo, Canada

This study evaluated PATHS2Home (P2H), a Housing First program in Canada, through qualitative interviews and focus groups with 34 program staff, participants, and partners. Results showed successful implementation with participant satisfaction, strong program design and leadership, skilled staff, positive service system relationships, effective housing support, and fidelity to the Housing First (HF) model. Challenges included skepticism of the program model, communication with partners, staff turnover, and systemic factors such as affordable housing availability. Overall, the evaluation showed successful implementation of the P2H program in line with HF principles and identified several areas for improvement to better support participants and achieve program goals.

The challenging concept of eradication: A core concept guiding and frustrating public health.

The celebrated 1980 announcement that smallpox had been eradicated was made using the following definition of eradication: "Permanent reduction to zero of the worldwide incidence of infection caused by a specific agent as a result of deliberate efforts: intervention measures are no longer needed." Public health around the world works with this definition of "eradication," setting it as a goal for other infectious disease control programs. The definition is simple. Its application, however, has produced long-running and complex public health campaigns that threaten the commitment of funders, health care providers, and governments. In this paper, the authors demonstrate the disease-specific challenges of eradication through the example of the Global Polio Eradication Initiative (GPEI). While many deem eradication worth its high costs because it is the end of morbidity and mortality from a disease, it does not mean the end of disease control efforts. Public health must be prepared for the possibility of disease reoccurrence in the form of undetected natural reservoirs of disease, lab leaks from stored samples, bioterror attacks using stolen samples, and the synthetic recreation of microbes. This paper clarifies the role of reoccurrence prevention in eradication, calling for its addition in the definition of eradication.

Investigating the effect of peer-led educational intervention on behaviors related to pubertal health and its determinants in high school girls of Genaveh, Iran: Application of social cognitive theory

Background Empowering adolescents in the field of puberty health is one of the important goals of public health programs. The present study was carried out with the aim of determining the effect of peer-led training on puberty-related behavior and its determinants using social cognitive theory. Methods: A total of 245 teenage girls were randomly divided into two groups: the intervention group and the comparison group. The questionnaire measuring puberty-related behavior and its determinants was self-administered and completed before and 2 months after training in the two groups. One session for parents, four sessions for peer educators, and four sessions for participants were conducted for 1 month. Results: In the intervention group, unlike the comparison group, the mean scores of knowledge, outcome expectations, self-efficacy, self-control, social support, and behavior increased significantly after training (p <0.05). Based on regression analysis, outcome expectations and social support were the main determinants of puberty-related behavior (adjusted R2 = 0.464). Conclusion: The findings of this study support the effectiveness of the peer-led educational intervention based on social cognitive theory in the improvement of puberty-related behavior and its determinants, which can be used in the design of puberty-related health promotion programs. Further research to assess the longer-term outcomes and to examine other theories of behavior change are suggested.

Empowering Women Entrepreneurs in Indonesia Through Effective Government Assistance Programs

Background: The economic recovery of Sidoarjo Regency post-pandemic hinges on effective assistance programs for Micro, Small, and Medium Enterprises (MSMEs), particularly women's business groups. Specific Background: This study investigates the efficacy of the Sidoarjo Regency Government’s assistance program for independent women’s business groups, with a focus on its impact on resilience and independence within this demographic. Knowledge Gap: Despite existing literature on government assistance programs, there is a lack of detailed evaluations regarding their effectiveness, specifically in the context of women's entrepreneurship in Sidoarjo. Aims: This research aims to assess the effectiveness of the assistance program through qualitative methods, including interviews, observations, and documentation. Results: Findings reveal that the program has been effective, particularly for the Teman Setia Kitchen business, measured against Sutrisno's (2010) indicators: program understanding, target accuracy, timeliness, goal achievement, and real change. While some discrepancies with Standard Operating Procedures (SOP) exist, the overall impact on groups like Dapur Teman Setia, Mawar Boga, and Agung Tersena has been positive. Novelty: This study contributes to the body of knowledge by highlighting specific indicators of program effectiveness and providing actionable insights for improving governmental support for women entrepreneurs. Implications: The research underscores the importance of effective government intervention in fostering women’s entrepreneurship and calls for improved targeting and timeliness in aid disbursement, which are essential for the sustainable development of MSMEs in Sidoarjo. Highlights: Effectiveness measured: Understanding, target accuracy, and timely assistance evaluated. Positive impact: Increased income and improved welfare for women entrepreneurs. Communication gaps: Need for better outreach and administrative processes identified. Keywords: women's empowerment, MSMEs, government assistance, program effectiveness, economic recovery

Using Teacher Performance Assessment to Dismantle Injustice and Construct Possibilities in Teacher Education

Educators at a public institution embraced the opportunity to collaborate with faculty, school partners, and community members to develop a portfolio-based teacher performance assessment (TPA) that centers program values and goals along with state and professional standards when their state removed the edTPA as a certification requirement in 2022. This study describes the process of development, the product generated with faculty and community engagement, as well as the results of a content analysis of data collected during the first round of full implementation. Findings support use of a portfolio-based TPA as a promising component of teacher certification with the potential to advance inclusive, culturally-sustaining, evidence-based practices that create pathways to equitable, just futures through a critical approach to collaboration, persistence, care, and joy, and prioritized authentic relationships with students, families, teachers, schools, and communities.

THEORETICAL ANALYSIS OF THE CONCEPT OF «KEY COMPETENCIES OF FUTURE SPECIALISTS»

The study conducts a systematic theoretical analysis of the concept of «key competencies of future specialists» in line with the ideas and provisions of modern foreign and domestic regulatory documents, scientific positions of leading scientists in the subject area, and methodological materials of practicing teachers. The purpose of the article is to identify the theoretical foundations of the interpretation of the concept of «key competencies of future specialists» in the educational and professional contexts of training in institutions of pre-university and higher education by means of generalization, comparison and synthesis of leading scientific positions. The article analyzes the interrelationships and dependencies of the concepts of «competence approach», «competence», «key competence»; the scientific approaches of domestic and foreign scientists to the systematic classification of groups of personal competencies (key – over subject, inter-subject; subject – acquired in the course of studying a particular discipline). The conclusions are drawn that competencies are a dynamic combination of knowledge, understanding, skills, abilities and abilities. The development of competencies is the goal of educational programs. Competencies are formed in different academic disciplines and assessed at different stages. Scientists argue that the competency-based approach, along with specific knowledge and skills, includes abilities, readiness to learn, readiness for professional activity, social skills, etc.; all these qualities are formed in the process of professional training. Modern employers are increasingly prioritizing the requirements for graduates of higher and higher education institutions to have systemic, intellectual, and communication skills, the ability to self-organize and organize the activities of employees, and the ability to reflect on their own activities, so society's requirements for the educational activities of vocational schools are constantly growing. The main features of the key competencies of future specialists are: multifunctionality (allowing to solve various problems of everyday professional or social life); supersubjectivity and interdisciplinarity (can be applied not only in the process of education, but also at work, in the family, in the political sphere); multidimensionality (including thought processes, intellectual skills, creative discoveries); determining the need for intellectual development of the individual (abstract thinking, critical thinking, self-reflection, recognition of one's own position).

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

The JWST-SUSPENSE Ultradeep Spectroscopic Program: Survey Overview and Star Formation Histories of Quiescent Galaxies at 1 < z < 3

We present an overview and first results from the Spectroscopic Ultradeep Survey Probing Extragalactic Near-infrared Stellar Emission (SUSPENSE), executed with NIRSpec on JWST. The primary goal of the SUSPENSE program is to characterize the stellar, chemical, and kinematic properties of massive quiescent galaxies at cosmic noon. In a single deep NIRSpec/MSA configuration, we target 20 distant quiescent galaxy candidates (z = 1–3, H AB ≤ 23), as well as 53 star-forming galaxies at z = 1–4. With 16 hr of integration and the G140M-F100LP dispersion-filter combination, we observe numerous Balmer and metal absorption lines for all quiescent candidates. We derive stellar masses (logM */M ⊙ ∼ 10.2–11.5) and detailed star formation histories (SFHs) and show that all 20 candidate quiescent galaxies indeed have quenched stellar populations. These galaxies show a variety of mass-weighted ages (0.8–3.3 Gyr) and star formation timescales (∼0.5–4 Gyr), and four out of 20 galaxies were already quiescent by z = 3. On average, the z > 1.75 [z < 1.75] galaxies formed 50% of their stellar mass before z = 4 [z = 3]. Furthermore, the typical SFHs of the galaxies in these two redshift bins (z mean = 2.2 [1.3]) indicate that galaxies at higher redshift formed earlier and over shorter star formation timescales compared to lower redshifts. Although this evolution is naturally explained by the growth of the quiescent galaxy population over cosmic time, number density calculations imply that mergers and/or late-time star formation also contribute to the evolution. In future work, we will further unravel the early formation, quenching, and late-time evolution of these galaxies by extending this work with studies on their chemical abundances, resolved stellar populations, and kinematics.

Evaluation of content knowledge and instructor impacts in a middle school outreach program: lessons from Brain Explorers

Despite general agreement that science outreach is important, the effectiveness of science outreach programs on participants' learning often is not assessed. Brain Explorers is a neuroscience outreach program that allows medical students to partner with Biomedical Sciences faculty to develop lesson plans with learning objectives, interactive experiments for middle schoolers, and assessments of learning. These lessons are then implemented through a community-level intervention in which medical students teach their lesson plans to middle schoolers and assist them in performing activities to reinforce the concepts. Importantly, the efficacy of these active learning interventions is assessed. Throughout the program's evolution, a variety of different forms of assessment have been utilized to examine student understanding. While the goals of outreach programs are varied, here we have focused on the evaluation of content knowledge gains laying out three unique evaluation methods including post-event, immediate pre- and post-event, and spaced pre- and post-event evaluation. Specifically, using Brain Explorers lessons as examples we explore the practicality and feasibility of various learning assessments in outreach programs, begin to examine the impacts of participation in these programs on the medical school instructors and encourage others in the field to implement assessment of their programs.

Sport for development and policy advocacy: Mapping the field

Introduction and Purpose Sport for development (SFD) has emerged as an increasingly prominent field in Europe and beyond. Defined as the intentional use of sport to support social development, the SFD movement focuses on a broad range of goals such as social cohesion, peacebuilding, gender equality and more. To support these goals, organisations within SFD usually focus on bringing diverse individuals together and exploiting sport’s interactive nature to foster experiential learning (Moustakas, 2024). This approach has however often been criticized as it tends to focus too strongly on the individual level, and therefore fails to account for or challenge socio-political realities that influence participant outcomes. In turn this means that SFD programmes risk generating limited, unsustainable outcomes as they seek to achieve broad gauge outcomes through limited focus programmes (Coalter, 2010). To address this, a growing number of scholars have suggested that SFD organisations must become involved in policy advocacy (Sanders, 2016). Understood as support of a particular policy or class of policies, policy advocacy allows SFD organisations to advocate for issues of relevance to participants and communities. Through this, programmes can influence the broader socio-political environment, or at least foster alignment between programme goals and this environment, which in turn can help support the sustainable, long-term impact of their programmes. Against this background, this study seeks to map out current practice, challenges and needs related to policy advocacy in the SFD sector. Method A survey was developed the consortium associated with the Erasmus+ project Policy Advocacy for Sport and Society (PASS). The goal of this survey was to understand how SFD organisations engage in policy advocacy, how they view relationships with policymakers, and what kind of resources they would like to support future policy advocacy activities. The survey was collaboratively designed by the consortium, and questions mapping policy advocacy activities were based on the conceptual framework from Gen and Wright (2013). The survey was distributed via a purposive sampling approach, whereby SFD organisations associated with professional networks in the field were targeted via e-mail and social media. Afterwards, given the primarily mapping function of the survey, results were descriptively analysed and graphically portrayed. Results Preliminary analysis shows that most SFD organisations engage with policymakers, especially at the municipal level (ca. 65%) or within national sport organisations (ca. 60%). Awareness raising activities or campaigns are the most common advocacy activities (ca. 70%), along with networking with policymakers (ca. 40%). However, relationships remain strained, with around 10-35% of organisations reporting difficult relationships with different policy stakeholders. Lack of resources (ca. 70%) and expertise (ca. 55%) are seen as the main obstacles to further advocacy, and organisations report that they would benefit from examples, templates, strategies, and learning offers. Discussion and Conclusion These results show reasonably widespread policy advocacy activities in the field, but activities remain limited to various forms of awareness raising or campaigning. Likewise, relationships with decision-makers often remain strained. This suggests that further work could unearth the complexities of these relationships, while applied projects could support by developing tools and learning materials. References Coalter, F. (2010). The politics of sport-for-development: Limited focus programmes and broad gauge problems? International Review for the Sociology of Sport, 45(3), 295–314. https://doi.org/10.1177/1012690210366791 Gen, S., &amp; Wright, A. C. (2013). Policy advocacy organizations: A framework linking theory and practice. Journal of Policy Practice, 12(3), 163–193. https://doi.org/10.1080/15588742.2013.795477 Moustakas, L. (2024). Sport for social cohesion: A conceptual framework linking common practices and theory. Sport in Society, 27(10), 1549–1567. https://doi.org/10.1080/17430437.2024.2304231 Sanders, B. (2016). An own goal in sport for development: Time to change the playing field. Journal of Sport for Development, 4(6), 1-5.

USING INFOGRAPHICS IN ORGANIZING ACTIVITIES TO EXPLORE STONE CARVING (NON NUOC STONE VILLAGE) TO DEVELOP QUALITIES IN ELEMENTARY STUDENTS

A new point in the 2018 General Education Program focuses on integrating national cultural education content into Social Science subjects and experiential activities. Using Infographics in teaching is significant in guiding students to self-study and develop necessary competencies. The article presents the teaching process using an infographic with the content of Stone Carving Craft (Non Nuoc Stone Village) in Experiential Activity 4 to develop students' qualities and meet the educational goals of the General Educational Program 2018. Research using pedagogical experimental methods on 02 classes and assess the difference between the ability groups of the two experimental classes using Independent Samples T-test through the ratio (%) groups of students achieved the corresponding quality components in each class. The results show that organizing the Stone Carving Activity (Non Nuoc Stone Village) through an infographic helps students develop qualities aligned with the 2018 General Education Program goals. Keywords: Cultural value; experience activities; infographic; grade 4; primary.

The Impact of the Opportunity Zone Program on Residential Real Estate

Problem definition: Opportunity zones (OZs) are designated census tracts in which real estate investments can gain tax benefits. Introduced by the U.S. Tax Cuts and Jobs Act of 2017, the goal of the OZ program is to foster economic development in distressed neighborhoods. In this paper, we investigate and optimize the OZ selection process and examine the impact of OZs by exploiting two data sets: a proprietary real estate data set that includes 36.1 million residential transactions spanning all 50 U.S. states and census-tract demographics data between 2010 and 2019. Methodology/results: We show that census tracts with higher poverty and unemployment rates were more likely to be selected. Counterintuitively, however, tracts with a higher average real estate price were also more likely to be selected. We then apply difference-in-differences, synthetic control, and matching techniques to rigorously assess the impact of the OZ program on two key real estate metrics: price and transaction volume. We find that the OZ program increased real estate prices by 4.03%–6.13% but do not observe a significant effect on the transaction volume. We also find that investors primarily targeted the high-end real estate market, namely, exhibiting a cherry-picking behavior. To better fulfill its intended societal and economic goals, we propose an optimization framework with fairness considerations for OZ assignment decisions. We show that the OZs assigned from our fairness-aware optimization formulation can better serve distressed communities and mitigate investors’ cherry-picking behavior. Managerial implications: Our paper underscores the importance of incorporating fairness in OZ designation to achieve a desirable real estate market reaction. Our large-scale empirical analysis provides a comprehensive assessment of the current government OZ assignment, and our fairness-aware optimization framework provides concrete recommendations for policy makers. Supplemental Material: The online appendix is available at https://doi.org/10.1287/msom.2024.0746 .

A Building Designed as a Catalyst for Project-Based Learning: A Case Study in America

Higher education must adapt to a rapidly changing landscape of industries and knowledge. A university developing a new campus aims to transform education by designing its first academic building to promote active collaboration, project-based learning (PBL), and industry-relevant experiences, focusing on a student-centric approach. A well-designed facility is seen as crucial for success. The Active Learning Classroom has shown to positively impact students' perceptions of an inspiring environment, enhancing participation and idea generation (Park &amp; Choi, 2014). PBL effectively connects academic knowledge with workplace experience (Guo et al., 2020). A case study assessed the building's design for PBL during its first operational year. Findings evaluated the design's effectiveness and identified necessary changes. Both qualitative and quantitative data revealed limited use of collaborative spaces and technologies, as well as insufficient PBL integration in the curriculum. Recommendations include aligning faculty practices with program goals and engaging students more with available educational technologies in the learning spaces, both inside and outside the classroom.

Policy Analysis for Anemia and Pregnant Women Care Eleviation Program Through Prospective Bride’s Preparation

Background: The percentage of pregnant women experiencing anemia in Indonesia has increased 37.1% compared to 2018 Riskesdas. The incidence of stunting is also influenced by the anemia and nutritional status of the mother during pregnancy. The implementation of 1000HPK has been widely implemented in all districts and cities throughout Indonesia but there are still obstacles in policy integration and cross-sector coordination caused by a lack of understanding of the program so that priority placement is not determined. Aim: to obtain policy recommendations for improving programs to prevent and alleviate anemia and Chronic Energy Deficiency (CED) for pregnant women through the process of prospective bride’s preparation. Research method: The method used Action research with 3 stages. The sample are key persons of 1000 HPK program which are Public Health Office, BKKBN, Midwifery and Nursing Health Providers, and Regional Ministry of Religion (Kemenag and KUA). 24 people participate in FGD and 5 people for the In-depth Interview which was carried out at a place agreed upon by the respondents. Results: of the research provide recommendations for the need for collaboration between schools and universities for health education, schools and community health centers in providing blood supplement tablets, the need for an SOP for administration flow and procurement flow for Fe tablets as well as evaluation and monitoring. Modifying Fe tablets to make them popular with teenagers, creating health check formats for use, utilizing research and community service results and utilizing digital-based communications. Conclusion: achieving the goals of the anemia policy program requires cooperation and collaboration between various stakeholders. Keywords: Policy, Anemia, CED, Pregnant Women, Prospective Brides

Public Perception of the Food Estate Program of Cassava Cultivation as a Strategic Logistic Reserve in Realizing Regional Food Security in Gunung Mas Regency, Central Kalimantan

This research examines the implementation challenges of Indonesia’s Strategic Logistics Reserve Development Program (CLS), specifically focusing on cassava cultivation in Gunung Mas Regency. Launched as part of the 2020-2024 National Strategic Program (PSN), the initiative aims to address potential food security issues exacerbated by the COVID-19 pandemic, land degradation, and climate change. The program's primary goal is to develop food estates to enhance national food security. The study employs a mixed-methods approach, including interviews with key stakeholders, analysis of program documentation, and community surveys to assess the program’s effectiveness and impact. Key findings reveal significant obstacles, including policy misalignment, unsuitable land conditions for cassava, inadequate infrastructure, and a top-down implementation strategy that lacks local community involvement. Results indicate that while the program has led to some positive outcomes, such as job creation and increased food independence, it has also faced severe criticism. Issues such as suboptimal cassava growth, environmental damage, and socio-cultural impacts have led to negative public perceptions. The failure to issue a crucial Presidential Decree, poor inter-governmental coordination, and inadequate understanding of the program by local communities have compounded these challenges. Analysis suggests that the program’s shortcomings are due to a combination of regulatory delays, environmental mismatches, and insufficient stakeholder engagement. To address these issues, the research recommends a comprehensive evaluation of the program, restoration of damaged lands, enhanced community participation, and stronger environmental safeguards. Improved collaboration between central and regional governments and better alignment of policies and infrastructure are essential for the program’s success in achieving its food security objectives.

A qualitative study on university student learning as part of an outdoor leadership course in Vietnam

ABSTRACT The current study uses experiential learning theory as a framework to understand themes associated with student outcomes of an outdoor leadership course in Vietnam. The study explores student-oriented themes, benefits of outdoor learning, and examples of contextualized concrete experience. Two hundred and eighteen university students participated as part of a 3-day two credit course with the theme of servant leadership. Survey responses were analyzed using qualitative methods and results produced higher and lower order themes linked to learning outcomes, program goals, and experiential learning mechanisms. Themes emerged related to course instructional goals (leadership), programmatic features (outdoor setting), and individual skills (problem solving). Themes were also associated with the outdoor setting and connections to nature appreciation, mental health, stress reduction, health and wellness, and proud moments linked to risk taking and physical challenge. Instructional process, concrete experience, and emergent thematic connections to the outdoor education setting are discussed.