Knowledge Building Research Articles

Building knowledge of NAMs through risk science

The 12th World Congress on Alternatives and Animal Use in the Life Sciences provided a platform for mobilizing and exchanging knowledge on the advancements in science and technology. It also provided an opportunity for experts to discuss how to accelerate the adoption of new strategies and tools. One of these recommendations advocated the need to bridge the gap between the next generation of scientists who have yet to learn about ‘New Approach Methodologies’ (NAMs) and the current generation of thought leaders who have pioneered the development and validation of these non-animal approaches to toxicological risk assessment. Consequently, a mini-course, held at Canada's University of Ottawa, was developed for students, aged 13–16 years, interested in learning about risk science and how NAMs can be used to inform human health risk assessment. This course also served as a platform for creating a virtual training roadmap, provided in this paper, thereby bringing this knowledge to a broader audience of learners who are establishing their careers in the field of risk science.

Building confidence and knowledge of scribes during cardiac arrest calls: an educational QI project

Building confidence and knowledge of scribes during cardiac arrest calls: an educational QI project

The ICES Indigenous Health Data Training Program: Building knowledge and strengthening capacity within Indigenous communities and organizations

Objective and ApproachThe responsible use of population-level health data requires equitable access, and considerations of Indigenous data sovereignty. There is often a baseline level of knowledge and understanding required to access data. To facilitate data access and strengthen capacity within Indigenous communities and organizations, we created the ICES Indigenous Health Data Training Program (IHDTP). ResultsThe IHDTP provides learning opportunities for Indigenous communities and organizational members to gain a better understanding of ICES data with a focus on Indigenous health. It provides an opportunity to gain practical knowledge on the research process, including how to develop a research question, understanding and interpreting research outputs, and knowledge translation. The program offers ongoing one-on-one technical support to participants, as well as the opportunity to submit a research project request for participating communities and organizations. ConclusionsThe IHDPT has been run several times, including both virtually and in-person, with a range of Indigenous partners. The materials presented in each administration of the program were tailored to the partner. Recorded sessions have also been created to allow a greater number of additional Indigenous partners to take the course flexibly. Program participants have indicated that the information learned would be used to advance issues that are important to their communities via policy, advocacy, and planning. ImplicationsThe IHDTP has enabled a variety of Indigenous partners to strengthen their understanding of health data and research to ultimately facilitate equitable and inclusive public health data access.

Counseling Psychologists Assist Post-Disaster Psychological Rescue Experience in Major Disasters

<p>近年國內多起重大災難事件造成個體與社會群體的影響與不安，諮商心理師身為專業醫事人員提供受災者災後心理救援，也衍生災難事件危機介入的實踐與困境。本研究以現象學的研究方法、半結構式訪談蒐集資料，受訪者為六位諮商心理師，其中三位具督導資格，研究結果包含二類與八個主題：（1）諮商心理師災後心理救援經驗，包含：（a）災後心理救援前的自我評估與專業知能；（b）災後心理救援時的角色與功能；（c）災後心理救援時的預備、初期、中期、中長期作為與督導者作為；（d）災後心理救援後的多重困境、身心壓力與文化民俗挑戰。（2）因應災後心理救援困境的實務規劃，包含（a）落實演練與心理教育；（b）持續增能與案例討論；（c）建立名單與督導關係；（d）熟悉雲端與資訊操作；（e）調整期待與服務心態。作者依研究結果提出災後心理救援「停、看、問」三個步驟與九項建議：（1）「停」—介入之前：（a）自評身心狀態與投身意圖；（b）具足所需專業知能與增能；（c）培育多元文化介入的能力。（2）「看」—介入當下：（a）理解角色功能適才適性；（b）調整不同階段介入作為；（c）理解困境挑戰正面因應。（3）「問」—介入之後：（a）身心自我調適與回歸原有平衡；（b）尋求督導協助重整介入經驗；（c）系所課程培育與繼續教育增能，最後提及未來研究建議。</p> <p> </p><p>Since the ""Taiwan Disaster Year"" began with the 921 earthquake, Taiwan has witnessed numerous significant disaster events in recent years, resulting in extensive financial losses and loss of life. These events have profoundly affected individuals’ trust and sense of security, leading to a widespread impact on social groups and cultures. As professional healthcare providers, counseling psychologists frequently engage in post-disaster psychological rescue and reconstruction efforts during major disasters or crises. This practice has raised challenges for crisis intervention during such events. Researchers thus aim to understand the landscape and challenges of psychological rescue efforts during domestic disasters. This study uses phenomenological research methods and semi-structured interviews to gather data. It includes interviews with six counseling psychologists, three of whom are certified supervisors who acted as supervisors during disaster events, while the other three provided crisis intervention services as psychologists. The study categorizes its findings into two main themes and eight sub-themes: Experiences of counseling psychologists in post-disaster psychological support: (1) Self-assessment and professional knowledge before providing post-disaster psychological support: This theme explores how psychologists evaluate their readiness and expertise before engaging in disaster relief efforts. (2) Roles and functions of post-disaster psychological support: This examines the specific responsibilities and activities undertaken by psychologists during the support process. (3) Preparatory, initial, mid-term, and long-term actions, including the role of supervisors: This delves into the different stages of psychological support and the crucial role of supervisors in guiding and supporting these efforts. (4) Multiple challenges, physical and mental stress, and cultural and folk challenges after providing post-disaster psychological support: This theme addresses the complex challenges psychologists face following their intervention, including stress and cultural issues. Practical planning to address the challenges of post-disaster psychological support: (1) Implementing drills and psychological education: Emphasizes the importance of preparedness through regular drills and education. (2) Continuous capacity building and case discussions: Highlights the need for ongoing training and discussion of cases to enhance skills and knowledge. (3) Establishing lists and supervisory relationships: Focuses on creating structured relationships and lists to streamline support efforts. (4) Familiarity with cloud and information operations: Stresses the need for proficiency in modern technology to facilitate efficient support. (5) Adjusting expectations and service mentality: Discusses the necessity of adapting expectations and maintaining a service-oriented mindset. Based on the research results, the researcher proposes a systematic approach comprising three steps (""Stop, Look, Ask"") and nine specific suggestions for post-disaster psychological support, serving as a practical reference for crisis intervention practice: ""Stop""—before intervention: (1) Self-assess physical and mental state and willingness to engage: Psychologists need to evaluate their readiness and motivation. (2) Equip with necessary professional knowledge and capacity building: Psychologists need to ensure that they have the required expertise and training. (3) Cultivate the ability for multicultural intervention: Develop skills to effectively engage with diverse cultural backgrounds. ""Look""—during intervention: (1) Understand the roles and functions and fit them appropriately: Matching roles and tasks to individuals’ strengths. (2) Adjust intervention actions at different stages: Modify approaches according to the phase of intervention. (3) Understand challenges and respond positively: Recognize and constructively address difficulties encountered. ""Ask""—after intervention: (1) Physical and mental selfadjustment and return to original balance: Focusing on recovery and well-being. (2) Seek supervisory assistance to reorganize intervention experiences: Utilizing supervision to reflect and improve.(3) Curriculum development and continued education for capacity building: Advocating for ongoing education and training in disaster psychology. Finally, the study concludes with recommendations for future research and suggests areas for further exploration to enhance the effectiveness of psychological support in disaster scenarios.</p> <p> </p>

A distinctive profession? Building professional identity and knowledge for intellectual disability nursing education.

Intellectual disability nursing students can struggle to build a professional identity and make sense of their extensive curriculum and its application to practice. In this article Legitimation Code Theory (LCT) and Critical Discourse Analysis (CDA) are used to facilitate an examination of the organising principles underlying intellectual disability nursing and the relationships agents construct between intellectual disability and other nursing divisions. In particular this paper explores the relationship with general nursing, and examines the connections and boundaries that intellectual disability nursing builds with general nursing, and their implications. LCT and CDA are used to examine how access to theory for intellectual disability nursing students, as compared to their general nursing peers, is facilitated. The bases of specialisation in intellectual disability nursing is also explored. This article considers how these findings can contribute to strengthening the professional identity of the intellectual disability nurse and building the related knowledge base.

From intra- to extra-uterine: early phase design of a transfer to extra-uterine life support through medical simulation.

Extra-uterine life support technology could provide a more physiologic alternative for the treatment of extremely premature infants, as it allows further fetal growth and development ex utero. Animal studies have been carried out which involved placing fetuses in a liquid-filled incubator, with oxygen supplied through an oxygenator connected to the umbilical vessels. Hence, by delaying lung exposure to air, further lung development and maturation can take place. This medical intervention requires adjustments to current obstetric procedures to maintain liquid-filled lungs through a so-called transfer procedure. Our objective was to develop obstetric device prototypes that allow clinicians to simulate this birth procedure to safely transfer the infant from the mother's uterus to an extra-uterine life support system. To facilitate a user-centered design, implementation of medical simulation during early phase design of the prototype development was used. First, the requirements for the procedure and devices were established, by reviewing the literature and through interviewing direct stakeholders. The initial transfer device prototypes were tested on maternal and fetal manikins in participatory simulations with clinicians. Through analysis of recordings of the simulations, the prototypes were evaluated on effectiveness, safety and usability with latent conditions being identified and improved. This medical simulation-based design process resulted in the development of a set of surgical prototypes and allowed for knowledge building on obstetric care in an extra-uterine life support context.

A newborn's perspective on immune responses to food.

In this review, we will highlight infants' immune responses to food, emphasizing the unique aspects of early-life immunity and the critical role of breast milk as a food dedicated to infants. Infants are susceptible to inflammatory responses rather than immune tolerance at the mucosal and skin barriers, necessitating strategies to promote oral tolerance that consider this susceptibility. Breast milk provides nutrients for growth and cell metabolism, including immune cells. The content of breast milk, influenced by maternal genetics and environmental exposures, prepares the infant's immune system for the outside world, including solid foods. To do this, breast milk promotes immune system development through antigen-specific and non-antigen-specific immune education by exposing the newborn to food and respiratory allergens and acting on three key targets for food allergy prevention: the gut microbiota, epithelial cells, and immune cells. Building knowledge of how the maternal exposome and human milk composition influence offspring's healthy immune development will lead to recommendations that meet the specific needs of the developing immune system and increase the chances of promoting an appropriate immune response to food in the long term.

25 YEARS OF THE NATIONAL ENVIRONMENTAL EDUCATION POLICY (PNEA): A CASE STUDY ON THE IMPLEMENTATION OF FORMAL ENVIRONMENTAL EDUCATION IN THE DAILY SCHOOL LIFE OF 120 PUBLIC SCHOOL TEACHERS IN THE MUNICIPALITY OF CABO FRIO, RJ

Objective: The objective of this study is to carry out a critical analysis of the National Environmental Education Policy based on a Case Study with 120 Teachers who are in the classroom, in Public Schools of the Education Network in the Municipality of Cabo Frio, RJ, Brazil. Theoretical Reference: There are several theories and authors who research and write about EA. Historically, it can be said that the first person studied to describe and teach about AE was Raquel Carson, in her book “Silecious Spring” where she described the problems caused by pesticides. Subsequently, there were several international meetings that gave rise to treaties and guidelines on the predatory way in which man deals with the environment in his capitalist model of production. Among the multilateral documents signed by Brazil is the EA Treaty. Currently, we have in practice the EAF resulting from philosophical understandings arising from Federal Law No. 9,795/99 “the EA law”. In contrast to the traditional EA model, our main source of analysis is the theories of “Critical EA”, aimed at building knowledge, awareness, critical cognitions and autonomy of people in relation to their interaction with environmental goods in a sustainable and sustainable way. perennial. Method: The methodology adopted for this research comprises exploratory field research. The technique used in the research was the “Case Study”. The quantitative method was used in the analysis of data obtained from the application of the field research instrument, namely: the questionnaire. Being applied to this statistical analysis. Each proposed question generated a table and a graph where the statistical percentages of the responses of the Teachers who answered the questionnaire are presented. A quantitative and qualitative analysis of the results was then carried out. Results and Discussion: The results obtained confirm the hypotheses raised, as they demonstrate a lack in the training of undergraduates in undergraduate courses in relation to the EA theme, as well as an incipient and ineffective practice of formal EA in the daily lives of the Teachers surveyed. Implications of the Research: The practical and theoretical implications of this research are visible given the demonstration of a reality of the researched that is replicated throughout the education network of the researched municipality and possibly of Public School Teachers throughout the State of RJ. Originality/Value: This study significantly contributes to enriching the theory and practice of EAF, as it portrays the current scenario of teaching practice in relation to EAF in municipal schools with actuality and truth, demonstrating the obstacles, flaws and ways to be taken to make a constitutional right effective, namely the right to EA.

Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills

This research explores using blogs as an innovative assessment tool to enhance authentic learning and professional skill development in students. Unlike traditional methods, blogs foster active knowledge building and peer interaction, making learning more engaging and aligned with industry contexts. The study involved third-year planning students, in the course Governance and Planning, and utilised questionnaires, focus groups, and blog post analyses. Results indicated that blogs promoted reflective practice, facilitated peer review, and improved learning efficiencies. Despite some initial resistance and concerns about academic rigor, students found that blogging enhanced their understanding of course content and professional practices. Teacher support and peer feedback played a crucial role in this process. The literature supports blogs’ effectiveness in motivating students and aligning learning activities with real-world applications. However, assumptions about students’ familiarity with blogging were challenged, highlighting the need for thorough induction and support. Overall, blog-based assessments proved beneficial in creating authentic learning experiences and preparing students for their future careers. Future research should consider long-term studies on graduate outcomes and further explore peer review mechanisms.

Building knowledge: from the production of paradidactic material for environmental education in the Cerrado to the training of teachers

Building knowledge: from the production of paradidactic material for environmental education in the Cerrado to the training of teachers

CREATION OF AN INFORMAL ENVIRONMENT FOR STUDYING NATURAL SCIENCES IN HIGHER EDUCATION INSTITUTIONS

The main objects of research in this article can be formulated in the form of the following brief idea: University teachers face new problems that put more pressure on the development of the learning environment [11]. Many of them are related to the introduction of new pedagogical approaches, the rapid development of educational technologies, the diversification of non-traditional groups of students in need of flexible courses, as well as growing expectations about the skills needed in their current and future lives. These changes are also consistent with a larger transformation, described as a transition from the instruction paradigm to the learning paradigm, or can be seen as a transition from transferring knowledge to students to building knowledge.

Constructing Buildings, Building Knowledge

Constructing Buildings, Building Knowledge

The other side of the coin: An integrative review connecting pay and health.

The organizational sciences have long been interested in the effects of various compensation strategies, and on enhancing employee health. Research examining the connection between pay and health, however, remains a relative rarity. The work that has been done is scattered across disparate disciplines and lacks a unified framework for systematically exploring the effects of pay on health. We argue that greater insecurity at work, as well as rising discontent over wages and work conditions, necessitates a richer understanding of the ways in which organizational pay affects employee psychological, physiological, and behavioral health. We first conduct a comprehensive review of existing research across a broad range of disciplines, taking note of the different ways that pay is conceptualized and the impact it has on employee health. We identify critical knowledge gaps in why and when pay is related to health, noting several disciplinary trends. Drawing on prominent theories of occupational health, we then build a theoretical framework that illustrates three mechanisms underlying the effect of pay on health. We further advance prior work by integrating allostatic load theory to explain how pay gets "under the skin" to affect health, while also identifying relevant moderators and boundary conditions. Taken together, our review integrates findings from a variety of disciplines and facilitates knowledge building across these fields to generate a more comprehensive understanding of the connection between pay and health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Hybrid learning environments: It’s all about ecology

Technology-enhanced learning has been part of higher education health contexts for nearly three decades, but since the recent Covid-19 pandemic specific challenges emerged, requiring learning design reconfigurations to facilitate continuity of student learning. The pandemic calls for a deeper understanding of how technology can promote connections, active participation and knowledge building in higher education health contexts. Identifying what is currently occurring and considering potential innovations requires a move towards a nuanced understanding of the ecology of complex elements contributing to productive networked learning in these contexts. This multiple-case study doctoral research project includes four undergraduate health courses at a New Zealand university, in the disciplines of nursing, social work, and bioscience. Drawing on the Activity Centred Analysis and Design (ACAD) framework, the research explores the influence of course design elements, such as social arrangements, learning space formats, learning tasks, on learning activity, taking a systematic approach to the analysis. In this paper, we report on initial observations and interviews with students involved in diverse hybrid learning environments, in order to identify how innovative learning designs are supporting students' agency and active engagement.

Estimating the synthetic accessibility of molecules with building block and reaction-aware SAScore

Synthetic accessibility prediction is a task to estimate how easily a given molecule might be synthesizable in the laboratory, playing a crucial role in computer-aided molecular design. Although synthesis planning programs can determine synthesis routes, their slow processing times make them impractical for large-scale molecule screening. On the other hand, existing rapid synthesis accessibility estimation methods offer speed but typically lack integration with actual synthesis routes and building block information. In this work, we introduce BR-SAScore, an enhanced version of SAScore that integrates the available building block information (B) and reaction knowledge (R) from synthesis planning programs into the scoring process. In particular, we differentiate fragments inherent in building blocks and fragments to be derived from synthesis (reactions) when scoring synthetic accessibility. Compared to existing methods, our experimental findings demonstrate that BR-SAScore offers more accurate and precise identification of a molecule's synthetic accessibility by the synthesis planning program with a fast calculation time. Moreover, we illustrate how BR-SAScore provides chemically interpretable results, aligning with the capability of the synthesis planning program embedded with the same reaction knowledge and available building blocks.Scientific contributionWe introduce BR-SAScore, an extension of SAScore, to estimate the synthetic accessibility of molecules by leveraging known building-block and reactivity information. In our experiments, BR-SAScore shows superior prediction performance on predicting molecule synthetic accessibility compared to previous methods, including SAScore and deep-learning models, while requiring significantly less computation time. In addition, we show that BR-SAScore is able to precisely identify the chemical fragment contributing to the synthetic infeasibility, holding great potential for future molecule synthesizability optimization.

Teaching Students to Read: A Call to Action for Social Justice in School Psychology

Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments, interventions, and systems-level policies shown to be effective through rigorous, empirical research. These effective practices are not well known by school psychologists or commonly implemented in schools. We propose four areas to better align school psychology training and practice with the most cutting-edge reading research to improve student outcomes in the future: (a) building knowledge of reading development, (b) increasing the commitment to school-based careers, (c) implementing more instructionally-useful reading screening and special education assessment practices (including using the hybrid model of identification), and (d) promoting evidence-based reading instruction and intervention. Throughout each of these four areas, we highlight the need for multi-disciplinary collaboration.

Commentary: core descriptor sets using consensus methods support ‘table one’ consistency

BackgroundInconsistent reporting of patient characteristics in clinical research hampers reproducibility and limits analysis opportunities. This paper proposes condition-specific ‘Core Descriptor Sets’ comprising key factors like demographics, disease severity, comorbidities, and prognosis to standardize Table 1 reporting. MethodsDevelopment entails stakeholder involvement, systematic identification of descriptors, value rating, and consensus-building using multiple Delphi rounds. Final agreement comes at an expert meeting. ConclusionBenefits include easier cross-study comparison, for example, through individual patient meta-analysis, facilitated by comparison of consistently reported individual data rather than group-level analysis. This may also support routine data analyses, subgroup and risk identification, and reduced research waste. Core Descriptor Sets describe cohorts thoroughly while minimizing research burden. They are intended to enable improved clinical characterization, personalization, reproducibility, data sharing, and knowledge building.

The Effect of Student Quotas on Design Education in Interior Architecture Departments

Interior architecture education is a comprehensive field that encompasses design, creativity, and various educational subjects such as art, project management, furniture design, and building knowledge. Due to its multidimensional nature, it has become one of the most popular departments in universities. However, the lack of awareness about the scope and limitations of interior architecture education, coupled with students not meeting the required qualifications, has resulted in a significant increase in the student population in these departments. In this study, the impact of this excessive enrollment on the quality of education in interior architecture departments is analyzed. By examining the literature on interior architecture education, it was found that the existing infrastructure, both in terms of technical resources and faculty members, needs to be improved to accommodate the growing student population. The study suggests that a balance should be established between student quotas and the resources available to ensure a high-quality education in interior architecture.

BI in simulation analysis with gaming for decision making and development of knowledge management

Increasing technology advancements have led to a number of problems with modern corporate decision-making, which is a challenging occurrence in the absence of business intelligence and machine learning (ML). Because effective decision-making is impossible without ML, integration of ML with business intelligence (BI) is essential to both corporate decision-making and business intelligence as a whole. Only once they have learned anything again may machines assist in your educational process. This study suggests a fresh approach to knowledge building in company management decision-making through the use of gaming and machine learning models. Using a game model that involves decision-making, knowledge analysis based on business management is conducted. Subsequently, quantum reinforcement reward neural networks build knowledge. The accuracy, precision, recall, F_1 score, MSE, NSE of business management modelling with knowledge growth are all assessed by simulation. The student’s gender had no bearing on the income they were offered throughout the job placement process or their MBA specialisations in Marketing and Finance (Mkt & Fin) or Marketing and Human Resource (Mkt & HR), according to a statistical t-test with a significance threshold of 0.05 (p > 0.05).

МАТЕМАТИКА КУРСУН ОКУТУУДА КЫЙМЫЛ МАСЕЛЕЛЕРИН ЧЫГАРУУНУН МЕТОДИКАЛЫК КӨРСӨТМӨЛӨРҮ

At present, in accordance with the program of basic general education, a special place in mathematics teaching is occupied by the development of students' independence in solving motion problems. There is no doubt that the mathematical problem of motion enables the student to formulate mathematical concepts correctly, to clarify various aspects of his environment, and to apply theoretical concepts. Solving full-scale problems defined by the program contributes to knowledge building for students. In setting motion problems, students are exposed to facts of cognitive, educational significance. Motion problems-one of the most common types of algebra problems. Simple motion problems are taught in elementary school. In grades 6-7, the solution of motion problems is reduced to a linear equation or a system of linear equations. Here we will consider motion problems related to the rational fraction equation.