Opportunities For Students Research Articles

Insights From Henri Nouwen for Intellectual Disability Nursing.

Henri Nouwen's writings provide opportunity for nurses, students, and educators to reflect on nursing in the context of Christian faith. This article offers insight from Nouwen's work and its relevance to intellectual disability nursing practice and education. Five themes are developed from Nouwen's insights: 1) the descending way, 2) insignificance and marginalization, 3) learning to support the person, 4) building relationship, and 5) trusting God will catch you.

Factors Affecting Career Choices of Students in Private High Schools in Ho Chi Minh City

This article comprehensively examines the factors influencing career decisions of students in private high schools in Ho Chi Minh City. Using both qualitative and quantitative research methods, the study reveals that students' career choices are shaped by personal factors, such as passion, self-assessment abilities, independence, and are strongly influenced by family, school, and social environment. The family plays a crucial role in providing guidance and financial support, enabling students to pursue desired career paths. Schools, through career counseling programs and extracurricular activities, offer opportunities for students to explore and gain a deeper understanding of the requirements of various professions. The social environment, especially the influence of media and peers, contributes to shaping career role models and industry trends. The study also indicates that in a growing economy, students increasingly consider factors such as salary, employment opportunities, and career growth potential. Consequently, the article proposes support strategies involving families, schools, and the community to foster sustainable career orientation for students, aligning with the demands of the modern labor market.

Students’ Attitude Toward Pursuance of Higher Education in Abroad Study: A Study Among Grade 12 Students in Pokhara

This article, ‘Students’ Attitude toward Pursuance of Higher Education in Abroad Study: A Study among Grade 12 Students in Pokhara’ is prepared by investigating the pertinent reasons for motivating students going abroad for higher education after completing grade twelve in Nepal. This research is guided by the objectives to study grade 12 students’ views about going abroad for higher education and to explore the migration trends in the resent years in the context of Nepal. Field visit, informal interview and the questionnaire are the major research tools for data collection. Both the qualitative and quantitative methods are used to process the received data and they are presented in the tables, charts, graphs, etc. The final data are analyzed both in numerical and theoretical interpretations. The results indicate that a large number of students are willing to go abroad for education or for job purposes whereas some students think about continuing their study here in Nepal after completing grade 12. Only one third students do not have a concrete plan for going abroad currently. Similarly, more than half of the students have a plan to go abroad in future once in their life for education which is a challenging question for our education system in Nepal and it is recommended to bring the applicable policy and create the ample opportunities for students to keep them back in the country.

A Study on the Impact of Cultural Difference Awareness on Opportunity Recognition in Entrepreneurship Among International Students in China

Supporting the development of international students in China can help to promote economic growth and Chinese culture, as well as the consolidation of the “Belt and Road” construction process and international exchanges. This paper utilizes the rootedness theory to investigate the impact of cultural differences in cognition on the identification of entrepreneurial opportunities for international students from countries along the “Belt and Road” through field interviews with several international students from these countries. The study found that: (1) The level of cultural difference awareness directly and positively affects the identification and utilization of entrepreneurial opportunities by international students. (2) Communication effectiveness plays a mediating role in the process of cultural difference cognition on the identification of entrepreneurial opportunities by international students. (3) The external carriers of cultural difference awareness of international students in China include the Chinese dining table culture, trade habits, and social etiquette, and the internal factors are mainly in the personal cultural interaction, emotional experience, and adaptation to the Chinese culture. This study reveals the key role of cultural difference awareness in the identification of entrepreneurial opportunities for international students in China, which can help international students discover unique business opportunities through adapting to Chinese culture, and promote talent retention and economic development in China.

Reaching the top of Bloom’s Taxonomy: an innovative pilot program for preclinical undergraduate and medical school students to create curricula for STEMM outreach/service-learning programs

Bloom’s Taxonomy is an andragogical tool that classifies educational objectives, learning activities, and assessments into distinct levels of cognitive thinking. Preclinical medical sciences educators aim to promote higher-order thinking in their curricula to help students develop clinical decision-making skills and foster deep learning. However, many courses and curricula remain focused on lower levels of Bloom’s Taxonomy because they are easier to implement and assess. Meanwhile, many service-learning opportunities for medical students focus on developing affective faculties over higher-level cognitive processing of curricular material. We describe a model program in which undergraduate pre-medical education (UPE) and undergraduate medical education (UPE/UME) students at Boston University Charles River Campus (BU CRC) and Boston University Aram V. Chobanian & Edward Avedisian School of Medicine (BU Chobanian & Avedisian SOM) simultaneously engaged in service-learning and the Create level of Bloom’s Taxonomy by developing a supplementary high school (HS) medical science curriculum based on content and instructional models from their preclinical courses. Activities such as mock patient cases, simulated patient interviews, and physical examination training contributed toward a HS curriculum that promotes healthy habits; increases community public health self-efficacy; sparks interest in Science, Technology, Engineering, Math and Medicine (STEMM) concepts; and educates about medical careers through engaging lessons and activities focused on human anatomy and physiology.

The Effect of Project-Based Learning Model and Independence on Creative Thinking Skills

The effect of Project Based Learning (PjBL) model and learning independence, on creative thinking skills in the material of multiplication and division of whole numbers. This study aims 1) to determine the effect of the PjBL model on creative thinking skills of grade V elementary schools in Bantul district; 2) to determine the effect of learning independence on creative thinking skills of grade V elementary schools in Bantul district, (3) to determine the interaction effect of PjBL and learning independence on creative thinking skills in Bogor district. The research method used was experimental. Data analysis using Analysis of Variance (ANOVA). From the results of the research analysis concluded 1 There is a significant effect of PjBL model on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig = 0.008 < 0.05 and Fcount = 8.517. (2) There is a significant effect of learning independence on creative thinking skills of fifth grade elementary school in Bantul regency. This is evidenced by the acquisition of Sig value = 0.000 < 0.05 and Fcount = 36.057. (3) There is a significant interaction effect of PjBL model and learning independence on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig value = 0.032 < 0.05 and Fcount = 5.864. The improvement of mathematics learning outcomes has an important learning independence in the learning process. The conclusion of this research is that the PjBL model provides opportunities for students to explore activities and learning independence.

Development and implementation of a firearm safety intervention by medical and physician assistant students in an adult primary care setting

Firearm ownership is associated with an increased risk of adverse health outcomes, including violence, suicide, and accidental firearm injury. Numerous medical governing bodies have placed emphasis on firearm screening and counseling within the healthcare setting. However, few physicians discuss firearm ownership and safety with patients, likely due to limited physician familiarity with firearms or perceived risk to the doctor-patient relationship, among other barriers. Clinical trainees have the capability to confidentially screen for unsafe firearm practices and potentially prevent fatal injury. In this study, we provide one of the first reports of a universal firearm screening and safety intervention developed and implemented by medical and physician assistant students in an adult primary care clinic as part of a longitudinal clerkship experience. Students learned the basics of firearm ownership and storage, developed interview skills for sensitive topics, developed a screening tool for safe firearm storage, and gained a better understanding of firearm safety in the community. Through partnership with the Chicago Police Department, students offered firearm cable locks to all patients who screened positive for unsafe firearm storage practices. Overall, this study aimed to assess the feasibility of a universal firearm safety screening tool and intervention in a primary care clinic. We conclude that such a tool is feasible in a student-led primary care clinic, provides unique educational opportunities for students, and can be adopted in numerous healthcare teaching settings. Future steps may include evaluating other ways to promote firearm safety, such as screening for intimate partner violence and/or concomitant mental illness.

Cultivating communications skills as career preparation through multiple project experiences

Communication skills remain in high demand among employers. PBL provides multiple opportunities for students to practice communication. Yet there is little exploration of PBL environments’ potential for aiding student communications development. We used quasi-experimental methods to examine whether the communication skills gained during PBL increased with multiple high-quality projects and the extent to which those communication skills contributed to career preparation. We surveyed 420 alumni from Worcester Polytechnic Institute and conducted one way analyses of variance and hierarchical multiple linear regression. Alumni attribute significant improvement in their communication skills to their experiences with project-based learning, which increased significantly with multiple high-quality project experiences. Gains in communication skills was a significant predictor of how prepared alumni report being for their careers, even after controlling for growth in self-efficacy and the specific influence of capstone project experiences. This study is one of the first to look at the return on investment to students’ learning of having multiple project experiences.

Providing tailored reflection instructions in collaborative learning using large language models

AbstractThe relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well‐established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty‐four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade‐offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade‐offs in light of a principle, and [NSI] a control condition with a non‐specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low‐pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high‐pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two. Practitioner notesWhat is already known about this topic Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students. Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners. Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs). What this paper adds The study contributes new knowledge related to the differences in applicability conditions between generation of contrasting cases and comparison across provided contrasting cases for adult learning. The paper presents an application of LLMs as a tool to provide contrasting cases tailored to the details of actual student solutions. The study provides evidence from a classroom intervention study for positive impact on student learning of an LLM‐enabled intervention. Implications for practice and/or policy Advanced computer science curricula should make substantial room for reflection alongside problem solving. Instructors should provide reflection opportunities for students tailored to their level of prior knowledge. Instructors would benefit from training to use LLMs as tools for providing effective contrasting cases, especially for low‐prior‐knowledge students.

EMI Dynamics: An Empirical Study on Students’ Perspectives at Tertiary Level in Türkiye

Abstract The unprecedented adoption of English-Medium Instruction (EMI) in higher education on a global scale has brought about challenges as well as opportunities for students, which necessitates a careful consideration of factors impacting their perceptions and experiences. Recognizing this critical need, our study attaches significant importance to delve into the attitudes of tertiary-level students towards EMI and aims to evaluate the attitudes and language-related challenges encountered by students in full EMI undergraduate programs. Data were collected from 278 undergraduate students in various full EMI programs at a Turkish public university. Utilizing the culturally and linguistically adapted form of Yeh’s (2014) EMI questionnaire, the study focused on students’ backgrounds, motivations, and attitudes towards EMI courses, challenges, learning strategies, and beliefs about EMI policies. The findings indicate generally positive attitudes towards EMI. Students perceive EMI as beneficial to their academic and professional development, viewing it as an opportunity to enhance their English proficiency. Nevertheless, challenges arise from coping with specialized terms, heavy learning load, and lecturers’ accents. These results offer valuable insights into the experiences of undergraduate students in full EMI programs at a state university, highlighting both the positive facets and challenges they encounter in settings where English is used as a vehicle for academic growth.

Accommodating Learners: An Adaptive Approach to Surgical Hand Preparation With Crutches

Accommodations for injured and disabled surgical providers have to balance an individual's needs with measures that ensure sterility requirements, patient and provider safety. The highly specialized nature of the surgical environment poses challenges when implementing changes in the operating room and literature is limited on adaptive surgical hand preparation techniques necessary to maximize a disabled medical student's active participation in their surgical clerkship. This paper presents a detailed account of the development and implementation of an adaptive surgical hand preparation designed to address mobility needs, enabling a student's active participation and education in the surgical curriculum. This offers a framework for adapting traditional surgical hand preparation techniques for crutches consisting of essential requirements in terms of equipment and personnel, step-by-step guide for implementation, discussion of potential risks related to contamination and safety, and a discussion on future directions for further innovation. An adaptive surgical hand preparation technique was necessary to sterilize forearm crutches for a third-year medical student with a physical disability to ensure accessibility in the operating room and equity in surgical clerkship and medical education. Successful use of this protocol, in over 40 surgical cases throughout an 8-week surgical clerkship, created opportunity for a disabled medical student to access the sterile operating table through collaboration and innovation in the operating room. The adaptive hand preparation and sterile crutch cover solution was necessary for the student to assist in open, laparoscopic, and surgical procedures resulting in high clinical performance marks in the surgical clerkship. Beyond the individual benefit, this protocol promotes the importance of equity in medication education and encourages diversity through adaptive measures in the surgical field. Designing an adaptive sterilization protocol for use of crutches in the operating room serves as an example of educational engineering and adaptable accessibility. The entire collaborative effort involving the medical student, university, surgical providers and operating room staff demonstrates the importance of teamwork in creating access in healthcare settings. Through learned experience, the authors provide insights for future directions for innovation, aiming to enhance access and inclusivity in medical education and surgical practice. This paper reflects on the broader implications of educational engineering and inclusive practices in healthcare.

MOOC teaching assistants’ global-engaged learning in the US and China

How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants to interact with the course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. The study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection.

"Scientists are People too": Biology Students Relate More to Scientists When They are Humanized in Course Materials.

Featuring scientists in classroom materials provides opportunities for students to relate to scientists as role models and see themselves in science. However, it is unclear what information students find most relatable when encountering scientists throughout their education. In this study, we manipulated the amount and type of information provided about scientists featured in biology courses. Within the context of activities focused on a scientist's research study and data, we provided students with either no personal information about the scientist (Control treatment), pictures of the scientist (Visual treatment), or pictures and humanizing details about the scientist (Humanizing treatment). We asked students to describe how they related to the featured scientist, and qualitatively coded responses. Results showed that students related to the scientist's 1) professional research interests (e.g., research topic, science as a career) and 2) personal information (e.g., life experiences, hobbies, personality characteristics, race/ethnicity, gender, and socioeconomic status). In addition, we observed differences in how students related to scientists across our treatments. Students were twice as likely to relate to featured scientists, and related in a greater variety of ways, when course materials included personal, humanizing information. We discuss implications for curriculum development and call for intentionality in how we present scientists throughout biology education.

General skills amidst the details: alternative learning objectives and a framework of competencies for human anatomy.

The field of anatomy is often seen by nonanatomists as concerned primarily with the tasks of locating, naming, and describing structures; these tasks, in turn, are often assumed to require only lower-order cognitive skills (LOCSs), i.e., the Knowledge or Comprehension levels of Bloom's taxonomy. Many nonanatomists may thus believe that studying anatomy does not develop transferable higher-order cognitive skills. Published lists of anatomy learning objectives (LOs) might reinforce this view by focusing attention on numerous details of specific structures and regions. To explore this issue further, we have analyzed the structure of published peer-reviewed LOs by characterizing their organization (single-tiered or multi-tiered), inclusion of function, use of action verbs, and dependence on or independence of context. Our results suggest that previously published LO lists, despite their value, may not fully showcase opportunities for students to develop higher-order skills. In the hope of stimulating further discussion and scholarship, we present here a two-tiered framework of human anatomy competencies, i.e., generalizable skills beyond straightforward recognition and memorization. This framework, which is intended to be both student-facing and faculty-facing, illustrates how anatomy courses may be reframed as opportunities to think critically and develop sophisticated, professionally relevant skills.NEW & NOTEWORTHY Although skilled anatomists know that anatomy is much more than memorization, nonanatomists are often unsure how to emphasize general skills and problem-solving in their teaching of the subject. Here we show how a multi-tiered approach to defining and assessing learning objectives (LOs) can reframe anatomy courses as more than long lists of structures to remember.

Cognitive load analysis of adaptive learning technologies in special education classrooms: A quantitative approach

This study examines the effects of adaptive learning technology on cognitive load in special education classrooms using a quantitative approach. The research included students with various disabilities who interacted with adaptive learning tools such as Virtual Reality (VR), Gamification, and Artificial Intelligence (AI). Data analysis involved statistical methods like descriptive statistics, t-tests, ANOVA, correlation, and regression analyses. The findings indicate notable differences in the cognitive load associated with different technologies, with AI technology resulting in a higher cognitive burden compared to VR and Gamification. Additionally, factors such as academic performance, age, and gender were found to influence the level of cognitive load experienced by students. The results emphasize the importance of considering the cognitive demands of adaptive learning technologies and tailoring instructional design and technology integration based on individual needs. Recommendations are offered to educators, curriculum developers, and policymakers to enhance learning opportunities for students with disabilities.

Epidemiological landscape in Iran: A qualitative analysis of strengths, weaknesses, and growth potential

ObjectivesEpidemiology deals with all aspects of wellness and diseases in communities. Due to the crucial contribution of epidemiology in basic and applied research, operationalization of social and health constellations, and advancing multidisciplinary science, this study aims to Epidemiological Landscape in Iran. Study designQualitative study. MethodsThis qualitative study employed semi-structured interviews with a purposive sampling of graduate students, faculty members, and professors with at least five years of experience in epidemiology from various medical universities. The research team, comprising three epidemiologists and one graduate student, ensured the validity of the interview guide. Data saturation was achieved after 17 interviews, focusing on challenges and opportunities in epidemiology, influenced by factors like health ministry policies and societal attitudes. Participants were asked about the ideal state of epidemiology, existing gaps, and their main concerns. The principal investigator confirmed understanding of the concepts presented, and data credibility was assessed through various criteria. The analysis involved coding participants' responses and categorizing them to streamline the findings into main and subcategories. All the qualitative analyses were conducted using MAXQDA (version 2020). ResultsThe finding highlight epidemiology's critical role in addressing health problems, assessing population health, and diagnosing main issues. The COVID-19 pandemic provided unique opportunities to utilize epidemiological knowledge, which the IEA should amplify by employing epidemiologists in decision-making. However, challenges include limited job/training opportunities. Key limitations are restricting epidemiology to research, isolating it from health decision-making, lack of funding and resources at some universities, and ineffective public communication during pandemic. Strengths are experienced epidemiologists, the IEA, enthusiastic students, and active participation in managing the pandemic. Opportunities include a growing need for epidemiology among policymakers, positive feedback on its role in infectious disease control, and research opportunities for students. ConclusionsThe study identified significant challenges but also strengths and opportunities for epidemiology in Iran. Key recommendations include strengthening collaboration with policymakers, improving education, supporting young epidemiologists, and reinforcing the IEA.

Using the task analysis guide as a lens to examine curriculum reform

Over the last 15 years, a significant reform of the secondary school mathematics curriculum in Ireland took place. A major aim of the reform was to move away from instrumental learning and to develop mathematical proficiency and problem-solving skills in line with international trends. In this article, we study textbook tasks from popular textbook series in use before and after the reform. Our purpose is to use the task analysis guide to investigate the level of cognitive demand of the tasks, and the opportunities they offer students and teachers to achieve the aims of the curriculum reform. Our analysis shows that the vast majority of the 7635 tasks studied have a low level of cognitive demand; consequently, they mainly offer students opportunities to develop procedural fluency. We note that the post-reform textbooks do contain more tasks with high levels of cognitive demand than their pre-reform counterparts, however, the increases are small. This study will be of relevance to countries where textbooks are not designed or approved by curriculum developers.

Coping with a protracted crisis: a case study of IT-Integrator in Ukraine

Learning outcomes This case study offers the following learning opportunities for students: to identify and assess how a management team can establish effective working relationships to build a cohesive team during times of severe crisis and to prepare business for the restoration period; and to find alternative ways aimed at restoring the company’s operations and suggest ways of adapting to the new, normal situation. Case overview/synopsis This case study examines the strategic decisions of IT-Integrator, a Ukrainian IT company, during the Russian invasion of Ukraine in 2022. It highlights the leadership of vice president Nadiia Omelchenko in navigating the crisis, focusing on initial chaos, the development of a business continuity plan and efforts to restore operations and ensure employee safety. Despite warnings, the outbreak of war on February 24, 2022, was unexpected, with no established emergency protocols. Companies independently decided on measures for safety and business continuity, especially those critical to infrastructure and banking. In 2021, IT-Integrator faced reluctance within its executive team regarding resource allocation for wartime scenarios. Omelchenko’s push for a comprehensive business continuity plan proved crucial. Despite the plan’s effectiveness, unpreparedness for the crisis’s scale hindered recovery efforts. During the early days of the invasion, Omelchenko managed the dual challenge of safeguarding the business and its employees amid uncertainty and workforce reduction. Each decision had significant implications, requiring a balance between immediate survival and future stability. The case of IT-Integrator underscores the importance of proactive crisis management, strategic planning and resilient leadership. Omelchenko’s experience offers valuable lessons for businesses facing similar crises, emphasizing preparedness, adaptability and a focus on both immediate and long-term recovery. Complexity academic level This case study is suitable for MBA and executive development programs. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: human resource management.

Contextualizing and visualizing abstract theoretical knowledge for situated learning: large-scale VR-supported higher education in China

Against the backdrop of a worldwide decline in students’ mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students’ learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students’ hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock.

Herbicide resistance is complex: a global review of cross-resistance in weeds within herbicide groups

Abstract Herbicides have been placed in global Herbicide Resistance Action Committee (HRAC) herbicide groups based on their sites of action (e.g., acetolactate synthase–inhibiting herbicides are grouped in HRAC Group 2). A major driving force for this classification system is that growers have been encouraged to rotate or mix herbicides from different HRAC groups to delay the evolution of herbicide-resistant weeds, because in theory, all active ingredients within a herbicide group physiologically affect weeds similarly. Although herbicide resistance in weeds has been studied for decades, recent research on the biochemical and molecular basis for resistance has demonstrated that patterns of cross-resistance are usually quite complicated and much more complex than merely stating, for example, a certain weed population is Group 2-resistant. The objective of this review article is to highlight and describe the intricacies associated with the magnitude of herbicide resistance and cross-resistance patterns that have resulted from myriad target-site and non–target site resistance mechanisms in weeds, as well as environmental and application timing influences. Our hope is this review will provide opportunities for students, growers, agronomists, ag retailers, regulatory personnel, and research scientists to better understand and realize that herbicide resistance in weeds is far more complicated than previously considered when based solely on HRAC groups. Furthermore, a comprehensive understanding of cross-resistance patterns among weed species and populations may assist in managing herbicide-resistant biotypes in the short term by providing growers with previously unconsidered effective control options. This knowledge may also inform agrochemical company efforts aimed at developing new resistance-breaking chemistries and herbicide mixtures. However, in the long term, nonchemical management strategies, including cultural, mechanical, and biological weed management tactics, must also be implemented to prevent or delay increasingly problematic issues with weed resistance to current and future herbicides.