University Training Programs Research Articles

Next-Gen Mulsemedia: Virtual Reality Haptic Simulator’s Impact on Medical Practitioner for Higher Education Institutions

Immersive technology is one of the emerging trends in education in the twenty-first century, whether that be university training programs, or real-world technical training. However, there has been very little research into the effects and consequences of virtual reality. Various types of eLearning have been used to transmit information in recent years, and especially for medical education, virtual reality plays a vital role in terms of providing effective training; the virtual reality app bridged the gap between traditional learning and practical exposure. This unified reality environment enables users to simulate real-life scenarios and obtain useful information that would otherwise be unavailable. In the real world, it is difficult to grasp. In India’s education sector, virtual reality technology is also being researched at an early stage. The goal of this research paper is to assess and explain the impact of virtual reality simulators on medical students’ desire to learn. In the classroom, the core motivation hypothesis is used to boost motivation. The attention, relevance, confidence, and satisfaction (ARCS) model influenced the interpretation of virtual reality’s impact on student motivation and content update implementation. The study examined the numerous variables of virtual reality simulators and their impact on medical education, using the ARCS model as a factor analysis. According to the study, students wsould learn more and be more motivated if virtual reality simulators were used. Attention, relevance, satisfaction, and confidence indicators were used to develop motivational variables, and the results were significant. We have taken the sample of 607 students’ data for this analysis, through which we have identified the potential of VR made available to students, as well as the faculty, which has the potential to transform medical education. Instructors may be wary of incorporating new technology like VR into their curriculums, but with the support of their students’ learning habits, this may not be a problem. It may help instructors feel more confident, while also enhancing the relationship between faculty, librarians, and students.

Using an American Immersion Pedagogy to Teach Norwegian Students American History and the English Language

Abstract: The school subject of English is remarkably diversified in Norwegian K13 (K12) education. It entails language instruction, culture, history, literature and society. More and more classroom activities in the subject revolve around oral usage and focus less on other skills, especially those related to extended reading and writing. Recent research shows that reading is in the decline, not only in K13, but equally much in teacher training programs in universities and colleges. This article discusses challenges of teaching American history to Norwegian teacher training students at a time where the school subject leaves less room for assigning longer historical texts combined with students using less time on extensive reading. In a tight integrated teacher training program (GLU 5-10), we argue that using the American immersion pedagogy Reacting to the Past (RTTP) provides students with multiple skills in history, language learning and critical thinking. The pedagogy also offers numerous take-aways for future teachers as it gives students opportunities to reflect on transferrable skills as far as learning and teaching is concerned. As an effective way of teaching, we argue that RTTP as a teaching method covers more learning ground than traditional methods, and additionally, equips students with skill sets they can use in other areas, fields and/or subjects. Recent collected data from the University of Agder and the integrated teacher training program GLU 5-10 in 2019 and 2022 (Covid break in between) will be used to illustrate how this methodology might serve as an example of impactful active learning where students engage and participate in their own learning outcomes.

A Framework for Cybersecurity Awareness in Saudi Arabia

The rapid advancement in technology has improved people's lives, but it has also increased the risks that come with using the Internet, including cybercrimes. Lately, Saudi Arabia, a booming economy, has become one of the prime targets of cyberattacks. The massive amount of cyberattacks targeting Saudi Arabia can be attributed to the lack of cybersecurity awareness among Saudi people. The objective of this study is to propose methods on the national level to increase the awareness of cybersecurity among Saudi people. We conducted a cybersecurity assessment survey to assess the cybersecurity awareness among Saudi people. The survey result indicated negligent behavior and lack of awareness. To address this issue, we proposed a cybersecurity awareness framework which targets all strata of Saudi Arabia demography. The proposed framework not only emphasized training programs in schools, universities and organizations but also addresses the awareness issue in people from informal backgrounds. The framework also includes the importance of incident response and its role in reducing incidents.

Training of organizational and managerial personnel responsible for the environmental safety strategy

The article discusses the reasons for the inconsistency of the university training program for organizational and managerial personnel responsible for the environmental safety strategy in the areas of study implemented at the university, taking into account the international requirements of the ESG strategy, which comprehensively evaluates all factors: social, environmental and managerial, both on the production system and on environment and is being widely implemented in various global business firms. The main ways of improving the quality of training of organizational and managerial personnel responsible for the creation of new enterprises and the improvement of existing ones in order to ensure high efficiency of environmental safety and life support are determined. A program of disciplines and methods have been developed to ensure the process of its implementation.

Management of university-level training programs according to the AUN-QA approach: theoretical basis, management content, and influencing factors

The issue of education quality in general and university training program management, in particular, is one of the major concerns of current education systems in the world and in Vietnam. Many studies have shown a dialectical relationship between education quality and training program management. The university training program is to train human resources with high skills, thinking abilities, and creative abilities. In training activities, it is necessary to innovate contents, programs, teaching, and learning methods, build a list of training occupations, and a system of assurance and accreditation of college training quality, towards integration with the university educational community of countries in the region and the world. The identification and clarification of the theoretical basis of training program management according to the AUN-QA approach are even more urgent when many Vietnamese universities are conducting training quality accreditation under this system. Along with that, it is necessary to clarify the management contents and impact factors of the management process of university-level training programs according to the AUN-QA approach. Qualitative analyzes were used as one of the main tools of this study. However, in some important contents, some important issues need to be clarified, this study will conduct some surveys to create more objectivity and accuracy in the conclusions.

Did the American Reinvestment and Recovery Act Expand and Improve Vocational Training at Community Colleges?

This study explores whether the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Program, the largest federal investment in community colleges in this nation’s history, expanded and improved vocational training programs. We find that, on average, the completion of credentials in career-technical fields increased at institutions receiving a TAACCCT in the first wave of the program, compared with other public, 2-year colleges. In particular, credentials in business, health care, and information technology (IT)-related fields increased, and the growth is concentrated in certificates. Our findings support previous literature examining the relationship between college funding and student outcomes, and suggest that additional funding enables public 2-year colleges to expand and improve technical education programs, despite some of the unique challenges facing these programs.

Health differences by entry stream among Canadian Armed Forces officer cadets

LAY SUMMARYThis study compared the baseline physical and mental health of officer candidates attending military college and officer training programs (i.e., non-direct-entry officer or non-DEO stream) with those of officers entering through a direct stream (direct-entry officer or DEO stream). Overall, DEO candidates had better health than non-DEO candidates. Female DEO and non-DEO candidates also reported more physical activity than male DEO and non-DEO candidates, and female non-DEO candidates had more symptoms of mental illness than male non-DEO candidates. A better understanding of these groups may lead to opportunities to customize health screening and supports depending on officer entry stream and sex; however, more research is needed to inform policy.

Disaster Management and Preparedness among Future Jordanian Health Professionals: Exploring Knowledge, Attitude, and Readiness to Practice

Healthcare students as volunteers and future healthcare providers must be prepared to manage disasters. Disasters occurred worldwide and are highly prevalent in the recent time. We examined the level of knowledge (K), attitude (A), and readiness to practice (rP) among Jordanian healthcare university students regarding disaster medicine preparedness. The research goal is to establish a university educational course and training program for the healthcare profession students. A cross-sectional study assessed Jordanian medical, pharmacy, and health science students’ KArP levels using pretested and validated questionnaires. Cronbach’s alpha for the final tool was K = 0.586; A = 0.814, rP = 0.542; KArP = 0.730. Statistical methods to compare means and explore the association were used with an alpha level of 0.05. Participants (n = 267) had a median age of 20 (IQR: 19.0 – 22.0). More female respondents than males; more respondents are in the pharmacy degree program and in the final year of their program. The median (IQR) of the total K, A, rP, and overall KArP scores were K [10.0 (7.0 – 12.0)]; A [39.0 (32.0 – 46.0)]; rP [31.0 (27.0 – 34.0)]; and overall KArP [80.0 (71.0 – 88.5)]. Knowledge and attitude were significant predictors of readiness to practice. Students from Jordan's public and private health colleges have moderate disaster medicine preparedness levels. Knowledge and attitude of students are determinants of readiness to practice. This research has confirmed the findings carried out in other countries (i.e., Qatar, China, Pakistan, Yemen, UAE) and it has used a validated tool that was earlier established in Qatar. Thus, it is evident that a course and training program are required for the healthcare university students.

Training of specialists in knowledge-intensive areas in the United Kingdom

Introduction. The article analyzes the experience of training specialists for science and knowledge-intensive technologies on the example of individual leading UK universities, located close to knowledge-intensive industry: Cambridge University, Manchester University, Imperial College London. Considered educational programs and their features in the context of innovation activities and promotion of advanced technologies. The purpose of the study is to analyze the best practices of training students for science and high-tech technologies on the example of Great Britain. Materials and methods. The study uses analytical method, which allows to analyze the innovative aspects of the training of specialists in science-intensive areas. The analysis was carried out from the standpoint of the system approach to the understanding of student training in universities of science cities. The system approach allowed us to consider the training programs in universities, which are an integral part of science cities, having its own structure formed by various interrelated components, subject to its own logic of development under the influence of various factors. To identify the common and special in the training of specialists for science and science-intensive technologies the method of comparative analysis was used, which allowed to perform a comparative-pedagogical study in the context of training specialists for innovative activities and promotion of cutting-edge technologies. Results. Training of specialists for knowledge-intensive industries in universities of science cities of Great Britain is considered in the article. The common characteristics of the training of students in science-intensive areas in the UK are highlighted. The specifics of interaction of the professional community with the use of information cooperation platforms are considered in the article. Discussion and Conclusion. The obtained results can enrich them with a variety of interactions with knowledge-intensive enterprises and ways of modern communications, new directions of development of knowledge-intensive educational programs, formation of motivated participation in knowledge-intensive project activity of students.

Russell C. Williams, A Journey Well Traveled

Russell C. Williams, A Journey Well Traveled

Evaluating a structured applied physics case-based course for radiation oncology and radiation physics residents

Background We supplemented applied physics textbook learning and clinic learning with case-based discussions. The purpose of this study was to review this applied physics course, in terms of structure and teaching evaluations. Methods We reviewed the 6 year applied physics teaching experience (2016-2021) in a multi-hospital site university affiliated accredited training program. A unique component of the course is the intentional inter-professional education, due to the inclusion of both radiation oncology and medical physics learners and faculty. This course ran weekly from September to May for a total of 29 weeks. All sessions were 1 hour long and case based except for 5 didactic sessions. Each session was taught by a pair of faculty members (one radiation oncologist and one medical physicist). The cases in the syllabus were reviewed yearly by teaching faculty and adjusted for updated clinical management and technological changes. A final examination was given to each trainee consisting of 3 clinical case scenarios, with written and oral questions on applied physics concepts learned throughout the course. In 2020 and 2021, during the pandemic, the applied physics course syllabus was shortened to 8 weekly video sessions (2 hour class per week) and given from April to May. Results The number of trainees who took the course ranged from 7-14 per year. Ninety-four percent of trainees passed the final exam. Trainees who did not pass the final exam were given a supplemental exam. Feedback was given to each trainee who did not pass the first exam. All trainees who did not pass the final exam, were successful in passing the supplemental exam. For the years 2016-2021, the mean and median teaching evaluation scores were 4.65 and 5 respectively, where 1 represents the worst teaching quality and 5 represents the best. In 2020-2021, due to the covid-19 pandemic, the teaching evaluations administered included 2 questions regarding the virtual format of the course. For these 2 questions relating to the virtual format of the course, the mean and median responses were 4.14 and 5 respectively. Discussion The structured syllabus of cases, case based questions and discussions were ranked highly by the trainees for teaching effectiveness. The success of this course is also dependent on faculty who demonstrate excellent teaching skills. Our experience indicated that the nature of this course was adaptable to a virtual format and could be useful for small programs without a structured applied physics curriculum. We supplemented applied physics textbook learning and clinic learning with case-based discussions. The purpose of this study was to review this applied physics course, in terms of structure and teaching evaluations. We reviewed the 6 year applied physics teaching experience (2016-2021) in a multi-hospital site university affiliated accredited training program. A unique component of the course is the intentional inter-professional education, due to the inclusion of both radiation oncology and medical physics learners and faculty. This course ran weekly from September to May for a total of 29 weeks. All sessions were 1 hour long and case based except for 5 didactic sessions. Each session was taught by a pair of faculty members (one radiation oncologist and one medical physicist). The cases in the syllabus were reviewed yearly by teaching faculty and adjusted for updated clinical management and technological changes. A final examination was given to each trainee consisting of 3 clinical case scenarios, with written and oral questions on applied physics concepts learned throughout the course. In 2020 and 2021, during the pandemic, the applied physics course syllabus was shortened to 8 weekly video sessions (2 hour class per week) and given from April to May. The number of trainees who took the course ranged from 7-14 per year. Ninety-four percent of trainees passed the final exam. Trainees who did not pass the final exam were given a supplemental exam. Feedback was given to each trainee who did not pass the first exam. All trainees who did not pass the final exam, were successful in passing the supplemental exam. For the years 2016-2021, the mean and median teaching evaluation scores were 4.65 and 5 respectively, where 1 represents the worst teaching quality and 5 represents the best. In 2020-2021, due to the covid-19 pandemic, the teaching evaluations administered included 2 questions regarding the virtual format of the course. For these 2 questions relating to the virtual format of the course, the mean and median responses were 4.14 and 5 respectively. The structured syllabus of cases, case based questions and discussions were ranked highly by the trainees for teaching effectiveness. The success of this course is also dependent on faculty who demonstrate excellent teaching skills. Our experience indicated that the nature of this course was adaptable to a virtual format and could be useful for small programs without a structured applied physics curriculum.

Knowledge about Competences Increasing Resilience to Crises in the Modern Business Sector: Results of the Polish University Project

The COVID-19 global pandemic has caused an unprecedented disturbance in higher education and the business services sector. In the 2014–2020 financial perspective, the Operational Programme Knowledge Education Development has constituted a response to challenges and an instrument to execute the Europe 2020 Strategy. However, the Programme was not designed to prevent crises, and neither did it foresee the pandemic which surprised the whole world. Despite this, higher education institutions that implemented projects co-financed with the EU funds had to face the “black swan” and ensure the continuity of their activities while improving their resilience to crises. The COVID-19 pandemic demonstrated how important knowledge management and resilience-building skills are for students to adapt and grow stronger in the face of a crisis. Does higher education teach crisis-resistant competences? As we know from practice and literature, the knowledge gap as regards crisis-resistant competencies is enormous, and the relevant university programmes require strengthening. Therefore, we conducted a literature review about knowledge management in complex crises and conducted research to identify competences that increase resilience to crises. The aim of the article was to examine to what extent the support implemented in the Polish university project contributed to the increase in indicators (output, direct result) and to what extent the level of competences of the project participants increased, including those competences that allowed the participants to adapt to the labour market during the COVID-19 pandemic. For the needs of the study, we used the competence balance method and the measurement of a degree of ratio implementation according to the criteria applied. The results of the study proved that the ratios rose and the project contributed to increasing competences in the project’s participants, improving their crisis resilience. The conclusions of the study allowed us to make recommendations regarding the emergent knowledge strategies about the European Union’s future agenda as well as about knowledge management and university training programs for resilient skills.

Emotional health assessment related to COVID-19 in older people: A cross-sectional study.

BackgroundThe aim of this study was to assess the presence of anxiety, fear and psychological distress in the population of people over 65 years of age and to study possible differences with a sample of subjects aged between 60 and 65 years.MethodsA descriptive and psychometric cross‐sectional study. The total sample used consisted of 1112 subjects from university training programmes for the old people from all over Spain. Anxiety and fear of COVID‐19 were measured using the AMICO scale and psychological distress using the GHQ‐12 instrument.ResultsSignificant differences were found in the AMICO (p = 0.006) and GHQ‐12 (p = 0.03) measures between age subgroups, with lower values in older age groups. Contrast statistics showed significant differences on both measures (AMICO and GHQ) in women, single or widowed subjects, and those who had not been infected by the SARS‐CoV‐2 virus.LimitationsIt would be desirable to increase the sample size, especially in the lower age group (<65). The establishment of the age limit between the two groups could be located at 60 years of age. The use of new technologies to get information should be considered.ConclusionsOverall, moderate levels of fear and anxiety of COVID‐19 were present. Women tended to have higher levels of both general psychological distress and fear and anxiety of COVID‐19. Especially in those over 65, higher levels of distress and fear/anxiety of COVID‐19 were associated with being widowed or single, and not having been infected before with SARS‐CoV‐2.

Employing the PERT Method in Planning Academic Leadership Training Programs in Saudi Universities in Light of Digital Transformation

The study aimed to reveal the role of employing the PERT method in planning academic leadership training programs in Saudi universities. The PERT method was also applied in the aspect of time and cost on EXCEL software, one of PERT's computer software, in planning a training program for academic leaders in Saudi universities with the aim of ensuring its implementation in the least time and lowest cost and achieving the highest possible efficiency and quality. Whereas, the PERT method was employed in the technical aspect of time and cost in planning a training program for academic leaders in Saudi universities to ensure its implementation in the least time and lowest cost and to achieve the highest possible efficiency and quality. To achieve this, the descriptive approach was used, and the most prominent findings of the study were that the total time estimated to plan the training program according to Bert is (18) days and at a cost of 2670, unlike what was traditionally planned at (20) days and the cost of (3000), as well as Bert's applied steps showed that the possible paths on the network for the program application steps amounted to 3 paths. Path (C) represents the critical path for taking longer in implementation. There is many technical software that enable decision makers based on planning training pro-grams to reduce the duration of preparing a program plan with the least percentage. There are mistakes, especially in large training programmers, and the study recommended the need to work on employing scientific methods in planning the completion of training programs approved by universities, because the use of these methods achieves effective results in reducing time and cost.

Clinical Burden of Injuries in Students at a Professional Circus College: A 7.5-Year Longitudinal Study

To characterize clinical burden of injuries incurred by circus students enrolled in a 3-year college training program. Student (n=334) injury data derived from an in situ clinic was examined over a 7.5-year time frame from August 2009 to December 2016. Injury incidence rate (per 1,000 training hours) was calculated and clinical incidence (injuries/year) was examined in relation to year in program, sex, age, and circus discipline. Weekly and monthly injury incidence were plotted with respect to milestones in the scholastic training year. Clinical burden (injury incidence and duration) was examined according to anatomic location and circus discipline. The overall injury incidence rate was 1.89 injuries/1,000 training hours and 0.94 injuries/1,000 training hours for injuries with a duration longer than 4 weeks. Clinical incidence decreased with year in program (p<0.05) and there were no sex or age differences. Temporal analysis demonstrated elevated weekly injury incidence for the 3 weeks following return from both summer and winter vacation (p<0.01) and for the weeks leading up to technical exams (p<0.01). According to anatomical location, shoulder injuries accounted for the greatest clinic burden followed by ankles and according to discipline, ground acrobat flyers followed by ground acrobats with equipment accounted for the greatest clinic burden. Overall injury incidence rate in the circus training program was within the range reported by other circus training programs and similar artistic and athletic training programs. Resources should be designated for enhanced rehabilitation efficacy and prevention of shoulder and ankle injuries and for ground acrobats with equipment and flyers. Preventative strategies to improve safety upon return-to-training after vacations should be examined.

FOREIGN LANGUAGE TEACHERS’ PREPARATION TO WORK WITH SEN CHILDREN IN NEW JERSEY

The article analyzes two university training programs for future teachers in New Jersey in accordance with the conditions of obtaining a diploma from the State Department of Education. As a result of the study, it was founded that the respondents’ understanding of the essence of working with students with special needs changed during the experiment. The university teacher’s training program General Program 101 (Gen Ed 101) does not provide adequate training, in contrast to the double degree program, which provides in-depth training, culminating in the defense of the diploma and teaching practice at school. Students in the double degree program had the opportunity to gain knowledge from two programs, compare them, and modify them to the specific cases they encounter during the internship under the guidance of teacher mentors. According to New Jersey Professional Standards for Teachers and School Leaders (2004), they felt ready to work with children with special educational needs only after employment and in the process of working together with teachers-mentors. And those students who did not have SEN students in their classes did not receive practical skills for such work at all. Thus, mentoring is a powerful tool to help future teachers develop skills in inclusive classrooms, only a double degree program can prepare future foreign language teachers to work adequately with children with special needs, only personal experience and understanding between a foreign language teacher and a special teacher can become a guarantee of the most comfortable and fruitful atmosphere for children with special educational needs in the classroom.&#x0D; Keywords: special educational needs; inclusive environment; inclusion; SEN student; inclusive education; foreign language teachers; state standards; general training program.

A Ketogenic Diet Prevents Methylglyoxal-Evoked Nociception by Scavenging Methylglyoxal

Methylglyoxal is a reactive dicarbonyl byproduct of glycolysis that has been implicated in a growing number of chronic pain conditions, including diabetic peripheral neuropathy (DPN). We previously demonstrated the efficacy of a ketogenic diet in reversing sensory symptoms in a rodent model of DPN. The purpose of this study was to determine whether a ketogenic diet modified methylglyoxal-evoked nociception as a potential mechanism of improving sensory symptoms of DPN. We delivered methylglyoxal to C57Bl/6 mice by intraperitoneal or intraplantar injections. Sensory behaviors were quantified for mechanical thresholds as assessed by von Frey filament testing and spontaneous nonreflexive nociceptive behaviors (shaking, biting, lifting, etc. of the injected paw). Intraperitoneal methylglyoxal injection induced lasting mechanical allodynia in standard chow-fed mice, while ketogenic diet-fed mice were protected. Importantly, ketogenic diet-fed mice exhibited significantly decreased methylglyoxylated-protein concentrations following injection relative to standard, chow-fed mice, and methylglyoxylated-protein concentration correlated negatively with blood ketones. A reaction between the ketone body acetoacetate and methylglyoxal was recently demonstrated in vivo as a potential mechanism of methylglyoxal detoxification, consistent with this observation. To assess whether ketone bodies modified methylglyoxal-evoked nociception by direct methylglyoxal detoxification, we incubated methylglyoxal with either β-hydroxybutyrate or acetoacetate overnight prior to intraplantar injection. Mice receiving an injection of methylglyoxal alone exhibited an increase in spontaneous nociceptive behaviors, whereas coincubation of either acetoacetate or β-hydroxybutyrate reduced these behaviors. In summary, a ketogenic diet prevented the onset of methylglyoxal-evoked mechanical allodynia and increased scavenging of circulating methylglyoxal. Ketone bodies were individually capable of detoxifying methylglyoxal to prevent nociception. These findings provide insight to a potential mechanism by which a ketogenic diet improves DPN in mice and provide a rationale for exploring a ketogenic diet as a therapeutic intervention in other chronic pain conditions associated with elevated methylglyoxal. This work was supported by NIH grants RO1 NS043314 (DEW), the Kansas Institutional Development Award (IDeA) P20 GM103418, Kansas University Training Program in Neurological and Rehabilitation Sciences (NIH T32 award) supported by NIH Award Number T32HD057850, and core support from the Kansas IDDRC P30 HD00228. Methylglyoxal is a reactive dicarbonyl byproduct of glycolysis that has been implicated in a growing number of chronic pain conditions, including diabetic peripheral neuropathy (DPN). We previously demonstrated the efficacy of a ketogenic diet in reversing sensory symptoms in a rodent model of DPN. The purpose of this study was to determine whether a ketogenic diet modified methylglyoxal-evoked nociception as a potential mechanism of improving sensory symptoms of DPN. We delivered methylglyoxal to C57Bl/6 mice by intraperitoneal or intraplantar injections. Sensory behaviors were quantified for mechanical thresholds as assessed by von Frey filament testing and spontaneous nonreflexive nociceptive behaviors (shaking, biting, lifting, etc. of the injected paw). Intraperitoneal methylglyoxal injection induced lasting mechanical allodynia in standard chow-fed mice, while ketogenic diet-fed mice were protected. Importantly, ketogenic diet-fed mice exhibited significantly decreased methylglyoxylated-protein concentrations following injection relative to standard, chow-fed mice, and methylglyoxylated-protein concentration correlated negatively with blood ketones. A reaction between the ketone body acetoacetate and methylglyoxal was recently demonstrated in vivo as a potential mechanism of methylglyoxal detoxification, consistent with this observation. To assess whether ketone bodies modified methylglyoxal-evoked nociception by direct methylglyoxal detoxification, we incubated methylglyoxal with either β-hydroxybutyrate or acetoacetate overnight prior to intraplantar injection. Mice receiving an injection of methylglyoxal alone exhibited an increase in spontaneous nociceptive behaviors, whereas coincubation of either acetoacetate or β-hydroxybutyrate reduced these behaviors. In summary, a ketogenic diet prevented the onset of methylglyoxal-evoked mechanical allodynia and increased scavenging of circulating methylglyoxal. Ketone bodies were individually capable of detoxifying methylglyoxal to prevent nociception. These findings provide insight to a potential mechanism by which a ketogenic diet improves DPN in mice and provide a rationale for exploring a ketogenic diet as a therapeutic intervention in other chronic pain conditions associated with elevated methylglyoxal. This work was supported by NIH grants RO1 NS043314 (DEW), the Kansas Institutional Development Award (IDeA) P20 GM103418, Kansas University Training Program in Neurological and Rehabilitation Sciences (NIH T32 award) supported by NIH Award Number T32HD057850, and core support from the Kansas IDDRC P30 HD00228.

Direct Speech-Language Intervention Effects on Augmentative and Alternative Communication System Use in Adults With Developmental Disabilities in a Naturalistic Environment.

Research involving the effects of augmentative and alternative communication (AAC) intervention in adults, especially in naturalistic settings, has been identified as a critical public health need. Despite rapid advances in high-tech AAC, many adults with developmental disabilities have experienced reduced access to assistive technology and AAC, which can function as a de facto environmental barrier to participation, for these individuals. As a means of decreasing barriers to participation, this study targeted skill increases in the operational, linguistic, social, and strategic use of AAC systems. This study used a preexperimental, single-case AB design to identify skill level changes in the operational, linguistic, social, and strategic use of their AAC system from baseline to the completion of intervention. The four adult participants with developmental disabilities and limited use of natural speech as a primary modality of communication were identified through a collaborative relationship between a communication sciences and disorder university program and a state-run adult day program for individuals who had aged out of the K-12 school system. Each participant received direct intervention in the four areas described across 7 weeks. Visual analysis and percent of nonoverlap of all pairs were used to identify changes in performance occurring between baseline and the conclusion of the intervention period. Results revealed increases across the specific skills, with individuals' variation across participants and target area. Out of 22 total goals targeted, strong effect sizes were observed for 10 goals and moderate effect sizes were observed for seven. Skill increases in the four areas of AAC system use can be achieved with direct intervention in adults with developmental disabilities and limited use of natural speech as a primary modality of communication. This approach also underscores the value of collaborations between university training programs, providers of adult services, and adult participants as a cost-effective strategy for service delivery.

A Community of Practice as a Quality-Enhancing Feature in an In-house Translation Team

The goal of this article is to analyse the quality benefits of communities of practices (CoP) in the context of in-house translation teams. The article seeks to answer two research questions: Can CoPs develop as part of an in-house translation team and how do they affect the quality of translation on the levels of the individual translator, the in-house translation team and its mother organisation? The article presents findings from the analysis of interviews with members of an in-house translation team. The interviews are analysed from the viewpoint of communities of practice (Lave &amp; Wenger 1991). In the article communities of practice (CoP) are seen both as social learning environments and quality-enhancing environments for organisational knowledge manage-ment and team translation. The article posits the hypothesis that an in-house translation team that functions as a CoP creates an environment beneficial for enhanced team communication, situated life-long learning and interaction with subject matter experts. It is further hypothesised that this would result in the improved quality of translations in both the short term and the long term. The findings could be beneficial for development of in-house translation units as well as translator education in university training programmes and life-long learning.

Serious Leisure and Passion in University Programs for Seniors.

Perseverance and persistence, effort, leisure career, permanent acquisitions, specific norms, and identification with the occupation are some of the hallmarks of the serious leisure perspective. The Dualistic Model of Passion (DMP) understands passion as a strong inclination towards an activity that a person loves, considers important, and in which they invest a great amount of time and energy. This article proposes to explore these two theoretical constructs that converge in their conceptual bases, in a group of older people who regularly participate in university training programs throughout life. The sample is made up of 157 persons over 60 years old enrolled in courses for the elderly at the University of Deusto (Bilbao, Spain). The quantitative findings revealed: (1) that there are no significant differences according to sociodemographic variables, (2) that learning throughout life in the case of older people can be converted into serious leisure, and (3) that the participants in training programs for seniors develop a harmonious passion for such activity.