Hasil untuk "Academies and learned societies"

M. Majem, Kevin Molina Mata, A. Mayor Ibarguren et al.

Ismael Zamora Tovar, Gelacio Juan Ramón Gutiérrez Ocegueda

In a world increasingly driven by artificial intelligence, higher education is at a critical point where it must demonstrate its relevance and adaptability. Universities not only they must transform ideas into actions but also reaffirm their value as public goods through community alliances that benefit everyone. In this process, understanding and addressing attitudes towards AI is crucial to integrate this technology ethically and effectively in education. To the by doing so, institutions not only prepare their students for an uncertain future, but also reinforce their role as communities of values, where technology, although powerful, continues being a tool at the service of integral human development. Objective.- Under this research article it is intended analyze the attitudes of teachers towards AI in general and particularly towards its use in teaching-learning processes, as well as identifying the factors associated with the teachers' attitudes toward AI. In this sense, the results of the study will help develop teacher professionalization guidelines that address concerns and encourage the adoption of AI. Method.- An empirical investigation of an explanatory and transversal nature was carried out. Concerning population, a through convenience sampling, a representative sample of 632 teachers was obtained with a confidence level of 0.99% of the total population of teachers at a university in the western Mexico. The dependent variables under study were the attitude of the teachers towards AI in general and teachers' attitudes to the use of AI in teaching processes learning and the independent variables were sex, age group, type of teacher, teaching experience in the institution, area of professional training knowledge, level of teacher training and AI training. Instruments.- To identify teachers' attitudes, the AI scale was used, on the one hand. Attitude Scale (AIAS-4) developed and validated by Grassini, F. (2023) that evaluates general attitude towards artificial intelligence, focusing on public perceptions of AI technology. The scale is composed of four items designed to assess beliefs about the influence of AI in people's lives, in their careers and in humanity in general. The scale items are they focus on the perceived usefulness and potential impact of technology on society and humanity. The AIAS-4 showed high internal consistency. It presented a Cronbach's alpha of 0.902 and an omega McDonald's score of 0.904, indicating a very high level of reliability. The AIAS-4 was correlated with the attitude factors of the Media and Technology Usage and Attitudes Scale (MTUAS) and the correlations were moderate and statistically significant with the positive factors and negative results of the MTUAS, which supports the convergent validity of the scale. For this research a pilot test was carried out and a Cronbach's alpha of 0.71 was obtained. On the other hand, an ad hoc scale was developed to evaluate teachers' attitudes towards the use of generative artificial intelligence (AI) in teaching-learning processes. This scale considered five dimensions: perception of usefulness, ease of use, risk, implication social and intention of use. The scale was made up of 25 items and a Cronbach's alpha of 0.87 was obtained for the entire Scale and 0.77 for the usefulness dimension, 0.73 for ease of use, 0.85 for risk, 0.79 for social implications and 0.78 for intention to use. Conclusions.- These are conclusions obtained: (1) Teachers have a good attitude towards AI in general, believing that it will improve life, work, that they will use it in the future and that it is positive for humanity. However, there is a great dispersion among the opinions of the teachers so there is no consensus among them. (2) Teachers have a good attitude towards the use of AI in teaching (4/5) they consider it useful, easy to use, with positive social implications and have intentions to use it. However, teachers have uncertainty and pockets of pessimism about the risk involved AI in teaching. In this regard, they are worried if it will replace them at work, yes will depersonalize learning experiences, it will amplify inequality gaps, if it is safe and reliable and can be used to manipulate and control. (3) Create spaces where teachers can discuss their experiences, concerns and expectations about AI and document success experiences. These forums should encourage exchange of ideas and resolution of common problems, promoting an environment collaborative. (4) Implement AI progressively, starting with tools that teachers considered more useful and easier to use. Provide constant and personalized technical assistance to facilitate adoption and solve problems in real time. (5) Establish periodic evaluation mechanisms to monitor the impact of AI on the teaching and learning. Collect and analyze feedback data from teachers and students to continually adjust and improve learning strategies implementation. (6) Communicate an institutional statement on the use of AI and the guidelines that guide its use. Directly address concerns about security, reliability, privacy and ethics in the use of AI. This includes ensuring that AI will not replace teachers but will serve as a complementary tool. (7) Implement pilot projects in different academic areas to evaluate the effectiveness of the AI in specific contexts. Document and share learning outcomes and lessons learned to guide future implementations. (8) Centralize governance and institutional infrastructure for AI adoption upfront to promote the coordination of efforts. Of course, with openness to serve initiatives from different areas. While the academy defines the criteria to select relevant AI tools for professional training educational programs that are offered.

Agus, Mawardi Djamaluddin Ari, Rukmana Arahmin

Improving educational quality requires comprehensive and integrated institutional management, and one effective way to enhance school quality is through supervision that supports teacher performance. This study examines the effectiveness of a mentorship-based supervision approach in strengthening the psychological bond between supervisors and teachers in Islamic high schools in North Maluku Province. Using a quasi-experimental posttest-only control group design, data were collected through pretests and posttests from two groups: the School Supervisor Working Groups at the Ministry of Religious Affairs Offices in Tidore Islands City and Ternate City. Data analysis included normality and homogeneity tests, the Wilcoxon Signed Rank Test, the Mann-Whitney U Test, and the N-Gain test. The findings show that the experimental group achieved an average N-Gain score of 56.69% (fairly effective), while the control group achieved 44% (less effective). These results indicate that the mentorship-based supervision approach is moderately effective in strengthening the psychological bond between supervisors and teachers during the supervision process.  

Anda-Cosmina Hângan, Andrei Ognean, Michal Orlický et al.

Background: In 2016, the SAGER (sex and gender equity in research) guidelines were developed to standardize research reporting and to facilitate the generalizability of research findings for women and men, thereby impacting clinical practice.Objectives: To assess the extent to which the SAGER guidelines have been implemented in neurosurgical publications.Methods: Original research articles from leading neurosurgical journals indexed in Google Scholar under the category ‘Neurosurgery’ were examined and assessed for the extent to which the articles conformed to the SAGER guidelines. Data were extracted on subjects (sample size and relative proportions of sex or gender) and on adherence to the SAGER guidelines (one item for general principles and five items from recommendations for each section of the article) and summarized.Results: We included 98 articles from 10 leading neurosurgical journals. The average number of subjects for a journal was 4728, of which 2056 (43.5%) were women. Only nine (9.2%) of the 98 articles used the terms ‘sex’ and ‘gender’ appropriately. The outcomes were disaggregated by sex in 16 (16.3%) articles; sex differences were acknowledged in the introduction in six (6.1%) articles; considered in the ‘Methods’ section in five (5.1%) articles; the differing numbers of women and men were justified in the methods in two (2%) articles; and the generalizability of the results to women or men was discussed in five (5.1%) articles. The journals showed no differences in the extent to which they adhered to the guidelines.Conclusions: Reporting sex and gender equity in neurosurgical journals is negligible for the most screened SAGER items as is the endorsement of the guidelines. The results likely reflect the lack of awareness of both the importance of disaggregating data by sex or gender and the existence of pertinent guidelines.

Thaís Paz Callegaro, Judite Scherer Wenzel

Neste artigo temos como temas principais a História da Ciência e a Divulgação Científica. O objetivo consistiu em identificar se as pesquisas da área do Ensino de Ciências têm utilizado como recurso os Textos de Divulgação Científica (TDC) para contemplar os aspectos da História da Ciência. Para tanto, por meio de uma revisão bibliográfica, buscamos em três revistas brasileiras que tratam sobre a História da Ciência produções com os descritores “Textos de Divulgação Científica”. Foram selecionados três artigos para análise, de modo que chegamos à conclusão de que ainda são poucas as pesquisas que abordam as temáticas mencionadas, porém os textos analisados convergem na ideia de que os TDC, principalmente quando ancorados na História da Ciência desempenham um papel importante na formação de estudantes que compreendam os avanços científicos como processos constituintes da capacidade humana de criação em contextos sociais, culturais e historicamente situados.

F. Charru

R. Wilson

William Thomas Blanford was born in London in 1832. He studied geology at the Royal School of Mines and was awarded its Associateship. Following fieldwork in Cornwall, Blanford attended the Freiberg Mining Academy and published his first scientific paper in 1854. Recruited to the Geological Survey of India in 1855 he remained until 1882. He first studied coal-bearing strata, a mineral that occupied him considerably throughout his service. During his twenty-seven years of Indian service he traveled widely, describing the geology and forging ideas on the age and distribution of the various strata and writing up his results whilst deepening his interest in zoology. In 1867–1869 Blanford was attached to the Abyssinian Expedition as geologist and zoologist. In 1870–1874 he was attached to the Baluchistan/Persia boundary commission. His last years in India included further field work and sedentary occupations in Calcutta before he resigned in 1882. Settled in London he married a woman twenty-four years his junior in 1883 and embarked on a long-term project as Editor of a series of volumes on the Indian fauna. Blanford became a Fellow of the Geological Society in 1860 and was later a Fellow of several other learned societies. Without fail he served on their Councils and was variously Secretary, Treasurer, Vice President and President of all of them in which capacities he travelled abroad to attend Annual Conferences. His health deteriorated under the heavy schedule he set himself and he died at home in 1905 aged 73 and was buried in Highgate Cemetery.

Rushabh H. Doshi, S. Bajaj, H. Krumholz

ChatGPT is an artificial intelligence (AI) chatbot that processes and generates natural language text, offering human-like responses to a wide range of questions and prompts. Five days after its release, ChatGPT garnered one million users, and the program has been called world-changing, a tipping point for AI, and the beginning of a new technological revolution (Metz 2022). From helping physicians form differential diagnoses to answering patient questions, ChatGPT may have transformative implications across medicine. Nevertheless, the full scope of its promise and pitfalls remains unknown. Given the attention experts are giving ChatGPT, we asked it (December 15 version) how it would impact medical research. We then asked the question: How would ChatGPT impact medicine more broadly? The responses are in Figure 1 and 2, respectively. What was particularly striking about the program’s response was its irrevocably progressive attitude. ChatGPT emphatically notes its own promise—analyzing big data, automating menial tasks, improving accuracy and democratization of research, and ensuring faster clinical implementation of basic science—but gives no consideration to potential pitfalls. In this age of rapid technological advances, innovation can be mistaken for progress if novel tools are not deployed with care. In a piece published by the National Academy of Engineering (Jasanoff 2020), Jasanoff discusses three key temptations of technocracy, or the dangers of relying on technology and science to solve sociopolitical problems. The first is the prevailing attitude that technology drives society while law and ethics hinder progress; innovation is seen as inherently good and virtuous while potential adverse consequences are dismissed. Jasanoff also critiques the temptation that something should be done just because it can: creating the next paradigm-shifting technology becomes the sole objective instead of rooting out bias or ensuring that innovation meets the needs of broader communities. The final temptation Jasanoff offers is how technological failures and societal harm are portrayed as unintended consequences, or products of misuse. Designers are thus absolved of their products’ harms. AI tools can undeniably help improve medical research and practice, and to a certain extent, they already have. But as ChatGPT’s response underscores, the deployment of these tools must be accompanied with caution, reflection, and responsibility. Physicians and other scientists have already expressed concerns over some of ChatGPT’s blindspots. The program offers almost instantaneous responses to complex questions, but its unequivocable confidence could be potentially dangerous (Lin 2022). These responses can be more dangerous than the existing bias of search engines like Google because users are not as easily provided the opportunity to evaluate their sources. While users of search engines can evaluate multiple internet links and sources for their information, ChatGPT often provides a singular answer to complex questions, with no alternatives. Given that 89% of people in the United States google their symptoms before seeing a physician (Eligibility Team 2019), many patients may start consulting “Dr. ChatGPT” but be unable to distinguish useful medical information from potentially dangerous inaccuracies. Additionally, ChatGPT’s accuracy is known to deteriorate around more complex topics, and its knowledge can be outdated as the program is restricted to what it learned before 2021 (Lin 2022). For example, ChatGPT generated a convincing explanation on “how crushed porcelain added to breast milk can support the infant digestive system.” (Birhane and Raji 2022) Medicine is a field with many rare disorders and complex pathophysiology, and the utilization of ChatGPT for patient education of these disorders could pose health risks. Additionally, like many other AI tools, ChatGPT can demonstrate prejudice and bias in its answers, despite guardrails against inappropriate requests and responses. For instance, when asked by one user to write code if someone would be a good scientist based on race and gender, ChatGPT defined scientists’ worth by their being white and male (Lin 2022). Similarly, when the same user asked if a child’s life should be saved based on race and gender, ChatGPT offered a function that all lives should be saved, besides a child who was African American and male (Lin 2022). These biases are concerning, but not necessarily unexpected given that AI tools can perpetuate the prejudice of the data on which they are trained. Historically, these biases have arisen because of small sample sizes and limited

Katy Mason, Lisa Anderson, Kate Black et al.

Management Learning Education (MLE) research and curriculum and pedagogy innovation are urgently needed to lead our world out of crisis. If we are to take responsibility for educating future leaders of business, third‐ and public‐sector organizations with the skills, competences and knowledge to deliver sustainable futures for the planet and people, then pedagogy cannot be a dirty word. In this essay, we consider the state we're in by looking at the juncture of [climate] crisis, with the lack of investment in MLE research and innovation, and management education market misfires – which together, constitute MLE as undervalued, underfunded and underdeveloped. We discuss advances in MLE theory to reveal a missing middle of understanding, namely between meta theories of pedagogic philosophies and values and infra theories of programme, course and project insights, as we work toward developing ‘responsible’ and ‘civic’ management schools. Drawing on our own experience as researchers, educators and pedagogy developers, and as past and present vice‐chairs of the Management Knowledge and Education initiative at the British Academy of Management, we call for investments in supporting infrastructures to accelerate MLE and curriculum and pedagogy innovation, implicating learned societies, governments and higher education institutions.

R. Allen, E. Said

ions, from terrorism, Communism, Islamic fundamentalism, and instability, to moderation, freedom, stability, and strategic alliances, all of them as unclear as they are both potent and unrefined in their appeal. It is next to impossible to think about human society either in a global way (as Richard Falk eloquently does in A Global Approach to National Policy [1975]) or at the level of everyday life. As Philip Green shows in The Pursuit of Inequality, notions like equality and welfare have simply been chased off the intellectual landscape. Instead a brutal Darwinian picture of self-help and self-promotion is proposed by Reaganism, both domestically and internationally, as an image of the world ruled by what is being called “productivity” or “free enterprise.” Add to this the fact that liberalism and the Left are in a state of intellectual disarray and fairly dismal perspectives emerge. The challenge posed by these perspectives is not how to cultivate one’s garden despite them but how to understand cultural work occurring within them. What I propose here, then, is a rudimentary attempt to do just that, notwithstanding a good deal of inevitable incompleteness, overstatement, generalization, and crude characterization. Finally, I will very quickly propose an alternative way of undertaking cultural work, although anything like a fully worked-out program can only be done collectively and in a separate study. My use of “constituency,” “audience,” “opponents,” and “community” serves as a reminder that no one writes simply for oneself. There is always an Other; and this Other willy-nilly turns interpretation into a social activity, albeit with unforeseen consequences, audiences, constituencies, and so on. And, I would add, interpretation is the work of intellectuals, a class badly in need today of moral rehabilitation and social redefinition. The one issue that urgently requires study is, for the humanist no less than for the social scientist, the status of information as a component of knowledge: its sociopolitical status, its contemporary fate, its economy (a subject treated recently by Herbert Schiller in Who Knows: Information in the Age of the Fortune 500). We all think we know what it means, for example, to have information and to write and interpret texts containing information. Yet we live in an age which places unprecedented emphasis on the production of knowledge and information, as Fritz Machlup’s Production and Distribution of Knowledge in the United States dramatizes clearly. What happens to information and knowledge, then, when IBM and AT&T—two of the world’s largest corporations—claim that what they do is to put “knowledge” to work “for the people”? What is the role of humanistic knowledge and information if they are not to be unknowing (many ironies there) partners in commodity production and marketing, so much so that what humanists do may in the end turn out to be a quasi-religious concealment of this peculiarly unhumanistic process? A true secular politics of interpretation sidesteps this question at its peril. At a recent MLA convention, I stopped by the exhibit of a major university press and remarked to the amiable sales representative on duty that there seemed to be no limit to the number of highly specialized books of advanced literary criticism his press put out. “Who reads these books?” I asked, implying, of course, that however brilliant and important most of them were they were difficult to read and therefore could not have a wide audience—or at least an audience wide enough to justify regular publication during a time of economic crisis. The answer I received made sense, assuming I was told the truth. People who write specialized, advanced (i.e., New New) criticism faithfully read one another’s books. Thus each such book could be assured of, but wasn’t necessarily always getting, sales of around three thousand copies, “all other things being equal.” The last qualification struck me as ambiguous at best, but it needn’t detain us here. The point was that a nice little audience had been built and could be routinely mined by this press; certainly, on a much larger scale, publishers of cookbooks and exercise manuals apply a related principle as they churn out what may seem like a very long series of unnecessary books, even if an expanding crowd of avid food and exercise aficionados is not quite the same thing as a steadily attentive and earnest crowd of three thousand critics reading one another. What I find peculiarly interesting about the real or mythical three thousand is that whether they derive ultimately from the Anglo-American New Criticism (as formulated by I. A. Richards, William Empson, John Crowe Ransom, Cleanth Brooks, Allen Tate, and company, beginning in the 1920s and continuing for several decades thereafter) or from the so-called New New Criticism (Roland Barthes, Jacques Derrida, et al., during the 1960s), they vindicate, rather than undermine, the notion that intellectual labor ought to be divided into progressively narrower niches. Consider very quickly the irony of this. New Criticism claimed to view the verbal object as in itself it really was, free from the distractions of biography, social message, even paraphrase. Matthew Arnold’s critical program was thereby to be advanced not by jumping directly from the text to the whole of culture but by using a highly concentrated verbal analysis to comprehend cultural values available only through a finely wrought literary structure finely understood. Charges made against the American New Criticism that its ethos was clubby, gentlemanly, or Episcopalian are, I think, correct only if it is added that in practice New Criticism, for all its elitism, was strangely populist in intention. The idea behind the pedagogy, and of course the preaching, of Brooks and Robert Penn Warren was that everyone properly instructed could feel, perhaps even act, like an educated gentleman. In its sheer projection this was by no means a trivial ambition. No amount of snide mocking at their quaint gentility can conceal the fact that, in order to accomplish the conversion, the New Critics aimed at nothing less than the removal of all of what they considered the specialized rubbish—put there, they presumed, by professors of literature—standing between the reader of a poem and the poem. Leaving aside the questionable value of the New Criticism’s ultimate social and moral message, we must concede that the school deliberately and perhaps incongruously tried to create a wide community of responsive readers out of a very large, potentially unlimited, constituency of students and teachers of literature. In its early days, the French nouvelle critique, with Barthes as its chief apologist, attempted the same kind of thing. Once again the guild of professional literary scholars was characterized as impeding responsiveness to literature. Once again the antidote was what seemed to be a specialized reading technique based on a near jargon of linguistic, psychoanalytic, and Marxist terms, all of which proposed a new freedom for writers and literate readers alike. The philosophy of écriture promised wider horizons and a less restricted community, once an initial (and as it turned out painless) surrender to structuralist activity had been made. For despite structuralist prose, there was no impulse among the principal structuralists to exclude readers; quite the contrary, as Barthes’ often abusive attacks on Raymond Picard show, the main purpose of critical reading was to create new readers of the classics who might otherwise have been frightened off by their lack of professional literary accreditation. For about four decades, then, in both France and the United States, the schools of “new” critics were committed to prying literature and writing loose from confining institutions. However much it was to depend upon carefully learned technical skills, reading was in very large measure to become an act of public depossession. Texts were to be unlocked or decoded, then handed on to anyone who was interested. The resources of symbolic language were placed at the disposal of readers who it was assumed suffered the debilitations of either irrelevant “professional” information or the accumulated habits of lazy inattention. Thus French and American New Criticism were, I believe, competitors for authority within mass culture, not other-worldly alternatives to it. Because of what became of them, we have tended to forget the original missionary aims the two schools set for themselves. They belong to precisely the same moment that produced Jean-Paul Sartre’s ideas about an engaged literature and a committed writer. Literature was about the world, readers were in the world; the question was not whether to be but how to be, and this was best answered by carefully analyzing language’s symbolic enactments of the various existential possibilities available to human beings. What the FrancoAmerican critics shared was the notion that verbal discipline could be selfsufficient once you learned to think pertinently about language stripped of unnecessary scaffolding: in other words, you did not need to be a professor to benefit from Donne’s metaphors or Saussure’s liberating distinction between langue and parole. And so the New Criticism’s precious and cliquish aspect was mitigated by its radically anti-institutional bias, which manifested itself in the enthusiastic therapeutic optimism to be observed in both France and the United States. Join humankind against the schools: this was a message a great many people could appreciate. How strangely perverse, then, that the legacy of both types of New Criticism is the private-clique consciousness embodied in a kind of critical writing that has virtually abandoned any attempt at reaching a large, if not a mass, audience. My belief is that both in the United States and in France the tendency toward formalism in New Criticism was accentuated by the academy

M. Zitzmann, L. Aksglaede, G. Corona et al.

Knowledge about Klinefelter syndrome (KS) has increased substantially since its first description almost 80 years ago. A variety of treatment options concerning the spectrum of symptoms associated with KS exists, also regarding aspects beyond testicular dysfunction. Nevertheless, the diagnostic rate is still low in relation to prevalence and no international guidelines are available for KS.

Kalwinder Sandhu, Geraldine Brady, H. Barrett

The rise of social media use has been phenomenal, particularly during the recent COVID-19 pandemic. Furthermore, Facebook has also seen its share of users rise at a meteoric rate. At the same time, the academy is producing a growing body of literature concerning the use of online methods for primary data collection. Yet, despite the increase in the use of the internet as a research tool, very little still exists on the use of social media to recruit research participants, particularly those deemed “socially invisible”. This paper addresses this gap. Another research project explored the experiences of South Asian women who had departed the social norms of arranged marriage to form an intimate relationship with a partner of choice and who then experienced forms of gender-related violence (GRV). The project encountered difficulties in recruiting participants from this marginalised and often invisible group in UK society, who are often too frightened or ashamed to come forward. This study demonstrates how to use Facebook ethically and methodologically, highlighting some of the methods used to overcome the challenges that were presented. The research was undertaken before the COVID-19 pandemic (which prompted a widespread use of social media in social science research). We argue that, despite the ethical challenges, the advantages of using social media to recruit participants when researching a highly sensitive topic such as GRV with ‘invisible groups’ was highly beneficial. We therefore suggest that social media should be an integral part of the research recruitment process, alongside non-digital methods, so that other ‘invisible groups’ are not created comprising those who cannot access technology. We share the lessons learned for the benefit of researchers using a similar approach today when recruiting research participants from invisible and marginalised groups. The authors caveat their recommendation of using social media with suggesting that those who do not have high levels of experience of data collection with such cohorts instead consider working with gatekeepers to facilitate the recruitment.

Edgar A. Burns, J. Andrews, C. James

Deborah A. Levesque, M. Lunardini, Emma L Payne et al.

that two of the films I’ve been involved with, Extremis and End Game, were both Academy-award nominees. I was thrilled to recently learn that End Game has become an important educational film for television content creators as they seek to immerse themselves in the experience of end of life. That said, the cultural resistance is strong and we need to keep powerful stories like these out there. Our project with Hollywood, Health & Society will highlight all that happens along the life trajectory from diagnosis through to death as well as the experience of loved ones. Certainly, much of this experience is difficult but it is also tender, beautiful, surprising and, sometimes, just plain odd. Those very specific stories are the ones that tend to stick with people and affect them deeply. Sara Johnson: How do you use storytelling as a vehicle to convey your message? We’re storytellers —from medical professionals, caregivers, and those living with illness—who share the richness of the last phase of life, and can help any of us consider our values, get clear information about prognosis, and understand available choices for ourselves and our loved ones. At the same time, we work to influence the ways illness, dying, and death are portrayed in popular media, so more people and experiences are represented accurately, and a richer range of possibilities exists for everyone’s end of life. Sara Johnson: The endwellproject.org website offers resources for patients, caregivers, and healthcare providers. Which resources are most widely utilized, and where are there unmet needs? Dr. Shoshana Ungerleidger: Hands down, our videos are most widely utilized. We’ve had several of our long-form talks reach anywhere from 15,000 75,000 people. On social media, some of our shorter videos have reached as many as 500,000 people. Every day, we get inquiries about death doulas, pediatric palliative care, psychedelic-assisted therapies and advance care planning just to name a few. I wish we had more resources on the site to better serve people who learn about something from one of our videos and want to knowmore. Our goal is to build out more robust resource offerings on the site, but that takes money. Most people don’t know this, but we’re a very tiny group. There’s me, our ED who’s our only employee, some talented teams of consultants and our super dedicated Fellow. Sara Johnson: Should assisting people in creating a meaningful end-of-life care plan or facilitating the creation of plans by loved ones be a standard component of employer health and wellbeing initiatives? Dr. Shoshana Ungerleidger: Yes, absolutely end-of-life planning should be part of every workplace program. Just in terms of lost productivity, the time it takes people to sort out the practical things alone is huge. Helping employees with some guidance as to where to go for vetted advice and other resources would make a very big difference to their well-being and also to the workplace at large. If people have to sneak off to tend to the most important stuff then talking about that stuff becomes even more taboo. Sara Johnson: What other roles can employers play in improving the end-of-life care experience and how people navigate caregiving, death, dying, and grieving? Dr. Shoshana Ungerleidger: Offering time off for people taking care of or even just visiting with someone who is dying or to arrange and attend services as well as time after while they are grieving would be enormously beneficial. That said, in an ideal world, these benefits and resources wouldn’t be tied to employment. Sara Johnson: Are you aware of employers who are leaders/ positive role models for comprehensive advanced care planning/ end-of-life care benefits/programs? Dr. Shoshana Ungerleidger: I’ve learned that unfortunately, even with the more enlightened organizations, work-place policies change all the time. Sara Johnson: Are there best practices we should be aware of with regard to how we elicit people’s wishes? Dr. Shoshana Ungerleidger: I always bring it back to having endof-life planning conversations early and often and grounding these conversations in what are a person’s goals and values for not just their care but more importantly, the quality of the life they have left to live. For some people, that’s having every possible medical intervention, for others, it’s about being at home with their cat on their lap. Sara Johnson: Assisting individuals in clarifying their values and goals is often a central tenet of health promotion and wellbeing interventions. How does value and goal clarification facilitate end of life care planning? Dr. Shoshana Ungerleidger: Healthcare providers, family members and anyone else who might have some influence on where you are and what care you’re receiving at the end of life need to know what you care about. And, if you don’t know what that is, thinking about your ending now might help you answer some fundamental questions about who you want to be along the way.

Van Luong Nguyen, Dinh-Hai Luong, Hiep-Hung Pham

Background: Following the outbreak of the COVID-19 pandemic, published research from Vietnam related to the pandemic was analysed using bibliometrics.Objectives: To examine the status of research on COVID-19 by authors from Vietnam.Methods: The following bibliometric aspects were considered in the analysis: international collaboration, institutions from Vietnam and their partner institutions worldwide, subjects and topics, types of documents, and individual authors. The basis of the study was data obtained from the Scopus database between 2020 and 2021. The data were analysed using Microsoft Excel, R, and VOSviewer, and the emerging trends illustrated through descriptive analysis and science mapping. Results: Between 2020 and 2021, researchers from Vietnam co-authored 1034 documents related to COVID-19, amounting to 0.35% of the total of 296,148 such documents published worldwide as ascertained from the Scopus database. Vietnam’s top country collaborators in that research were USA, Australia, the United Kingdom, India, and Taiwan ROC. The top Vietnam institutions were Duy Tan University, Ton Duc Thang University, and the University of Economics Ho Chi Minh City. The research from Vietnam covered many subjects, from medicine and natural sciences to social sciences and economics. Eight clusters of topics related to COVID-19 were identified. In terms of citations, the most highly cited documents were the outcome of collaboration with international authors. Lastly, the study ranked top authors based on either the number of publications or the number of citations. Conclusion: This study provides a preliminary picture of studies related to COVID-19 co-authored by researchers in Vietnam. The picture may help the Vietnam government in devising appropriate strategies for post-COVID-19 restoration of the country’s socio-economic status.

Jaime A. Teixeira da Silva

In the academic world, despite their corrective nature, there is still a negative stigma attached to retractions, even more so if they are based on ethical infractions. Editors-in-chief and editors are role models in academic and scholarly communities. Thus, if they have multiple retractions or a record of academic misconduct, this viewpoint argues that they should not serve on journals’ editorial boards. The exception is where such individuals have displayed a clear path of scholarly reform. Policy and guidance is needed by organizations such as the Committee on Publication Ethics.

Shea Lammers, Rebecca Woods, S. Brotherson et al.

Background With the increasing integration of technology into society, it is advisable that researchers explore the effects of repeated digital media exposure on our most vulnerable population—infants. Excessive screen time during infancy has been linked to delays in language, literacy, and self-regulation. Objective This study explores the awareness of and adherence to the American Academy of Pediatrics’ (AAP) recommendations related to avoiding screen time for infants younger than 2 years and the motivational factors associated with screen time exposure. Methods A mixed methods survey design was used to gather responses from 178 mothers of infants younger than 2 years. The measures included infant screen time use and duration, maternal awareness of screen time use recommendations, and motivations related to screen time exposure. A variety of statistical procedures were used to explore associations between caregiver awareness of and adherence to AAP guidelines for screen time exposure, motivations related to screen time for infants, and the duration of infant screen time exposure. Results The results indicated that 62.2% (111/178) of mothers were aware of the AAP screen time recommendations, but only 46.1% (82/178) could cite them accurately, and most mothers learned of them via the internet or from a medical professional. Mothers who were aware of the guidelines allowed significantly less screen time for infants than those who were unaware (P=.03). In addition, parents who adhered to the AAP guidelines reported significantly less infant screen time per day than those who did not adhere (P<.001). Among mothers who reported not adhering to the guidelines, the greatest motivation for allowing screen time was perceived educational benefits. Less educated mothers rated an infant’s relaxation as a motivational factor in allowing screen time significantly higher than more highly educated mothers (P=.048). The regression analysis indicated that none of the parental motivation factors predicted daily infant screen time. Conclusions These results indicate 2 key approaches to improving adherence to screen time recommendations. First, the awareness of the AAP recommendations needs to be increased, which tends to improve adherence. Second, the myth that screen time can be educational for infants needs to be dispelled.

K. Williams, Anne Corwith

In March 2020, COVID-19 appeared in the State of Maryland, resulting in strict stay-at-home orders and the shutting down of physical business operations. These restrictions directly impacted College Park Academy (CPA), a public charter middle and high school in Prince George’s County, MD that typically follows a hybrid approach to in-person and online instruction. The purpose of this qualitative study was to review CPA’s transition to full online distance learning during emergency remote teaching. The research worked to establish a snapshot of the school’s underlying structure and disaster preparedness strategies before evaluating the perceived viability of the online model and its effects on students, teachers, parents, and educational administrators. The researchers conducted interviews, as well as document analysis and online classroom observations. The findings reveal that despite strong infrastructure and communications during the transition, there remained issues with school readiness, including the maintenance of academic rigor and social emotional wellbeing. Overall, recommendations are made as to how the school would benefit from a shift in its approach to technology-enhanced learning, including the need for digital tools that better facilitate wellness checks, provide human touchpoints, and target collaborative, student-centered pedagogy. These lessons learned are relevant for other school administrators to consider as society continues to adapt to a new era of virtual learning during times of crisis.

Nurika Restuningdiah, Primasa Minerva Nagari, Fatma Dwi Jati et al.

Indonesia is the second largest contributor to plastic waste after China. Despite the regulation, waste management in Indonesia has not met the standards of waste management that are environmentally sound. This forfeits the benefits of the waste management itself and brings negative impacts on public health and environment. This condition is aggravated by the costly access towards health facility. For this reason, socialization regarding waste management is needed. In addition, this program is equipped with an introduction towards waste bank and waste insurance as a practical solution. The existence of both options are expected to solve the problem of waste and health services for the community. The program aimed to help residents of RW 014 Kelurahan Tulusrejo, Malang City to comprehend the types of waste, separation of waste by category, impact on health, recycling and other details. The meetings were carried out twice from March to October 2020. The result of the agenda is that the residents continue to process waste using composter and are expected to form an independent waste bank management for local residents. Further, they are encouraged to learn more about waste insurance to manage the local waste in a more environment friendly manner.

Eko Aristanto, Indri Damayanti

The implementation of this activity aims to increase the capacity of public service providers in carrying out public services and assist in carrying out an self assessment of the performance of public services.Training and mentoring activities are followed by public service providers in Balai Besar Pelaksanaan Jalan Nasional VIII Jawa Timur. Methods of carrying out activities that include: i) Desk documents; ii) Training; and iii) Assistance. The implementation of activities begins and is based on the evaluation results of the PANRB Ministry. The output of the implementation of this activity can contribute to improving the performance of public services with the support and availability of various public service documents including: public service standard documents, improving the implementation of public satisfaction surveys, and improving public service information on the BBPJN VIII website. The results of the training and mentoring show an increase in the performance of public services from 2.72 (Score C) to 3.50 (Score B). The evaluation of training and mentoring activities showed a result of 88.67% with very good training performance.