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2021 ◽  
Vol 9 (1) ◽  
pp. 10-26
Racheal Ddungu Mugabi ◽  
Rosemary Nakijoba ◽  
Deborah Sarah Nakirijja ◽  
May Sengendo

The aim of the article was to explore ways in which formal and non-formal skills development programmes can be improved for education continuity and employability of marginalised youth. This is attributed to the fact that coronavirus disease (COVID-19) with its related lockdowns is causing not only unprecedented disruption in the provision of skills, but also catalysed innovation in distance learning. A qualitative case study with some elements of action research, systematic inquiry and non-participant classroom observation with capability and empowerment theories supported the inquiries. Thematic analysis was used. Results reveal that while access to skills development was maintained in some spaces through a rapid shift to distance learning, the pre-existing social and digital divides deprived marginalized groups of continued learning and putting them behind schedule. Many institutions and learners lack operational distance-learning platforms, digital skills and devices. Save for the few exceptions, distance learning policies by the government have not yet been able to facilitate the acquisition of practical skills, which are critical components for the success of education and employability. Evidence points not only to pedagogical dimensions with educator’s incompetence to provide a supportive environment, but also to designing structured educational resources versus the abundance of online resources, disruptions to assessment and certification, and a general decline in the quality of practical training causing demotivation among learners and educators. The general increased economic hardship has also increased the likelihood of marginalised youth dropping out of education. The study recommends a robust shift on how skills are delivered-shift to digital literacy and adoption to technology, forge national and regional public private partnerships to increase the availability of accessible distance learning solutions, allocate more financial resources, develop new training programmes by marrying curricula to real life working situations, assess and certify online for educational continuity and employability.

2021 ◽  
Vol 6 ◽  
Denise Woodward ◽  
Ernest Ricks ◽  
Pamela J. Bjorkman ◽  
Pantelis Tsoulfas ◽  
Jane E. Johnson ◽  

The Emory-Tibet Science Initiative (ETSI) allowed western science teachers to work with monastically educated Buddhist monks to further their science education. The challenges included teaching through translators, using best practices for teaching within a religious community, and thinking about how to integrate what we learned from teaching in this context to our classrooms back home. In this article, we, a diverse group of western college-level educators and scientists, share our personal experiences and thoughts about teaching in this unique context in several themes. These themes are the challenges of translation and the development of new Tibetan science dictionary, the importance of hands-on learning opportunities as an example of using best teaching practices, using technology and online resources to connect our communities through both space and time, and the imperative of future plans to continue these important cross-cultural efforts.

Jennifer Collins ◽  
Amy Polen ◽  
Isabelle Jernigan ◽  
Delián Colón-Burgos ◽  
Killian McSweeney ◽  

AbstractWith the continued social distancing requirements of the novel COVID-19 pandemic, many in-person educational programs were halted in 2020, including specialty education and research experiences for undergraduates. However, some Research Experiences for Undergraduates (REUs) progressed in Summer 2020 in a fully virtual format. The importance of understanding how these practical STEM skills translated in a virtual REU format, in addition to areas of improvement going forward, are critical to the development of effective online STEM learning through REUs. Two survey instruments were designed to capture data from both the REU mentors (including the PIs) and the students in the programs. Questions included information on the REU they participated in, their perceptions of the best and worst aspects, their overall satisfaction with the experience, and their likelihood to seek out virtual REUs in the future. Overall, both students and faculty involved in virtual REUs were glad to have had the experience and were satisfied with it. The benefits of flexibility, the ease of communication and scheduling, and the increased access to online resources were echoed as the strengths of the virtual format. However, many believe that an in-person REU had benefits that could not be replicated in a virtual environment including community building and hands-on experiences. Several were bogged down by technical difficulties. With more effort made to include community building to a greater extent, as well as considerations and planning for technical demands, the future of widely accessible online REU experiences is a bright one.

2021 ◽  
Vol 233 (5) ◽  
pp. e132
Suleman I. Khan ◽  
Adem Idrizi ◽  
Rida I. Khan ◽  
Thinzar S. Htwe ◽  
Euna Koo

2021 ◽  
Vol 233 (5) ◽  
pp. S131
John Treffalls ◽  
Zachary Harbin ◽  
Wesley Clothier ◽  
Preston Tolbert ◽  
Qi Yan ◽  

Bibliosphere ◽  
2021 ◽  
pp. 18-24
T. V. Maistrovich ◽  
A. A. Dzhigo

The article discusses the rules for compiling bibliographic references to cited or mentioned electronic documents placed in information and telecommunications networks of the following categories: all types of electronic documents placed in information and telecommunications networks, regardless of the primary source of their publication (including republications, integrated and multimedia electronic documents, software and databases), groups of homogeneous and heterogeneous electronic documents, components of an electronic document (the fragment of a text, part of a work or a publication, a block of information in an integrated or multimedia document). The authors specify the bibliographic record for making a reference to electronic documents that have analogies in the system of traditional scholarly communications (books, articles, conference materials, etc.). Alternative requirements for making a bibliographic record when referring to documents that are not included in other bibliographic standards are proposed: research data; an integrated electronic document and its component part (messages and responses to them in social networks, chats and forums, on news feeds and on information resources; a fragment of a document, including a multimedia one; an information resource (website, portal); computer programs.

2021 ◽  
Vol 12 (1) ◽  
Francis T. Delaney ◽  
Tiarnán Ó. Doinn ◽  
James M. Broderick ◽  
Emma Stanley

Abstract Background Increasing numbers of patients and carers rely on online resources for healthcare information. Radiation safety can be misunderstood by patients and clinicians and lead to patient anxiety. We aimed to assess the readability of online patient educational materials (PEMs) related to radiation safety. Methods A total of 84 articles pertaining to radiation safety from 14 well-known online resources were identified. PEMs were then analysed using Readability Studio Professional Edition Version 2019. Readability was assessed using eight different instruments: the Flesch-Kincaid Reading Grade Level, Raygor Estimate, SMOG, Coleman–Liau, Fry, FORCAST, Gunning Fog, and Flesch Reading Ease Score formula. The mean reading grade level (RGL) of each article was compared to the 6th and 8th grade reading level using 1-sample t-tests. Results The cumulative mean RGL for all 84 articles was 13.3 (range = 8.6–17.4), and none were written at or below the 6th or 8th grade level. The cumulative mean RGL exceeded the 6th grade reading level by an average of 7.3 levels (95% CI, 6.8–7.8; p < 0.001) and the 8th grade level by an average of 5.3 grade levels (95% CI, 4.8–5.8; p < 0.001). The mean Flesch Reading Ease Score was 39/100 (‘difficult’). Conclusion Currently available online PEMs related to radiation safety are still written at higher than recommended reading levels. Radiation safety is a topic in which the specialist training of radiologists is crucial in providing guidance to patients. Addressing the readability of online PEMs can improve radiology-patient communication and support the shift to a patient-centred model of practice.

2021 ◽  
Lyonel Perabo

Following the completion of a bachelor in History, started in France but completed in Tromsø as an exchange student, I started to  develop an interest for Scandinavian History and culture, which translated in me moving to Iceland to enroll in the Old Norse Religion MA program at the university of Iceland in 2013. After graduation, three years later, I began the life of an unaffiliated early-career scholar eager to make use of my newly-acquired knowledge. Since then, I have met with a number of obstacles related to access to scientific publications and source material, as well as discovered and developed ways around such problems. Working largely outside the framework of a higher-education establishment, my academic experience has so far been characterized by the mixing of traditional research methods and resources with more informal approaches. Finding primary sources, always a capital task for researchers of older History, is the perfect example of how contemporary Old Norse scholars combine long-established resources such as scholarly editions and manuscript transcription with less well-established web-based material such as amateur translations and commentaries. Online support and networking groups, largely operating via social media pages also do play an important role in facilitating collaboration between scholars, wanna-be scholars, and other enthusiasts, as well as making less-accessible resources more widely-distributed. One such example of collaborative internet-based academic project is the current Old Norse translation network I have been a part of since last year. Gathering individuals currently or formerly employed in academia, as well as enthusiastic amateurs and prospective academics, it makes for a relevant case study. This can be used to demonstrate how contemporary Old Norse scholars must operate in a hybrid field where the ever-growing amount of online resources must nevertheless be critically balanced with traditional published sources in order to conduct research.

R. Jordan Hazelwood ◽  
Leanna M. Pollack

Purpose The purpose of this study was to identify the online resources that are frequently used by certified speech-language pathologists (SLPs) for dysphagia management and to evaluate these online resources against a standardized critical review metric. Method Certified SLPs were surveyed and asked to describe their familiarity and confidence in critically reviewing online resources and to provide three online resources that they use to inform them about their management of patients with swallowing disorders. Three raters independently judged each online resource that was provided by survey respondents using the DISCERN Instrument. Relationships between respondent demographics and characteristics of online resources were explored. Results Our results revealed that no patterns in DISCERN Instrument ratings for online resources were provided by the 48 respondents. There was no difference in who was more or less likely to choose credible online resources for dysphagia management when considering respondents' characteristics and familiarity and confidence in reviewing online resources. Most of the online resources provided by the respondents lacked a high level of reliability for most of the DISCERN Instrument review criteria. Conclusion Professional training in the critical review of online resources used for managing dysphagia is needed across all levels of training.

2021 ◽  
Vol 26 (3) ◽  
pp. 580-588
Irina I. Volkova ◽  
Alina G. Chernyavskaya

The goal of this study is to identify gaming slang terms in the news articles of highly rated Russian media. Three online newspapers of various types were used as an empirical material: Kommersant (the first private business newspaper in Russia), RBC (a socio-political analytical newspaper) and Rossiyskaya Gazeta (agency of the Russian Federation government). With help of the content analysis of the media texts, all cases of using the slang gaming terms such as achievement, noob, easter eggs etc. have been discovered and described. The results of the study show that over the past five years the popularity of the gaming terms usage in the media has been growing; this increase can be described as a linear progressive growth: gaming slang is becoming an integral part of the Runet online resources and is gradually entering common vocabulary. It can be assumed that with the increase in the number of media managers from the generation of digital natives and their transition to the category of decision makers, the growth of gaming slang terms in online media will become exponential.

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