Campus entrepreneurs’ research habits and needs: a five-year study

BackgroundThere has been limited focus on understanding the barriers and facilitators to meeting the broader psychosocial needs of young people with mental illness from the perspectives of young people. This is required to advance the local evidence base and inform service design and development. The aim of this qualitative study was to explore young people’s (10–25 years) and carers’ experiences of mental health services, focusing on barriers and facilitators to services supporting young people’s psychosocial functioning.MethodsThis study was conducted throughout 2022 in Tasmania, Australia. Young people with lived experience of mental illness were involved in all stages of this research. Semi-structured interviews were conducted with 32 young people aged 10–25 years with experience of mental illness, and 29 carers (n = 12 parent–child dyads). Qualitative analysis was guided by the Social-Ecological Framework to identify barriers and facilitators at the individual (young person/carer level), interpersonal, and service/systemic level.ResultsYoung people and carers identified eight barriers and six facilitators across the various levels of the Social-Ecological Framework. Barriers included, at the individual level: (1) the complexity of young people’s psychosocial needs and (2) lack of awareness/knowledge of services available; at the interpersonal level: (3) negative experiences with adults and (4) fragmented communication between services and family; and at the systemic level: (5) lack of services; (6) long waiting periods; (7) limited service accessibility; and (8) the missing middle. Facilitators included, at the individual level: (1) education for carers; at the interpersonal level: (2) positive therapeutic relationships and (3) carer advocacy/support; and at the systemic level: (4) flexible or responsive services, (5) services that address the psychosocial factors; and (6) safe service environments.ConclusionsThis study identified key barriers and facilitators to accessing and utilising mental health services that may inform service design, development, policy and practice. To enhance their psychosocial functioning, young people and carers want lived-experience workers to provide practical wrap-around support, and mental health services that integrate health and social care, and are flexible, responsive and safe. These findings will inform the co-design of a community-based psychosocial service to support young people experiencing severe mental illness.

Information literacy instruction in four Vietnamese university libraries

Against a global background of increasing anthelmintic resistance in parasites, little is known about the current parasite control strategies adopted within the equine industry in New Zealand. The aim of the study was to describe and compare the current parasite management and control practices used on Thoroughbred and Standardbred stud farms in New Zealand. An online questionnaire was used to collect data on the demographics of respondents, parasite control methods, grazing management, and use of faecal egg counts. Questions regarding parasite control strategy, how often horses were dewormed, number of treatments per year and stocking density were stratified by horse type: young stock (foals/weanlings/yearlings), wet mares (nursing a foal) or dry mares, and industry (Thoroughbred and Standardbred). Questions on grazing management were stratified by horse type and the breeding and non-breeding season. In total, 136 respondents completed the survey, of which most (66%; 90/136) were involved in the Thoroughbred breeding industry. Most (98%; 134/136) respondents used anthelmintic products to treat the horses on their property, and regardless of industry type most respondents were using interval drenching for young stock (86/129; 53%), dry mares (51/124; 41%) or wet mares (50/126; 40%). Of those respondents treating on regular interval, 55% (68/123), 42% (50/119) and 38% (46/122) were treating young stock, wet mares and dry mares every 6–8 weeks. The median number of treatments per year for young stock, dry mares and wet mares was 6 (IQR 4–8), 4 (IQR 3–6) and 4 (IQR 3–6), respectively; there was no difference in frequency of treatments by industry type. In the last 12 months respondents used a median of 2 (IQR 2–4) and 3 (IQR 2–4) different anthelmintic products to treat horses on Thoroughbred and Standardbred breeding farms, respectively. Of the respondents reporting the anthelmintic products used in the last 12 months, 95% used at least one product containing macrocyclic lactones. Overall, faecal egg counts were done by 20% (25/124) of respondents and over half of respondents in both industries were consulting their veterinarian for advice on worming products. This study identified a high reliance on anthelmintic products and limited on-farm control practices that would delay the development of anthelmintic resistance in equine parasites. Further research is now required to identify the level of resistance in the New Zealand equine parasite population.

ABSTRACTBackground: Resolutions of the World Health Organization and World Confederation for Physical Therapy declare health promotion a priority for health professionals including physiotherapists. Objective: To describe lifestyle-related risk factor assessment and intervention practices of Nigerian physiotherapists, their perceived barriers to such practices, and education needs. Methods: Physiotherapists (n = 650) were invited to complete a questionnaire with 23 questions about respondent demographics, lifestyle risk factor assessment, and management practices; barriers to such practices; and related education needs. Statistical analysis was descriptive. Results: Response rate was 69% (n = 451). Less than half of respondents indicated that they “always” advised smokers to quit or heavy drinkers to reduce alcohol consumption. Most respondents viewed diet and anthropometrics as risk factors that warrant being addressed, but few respondents did so. Physical inactivity and blood pressure were the commonest risk factors reportedly assessed. Perceived barriers to health promotion practices included time, knowledge, and access to other providers. Continuing education needs identified by respondents included methods for delivering advice regarding smoking cessation, diet, and alcohol consumption. Conclusions: Nigerian physiotherapists inconsistently assess lifestyle-related risks and intervene to address them. Continuing education is needed to address barriers to health promotion practices by meeting the perceived needs of Nigerian physiotherapists.

We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support implementation at the conclusion of an Institute for Education Sciences (IES) -funded practitioner-researcher partnership grant. At least half of educators reported a high level of implementation for all Tier 1 features. Tier 2 and Tier 3 behavioral and social supports for students were reported as less fully implemented than academic interventions, yet still well-above the scale midpoint. For every component, elementary educators indicated statistically significantly higher levels of implementation relative to secondary educators. Over half of respondents indicated a high level of implementation of eight of 20 research-based practices and supports examined, with a statistically significant relation between ratings of currently implemented practices and the desire for support in four practices: small-group self-determination instruction, peer-mediated support strategies, check-in/check-out, and strategies for internalizing behaviors. In terms of preferred professional development avenues, educators rated in-district during-school workshops, courses for college credit (on-line), and brief “good practice” guides most favorably. We close with a discussion of implications, limitations, and future directions.

The course portfolio in a library setting

IntroductionInadequate transition for chronic health conditions is associated with poor disease outcomes. The training of health care professionals in developmentally appropriate healthcare in the United Kingdom (UK) has not been...

PurposeThe project was conducted to learn how the services of the digital media commons (DMC) impact and support student success. Data were collected to learn how faculty perceive the instructional support program, how patrons perceive the quality of the services and how students use the services, technology and the space that the DMC occupies. The results will be used to improve services and instruction and to inform the future direction of our instruction support service post-COVID-19.Design/methodology/approachThe project included three phases. First, a survey was sent to faculty who had brought their class for an instruction session to gain input on how they perceived the impact of the instruction and follow-up services on the quality of media projects. The second phase was a customer service survey implemented in the area to learn how patrons used the spaces and technology, what types of projects they completed in the DMC and their satisfaction with the assistance they received. The third phase employed student focus groups that followed up on the information from the survey to pinpoint how students perceive that the DMC impacts their academic success.FindingsThe data gained from the research indicated that (1) the teaching program provides important instruction for media projects, (2) the DMC provides important services and technology that contribute to student success and (3) The DMC space is an important destination for students as a learning space.Research limitations/implicationsThe scope of this case study is limited by the size of sample groups surveyed and the presumed veracity of their responses. The implications of our results do, however, align with reported trends experienced by peer institutions.Practical implicationsThis case study can be used by colleagues from other university's and learning environments to improve their space and instructional support offerings.Social implicationsDigital learning and work environments are increasing across the country due to society's demand for multimedia literacy instruction and technical support. This research will serve as a reference point for institutions starting and/or assessing the direct impact of digital spaces on student success and learning outcomes.Originality/valueAlthough there are many studies on the impact of academic libraries' services, space and resources on student success, few specifically address the contributions of academic library digital media services on student achievement. This project fills that gap and will serve as a model for future research.

As the number of Hispanic individuals in the United States increases, so does the number of Hispanic hearing impaired children. This trend gives cause for concern within current educational systems because research suggests that Hispanic hearing impaired students demonstrate a lower rate of scholastic success than hearing and deaf peers (Bennett, 1988). One step toward solving this problem is to reexamine educational and assessment techniques employed with this diverse population. A logical first stage would include construction of demographic "profiles" or descriptions of student populations. The present study provides such information and identifies the unique characteristics of Hispanic students at the Texas School for the Deaf. The author discusses trilingual (ASL/English/Spanish) situations and problems related to multilingual home and school environments. A model is proposed for language instruction and support services programs.

Basic medical skills such as history taking and physical examination are essential components of clinical work profiles, but nevertheless have been neglected by conventional preclinical curricula. The near-peer-teaching program AaLplus [living anatomy plus] teaches basic medical skills, especially history taking, physical examination, and venepuncture, to preclinical students. It is a highly popular compulsory course in the first four semesters (320 students/year, 9h/semester) at Heidelberg University and ends with a formative Objective Structured Clinical Examination (OSCE) during which students receive structured in-depth feedback on their performance. AaLplus is part of the Department of General Practice's longitudinal curriculum for Family Medicine. This study aims to assess whether the AaLplus program has positive effects on students' clinical skill development and subjective confidence in history taking, physical examination and venepuncture. From 2015 to 2019, we asked all AaLplus participants to rate the program and self-assess their medical skills on 5-point Likert scales (min 1, max 5). In 4-station OSCEs, trained tutors rated the students' performance in all taught skills using standardized checklists. From 2015 to 2019 n = 1534 questionnaires returned (response rate = 98.6%, 52.7% females). After course completion, students felt able to take a patient's history (mean 3.97, SD = 0.75) and perform physical examinations (means range 3.82-4.36, SDs range 0.74-0.89) as well as venepuncture (mean 4.12, SD = 0.88). A large majority of students claimed they acquired these skills in the AaLplus program. During OSCE, 81.9% passed anamnesis, 93.1% passed physical examination, and 95.4% passed venepuncture (of n = 1556). Students mostly rated the feedback they received during the OSCE as "helpful" or "very helpful" (means for different stations 4.69-4.76, SDs 0.50-0.70). AaLplus is a positive example of a peer teaching program in the preclinical stage of medical studies. It successfully trains junior students in essential medical abilities and increases their confidence in their skills. A high percentage of students pass the formative OSCE and evaluate it positively. Consistently high ratings indicate the program's routine viability. Further studies are needed to analyze if programs like AaLplus could have an impact on the number of graduates choosing career in Family Medicine.

Purpose This paper aims to review the latest management developments across the globe and to pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds his own impartial comments and places the articles in context. Findings Are we entering the next phase of strategic development? It could be argued that corporate strategy, by necessity, follows macroeconomic and wider environmental concerns, and certainly the 2000s have seen the thirst for growth through unregulated markets quelled following the global financial crisis and the search for new markets from globalization, technological innovation, or service development. What is the next stage? It is hard to argue that it will have to factor in the so called “VUCA” – volatile, uncertain, complex, and ambiguous – environment. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

PurposeReviews the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the paperes in context.FindingsBusiness has borne witness to an evolution in how it brings products and services to market since the 1980s – and hardly anyone has noticed. This is not an obvious change such as the exploitation of the internet or the effects of globalization. It is a more subtle, more varied, and has had an impact on how most businesses now operate in the modern environment. Put simply, it is the way the firms now create value through product and service development using project management techniques.Originality/valueThe briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This study explored what effect information literacy instruction (ILI) may have on both a generalized anxiety state and library anxiety specifically. The population studied was international students using resources in a community college. Library anxiety among international students begins with certain barriers that cause anxiety (i.e., language/communication barriers, adjusting to a new education/library system and general cultural adjustments). Library Anxiety is common among college students and is characterized by feelings of negative emotions including, ruminations, tension, fear and mental disorganization (Jiao & Onwuegbuzie, 1999a). This often occurs when a student contemplates conducting research in a library and is due to any number of perceived inabilities about using the library. In order for students to become successful in their information seeking behavior this anxiety needs to be reduced. The study used two groups of international students enrolled in the English for Speakers of other Languages (ESOL) program taking credit courses. Each student completed Bostick's Library Anxiety Scale (LAS) and Spielberger's State-Trait Anxiety Inventory (STAI) to assess anxiety level before and after treatment. Subjects were given a research assignment that required them to use library resources. Treatment: Group 1 (experimental group) attended several library instruction classes (the instruction used Kuhltau's information search process model). Group 2 (control group) was in the library working on assignment but did not receive any formal library instruction. After the treatment the researcher and ESOL program instructor(s) measured the level of anxiety between groups. ANCOVA was used to analyze Hypotheses 1 and 2, which compared pretest and posttest for each group. Research assignment grades were used to analyze Hypothesis 3 comparing outcomes among the two groups. The results of the analysis ascertained that ILI was associated with reducing state and library anxiety among international students when given an assignment using library resources.

The Joint Service Research and Development program promotes the application of technology to solve manpower, personnel, and training (MPT) problems common to the military Services. The program originated in the 1978 House Armed Services Committee (HASC) hearings on military MPT issues, and subsequent HASC requests for tri-service coordination and funding of Defense-wide efforts. It is administered through a Joint Service Research and Development Steering Committee, which has representatives of each Service. Since funding for the program is in the engineering development category, it is essential that products be demonstrated and evaluated within a short time, usually three years. The products represent a culmination of successful laboratory research and development. The panel describes five of the products. TRAID consists of a library of computer-based instructional programs which is sufficiently flexible to support development, delivery, and management to meet most Service instructional requirements. Each of the Service training laboratories participate, to synthesize work related to computer-based instruction across are those which have been successfully demonstrated within the developing Service. Language Skills Computer Assisted Instruction, developed by the Navy Personnel Research and Development Center (NPRDC), automates literacy instruction It applies a diagnostic-prescriptive approach to remedial reading, using material from Navy manuals. The Computerized Hand-held Instructional Prototype, CHIP, is a revision of the Army Research Institute's (ARI) tutor device CHIP combines the miniaturization advances in semiconductor technology with the advantages of computer-based instruction, providing adaptive training, controlled feedback, self-pacing, and effective drill and practice in non-traditional settings. The Personal Electronic Aid for Maintenance (PEAM) is a joint venture of the Naval Training Equipment Center and ARI. PEAM improves the productivity of the organizational level maintenance technician by enhancing the quality, management, and delivery of technical information through an automated maintenance information system. Interactive Videodisc Instruction for Basic Skills Training, supported by 14 video-discs, is an ARI program. The training covers spatial orientation and navigational skills, study and test-taking skills, problem solving, and other learning strategies. Instruction is presented in the context of the Army Skill Qualification Test, Expert Infantryman's Badge, and tactical exercises. Additional land navigation materials are under development for the commander of the MI Abrams tank. Demonstrations of the technologies, following the presentations, allow the audience to sample these Joint Service program products.

This Annual Status Report describes the design, development and implementation of the Minority On-Line Information Service (MOLIS) project by Federal Information Exchange, Inc. for the period of April 1, 1991 to March 31, 1992. Summary information detailing developments prior to this reporting period will also be included to establish a comprehensive perspective of the project. The goal of the MOLIS project, was to develop, design, pilot test on-line access to current information on minority colleges and universities and federal minority opportunities. Federal Information Exchange, Inc. (FIE), a diversified information services company recognized by researchers and educators as a leader in the field of information delivery services, was awarded a 5 year small business research grant to develop and implement MOLIS. Since April 29, 1991, the inauguration of its on-line service, MOLIS has provided current information on 138 Black and Hispanic colleges and universities -- including faculty and student profiles, financial data, research centers and equipment information, pre-college and education programs, emerging capabilities, enrollment data, administrative personnel data, and current events -- as well as minority opportunities from 8 participating federal agencies.