E-maturity and school performance: a secondary analysis of COL evaluation data. Analysis report.

This publication focuses on a secondary analysis of the Curriculum Online evaluation data to examine the relationships between school performance, e-maturity and pupil attainment in both primary and secondary schools

Evaluation of curriculum online: Report of the third survey of schools

This report, based on interviews with a range of teachers and pupils in a sample of primary and secondary schools in England, examined, in depth, how schools responded to the third year of the curriculum online programme. Report on the industry impact of curriculum onlin

Ch*nks Don’t Need Trigger Warnings

This reflection essay details an AAPI student’s account of learning to advocate for herself against racial microaggressions committed in a professional setting. Over the course of the semester, several incidences of harmful language and thinking were revealed from a colleague. The student recounts learning to speak up for herself, what it was like to advocate in White settings, and the confounding process of filing complaints within the department. This essay gives a clear example of the necessity for the administration to have better systems to keep their marginalized and victimized students safe from those who wish to do them harm, either through ignorance or direct action

Improving Central Monitoring of Fieldwork in Cross-national Surveys: The Case of the Fieldwork Management System in the European Social Survey

Cross-national surveys face the particular challenge of trying to balance optimal survey quality within a country with comparability across countries in terms of data quality. Addressing this challenge during fieldwork requires effective management of fieldwork data, a task made more difficult by the inherent differences between countries. This article argues that changes to the comprehensiveness, timeliness, consistency, and accessibility of fieldwork data facilitate monitoring and represent a necessary step forward towards achieving optimal data quality in cross-national surveys. It discusses the approach of the European Social Survey (ESS) for monitoring fieldwork cross-nationally, and specifically, the improvements made to central monitoring with the introduction of the Fieldwork Management System (FMS). Through real-life examples of the use of FMS by the central team, the article reflects and discusses the impact of the changes to fieldwork monitoring. The ESS experience demonstrates that there is more than one way to realise the benefits of improved fieldwork data management and provides insights about the process of improving central monitoring of fieldwork for other cross-national surveys

Nursing Education Regarding Take-home Narcan in Relation to Opioid-Related Deaths

The opioid epidemic in America has remained a national crisis since 2011 with opioid related deaths continuing to dramatically increase. Naloxone (Narcan) safely reverses the effects of an opioid overdose with little to no side effects. There is a gap in the literature regarding education and stigma-breaking conversations held between addicts and nurses surrounding an opioid overdose. This systematic literature review will examine the effects of nursing education on the acceptance and use of take-home Narcan kits within opioid drug users. Using the Kennesaw State University Library SuperSearch database, we searched for peer-reviewed studies that included one or more of the following keywords: “Opioid-related deaths”, “Take-home narcan”, and/or “Nursing education”. Inclusion criteria for our search were literature published within the last 5 years, opioids, opioid- related substances (eg., Heroin), and/or naloxone, and English language. Our exclusionary criteria were studies conducted prior to 2017, non-English language, non-opioid related substances, and non-naloxone related interventions. Using the PRISMA model we narrowed the search to specific studies pertaining to our inclusion criteria, the importance of take-home Narcan education with addicts, and its potential connection with lowering opioid deaths in the area. We plan to analyze and synthesize evidence to define the connection between nursing education with addicts pertaining to Narcan and a decrease in opioid related deaths. The final results of this report will be discussed at the Symposium as the review analysis is still in progress

Screen and virtual reality-based testing of contrast sensitivity

Contrast sensitivity is a key visual ability for everyday tasks, as well as a potential indicator of important optical and neurological diseases. Current clinical standards, based on visual discrimination performance on printed charts, present problems that could be bypassed using electronic devices. This work describes the development of new tests for contrast sensitivity, based on the detection of a moving target on a computer screen and in virtual reality headset. It presents preliminary evaluation of these innovations by comparison of their performance, using healthy adults with normal vision and by artificially altering their contrast sensitivity. The results demonstrate consistent correlation between all test modalities explored

The Effect of Self-Focused Attention and Mood on Appearance Dissatisfaction after Mirror-Gazing: An Experimental Study

Background and objectives: Self-focused attention is hypothesized to be a maintenance factor in body dysmorphic disorder (BDD). The aim of this study was to use an experimental paradigm to test this hypothesis by studying the effect of self-focused attention during mirror-gazing on appearance dissatisfaction. Methods: An experimental group design was used, in which 173 women were randomly allocated to one of three conditions before mirror-gazing for 2 min: (a) external focus of attention, (b) self-focus of attention, and (c) self-focus of attention with a negative mood induction. Results: After mirror-gazing, participants across all groups rated themselves as being more dissatisfied with their appearance. In both the self-focus conditions, there was an increase in sadness from pre to post mirror gazing, and there was a significant difference in focus of attention for participants in the self-focused, mood-induced group from pre to post manipulation, suggesting mood induction had more of an effect than focus of attention. Limitations: (1) there was no condition involving an external focus with a negative mood induction, and (2) due to the level of information provided to patients on the nature of the task, we cannot rule out demand characteristics as an influencing factor on our results. Conclusions: Self-focused attention during mirror-gazing may act indirectly to increase appearance dissatisfaction via the effect of negative mood. Further studies are required to establish the relative contribution of self-focused attention and negative mood to increases in appearance dissatisfaction as a function of mirror-gazing