Search Results (1,070)

Background: Performing and maintaining high-altitude cardiopulmonary resuscitation (CPR) could pose a significant physical challenge for rescuers. The objective of this study is to analyse the effects of reducing the oxygen fraction at altitudes of 3000 m and 5000 m above sea level (asl), with and without conditioning to hypoxia, on the quality of resuscitation performed in adults. Methods: An analytical before–after study in which 56 students with a Degree in Nursing between 18 and 30 years old perform 10 min of resuscitation on a mannequin at different altitudes (670, 3000 and 5000 m asl) will be carried out. Subsequently completing an intermittent hypoxia conditioning programme, the participants will perform the resuscitation manoeuvres at previously referenced altitudes. Sociodemographics, CPR quality, self-perception CPR, adequate anthropometric data, physical condition, blood tests, oxygenation in muscular tissue, biceps, brachii and erector spinae, subjective perception of effort, anxiety levels and quality of resuscitation will be measured in all participants at different altitudes. Discussion: Although CPR is a submaximal effort manoeuvre, it is subject to being performed by anyone without motor disabilities. Our study will also provide evidence as to whether this characteristic continues to hold true in a hostile environment such as medium and high altitudes. Our study aims to demonstrate that the improvement in physical performance and recovery capacity induced by intermittent hypoxia conditioning programmes increases the quality of CPR in prolonged cardiac arrests and in adverse conditions, such as at high altitudes. The proposed study will contribute as a novelty to the estimation of the influence of high altitudes and conditioning on performing basic CPR manoeuvres. If the hypothesis turns out to be true, recommendations about the practice of moderate-intensity physical exercise could be incorporated into the CPR guidelines as one of the important aspects in the training of rescuers to conduct CPR. Full article

We present a transdisciplinary Teaching–Learning Sequence (TLS) for lower secondary school students that integrates climate change education with the promotion of gender equality in science. The TLS connects theoretical understanding with practical engagement through laboratory demonstrations, simulations, and accessible experiments. The sequence addresses key topics in sustainability education, including incoming and outgoing radiation, the greenhouse effect, energy transformations, and energy sources, through activities involving the electromagnetic spectrum, infrared imaging, selective transparency, absorption, and albedo. It also includes inquiry-based explorations of electromagnetic induction, miniature hydroelectric and wind power systems, Stirling engines, photovoltaic and concentrated solar technologies, and combustion-related CO₂ acidification. A distinctive feature of the TLS is the explicit integration of the social dimension of sustainability through discussion of the Matilda Effect and the historical case of Eunice Newton Foote, with the aim of challenging persistent gender stereotypes in STEM. The intervention was implemented with 12–13-year-old students and evaluated through pre- and post-tests, written explanations, closed-ended questions, drawings, and the Draw-A-Scientist Test. The results indicate a significant improvement in students’ understanding of climate-related scientific concepts and in their critical awareness of misinformation and climate denial strategies. While the sequence did not significantly increase students’ engagement in climate action, the gender-focused activities promoted strong critical reflection on stereotypes and on the role of women in science. Full article

Within the conceptual framework of the Unified Flexibility & Mindfulness (UFM) model, the current study applied a contextual behavioral science lens to understanding the challenges and dynamics of classroom teaching in the United States. In particular, the study sought to highlight the specific flexibility processes linked to lower teacher burnout and to greater use of adaptive instructional and behavior management strategies—deepening the conceptualization and operationalization of teachers’ Social and Emotional Competence (SEC). Toward that end, a sample of 308 K-12 teachers (79% female, 85% white, M_age = 42 years old) with an average of 13 years of teaching experience completed a relational task (RT) indirectly assessing relational thinking about students along with teacher-report measures of: (1) their own use of 14 forms of mindful flexibility (and distracted, reactive inflexibility) in the classroom, (2) their conscious perceptions of student engagement and disaffection with learning, (3) their use of adaptive instructional and behavior management strategies, and (4) a measure of work-related and student-related burnout. Exploratory network analyses largely supported the Unified Flexibility and Mindfulness model shaping teachers’ functioning in the classroom. The results further highlighted unique links from categorical thinking on the RT (i.e., viewing all positive or negative adjectives as essentially the same in students) to greater burnout and unique links from more nuanced thinking on the RT (i.e., the ability to see negative and positive traits coexisting in students) to greater perceptions of both student engagement and disaffection. Teachers’ engagement of committed action and self-as-context (maintaining a broader perspective in the face of disruptive behavior) along with perceptions of greater student engagement emerged as some of the most robust predictors of using adaptive classroom strategies. In contrast, teachers’ engagement in fusion and inaction (along with perceptions of greater student disaffection and lower student engagement) emerged as the most robust predictors of teacher burnout. Implications are discussed. Full article

Background and objectives: Social media use has become pervasive among the general population, with growing concern regarding its potential effects on mental health and sleep. While existing studies report associations between social media engagement and psychological outcomes, limited attention has been given to users’ self-perceived impact. To assess the self-perceived impact of social media use on mental health and sleep-related outcomes among healthy adolescents and adults aged 16–50 years old, and to identify associated demographic and behavioral factors. Methods: A cross-sectional survey was conducted among residents of Jeddah, Saudi Arabia, aged 16–50 years without a history of psychiatric or chronic sleep disorders, using a structured online questionnaire. Perceived mental health impact was assessed using a six-item study-specific questionnaire evaluating participants’ subjective perceptions regarding emotional and psychological responses to social media exposure. Higher perceived impact was defined as a composite score of 12–24 points on the study-specific scale. Data included sociodemographic characteristics, patterns of social media use, perceived mental health impact assessed through a 6-item Likert scale, and sleep-related outcomes. Associations were evaluated using chi-square tests and logistic regression analysis. Results: Most participants reported daily social media use exceeding 3 h, with 44.9% engaging in late-night use and 87.6% using devices within 30 min before sleep. Overall, 18.6% exhibited higher perceived mental health impact. Higher odds were observed among younger participants, students, and single individuals. Snapchat and YouTube use, and late-night engagement were independently associated with increased perceived impact. Approximately one-third reported insomnia after social media use, and 44.3% perceived improved sleep with reduced usage. Conclusions: Social media use is widely prevalent and commonly perceived to negatively affect mental well-being and sleep, particularly with intensive and late-night use. Self-awareness of these effects may represent a valuable leverage point for prevention, supporting the need for targeted digital wellness strategies and public health interventions. Full article

Most school science curricula teach concepts developed prior to the 20th century, despite the failure of classical physics to explain foundational physics concepts such as atomic structures and forces. This is largely because science curricula parallel historical discoveries in science: classical physics is introduced first, followed by modern physics, which is reserved for upper secondary students since it is considered too abstract for young students. This delayed approached to teaching modern science hinders students’ ability to develop foundational ideas at an appropriate age. However, the Einstein-First project challenges this notion by introducing atoms and molecules to 7–8 year-olds through hands-on activities. This research paper presents the results from two schools, where 169 students participated in eight lessons on atoms and molecules. Student and teacher data were collected using quantitative and qualitative surveys. The student results showed that hands-on activities were effective in helping primary school students understand these so-called abstract concepts. Teachers reported that, with proper upskilling and resources, they were able to deliver the program and introduce terminology and foundational concepts effectively. This study highlights the effectiveness of hands-on activities in teaching abstract scientific concepts to primary students, paving the way for enhanced science education at an early stage. Full article

Sexually transmitted infections (STIs) caused by C. trachomatis and HPV are the most prevalent worldwide. College students are characterized by being young women of reproductive age who may have risky sexual behavior. To describe the prevalence and factors associated with endocervical infection by C. trachomatis and HPV in college women in the Brazilian Amazon. Endocervical secretions were collected. The ompA gene of C. trachomatis and the L1 gene of HPV were detected. The Chi-square test, Fisher’s exact test, G test, Odds Ratio, and Multiple Logistic Regression were used with 95% confidence interval and p ≤ 0.05. The overall prevalence of endocervical infection by C. trachomatis was 8.3% (25/302) and by HPV was 28.9% (87/302). Low income was associated with sexually transmitted infection by C. trachomatis (14.8%, p = 0.0336). Those under 25 years old had twice the chance of HPV infection [39.3%, (OR: 2.6989), 95% CI: 1.6054–4.5371, p = 0.0002], as did women without children [31.8%, (OR: 2.333), CI: 1.1235–4.8461, p = 0.0307]. Women who did not study in a public school had 63% reduced risk of acquiring HPV infection [45.8% (OR: 0.3713), CI: 0.1951–0.7064, p = 0.0035]. C. trachomatis and HPV infections were present in low-income, childless young women who attended public schools, requiring the intensification of STI prevention policies in the Amazon region. Full article

Opera Out of Opera 2 (OOO2) is a Creative Europe cooperation project that experiments with digital, participatory strategies to reconnect opera with younger audiences and to reshape professional capacity for conservatory students. Rather than treating opera as a fixed repertoire to be transmitted, the project frames it as a site of co-creation, where youth and emerging professionals share agency in how the art form is presented, mediated and discussed. This article has two related aims. First, it examines how OOO2’s digital-first Audience Engagement Strategy (AES) may contribute to audience development among 18–25-year-olds, focusing on reach, participation patterns and perceived accessibility. Second, it investigates how participation in the project appears to affect conservatory students’ entrepreneurial self-efficacy and their understanding of their potential social role as musicians. Methodologically, the study combines a participatory action research (PAR) framework with an embedded single-case design. Quantitative data include pre- and post-intervention questionnaires with 132 higher music education students. An audience survey completed by 1256 spectators, complemented by social media and web analytics, is also embedded. Qualitative material derives from semi-structured interviews (n = 30), focus groups with project stakeholders and direct observation of workshops, rehearsals and performances. Results indicate a marked digital reach among younger audience and suggest that shorter formats, informal settings and second-screen mediation can lower perceived barriers to opera attendance for first-time or occasional spectators. Among students, mean scores for entrepreneurial self-efficacy increased from 3.2 (SD = 0.8) to 4.1 (SD = 0.7), corresponding to a large effect size (Cohen’s d = 1.20, p < 0.01), a pattern broadly consistent with research on self-efficacy and capacity creation in music and arts-based entrepreneurship education. The discussion connects these findings with a bibliometric mapping of audience development in opera, conducted on 147 Scopus-indexed documents, and argues that OOO2 occupies a still under-theorized intersection between youth-centred cultural participation and entrepreneurial capacity-building in higher music education. While the single-case design and the use of self-constructed survey items limit generalizability, the project may offer a useful reference point for institutions seeking to rethink opera’s approach as a digitally mediated, socially engaged and educationally meaningful practice. Full article

Physical Literacy (PL) assumes mutual reinforcement between its cognitive, affective, and physical domains. However, the role of the cognitive domain within this framework remains insufficiently explored. The aim of this study was to determine the extent to which the level of Knowledge and Understanding is related to Physical Competence, Motivation and Confidence, and Daily Behaviour in children aged 8–12 years. The study also examined whether grade group moderates these relationships. The Canadian Assessment of PL (CAPL-2) tool was administered to a sample of 2030 students from Poland. No consistent or practically meaningful correlations were observed between Knowledge and Understanding and Daily Behaviour across grade groups. Significant, although generally weak, associations were found between Knowledge and Understanding and both Motivation and Confidence and Physical Competence, with the Understanding subdomain showing stronger relationships. Moderation analysis indicated that the association between ‘Knowledge’ and Physical Competence decreased in older grade groups, while no consistent interaction effects were observed for ‘Understanding’. These findings suggest that, within the CAPL-2 operationalisation, the ‘Understanding’ subdomain showed relatively stronger (although still weak) associations; however, these differences were observed within generally weak relationships and should be interpreted cautiously. Full article

Background and Clinical Significance: Mallet finger is a common injury of the extensor mechanism at the distal interphalangeal (DIP) joint; however, open double mallet lesions are rare and may present a complex reconstruction challenge. Case Presentation: A 15-year-old male high school student who sustained an open injury to the left ring and little fingers after a high-energy buggy accident. The ring finger showed an open double mallet lesion in which the extensor tendon remained attached to a tiny avulsion fragment, and a separate dorsal base fragment was also present. The adjacent little finger had a concomitant open fracture with substantial soft tissue injury. Emergency surgery was performed on the day of the injury. For the ring finger, reduction of the tendon-attached avulsion fragment and separate dorsal base fragment was achieved using extension-block pinning, transarticular DIP pinning, and pull-out fixation over a volar button. For the little finger, cross-pinning was performed because the distal fragment was too small for stable non-transarticular fixation. Serial radiographs showed maintained alignment and progressive healing. At the final follow-up, 21 months after the injury, residual deformity and limitation of DIP motion remained; however, no infection, major skin complications, or nail deformity were observed. The little finger DIP joint became ankylosed, whereas some residual mobility remained in the ring finger DIP joint. Despite persistent functional limitations, the patient was able to continue school attendance and percussion-related activities. Conclusions: This case highlights that in an open double mallet lesion, disruption of both the tendon-attached fragment and its bony bed should be considered, and stabilization of the base may be useful in selected injury patterns before definitive tendon-side repair. Full article

Early childhood is a critical period in which religious and moral foundations are established, and the materials used in this process directly influence the quality of learning. In Türkiye, institutional religious education for early childhood is provided through Qur’an courses for children aged 4–6 years, affiliated with the Presidency of Religious Affairs. This study examines the attitudes of instructors working in these courses toward material use and the types of materials preferred in the educational process. Designed within a quantitative research approach using a survey model, the study aimed to collect data from instructors working in Qur’an courses for 4–6-year-old children during the 2023–2024 academic year in Türkiye. Based on voluntary participation, 363 instructors took part in the study. Data were collected through the Material Use Questionnaire and the Attitude Scale Toward Material Use in the Classroom Environment questionnaire and analyzed using SPSS 22.0. Due to the non-normal distribution of the data, the Kruskal–Wallis H test and the Mann–Whitney U test were applied. The findings show that instructors have positive attitudes toward the use of instructional materials and that printed and auditory materials are the most frequently used in the educational process. Full article

This study aims to provide insights into how physical activity is associated with sleep patterns in youth populations, in particular, Slovak adolescents, and how gender (boys vs. girls) and age (≤16 vs. ≥18) moderate this relationship, using an extreme-group comparison approach that excludes 17-year-olds to enhance contrast between developmental stages. Using a cross-sectional design, self-reported data were collected from 2504 (100%) high school students (aged 15–19; 45.6% boys, 54.4% girls) using the International Physical Activity Questionnaire-Short Form (IPAQ-SF) and the Pittsburgh Sleep Quality Index (PSQI). Participants aged 17 years were excluded from age-stratified analysis to create clearer separation between early/mid and late adolescence. The primary outcome was global sleep quality (PSQI > 5). Secondary outcomes included sleep duration and PSQI component scores. All other analyses (age- and gender-stratified comparisons and interaction models) were predefined as exploratory and hypothesis-generating to examine potential effect modification. Age-stratified analyses among girls showed that, within the low PA group, good sleep was reported by 37.7% of younger girls (≤16) and 28.6% of older girls (≥18). Among older girls, the proportion reporting good sleep increased to 49.8% in the high PA group (χ² = 29.16, p < 0.001). No consistent associations between PA and sleep quality were observed among boys; however, significant association was identified among younger boys (≤16 years), which was not observed in older boys. Logistic regression revealed a modest interaction between age and PA level in predicting sleep quality among girls (β = 0.346, p = 0.049), suggesting small age-dependent variation in the association. This effect should be interpreted cautiously given its borderline statistical significance. Component-level PSQI analyses showed that girls experienced higher rates of sleep disturbances (χ² = 91.40, p < 0.001), longer sleep latency (χ² = 26.71, p < 0.001), and greater daytime dysfunction (χ² = 79.90, p < 0.001). These findings provide region-specific evidence from Central and Eastern Europe and underscore the need for age- and gender-sensitive public health strategies targeting both physical activity promotion and better sleep outcomes, given their observed associations. Full article

This study develops a new concept of computer-assisted exercises (CAX) on constructive simulation systems and how the proposed concept affects the strategy and teaching methods. The current state of affairs in the field of defense and security, both in Europe and in the world, requires the acquisition of competencies (European Qualifications Framework—EQF: knowledge, skills, independence, and responsibility), i.e., the education and training of a significantly larger number of personnel in the field of defense and security than has been the case in the last 70 years. In addition, an important specificity of today is that students need to acquire some competencies that were almost unknown until recently. Most of these competencies are the result of the rapid development of technology, which has significantly changed human life in all areas. In order to respond to the modern requirements of conducting operations, where the transfer of information both horizontally and vertically is exponentially accelerated, current concepts of preparation and implementation of education and training, of which exercises are often the most important part, need to be replaced with new concepts, and one such concept is developed in this paper. New information introduced is mostly related to the new weapons that are being introduced (unmanned systems, hypersonic missiles, weapons based on microwaves and lasers, etc.), which all result in necessary changes to the traditional approach to conducting war, i.e., tactics, techniques, and procedures (TTP). This novel exercise concept allows for the simultaneous implementation of training for up to three or four hierarchical levels (e.g., TF Div, brigade, battalion, and company) in one exercise, while in most countries, including the NATO alliance, it is still common for such exercises to be conducted according to a concept that is over 20 years old and, as a rule, is focused on the implementation of exercises for one or two hierarchical levels. This approach allows key personnel from the headquarters of units from four hierarchical levels to be simulated in real time, which is not provided by current concepts for preparing and conducting exercises. The new concept was applied as a multi-level, computer-assisted exercise (CAX) on constructive simulation systems. In addition, significant advantages of the new concept relate to the flexibility and adaptability of the proposed concept to be applied in addition to operational units and in training institutions such as academies and higher education institutions. In addition to the above, the new concept requires a shorter planning period as well as fewer total resources needed for the preparation and implementation of the exercise. The management, organizational, and technological components of the proposed exercise concept are implemented in the CAX model. The hypotheses in this paper will be tested in an applied study, which was evaluated through an external evaluation body. The implemented CAX model was tested in Croatia on the example of using exercises at the Croatian Defense Academy. Full article

Objectives: The present study aimed to examine the relationship between dietary habits and anthropometric characteristics of high school adolescents. Participants and Methods: This cross-sectional study involved randomly selecting 104 students (34 boys and 70 girls) who were 17–19 years old. To evaluate dietary habits, a validated and standardized EPIC-Norfolk frequency food questionnaire was used, and anthropometric characteristics of the participants were assessed. Results: The most often consumed foods during the week were meats and fruits, while the least frequently consumed were fish and vegetables. For all participants, intake below the recommended levels was for alpha-carotene, total carbohydrate sugars, vitamin D, milk, dairy products, nuts, and seeds. Intake of proteins and iron was below the recommended levels in girls. Boys had a lower intake of proteins and fruits compared to girls. No differences were observed in the consumption of macronutrients. The median of all anthropometric values was within the reference values. Boys were slightly older and had significantly higher values of body weight and height, BMI, waist circumference, and waist-to-hip-ratio (WHR) compared to girls. In addition, systolic blood pressure (SBP) was significantly higher in males than in females. Participants with increased arterial blood pressure (ABP) showed significantly higher energy intake from fat, sodium intake, and total fat intake compared to those with normal ABP. Participants with increased WHR had significantly higher energy intake, intake of sodium, and total carbohydrates compared to those with normal WHR. Conclusions: This study shows that adolescents’ eating habits (particularly intake of fat and sodium) were associated with anthropometric values, ABP, and WHR, which present risks for cardiometabolic diseases in adulthood. Full article

This study examined the perceived quality of life of Portuguese gifted students compared with their non-gifted peers using the KIDSCREEN-27, a widely used instrument for assessing health-related quality of life in children and adolescents. Quality of life is the subjective perception of overall well-being resulting from the interaction of physical, psychological, social, and environmental factors. Previous research suggests that high intellectual ability does not necessarily ensure greater well-being and may coexist with social–emotional challenges, including perfectionism, anxiety, and difficulties in social integration. The sample consisted of 102 Portuguese students aged between 10 and 15 years old. They were in two groups (gifted and non-gifted), matched by gender. Gifted participants had previously been identified through psychoeducational assessment and were enrolled in the PEDAIS enrichment program promoted by the National Association for the Study and Intervention in Giftedness (ANEIS). Five quality-of-life dimensions were analyzed: physical well-being, psychological well-being, autonomy and parent relationships, peer social support, and school environment. MANOVA results indicated statistically significant differences between the groups, with gifted students reporting lower scores in physical well-being, autonomy and parent relationships, peer social support, and school environment. There were no significant differences in psychological well-being, indicating similar levels of perceived emotional well-being in both groups. These findings highlight the importance of considering the social and contextual dimensions of well-being in gifted education and reinforce the need for educational strategies that combine cognitive development with social–emotional support. However, the results should be interpreted with caution, as the gifted participants were recruited from a structured enrichment program, which may limit the generalizability of the findings to the broader population of gifted students. Full article

Background: Adolescence is a critical developmental period during which dietary habits are formed and may influence long-term health outcomes. Monitoring changes in adolescents’ eating behaviors and nutrition-related knowledge over time is important for developing effective health promotion strategies. The aim of this study was to compare adolescents’ (Lower Silesia, Poland) dietary habits and nutritional knowledge between two study periods (2011 and 2023) using comparable survey methods. Methods: A repeated cross-sectional comparison of two independent cohorts was conducted using an identical questionnaire in both study periods. The 2023 cohort included 14-year-old primary school students (n = 100; 48 girls and 52 boys), while the comparison group consisted of adolescents aged 13–15 years assessed in 2011 (n = 377; 202 girls and 175 boys). Anthropometric measurements and self-reported data on dietary habits and nutritional knowledge were analyzed using descriptive statistics and group comparison tests. Results: The findings indicate changes in selected dietary behaviors and levels of nutritional knowledge among adolescents over the studied period. A higher percentage of students in 2023 reported eating four meals per day and obtaining information about healthy eating from the Internet rather than from television. Students in 2023 were also more likely to recognize the relationship between diet and attention, identify the harmful effects of energy drinks and excessive fast-food consumption, and provide correct answers regarding proper nutrition. Nutritional knowledge improved over time, with a mean percentage of correct responses of 71.9% in 2023 compared with 63.7% in 2011. Although nutritional awareness improved in several areas, certain unhealthy eating habits remained prevalent, including irregular breakfast consumption and frequent intake of sweets. Changes in the distribution of body weight categories were also observed, with gender-specific differences between cohorts. Conclusions: The results suggest that improvements in nutritional knowledge alone may not be sufficient to ensure positive changes in dietary behavior among adolescents. Continued monitoring of adolescent nutrition and the development of comprehensive health promotion strategies addressing both knowledge and environmental influences remain necessary. Full article