Search Results (12)

In the wake of the COVID-19 pandemic, the scientific community has been galvanized to unravel the enigmatic role of bioaerosols in the transmission of infectious agents. This literature review, anchored in the extensive Web of Science Core Collection database covering the period from 1990 to 2023, utilizes a bibliometric approach to chart the dynamic landscape of bioaerosol research. It meticulously documents the paradigm shifts and burgeoning areas of inquiry that have emerged in the aftermath of the pandemic. This review meticulously maps out the sources and detection strategies of pathogens in a variety of ecosystems. It clearly shows that impaction and filtration sampling methods, followed by colony counting and PCR-based detection techniques, were predominantly used in the scientific works within the previous three decades. It synthesizes the progress and limitations inherent in a range of models for predicting aerosol-mediated pathogen spread and provides a comparative analysis of eDNA technology and traditional analytical techniques for bioaerosols. The accuracy of these detection methods and forecasting models is paramount for the early recognition of transmission risks, which, in turn, paves the way for prompt and effective disease mitigation strategies. By providing a thorough analysis of the historical progression and current state of bioaerosol research, this review illuminates the path ahead, identifying the critical research needs that will drive the field’s advancement in the years to come. Full article

Health tourism is recognised as a growing industry. Therefore, sustainable development in health tourism is crucial not only for the well-being of patients but also for destinations and communities. In this sense, sustainable development in health tourism aims to develop solutions related to the environmental, social, and economic challenges faced by the country and the tourism sector. After the COVID-19 pandemic, health tourism has become popular, and despite the increase in research related to the theme, the existing literature is still relatively fragmented and lacks a comprehensive view. This study addresses this gap by investigating sustainable development in health tourism through a systematic literature review. Ninety-three articles were collected from the Web of Science database. After subjecting them to bibliometric analysis, it is possible to examine the topic’s current state of the art. This research permits the systematisation of the existing literature into five areas: (1) stakeholders of sustainable tourism, (2) impact of COVID-19, (3) health tourism, (4) challenges and opportunities, and (5) sustainability values. This research provides significant contributions to the field of sustainable development in health tourism. Firstly, it sheds light on aspects that previous literature has examined, offering valuable insights into the drivers of sustainable development in health tourism, thus enriching our comprehension of the subject. Additionally, the article delineates a prospective research agenda, suggesting various directions that can lay the foundation for upcoming inquiries and the development of pertinent theories for assessing the impact of sustainable development in health tourism. Full article

Making informed decisions about socio-scientific issues requires socio-scientific reasoning, which is highly challenging for students. This construct has four dimensions, including recognizing complexity, analyzing multiple perspectives, appreciating the need for ongoing inquiry, and employing skepticism. To support its development, we integrated established principles for designing socio-scientific issues learning environments with the Knowledge Community of Inquiry model. A design-based research study was conducted with two iterations, involving 85 eighth graders, to examine the effectiveness of the integrative approach in supporting students’ socio-scientific reasoning and decision-making. The web-based unit “Asthma in the Community” was adapted and enacted with the students. In the first iteration, the socio-scientific approach was applied, and in the second iteration, the unit was redesigned with features from the Knowledge Community of Inquiry approach. Results showed that all students who participated in the second iteration developed socio-scientific reasoning, made better evidence-based decisions than those in the first iteration, and expressed an understanding of decision-making processes in a community, which is suggested as new, fifth dimension of socio-scientific reasoning. This fifth dimension is suggested as essential for coping with decision-making in socio-scientific issues in the networked society, and the study suggests how to design learning environments that can support its development. Full article

The study concerns psycho-social domains experienced in a diverse suburban middle-class community, reporting the most positive cases and the deepest suffering, and interactions towards adaptation in stressful situations, such as the Coronavirus pandemic. This qualitative investigation used a descriptive design, with a strengths-based perspective directing a two-phased method. Through non-probability convenience sampling, 80 participants completed a web-based qualitative questionnaire (phase one). From those, 20 purposely selected volunteers participated in individual, face-to-face, open-ended, and unstructured interviews (phase 2). Themes, interpreted as one set, show how strengths and resilience appear, despite extreme shock and uncertainty. Transitional processes in psycho-social spheres reveal conscious decisions towards dynamic engagement, embracing change, reflecting on life’s value, and regarding novel meaningful priorities in contrast with “before”. Most prominent relational spaces have human connections in the inner (close) and outer (community) circles. Personal, meaningful relationships strengthen social bonds. Appreciative inquiry (AI) assisted in the transitional process to co-construct awareness of the positive core, emotional agility, and pride in embracing and expanding on newly developed strengths. Interpreted inductively, meaning described in abstracted knowledge can be transferred to and integrated with other contexts, identifying new initiatives and trans-, multi-, and inter-disciplinary debates mitigating psycho-social consequences and fostering resilience during disasters. Full article

Equity, equality, diversity, inclusion, belonging, dignity, justice, accessibility, accountability, and decolonization are individual concepts used to engage with problematic social situations of marginalized groups. Phrases that put together these concepts in different ways, such as “equity, diversity and inclusion”, “equality, diversity, and inclusion”, “diversity, equity and inclusion”, “equity, diversity, inclusion, and accessibility”, “justice, equity, diversity, and inclusion”, and “equity, diversity, inclusion, and decolonization” are increasingly used, indicating that any one of these concepts is not enough to guide policy decisions. These phrases are also used to engage with problems in the workplace. Universities are one workplace where these phrases are used to improve the research, education, and general workplace climate of marginalized students, non-academic staff, and academic staff. EDI policy frameworks such as Athena SWAN and DIMENSIONS: equity, diversity, and inclusion have been also set up with the same purpose. What EDI data are generated within the academic literature focusing on EDI in the workplace, including the higher education workplace, influence the implementation and direction of EDI policies and practices within the workplace and outside. The aim of this scoping review of academic abstracts employing SCOPUS, the 70 databases of EBSCO-HOST and Web of Sciences, was to generate data that allow for a detailed understanding of the academic inquiry into EDI. The objective of this study was to map out the engagement with EDI in the academic literature by answering seven research questions using quantitative hit count manifest coding: (1) Which EDI policy frameworks and phrases are mentioned? (2) Which workplaces are mentioned? (3) Which academic associations, societies, and journals and which universities, colleges, departments, and academic disciplines are mentioned? (4) Which medical disciplines and health professionals are mentioned? (5) Which terms, phrases, and measures of the “social” are present? (6) Which technologies, science, and technology governance terms and ethics fields are present? (7) Which EDI-linked groups are mentioned and which “ism” terms? Using a qualitative thematic analysis, we aimed to answer the following research question: (8) What are the EDI-related themes present in relation to (a) the COVID-19/pandemic, (b) technologies, (c) work/life, (d) intersectionality, (e) empowerment of whom, (f) “best practices”, (g) evaluation and assessment of EDI programs, (h) well-being, and (i) health equity. We found many gaps in the academic coverage, suggesting many opportunities for academic inquiries and a broadening of the EDI research community. Full article

The cultural heritage sector has often acted as catalyst in allowing groups to coexist harmonically by investing in intercultural dialogue. Nonetheless, the vast majority of cultural experiences offered by cultural institutions rarely take provisions to make such experiences inclusive for groups with diverse sociocultural characteristics. In this context, this study explores the hypothesis that the adoption of Web 2.0 design patterns could enhance the public’s participation and inclusion by making visitors co-creators of the offered cultural experience, and help museums transform into more inclusive spaces by enhancing knowledge sharing and social learning. A self-guided tour tool with augmented reality and social features is proposed to facilitate the creation of an online learning community for museum staff and visitors, and to enable information sharing and interactions. Initially, the paper’s theoretical background is presented, focusing on the analysis of social educational theories. Next, a state-of-the-art analysis is conducted. The two aforementioned analyses provide both direction and impetus to the design process and research inquiry. Following this, the key functionalities of the proposed application are presented. A preliminary small-scale experiment conducted in an art exhibition showed that its use could be efficient, as positive feedback was obtained. Full article

Risk perception, literacy, communication, narrative, governance, and education are important aspects of emergency and disaster management, preparedness, and planning (EDMPP) as they for example influence and direct EDMPP policies and actions. A thorough understanding of the ‘social aspects of risk is important for EDMPP, especially in relation to marginalized populations who are often overlooked. Technologies are increasingly employed for EDMPP. How these technology applications identify and engage with the ‘social’ of risk in general and the ‘social’ of risk experienced by marginalized populations is important for EDMPP. Equity, diversity, and inclusion (EDI) and similar phrases are employed as policy concepts to improve research, education, and participation in the workplace for marginalized groups such as women, Indigenous peoples, visible/racialized minorities, disabled people, and LGBTQ2S including in workplaces engaging with EDMPP which includes universities. The aim of this scoping review was to generate data that allows for a detailed understanding of the risk related discussions within the EDMPP academic literature as these discussions shape EDMPP policies and actions. The objective of this scoping review study was to map out the engagement with risk, specifically the social aspects of risk, in the EDMPP-focused academic literature with a focus on (a) EDMPP in general, (b) COVID-19, (c) EDMPP and marginalized groups, (d) EDMPP and patients, and (e) EDMPP and technologies (artificial intelligence, machine learning, machine reasoning, algorithm design approaches such as Bayesian belief networks, e-coaching, decision support systems, virtual coaching, automated decision support, e-mentoring, automated dialogue and conversational agents). Using the academic databases SCOPUS, Web of Sciences, and databases accessible under Compendex and EBSCO-HOST and performing hit count frequency searches of online and downloaded abstracts and thematic analysis of downloaded abstracts the study reveals a lack of coverage on the social aspects of risk and engagement with risk concepts such as risk perception, risk governance, risk literacy, risk communication, risk education and risk narrative especially in conjunction with marginalized groups and technologies employed in EDMPP decision support. Our findings suggest many opportunities to further the EDMPP academic inquiry by filling the gaps. Full article

Many active, inquiry-based learning activities nowadays rely upon the students’ capacity to perform efficient information research on the Internet. Study and Research Paths (SRPs) have been proposed to model inquiry learning, and successfully used as teaching formats in different areas. In an SRP the search for an answer to a generating question (Q₀) leads to a sequence of derived questions and answers, which are modeled using a Q–A map. We have investigated the benefits of using SRPs and Q–A maps to improve Web-based inquiry learning. We designed an SRP for a course on Information and Communication Technologies (ICT), belonging to an Engineering degree. The class-session SRPs revolved around Q₀ questions such as ‘What is a «firewall»?’, ‘What are the main features of 5G?’ etc. Our results, based on the analysis of six courses conducted between 2015/16–2020/21, show that the SRP is an enriching tool for learning ICT: content expands beyond that of the traditional course and is maintained up-to-date. Students are engaged and motivated by the active-search activity. In addition, the SRP helps in improving the students’ skills in searching and selecting information on the Internet. The Q–A maps served both the students, to structure their Web inquiry, and the teacher, to monitor the learning study process. Full article

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners. Full article

The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided. Full article

While there are many studies about the environmental impacts of climate change in the Canadian north, the role of Indigenous youth in climate governance has been a lesser focus of inquiry. A popularized assumption in some literature is that youth have little to contribute to discussions on climate change and other aspects of land and resource management; such downplay of youth expertise and engagement may be contributing to climate anxiety (e.g., feelings of hopelessness), particularly in remote communities. Creating opportunities for youth to have a voice in global forums such as the United Nations Conference of Parties (COP24) on Climate Change may offset such anxiety. Building on previous research related to climate action, and the well-being of Indigenous youth, this paper shares the outcomes of research with Indigenous youth (along with family and teachers) from the Mackenzie River Basin who attended COP24 to determine the value of their experience. Key questions guiding these interviews included: How did youth impact others? and How did youth benefit from the experience? Key insights related to the value of a global experience; multiple youth presentations at COP24 were heard by hundreds of people who sought to learn more from youth about their experience of climate change. Additional insights were gathered about the importance of family and community (i.e., webs of support); social networks were seen as key to the success of youth who participated in the event and contributed to youth learning and leadership development. Full article

This paper explores the use of Web 2.0 technologies for collaborative learning in a higher education context. A review of the literature exploring the strengths and weaknesses of Web 2.0 technology is presented, and a conceptual model of a Web 2.0 community of inquiry is introduced. Two Australian case studies are described, with an ex-poste evaluation of the use of Web 2.0 tools. Conclusions are drawn as to the potential for the use of Web 2.0 tools for collaborative e-learning in higher education. In particular, design and integration of Web 2.0 tools should be closely related to curriculum intent and pedagogical requirements, care must be taken to provide clear guidance on both expected student activity and learning expectations, and there is a clear need to develop, support and encourage strong interaction both between teachers and students, and amongst the students themselves. Full article