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Psychosocial stress could lead to a wide range of possible physiological reactions, due to both the total burden of stress as well as individual susceptibility. Two useful Swedish registers to investigate early life influences on stress susceptibility are the Swedish Medical Birth Register (MBR) and the Military Service Conscription Register (MSCR). In a previous study we showed a positive relation between fetal growth and psychological functioning (PF) including an assessment of stress susceptibility.1 However, in that study we did not adjust for family social class—nor did another related study.2 We have therefore now carried out such an analysis in an expanded cohort study, by adding parental educational level as a marker of family social class. The aim was to investigate independent associations between fetal growth and stress susceptibility in young men.

The volume examines ongoing dynamics within the organizational fields of health care and higher education, as seen from an institutional theory perspective. To date, few studies have attempted to compare developments across these two critical societal sectors and actors

Significant changes in requirements for reading instruction and special education teacher preparation have occurred in recent years due to provisions found in the No Child Left Behind legislation of 2001 and the 2004 Individuals with Disabilities Education Improvement Act. This study examined the preparation for reading instruction that prospective special education teachers received during their teacher preparation and their beliefs concerning their preparation. Reading instruction preparation was examined in the context of the knowledge and skills associated with reading instruction acquired in two required university reading courses. Using a mixed methods sequential explanatory design-participant-selection model (Creswell & Plano Clark, 2010) , the role of reading courses taken by current and prospective special education teachers on their knowledge and beliefs related to reading instruction was investigated. Multiple choice and constructive responses on a reading credentialing exam described the knowledge prospective special education teacher have in four knowledge domains. Further, an additional literacy related course did not significantly predict reading knowledge as measured by the credentialing exam. A questionnaire (n=28) on special education teachers' beliefs concerning their preparation was conducted with follow up semi-structured interviews (n=10) with two extreme case cohorts that represented teachers with high knowledge and low knowledge of reading instruction. Quantitative findings suggested that prospective special education teachers acquire significant content knowledge of reading instruction in their reading courses, but may lack the procedural knowledge to apply their knowledge. Moreover, responses to questionnaire items on teachers' beliefs concerning their reading courses suggested that teachers believed their preparation resulted in a lack of procedural knowledge related to creating flexible grouping and differentiating reading instruction for struggling readers. Follow up semi-structured interviews identified similar concerns with delivering the reading instruction necessary to address emergent literacy across grade levels and disability categories. Additional reading instructional courses, field experiences, and practicums are recommended to address the need for differentiated special education preparation in the area of reading instruction.

AbstractBackgroundStaff members' views can have a significant impact on sexuality issues of people with intellectual disabilities. Research on the impact of sociocultural factors in this area in the Chinese context is sparse.MethodsSemi‐structured interviews were conducted with seven professionals (social worker, nurse, life skills trainer and manager) to explore their experiences of and attitudes towards the sexual needs of people with intellectual disabilities by applying interpretative phenomenological analysis.ResultsThe study identified two major themes, each with two sub‐themes: 1. Professional handling of the sexual needs of people with intellectual disabilities (sex education and intervention); 2. Barriers (incompatible approaches and parental resistance). Participants also experienced feelings of resignation facing the barriers they encountered. Collectivism and cultural view about sex are potentially the influencing factors.ConclusionThis study highlights the need to adopt an evidence‐based sex education programme whose content and delivery should take account of cultural factors.

Purpose
This study aims to examine how higher education can mold pro-environmental actions among students with educational social-marketing leads; it probes into the direct influence of four value orientations toward pro-environmental beliefs, norms and behaviors.


Design/methodology/approach
This quantitative research sought deductive reasoning. Data gathering took place in January 2023, following a cross-sectional framework. The researcher visited various private universities in Egypt, which used effort to change the practices among students toward sustainable developments, distributing digitally administrated questionnaires to students on campus. Through convenience nonprobability sampling, 581 questionnaires were collected and statistically analyzed, using SPSS.


Findings
This study shows that altruistic and biospheric value impact students' personal beliefs toward pro-environmental behaviors; students' personal beliefs significantly impact the norms that are present on campus; the norms found on campus impact significantly students to behave as green passengers, recyclers and utility-savers.


Practical implications
Higher education institutions play a significant role in promoting the manifestations of rationality and objectivity among students about environmental challenges and sustainable development. Eco-friendly behaviors are rooted in values; thus, understanding the initial values among students is critical in developing coping strategies and social marketing initiatives that inspire the needed conservational behaviors.


Originality/value
By aligning the value-belief-norm theory with two disciplines (higher education on sustainability and social marketing), this study builds upon the theory, identifying the underlying value-structures that inspire students' necessary environmental and sustainable behaviors to improve societies for future generation rightness. This study provides more nuanced insights into a better educational intervention for shaping students' manners toward environmentalism to improve communities worldwide.

Purpose
The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education.


Design/methodology/approach
Cluster analysis is used to define 252 students' skills patterns and their perception of the different active learning methodologies conducted in class to promote SD.


Findings
The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD.


Research limitations/implications
The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants.


Practical implications
The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development.


Social implications
These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals.


Originality/value
This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

March 19 - 22, 2006, São Paulo, BRAZIL World Congress on Computer Science, Engineering and Technology Education ; Adults students (AS) bring to Higher Education (HE) and to the learning process a wide range of life experiences. The use of these can assist academic learning and enable AS to become independent reflective learners. Research is urgent as more adults are returning to HE, because of the push policy for lifelong learning – at national government, European Commission (EC) and Bologna Process levels. The project PRILHE (Promoting Reflective Independent Learning in HE), funded by the EC Socrates- Grundtvig Programme, aims to identify the learning processes which enable AS in HE to become independent reflective learners and how best to support these processes. Within this research, both quantitative and qualitative methods were used to determine how students organise their studies and to discover their learning experiences. This paper describes the design and development of the system for the web survey data collection, taking into account the characteristics of information systems quality models.

The role of education in the international relations has not being subject to study until recent times. This article intends to contribute to palliate this lack in the historiography. The article is organised around two main parts. The first one offers a revision that the subject is acquiring in parallel with a renew concept of international relations. The second part explores some relevant national cases such as the pioneer French one and the USA as a model focused on mobility that is copied by the European Union. ; El papel de la educación en las relaciones internacionales no ha sido objeto de estudio hasta tiempos recientes. En este artículo se pretende contribuir a paliar esta laguna existente en la historiografía. Para este fin el artículo se organiza en dos partes fundamentales. La primera ofrece una revisión de la relevancia que esta materia está adquiriendo en paralelo con un concepto de relaciones internacionales renovado. La segunda parte explora algunos casos nacionales de gran interés como el de Francia, por ser el país pionero en la materia, y el de los EEUU, cuyo modelo centrado en la movilidad ha sido imitado por la Unión Europea