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Massive open online courses (MOOCs) are increasingly used to educate health care workers during public health emergencies. In early 2020, the World Health Organization (WHO) developed a series of MOOCs for COVID-19, introducing the disease and strategies to control its outbreak, with 6 courses specifically targeting health care workers as learners. In 2020, Stanford University also launched a MOOC designed to deliver accurate and timely education on COVID-19, equipping health care workers across the globe to provide health care safely and effectively to patients with the novel infectious disease. Although the use of MOOCs for just-in-time training has expanded during the pandemic, evidence is limited regarding the factors motivating health care workers to enroll in and complete courses, particularly in low-income countries (LICs) and lower-middle-income countries (LMICs). This study seeks to gain insights on the characteristics and motivations of learners turning to MOOCs for just-in-time training, to provide evidence that can better inform MOOC design to meet the needs of health care workers. We examine data from learners in 1 Stanford University and 6 WHO COVID-19 courses to identify (1) the characteristics of health care workers completing the courses and (2) the factors motivating them to enroll. We analyze (1) course registration data of the 49,098 health care workers who completed the 7 focal courses and (2) survey responses from 6272 course completers. The survey asked respondents to rank their motivations for enrollment and share feedback about their learning experience. We use descriptive statistics to compare responses by health care profession and by World Bank country income classification. Health care workers completed the focal courses from all regions of the world, with nearly one-third (14,159/49,098, 28.84%) practicing in LICs and LMICs. Survey data revealed a diverse range of professional roles among the learners, including physicians (2171/6272, 34.61%); nurses (1599/6272, 25.49%); and other health care professionals such as allied health professionals, community health workers, paramedics, and pharmacists (2502/6272, 39.89%). Across all health care professions, the primary motivation to enroll was for personal learning to improve clinical practice. Continuing education credit was also an important motivator, particularly for nonphysicians and learners in LICs and LMICs. Course cost (3423/6272, 54.58%) and certification (4238/6272, 67.57%) were also important to a majority of learners. Our results demonstrate that a diverse range of health care professionals accessed MOOCs for just-in-time training during a public health emergency. Although all health care workers were motivated to improve their clinical practice, different factors were influential across professions and locations. These factors should be considered in MOOC design to meet the needs of health care workers, particularly those in lower-resource settings where alternative avenues for training may be limited.

In a nationally representative sample, first-year U.S. college students \"somewhat agree,\" on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.

To assess survival patterns and predictors of mortality among patients admitted with COVID-19 to treatment centers in the Oromia region of Ethiopia from April 1 to August 31, 2021. A prospective cohort study design was employed, taking a sample of 854 patients selected from eight treatment centers in the region. The follow-up duration was the time interval from admission to the treatment center until the final disposition of patients at discharge (death, recovery, or failed to recover). Data were collected by computer tablet with an interviewer-administered questionnaire and checklist designed using CSPro 7.5 and exported to Stata 13 for analysis. Descriptive analysis was used to explore the characteristics of patients. The mortality rate was estimated by number of deaths per 1,000 person-days of observation. The survival duration was estimated by medians with IQR. The Kaplan-Meier method was used to compare the survival experiences of patients. To identify the predictors of time to death after hospitalization, a Cox proportional-hazard model was used. The magnitude of association was estimated using HRs with 95% CIs, and statistical significance was set at <0.05. The mortality rate among hospitalized patients was 9.9 per 1,000 person-days of observation and the median survival time after admission was 9 (IQR 9-10) days. Higher hazard of death was observed among patients who drank alcohol (AHR 2.0, 95% CI 1.2-3.3), required anticoagulants (AHR 10, 95% CI 1.2-91.5), glucocorticoids (AHR 1.7, 95% CI 1.1-2.8), and oxygen (AHR 4.7, 95% CI 1.1-22.0), those with acute respiratory distress syndrome (AHR 2.9, 95% CI 1.7-5.1), and critical patients admitted to intensive care units (AHR 3.4, 95% CI 2.0-5.9). The hazard of death is significantly predicted by alcohol use, requiring anticoagulants, glucocorticoids, or oxygen medication, acute respiratory distress syndrome complication, and being critical when admitted to intensive care units.

This article extends the literature on 21st-century learning skills needed for workplace success by providing an empirical examination of employers' direct communication to potential employees via job advertisements. Our descriptive analysis of 142,000 job advertisements provides two contributions. First, this is one of the first studies to empirically rank-order skill demand. In doing so, it is clear that oral and written communication, collaboration, and problem-solving skills are in high demand by employers, with particular emphasis on the pairing of oral and written communication. Furthermore, it is apparent that many of the skills suggested in the literature as being critical for workplace success are in very low demand by employers, and some were not found to be mentioned at all (e.g., social responsibility). Second, this study explicitly examined whether 21st-century skill demand varied by job characteristics, which was found to be the case, with differences being noted for both education level and degree field requirements. Results were replicated with a sample of roughly 120,000 job advertisements collected 1 year from the initial data collection. Implications for developing educational standards around 21st-century skill development are discussed.

This study compared the outcomes of three descriptive analysis methods—the ABC method, the conditional probability method, and the conditional and background probability method—to each other and to the results obtained from functional analyses. Six individuals who had been diagnosed with developmental delays and exhibited problem behavior participated. Functional analyses indicated that participants' problem behavior was maintained by social positive reinforcement (n = 2), social negative reinforcement (n = 2), or automatic reinforcement (n = 2). Results showed that for all but 1 participant, descriptive analysis outcomes were similar across methods. In addition, for all but 1 participant, the descriptive analysis outcome differed substantially from the functional analysis outcome. This supports the general finding that descriptive analysis is a poor means of determining functional relations.

Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the aggregate, counties in which teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.

The rising price of higher education and its implications for equity and accessibility have been extensively documented, but the material conditions of students' lives are often overlooked. Data from more than 30,000 two- and 4-year college students indicate that approximately half are food insecure, and recent estimates suggest that at least 20% of 2-year college students have very low levels of food security. At least one-third of 2-year students are housing insecure, including up to 14% who are homeless, whereas between 11% and 19% of 4-year students are housing insecure. Most of these students work and receive financial aid, but only a fraction receive public or private assistance to help make ends meet. Implications for research on college affordability and efforts to boost college graduation rates are discussed.

Growing demand for sustainable food has led to the development of meat analogs to satisfy flexitarians and conscious meat-eaters. Successful combinations of functional ingredients and processing methods result in the generation of meat-like sensory attributes, which are necessary to attract non-vegetarian consumers. Sensory science is a broader research field used to measure and interpret responses to product properties, which is not limited to consumer liking. Acceptance is evaluated through hedonic tests to assess the overall liking and degree of liking for individual sensory attributes. Descriptive analysis provides both qualitative and quantitative results of the product’s sensory profile. Here, original research papers are reviewed that evaluate sensory attributes of meat analogs and meat extenders through hedonic testing and/or descriptive analysis to demonstrate how these analytical approaches are important for consumer acceptance. Sensory evaluation combined with instrumental measures, such as texture and color, can be advantageous and help to improve the final product. Future applications of these methods might include integration of sensory tests during product development to better direct product processing and formulation. By conducting sensory evaluation, companies and researchers will learn valuable information regarding product attributes and overall liking that help to provide more widely accepted and sustainable foods.

In March 2020, most schools in the United States transitioned to distance learning in an effort to contain COVID-19. A significant number of students did not fully engage in remote learning opportunities due to resource or other constraints. An urgent question for schools around the nation is how much did the pandemic impact student academic and sociale-motional development. This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes. Our results suggest student outcomes generally suffer more from absenteeism in mathematics than in ELA. Negative effects are larger in middle school. Absences negatively affect social-emotional development, particularly in middle school. Our results suggest districts will face imminent needs for student academic and social-emotional support to make-up for losses due to the COVID-19 pandemic.

Generally, educational studies do not problematize the definition of urban education or examine the positionality of sites along a spectrum of urban districts and schools. This study addresses the definitional gap by (a) examining the conceptualization of urban education through an integrative review of prior definitional research and (b) exploring how an urban district may be defined in empirical terms. Our findings indicate six categories are typically used to define urban education: (a) population/location/geography, (b) enrollment, (c) demographic composition of students, (d) resources in schools, (e) disparities and educational inequality, and (f) social and economic context. The results indicate that deficitoriented language permeates prevailing definitions of urban education and that large-city-centered conceptualizations of urban education may overlook a substantial number of smaller districts with similar levels of educational inequality and diversity.