Recently, globe has tried to transform populace activities to digital platform, wherefrom all stakeholders can attain their basic information. However, education sector cannot be excluded from this debate. Since, the pandemic mostly most economies have utilized digital transformation in different aspects of life, but digital education becomes more prominent. Therefore, this empirical research focuses on digital writing specifically to English education in G-7 economies between the time frame spanning from January 2000 to April 2022. This study considers urbanization, income, renewable energy, information & communication technology, renewable energy, English education, and pandemic as the key environmental determinants. To address the challenges posed by panel data, this study utilized an advanced set of estimators such as AMG stands for Augmented Mean Group. The estimate of urbanization and income per capita is positively significant, confirming that urbanization and economic development cannot protect the green economy by minimizing environmental pollution. Likewise, the estimated coefficient of English Education and internet use is negative and significant, implying that English Education and ICT can protect the green economy by reducing emissions. Conversely, renewable energy consumption (REC) is an element that can increase economic activity and therefore decline the environmental damages to secure a green economy. Likewise, the growth in cases of Covid-19 also reduces the usage of resources like land, water, and forests and subsequently decreases carbon emissions, promoting the green economy. The results also indicate that interaction term of English Education and ICT have adverse impact on Carbon emission (CO2). The outcomes suggest that internet usage (ICT) in English Education (EE) can deal efficiently with environmental issues for the green economy; therefore, EE and ICT should be part of green policies across the international level.

Promoting blood donation requires understanding and identifying the factors that motivate donations so that strategies for retaining and increasing loyalty can be developed. Transfusion literacy can be improved through school-based teaching and information about giving and solidarity to promote the development of future donors. For the purpose of aligning any strategies and motivational dynamics that promote adherence to informed donation and loyalty among students in the municipality of Coimbra. This study was undertaken to assess the perception of secondary school teachers regarding the students\' knowledge of blood donation. A survey was conducted among teachers from seven public schools in Coimbra with regard to the 3rd and Secondary cycles. Based on the data, people give blood for a feeling of personal satisfaction and peer influence, as well as for the satisfaction of helping others. Blood donation should be made a focal point of relevance and interest in the school community, by implementing programs, projects, and dissemination actions targeting this target group. We are extremely glad and most enthusiastic to be invited to share our study through what\'s happening with the readers globally.

BACKGROUND: Literacy is one of the most important skills a students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers and lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills.
METHODS: Forty non-verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Learning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention.
CONCLUSIONS: The reading material \"Lesing for alle\" (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading components such as sound blending, letter-sound correspondence, phoneme segmentation, shared reading, recognition of sight words, and decoding. The strategies and methods in use is built on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of them who use AAC specially outside of the USA. More research is needed to understand how programs designed to improve reading skills across other settings understand the program\'s long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers.
BACKGROUND: NCT05709405 . Registered 23 January 2023.

Personal physician finance is an overlooked source of stress that negatively impacts resident wellbeing with formal financial education often left out of medical training. This study attempts to (1) evaluate the perceptions of financial literacy, (2) determine the level of financial education incorporated across residency programs, and (3) evaluate the resources that residents utilize to obtain information about managing their personal finances.
A systematic literature search of articles published between January 2012 to January 2022, in the MEDLINE, EMBASE, and Cochrane databases was performed during February 2022]. The combination of search terms included: (financial literacy OR debt) AND (residency OR graduate medical education). The primary outcome measures included the perception of financial literacy during residency and the type of financial education incorporated during residency. Secondary outcomes included resources utilized to obtain financial education.
Twenty-three studies evaluating a total of 5146 residents were included in this systematic review.
The 42% to 79% of residents responded in surveys that they had \"below average\" understanding of finance, investing, and savings and that they felt unprepared to handle future financial decisions. 79% to 95% of respondents agreed that personal finance should be taught during residency training. The included studies also demonstrate that residents seek education through personal research, through a family member, or through attending outside financial planning seminars or courses.
This study demonstrates that the majority of residents feel underprepared when making financial decisions and that formal financial education should be incorporated during their residency training. Educating residents can help mitigate financial stress which can improve physician well-being, reduce attrition, and result in better patient care.
IV.

Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.

Introduction to the reader In this case, a survivor of torture presents with symptoms clinically consistent with both major depressive disorder (MDD) and post-traumatic stress disorder (PTSD). During her evaluation, a validated psychological questionnaire for PTSD was administered verbally through a translator and accurately identified this diagnosis. However, a self-administered (read and completed by the client) questionnaire for MDD vastly underestimated the severity of her symptoms and failed to diagnose her with depression. The client had not completed grade school, so it is likely that her literacy level impacted the accuracy of this questionnaire. This highlights one of the many limitations that exist when administering psychological surveys. Through understanding these limitations, forensic evaluators can develop ways to identify, mitigate, and overcome limitations of these useful tools.

The present study contributes to the existing literature by highlighting the ways in which non-profit community literacy organizations can benefit individuals and communities in ways that transcend their stated missions. We employed a qualitative research design whereby data were collected via in-depth individual interviews and focus groups with program users (n = 72), staff (n = 11), and program leads (n = 8). Findings revealed that, in addition to supporting traditionally defined notions of literacy, programs presented participants with opportunities to cultivate bridging and bonding social capital. By way of the conditions created and programmatic measures employed within programs, bridging social capital often strengthened into deeper bonding ties between and amongst service users and, in many cases, staff and volunteers. Administrators and staff described efforts to create program cultures conducive to the development of social capital. The research illuminates how non-profit community entities can empower individual service users and their communities beyond their stated missions by fostering social and organizational connectedness, promoting communal cohesion and social trust, and cultivating typically unacknowledged talents, strengths and assets within marginalized communities.

UNASSIGNED: This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.
UNASSIGNED: Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing.
UNASSIGNED: Following the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness.
UNASSIGNED: Sketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students.

UNASSIGNED: The Saudi Food and Drug Authority (SFDA) requires marketing authorization holders to submit a PIL in both Arabic and English language. However, the readability of imprinted and disseminated Patient information leaflets (PILs) was not assessed extensively in Saudi Arabia. This study aims to assess the readability of PIL of antihypertensive drugs in both Arabic and English languages.
UNASSIGNED: This study was a descriptive quantitative analysis conducted in Saudi Arabia in August 2021. PILs of all oral antihypertensive medications in Saudi Arabia were included in the study. The Arabic and English PILs were extracted from the Saudi Drugs Information System (SDI) and pharmaceutical companies\' registration documents. The study used Flesch-Kincaid grade level to assess the readability of English and sentence length to assess the Arabic texts. Descriptive analyses were used to assess the readability scores and the mean differences.
UNASSIGNED: It was found that almost 88% of English PILs were above recommended readability level compared to 79% of Arabic PILs. About 89% of English PILs of generic and 86% of brand-name medications were above the readability cutoff point compared with 83% of Arabic PILs of generic and 68% of brand-name medications. The means of grade level for readability of PILs for the widely used antihypertensive medications including angiotensin II receptor blockers (ARBs), antiadrenergic, diuretics, Beta-blockers (BBs), calcium channel blockers (CCBs), and combination antihypertensive medications, and CCBs were higher than the recommended readability level (p < 0.05). The highest mean grade level for readability among English PILs was for combinations of antihypertensive agents (9.35 ± 1.38, p 0.01) and among Arabic PILs was for ARBs (6.15 ± 1.62, p < 0.01).
UNASSIGNED: The majority of PILs of antihypertensive medications were above the recommended readability level that can be understood by the majority of the public, especially among generic medications and the most widely used antihypertensive medications. The study findings highlight the need of implementing guidelines to improve the readability of information imprinted in PILs and adopt new regulations requiring readability assessment for manufactures before submitting the PILs to the SFDA.

Variation in language has been acknowledged as central to the characterization of spoken and written discourse. Speakers\' ability to change and adjust language according to the communicative circumstances is a prominent factor that demonstrates their linguistic literacy and skill. Nonetheless, few studies have explored the characterization of discursively motivated variation in sign languages, and little is known about the topic. The purpose of the current study is to present features of variation in Israeli Sign Language as they appear in two discourse types-narrative versus expository texts. We present this aspect of linguistic literacy as it is expressed in two case studies of two adult signers in two domains: sign parameters and the use of signing space. The findings reveal a discourse type effect on the way that these aspects are expressed and highlight the importance of discourse and linguistic knowledge to educators of deaf students.