Elite student-athletes (SAs) in higher education (HE) have distinct mental health (MH) risks. The COVID-19 pandemic put pressure on systems and increased elite SA vulnerability to adverse MH outcomes. The aim of this study was to explore the provision and management of MH in elite HE sports settings during the time of COVID-19 pandemic stress. The secondary aim was to identify lessons and opportunities to enhance future mental healthcare systems and services for elite SAs. A qualitative study design was used to investigate the views of three groups (athletic directors, coaches and sport healthcare providers). Ten key leaders were purposively recruited from HE institutions in Canada, the USA and the United Kingdom. They represented various universities from the National College Athletic Association, U SPORTS Canada and British Universities and Colleges Sport. Semistructured interviews were conducted, recorded, transcribed and thematically analysed. Five key themes were identified: (1) The pandemic disruption had salient impacts on motivation and how elite SAs engaged with sport (2) when student sport systems are under pressure, support staff perceive a change in duties and experience their own MH challenges, (3) the pandemic increased awareness about MH care provision and exposed systemic challenges, (4) digital transformation in MH is complex and has additional challenges for SAs and (5) there were some positive outcomes of the pandemic, lessons learnt and a resulting motivation for systems change. Participants highlighted future opportunities for MH provision in elite university sport settings. Four recommendations were generated from the results.

Commercial environments and food acquisition methods significantly shape dietary practices and impact health. This study assesses dietary choices among Portuguese university students regarding vending machines, canteens, and lunches from home. It also evaluates their use of the university canteen and their tendency to bring lunch from home. This pilot cross-sectional study used a self-administered electronic questionnaire, made available in early 2023. Participants were recruited through snowball sampling. The study included 137 students from Portuguese higher education institutions, mainly women (74.5%), pursuing degrees or integrated Master\'s degrees (83.2%), primarily in health-related fields (55.5%). The median age was 21 years (20 to 23.5 years). About 70.0% regularly consumed food from vending machines, while approximately 60.0% brought lunch from home, avoiding the canteen. Factors such as convenience (48.5%), price (47.5%), product availability (40.6%), and taste (39.6%) mainly influenced vending machine choices. Monthly, chocolates, water, coffee, cookies, treats, and soft drinks were the most commonly acquired items, with coffee being the most frequent daily purchase. These findings provide insights for creating policies and initiatives to promote healthier and more accessible food options for students and strategies to encourage positive eating behaviors.

BACKGROUND: The start of the COVID-19 pandemic resulted in the implementation of nonpharmaceutical interventions by US institutions of higher education at an unprecedented level. During the backdrop of an emerging pandemic, younger adults (eg, college students) had an overall lower risk for severe outcomes for SARS-CoV-2, making this population a potential source of transmission for age groups with high susceptibility and negative health outcomes. We examine how college students\' level of concern for COVID-19 was influenced by different sources of information, their living status, income level, and other demographic identifiers and its association with prevention behavior change.
OBJECTIVE: We sought to examine the level of concern, defined as the extent to which the participant would take corrective action to mitigate contracting or spreading the virus (to family or friends) by using personal protective equipment such as a face mask, practicing social distancing, and following other public health recommendations, among college students during the COVID-19 pandemic.
METHODS: A cross-sectional, web-based survey was conducted in 2021 among 185 college students aged 18-41 years, with most living in New York City and the United States (n=134, 72.4%). Out of 185 college students, 94 provided their zip codes, with 51 of those college students indicating they lived in New York City areas. The participants completed the survey via a QR code. Study participants who did not complete the full survey or were not college students in any US college or university were excluded. Analyses were conducted using R (version 4.2.2; R Foundation for Statistical Computing).
RESULTS: Of 185 respondents participated in the study, 25 (13.5.%) used emails from their schools, 51 (27.6%) used mainstream media, and 109 (58.9%) used social media and other sources to obtain information about COVID-19. Of the 109 participants who learned about the pandemic from social media, 91 (83.5%) were concerned; however, only 63% (32/51) and 60% (15/25) of the participants who sourced information from mainstream media and their schools\' email, respectively, were concerned. Further, the participants who received information from social media and other sources were about 3 times more likely to be concerned about COVID-19 than participants who received information from the university via email (P=.036; OR=3.07, 95% CI: 1.06-8.83)..
CONCLUSIONS: College students who received information from social media and other sources were more likely to be concerned about COVID-19 than students who received information from their school via emails.

UNASSIGNED: This research proposes an adapted version of Business Model Canvas (BMC) as a strategic instrument for Higher Education Institutions (HEIs). University-Model Canvas (Unicanvas) is intended to be a critical visual and dynamic tool for addressing the challenges faced by entrepreneurial universities in their quintuple helix model.
UNASSIGNED: Considering the new challenges facing HEIs, transfer knowledge, corporate social responsibility, internationalization, digitalization, sustainability, and the critical role of universities in innovation and regional development, we adapt the strategic building blocks of the BMC in the context of universities.
UNASSIGNED: Departing from BMC, we propose 10 strategic building blocks against the nine BMCs, including an achievement box. The new challenges HEIs face, the expansion of university outputs, and new societal demands highlight the opportunity to use this tool instead of traditional and static strategic planning models to discuss and concretise their differentiated way of competing. The use of this participative, dynamic, intuitive, and flexible strategic tool will facilitate the holistic strategic management of these institutions in their current new challenges.
Universities are responsible for training students, generating knowledge from their research, and transferring it to the market. This triple function is developed in a changing context with significant challenges, such as demographic changes, rapid technological advances, or limited public financing. Changes for Higher Education Institutions (HEIs) imply contemplating key issues such as transfer and innovation, internationalization, digitalization, sustainability, or regional development in their strategic objectives. For this reason, many universities are asking themselves: How can they approach the strategic management of universities to face these challenges? Universities have traditionally approached the management of their institutions based on traditional and static strategic planning models. However, universities with more attractive strategic tools from the business and entrepreneurship fields could design strategies to meet the interests of multiple academic and market stakeholders. The original Business Model Canvas (BMC) is a widely accepted tool for business model innovation. It provides an easy, dynamic, intuitive, and flexible vision that can be continually improved to shape and renew any business strategy. The main goal of this research is to propose a modified version of BMC, named University-Model Canvas (Unicanvas). A Unicanvas is proposed for its effectiveness, practicality, and easy-to-use tool design and development of university strategic management. We aim to help university managers and administrators understand the possibilities of this tool for appropriate strategic management in these changing times.

Previous works have suggested a high prevalence of painkiller intake (PI) among sport students but also improved health literacy (HL) for sports-active students than for sports-inactive students. Since health-related content also forms part of the sport science curriculum, the study focuses on these seemingly paradoxical results. Music students who are also physically active through their instrumental practice, who act in an area with increased PI and who have no health-related teaching content in their curriculum composed the comparison group. Therefore, this study investigated the prevalence of PI and HL in cohorts of sport (n = 222; 54.5% female) and music students (n = 89; 67.4% female) using a cross-sectional online survey in Lower Saxony, Germany. The hypothesis tests were validated by calculating frequentist and Bayesian statistics. The results show that 50.9% of sport and 28.1% of music students exhibit PI concerning their study programs, often for prophylactical purposes and in the presence of low HL levels. The weak negative correlation between PI and HL was not statistically confirmed and requires further research with improved test power. Regarding the possible health consequences of an inconsiderate PI, target group-specific prevention is indicated to increase general health awareness and HL.

The connection between physical activity and cognitive function has become a focus of attention in educational research in recent years. Regular exercise has been shown to have significant positive effects on physical health, but it also appears to have a significant impact on cognitive function and academic performance. Of all the exercise modalities, resistance training has drawn interest for its ability to improve cerebral abilities in addition to physical well-being. However, there is limited available knowledge exploring the relationship between resistance training regimens and academic performance. This narrative review aims to investigate the underlying mechanisms linking resistance training to academic performance. Firstly, we will examine the biological mechanisms and psychosocial links that potentially connect resistance training to academic performance to find and describe the different mechanisms by which resistance training improves academic performance. In the next part of the work, we delve into the existing observational and intervention studies that have explored the relationship between resistance training and academic performance. Lastly, we provide practical recommendations for including resistance training in institutional education settings, emphasizing the need of dispelling myths and addressing barriers to increase participation as well as the relevance of considering key training variables and adaptation of protocols to developmental stages, always guided by a properly trained professional. Overall, the available evidence supports that resistance training provides potential benefits to the academic performance of youth students with many biological and psychosocial factors that explain this relationship. However, most of the studies are observational, and broader interventional studies are needed to understand and maximize the benefits of this type of physical exercise.

Entering and acclimatizing to a university is crucial for achieving academic goals and graduation. Chronic illnesses can reduce a person\'s capacity to perform tasks, whether physically, cognitively, or emotionally, about inflammatory bowel disease (IBD), there is a lack of research about the impact of IBD on the daily lives of students. IBD can be seen as having an adverse effect on the life of college students. The objective of this review was to examine the psychological ramifications, particularly in relation to stress levels, that IBD elicits in the daily lives of students.  The elementary search utilized specific databases, including PubMed, Web of Science, and Google Scholar. The search terms employed were \"IBD,\" \"University,\" \"Students,\" and \"Stress.\" We reviewed 80 papers and selected 25 for their applicability and relevance. The current review includes at least a total of 12 articles.  The following issues arose: 1) adaption to university, 2) managing IBD individually and from the university setting, 3) social impact, and 4) methods of controlling and coping with the IBD.  Students with IBD have a tough time adapting to new situations. Their emotional and social status plays a significant role in this. The proper management and treatment of IBD throughout studies can have a significant impact on student\'s academic achievement as well as their later lives.

The consumption of added sugars has been a major concern among consumers and researchers around the world. Some of these added sugars pose health threats such as obesity, and liver diseases to consumers. Therefore, consumers\' understanding and knowledge of added sugars is important in regulating the intake of food items that contain different types and levels of added sugar. In this study, the knowledge and understanding of staff (consumers) of the University of Energy and Natural Resources, Ghana, was assessed through survey The results showed that about 38.5 % of consumers always read food labels whereas 3.1 % never read the labels of food they purchased. However, only about 20 % of consumers considered added sugars as most important information on food labels while most (about 38 %) were concerned about the calorie level in food items purchased. Based on the consumer\'s knowledge of sugars and sweeteners, there was a high level of disparity in classifying sugars in food as sugars and sweeteners. In addition, most consumers reported that they would adversely avoid food items containing lactose, isoglucose, and saccharin. The awareness of the consumers to the WHO recommendation for sugar reduction, the gender (P = 0.278), age (P = 0.959), level of education (P = 0.888), and staff category (P = 0.944) did not influence their decisions on purchasing food items with added sugars Most consumers were interested in issues of food and nutrition. Therefore, it is recommended that staff are taken through aspects of food nutrition as well as the consumption of added sugar towards the recommended levels.

Lead is an established neurotoxicant, and it has known associations with adverse neurodevelopmental and reproductive outcomes. Exposure to lead at any level is unsafe, and the United States (US) has enacted various federal and state legislations to regulate lead levels in drinking water in K-12 schools and childcare facilities; however, no regulations exist for higher education settings. Upon the discovery of lead in drinking water fixtures in the University of North Carolina at Chapel Hill (UNC-CH) campus, a cross-campus water testing network and sampling plan was developed and deployed. The campaign was based on the US Environmental Protection Agency\'s (EPA) 3Ts (Training, Testing, and Taking Action) guidance. The seven-month campaign involved 5954 tests on 3825 drinking water fixtures across 265 buildings. A total of 502 (8.43%) tests showed lead above the limit of detection (1 part per billion, ppb), which represented 422 (11.03%) fixtures. Fewer than 1.5% of the tests were above the EPA action level for public water systems (15 ppb). In conclusion, systematic testing of all the fixtures across campus was required to identify localized contamination, and each entity in the cross-campus network undertook necessary roles to generate a successful testing campaign. UNC-CH established preventative measures to test drinking water fixtures every three years, which provide a framework for other higher education institutions in responding to lead contamination.

Greenhouse gases (GHGs) are the primary drivers of global climate change. Human activities, particularly those related to energy production, transportation, and industry, have long contributed to the escalating levels of GHGs in the Earth\'s atmosphere. Recognizing the significance of this issue, universities, including Thammasat University, play a vital role in Greenhouse gas (GHG) emissions research and education, carrying a responsibility to address the matter. This study is aimed aims to assess the greenhouse gas emissions and mitigation measures at Thammasat University (Lampang campus), Thailand. The emissions are categorized into 3 types: (1) direct GHG emissions; (2) energy-related indirect GHG emissions; and (3) other indirect GHG emissions. Activity data from the years 2019 to 2022 was used for the calculations, resulting in GHG emissions of 1051.70, 778.28, 558.64, and 1034.531 tons of carbon dioxide equivalent. Among these emissions, energy-related indirect GHG emissions from electricity purchases represent the majority, accounting for approximately 78.55% of the total emissions. Consequently, implementing mitigation strategies, such as solar panel installations and solid waste reduction (combined scenario), has the potential to reduce GHG emissions by up to 57.78%. Furthermore, the university should actively promote GHG emissions reduction through the enactment of energy-saving policies and the adoption of energy-efficient technologies to reduce reliance on energy purchases.