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This paper introduces and describes a new concept in multilayer ceramic capacitor (MLC) design which dramatically improves final microcircuit packaging density by incorporating buried capacitors in a multilayer ceramic interconnection substrate. This substrate, which is not conventional 94% alumina but a high K replacement, is compatible with conventional air firing thick film conductive, dielectric, and restrictive materials. Included is a discussion of substrate characteristics and potential custom thick film multilayer interconnections.

This narrative review explored the efficacy of school-based child sexual abuse prevention programmes between 1990 and 2002. There were 22 efficacy studies that met clear inclusion criteria. Results covered both methodological design and the range of outcome measures. Methodology was analysed through four dimensions (target population, prevention programme implementation, evaluation methodology and cost-effectiveness). Outcomes for children covered nine categories (knowledge, skills, emotion, perception of risk, touch discrimination, reported response to actual threat/abuse, disclosure, negative effects and maintenance of gains). The studies had many methodological limitations. Prevention programmes had a measure of effectiveness in increasing children ' s awareness of child sexual abuse as well as self-protective skills. Beyond minimal disclosure rates, there was no evidence to demonstrate that programmes protected children from intra-familial sexual abuse. For a small number of children prevention programmes produced minimal negative emotional effects. Recommendations for future research, policy and practice, include realistic outcomes for child participants and locating programmes within wider abuse prevention measures.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

The purpose of this paper is to explore the existing literature on the relationship between different service attributes and patient satisfaction at outpatient nutrition clinics to propose and test a culture-specific conceptual model interlinking the drivers of patient satisfaction.

Over a 7-week period in Fall 2019 (November 2–December 19), 600 patients from a Lebanese-Middle Eastern hospital (396 females and 204 males) completed an anonymous-designed survey with closed questions (n = 30). Statements were considered to represent specific attributes of nutrition services. In order to measure the existence and degree of significant relationships between different research variables, Pearson correlation coefficients and Fisher's Z test were employed to analyze the collected data, before and while joining the clinic, during and after the appointment. Means of scores and frequencies were calculated.

The results show that the nutrition service attributes with reference to “after the appointment” may improve the patients' satisfaction level more than attributes with reference to “while joining the clinic” and “during the appointment”. Most patients were satisfied with their overall outpatient clinic experience. The patient experience is a direct result of positive interactions with the entire services offered.

The conceptual model sets the foundations for testing and for further research to develop. Moreover, the findings of this study are important for assessing the quality of nutrition service attributes and for reporting on the ability of this service to meet the needs and preferences of patients in the health care sector.

This study attempts to fill the gap in knowledge on nutrition service quality as indicators for overall patient satisfaction, while opening clear research avenues for further studies to follow. It is the basis for the development of clinical practice guidelines and other quality enhancement tools.

Public schools should be educational havens free of religious affiliation. Students and educators are encouraged to think critically, racial injustices and institutional bigotry promote civic understanding and participation, and value diversity of thought and experience. Unfortunately, and especially in the past three years, Nebraska public schools have endured a spate of racist, xenophobic, and Islamophobic incidents. Some districts have banned children’s books about racial injustice. Others have failed to diversify their curriculum to include LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer) representation or have asked their teachers not to mention “controversial” topics such as immigration. These responses have exacerbated the problem rather than mitigating it, which has harmed marginalized students, families, educators, teacher educators, and librarians in the area. Teacher educators work hard to train teacher candidates and future librarians to advocate for their students and their communities. However, when they become teachers and librarians in our local schools, this work is blocked, and they face traumatic consequences that cause them to burn out and leave the profession early. This is especially true of our Black, Indigenous, and People of Color (BIPOC) teacher candidates, librarians, and teachers. This chapter will describe how educational leaders have failed in their leadership and how some BIPOC teacher educators advocated publicly and got into “good trouble” for themselves and their students who teach in their communities. Teacher educators should not stay in the ivory tower; they have a responsibility to be public intellectuals who have an active role in the community where students teach to model what they teach students to do.

Defines cumulative trauma disorders before going on to discuss the causes of these disorders. Considers the employer liability for the problem and proposed occupational safety and health proposals. Suggests techniques for prevention. Looks at handling claims and current practices for preventing and reacting to the disorder with case examples. Concludes that the volume of litigation will lead to implementation of further legislation in the future.

Long-term care (LTC) homes are highly regulated settings that provide care to people living with complex health conditions who are often at the end of their lives. Mental health and quality of life are important concepts in LTC given the inherent poor health and diminished autonomy of residents living in this setting. The COVID-19 pandemic had the potential to further compound these issues through lockdowns limiting movement within and outside of LTC homes, increased fear of severe COVID-19 infections, staff shortages, and impaired communication through personal protective equipment. However, the evidence describing the effect of the pandemic on mental health and quality of life is mixed, with some studies describing increased rates of mental health concerns and others presenting modest increases or decreases. Creative strategies to mitigate negative mental health consequences of lockdown included technology supported and window or outdoor visits, increased access to volunteers, and supports for families. However, the evidence in this area continues to evolve as subsequent waves of the pandemic progress. Future research may present new evidence about other strategies that became important in different stages of the pandemic.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.