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Brain Fag Syndrome (BFS) is a psychiatric disorder associated with study affecting two to four out of every ten African students. One of the consequences of this illness is early fore-closure of education in affected students. Etiological factors such as nervous predisposition, motivation for achievement, and psycho-stimulant use have been found associated with it. However, the contributions of study habits to the pathogenesis of this study-related illness deserve more attention than has been given. We carried out this cross-sectional study to ascertain the types of study habits associated with BFS among a sample of senior secondary school students in Ile-Ife, Nigeria. Five hundred students from six schools in Ile-Ife were selected using a stratified random sampling technique. The selected students completed the Socio-demographic Data Schedule, the Brain Fag Syndrome Scale, and Bakare's Study Habit Inventory. The prevalence of BFS was 40.2% (201). There were no significant socio-demographic variables identifying BFS students apart from those without BFS. The significant measures of study habits that predicted BFS were homework and assignments, examinations, and written work. Those with BFS had 3.58 times the odds to perform poorly on homework and assignments, 3.27 times the odds to perform poorly on examinations, and 1.01 times the odds to perform poorly on written work compared to those without BFS. We concluded that the results of this study suggest that homework and assignments, examinations, and written work were significant study habit variables associated with BFS.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

The study explores the perspectives of college students on the pedagogical shift as well as frequent transitions between online and offline learning modes during the COVID-19 pandemic in Kerala, the most literate state in India.

A descriptive cross-sectional study was conducted among 1,366 college students in Kerala during December 2021. A pre-tested questionnaire was sent using Google Forms to students of arts and science colleges. The authors analyzed quantitative data using descriptive statistics and qualitative data using thematic content analysis.

The reported advantages of online learning were increased technical skill, flexibility in study time, effectiveness in bridging the gap of the missed academic period and provision of attending more educational webinars. Students expressed concerns of increased workload, difficulty in concentration due to family circumstances, academic incompetency, uncleared doubts and addiction to mobile phones and social media during the online classes. The main advantages reported for switching to an offline learning mode were enhanced social interaction, effective learning, better concentration and reduced stress. The reported challenges of offline classes were fear of getting the disease, concern of maintaining social distancing and difficulty in wearing masks during the classes. The shift in offline to online learning and vice versa was perceived as a difficult process for the students as it took a considerable time for them to adjust to the switching process of learning.

Students' concerns regarding transition between different learning modes provide important information to educators to better understand and support the needs of students during the pandemic situations.

Educational policy is crucial to society. Its process is related to political, economic and cultural variables. Nevertheless, there is a paucity of research in the field of applied social sciences, about how educational policies help to achieve societal objectives and welfare. This study aims to assess the concept and features of school education in Egypt during 1990-2017.

Secondary data were collected using governmental reports and educational institutional reports and assessed through specialized focus groups.

Results showed that, despite the multiplicity of strategies to reform the educational system, achievements and outcomes of educational processes are modest, and the developmental status of Egypt is lower than that of other countries. Studying educational outcomes indicated that school-education suffered from the predominance of quantity over quality and a serious inability to meet requirements of new knowledge era.

A novel future-oriented proposal for context, ethos and reforming aspects of educational policy will be suggested.

The study proposes Material Flow Analysis (MFA) methodology as a tool to measure and qualify food waste in the Italian beef supply chain in each stage of the food supply chain, from farm to fork. In particular, the authors attempt to: (1) measure resources consumption and waste generation toward companies' and policymakers' sustainable evaluations; (2) enhance consumers' education in the field of agri-food resilience and sustainability.

MFA is applied to the entire Italian sector of beef consumed as packaged fresh product in 2020, during the Covid-19 pandemic. The analysis regards bovine, which represent roughly one-third of the national meat flow. To collect data, bottom-up and top-down mixed approach is applied. Subsequently, MFA results are used to calculate the wastage-related losses in terms of embedded natural resources (e.g. water, energy).

In 2020, it results that the Italian meat industry slaughtered more than 1.15 Mt of bovine to produce approximately 0.29 Mt of fresh meat, 0.69 Mt of by-products and over 0.015 Mt of food waste at households, while 0.15 Mt of beef meat is destined to catering services and food industry (out-of-boundaries). In terms of hidden natural resources, it emerged that, on average, more than 94bn m3 of water, approximately 101,000 TJ of energy and over 11,500 t of PET and PE trays are required to sustain the entire beef system.

This research is one of the few studies proposing MFA methodology as a tool to measure food waste and hidden associated flows in the agri-food sector. This analysis shows its utility in terms of natural resources (water, energy, materials) and waste quality/quantity evaluation, hidden flows accounting and development of new educational strategies toward food waste minimization and sustainability at household consumption.

The purpose of this paper is to estimate the real urbanization level in China so as to provide a measurement that can be compared with the international level.

Taking into consideration 300m residents living in the administrative towns (300m residents here are referred to the population in administrative towns, including those in all counties), the gap between the urbanization rate of China and that of the world average becomes much wider.

China, however, implements the administrative system of government at the central, provincial, municipal, county and township levels. By city, it means the jurisdiction at and above the level of county, which includes the municipality directly under the central government, prefecture-level municipal and county. By town, it means the jurisdiction below the level of county (including the Chengguan Town, or capital town, where the county government is located) and exclusive of rural townships.

China has witnessed rapid development for 40 years since the reform and opening up in 1978. Nowadays, China has already stepped into the period of post-industrialization, with its urbanization rate (UR) of permanent population reaching 58.58 percent. However, on the basis of registered population, the UR is 43.37 percent, which is not only far below the average level of 81.3 percent in high-income countries, but also lower than the average of 65.8 percent in upper middle-income countries which are comparable to China in terms of per capita income. (The classification of state income level is based on the data of national income per capita and division standards in 2016 from the World Bank, in which annual revenue per capita in high-income countries reaches over US$12,736 and that in upper middle-income countries between US$4,126 and US$12,735.)

The purpose of the study is to clarify Finnish youth’s attitudes toward entrepreneurship and evaluate both regional and background factors influencing those attitudes.

The authors conducted a survey of 1,497 students aged 15 to 24 years and analyzed the data using descriptive statistical analysis.

The study’s results indicate positive attitudes toward entrepreneurship among the youth. One of the notable findings of the study was the number of students who had already worked as entrepreneurs. The study also revealed background factors that affected entrepreneurial attitudes, such as regional aspects, entrepreneurial background and gender.

The results of this study highlight the importance of regional-level entrepreneurial education activities for increasing the vitality and entrepreneurial intentions within remote areas of Finland. This study suggests to develop new teaching methods to further raise entrepreneurial attitudes and expand gender equal entrepreneurial education programs aimed at promoting entrepreneurship, especially in remote areas.

The study results reveal that the attitudes of young Finnish people toward entrepreneurship seem to be at a more positive levels than indicated by earlier studies. In previous Global Entrepreneurship Monitor studies, researchers evaluated Finnish youth’s attitudes toward entrepreneurship. By contrast, this study’s data was based on the opinions of youth in the region with the youngest population in Finland, and they described the entrepreneurial attitudes of themselves and their peers.

The COVID-19 pandemic has led to “forced innovation” in the health education industry. High-quality training of the future rural health workforce is crucial to ensure a pipeline of rural health practitioners to meet the needs of rural communities. This paper describes the implementation of an online multidisciplinary teaching program focusing on integrated care and the needs of rural communities.

A multidisciplinary teaching program was adapted to allow students from various disciplines and universities to learn together during the COVID-19 pandemic. Contemporary issues such as the National Aged Care Advocacy Program for Residential Aged Care COVID-19 Project were explored during the program.

This case study describes how the program was adopted, how learning needs were met, practical examples (e.g. the Hand Hygiene Advocacy within a Rural School Setting Project), the challenges faced and solutions developed to address these challenges. Guidelines are proposed for remote multidisciplinary learning among health professional students, including those in medical, nursing, pharmacy, dentistry, and allied health disciplines.

The originality of this program centers around students from multiple universities and disciplines and various year levels learning together in a rural area over an extended period of time. Collaboration among universities assists educators in rural areas to achieve critical mass to teach students. In addition it provides experiences and guidance for the work integrated learning sector, rural health workforce practitioners, rural clinical schools, universities, policy makers, and educators who wish to expand rural online multidisciplinary learning.

This paper studies the political economy of the endogenous urban–rural divide in two dimensions: labor market and provision of public goods.

This paper gives a dual-sector model endogenously depending on the consumption of public goods (club goods), the number of rural–urban migrants and the tax rate (transfer payments).

According to the research findings in this paper, the constraints on the participation of rural residents portray the rural residents' bargaining power, and in the game between the urban elites and the rural residents, tax rates depend on the preferences of the urban elites and the constraints urban elites and the rural residents jointly face. Therefore, the urban elites have to set tax rates deviating from the most preferred ones. The model in this paper can explain a series of empirical findings and yield new theoretical findings for empirical testing.

Significantly, the paper finds that the increase in agricultural productivity will lead to industrialization, accompanied by the disintegration of the dual-sector model. However, though the increase in industrial productivity can accelerate industrialization, it will further expand the urban–rural divide.

The paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in designing the delivery mechanism as per the needs of MSW learners and in preparing them to be trained professionals to work in social development sector in India.

For data collection, a questionnaire was prepared and sent to all the students of the MSW programme along with assignment, across India. Responses from 290 students were voluntarily received.

The research findings are that MSW (ODL) students are older, mostly married with the average male learners age being 35 years and that of female learners being 30 years, there are more female learners than male learners, majority of the learners are Hindu from general category, tend to be employed, mostly full-time and some part-time, with work experience. They are from urban, semi-urban, rural and tribal areas with Internet access. Most of the students preferred to read printed self-learning materials than digitally available on eGyanKosh or IGNOUmobile app especially in rural areas though with increasing access to Internet, students are gradually opting for online materials while filling up the admission form. Majority of students found the quality and standard of study materials to be very good. Though maximum respondents gave positive feedback about the student support services and their learning experiences, some of the learners faced challenges like unco-operative staff members, administrative delays, non-allotment of academic counsellor/fieldwork supervisor, irregularity, late reception of study materials, lack of staff members at study centre, far distance of regional centre/study centre from residence, etc.

The findings will help in designing and delivering the MSW programme in a more effective way. Based on the feedback received, the next revision of the programme will take into consideration the concerns of the learner. The limitation of the study is that not all learners responded to all the questions. Not all potential MSW learners filled the questionnaire and submitted it at the school. And those who responded had left some questions unanswered. Those who did not submit response may differ in their responses from what is received.

It is an original work and will be valuable in understanding the distance learner of MSW programme in India, programme delivery and challenges.