The Impact of Cloud Computing on the Development of Accounting Education in Light of the Corona Pandemic

The study aims to evaluate the impact of the experience of using cloud computing on the development of accounting education in the Gulf Cooperation Council countries in light of the Corona pandemic. To achieve this goal, the researchers relied on reviewing previous literature and conducting interviews with a number of accounting professors and students in universities in the Gulf Cooperation Council countries in order to develop a proposed framework for developing accounting education programs using both traditional education and cloud-based education. During the Corona pandemic, educational institutions in the Gulf Cooperation Council countries relied on the interactive learning management system such as Microsoft Teams, Zoom, and Modal. to support the e-learning process, because these systems enable them to interact with their students and meet their needs, which made studying easier. These systems help Students acquire the skill of self-learning, organizing and managing time. In addition, improving the efficiency of the lecturer in managing his time, due to the decrease in the weekly time needed for lecture and preparation, and helping to social distance between students and the lecturer. On the other hand, students suffered from not accepting e-learning due to the difficulty of understanding lectures, and the lack of skills and experience of some professors and students in the field of e-learning due to the familiarity with traditional education. In addition, the professors suffered from the difficulty of evaluating students under this system. Through personal interviews with a number of accounting professors and students in universities in the Gulf Cooperation Council countries, the researchers found that the previous obstacles were at a great level at the beginning of the application of e-learning through cloud computing applications, but the level of these obstacles has decreased over time as professors and students gradually acquired teaching skills at the same time, many technical problems were solved. Despite some advantages achieved through the transition to accounting education based on cloud computing, the Gulf Cooperation Council countries decided to return completely to traditional education. Therefore, the GCC countries should draw on the advantages that have been achieved from e-learning with a return to traditional education and study the possibility of adopting hybrid accounting education. Therefore, the researchers tried to propose a framework for the development of hybrid accounting education programs, based on several basic components that represent the elements of the educational process represented in the material and technological capabilities, the preparation and preparation of human elements (professor, student, technicians and administrators) and the teaching process (commitment to international accounting education standards, the development of accounting curricula and educational aids, And the use of different teaching styles, and the development of methods of evaluating students). © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Hybrid Education and Institutional Readiness

Progress is unidirectional by default. The global irreversible shift witnessed in the education sector with the COVID-19 pandemic left teaching and learning far from the same. The current study aims to consider global trends in hybrid education by exploring existing hybrid study models and recognizing institutional readiness by means of hybrid initiatives successfully adopted by institutions. Being conceptual research, the methodology of the current study is based on an extensive review of literature, related to hybrid education, selected carefully from the wealth of academic publications comprising scholarly articles, research journals, webpages, conference proceedings, dissertations, thesis, and authentic material related to the study. A conceptual framework represents the relationship between the research variables. Founded on the qualitative analysis of the data gathered, the study concludes that, while integration of technology in teaching is important, it does not imply total restructuring of what and how we teach. Flexibility in teaching, learning, and testing must become the basis for current pedagogy in meeting the goals of hybrid education. The implications of the current study are proffered to all stakeholders in education along with the recommendations for future research. © 2023 IEEE.

Understanding the Challenges and Opportunities of Hybrid Education with Location Asynchrony

The Covid-19 pandemic has severely disrupted traditional on-site education. One currently deployed alternative are hybrid education formats, which combine online and on-site elements. To successfully orchestrate these formats, educators and educational institutions need to understand the challenges and opportunities hybrid education can pose to both students and educators. This is especially true when hybrid education allows for asynchrony of the learning location, e.g. allowing students to choose whether they attend online or on-site. To understand these challenges and opportunities, we deployed a qualitative research design and identified three challenges and three opportunities of hybrid education allowing location asynchrony. We discuss these findings and highlight three larger underlying themes (balancing flexibility with complexity, the challenge of interpersonal connectedness in highly diverse settings, and digital proficiency), including sometimes opposing perspectives of students and educators. © 2023 IEEE Computer Society. All rights reserved.

TEACHING-LEARNING RELATIONSHIPS IN THE CONTEXT OF POST-COVID-19 HYBRID EDUCATION

Purposes: This article seeks to understand the perception of the hybrid teaching system in the post-covid 19 context of the teachers of the National Polytechnic Institute. Theoretical reference: the research problematizes the hybrid teaching-learning relationship in the current context, taking as a reference the worsening of the educational crisis caused by the context of the Covid-19 pandemic. Method: From a qualitative approach, a survey was carried out seeking to know the perception of some teachers about hybrid teaching in the context of higher education of the Higher School of Computing of the National Polytechnic Institute. Results and conclusion: The results point to the difficulties encountered in this process, as well as the challenge to strengthen the hybrid skills of the teachers, and the use of teaching methodologies, as well as technologies to design better experiences based on the development of skills of both face-to-face students how much online. The Covid-19 pandemic highlights our educational weaknesses in terms of our study plans, pedagogical projects and didactic strategies for what we find ourselves in face of the need for a curriculum and didactic strategies that prioritize the reality of everyday life, reconozcan and face social and digital inequalities. Therefore, hybrid teaching-learning brings with it a change of paradigms for the teacher. Research implications: The research contributes from its theoretical review with reflections so that we reassess and plan other ways of teaching and learning in the post-covid19 world. Originality/value: The results obtained in this study are unprecedented, innovative and relevant to the scientific community, contributing mainly to the training of educators, especially environmental educators in crisis contexts. © 2023 ANPAD - Associacao Nacional de Pos-Graduacao e Pesquisa em Administracao. All rights reserved.

Facilitating Engineering Students' Creativity and Teamwork Ethos Using Smart Learning Platforms during Covid-19

Covid-19 has brought some revolutionary changes in Higher Education with a shift from traditional face-to-face teaching and learning to online or hybrid-based delivery. There is a strong emphasis on the integration of technology and smart platforms to deliver an effective teaching and learning environment that can withstand the unpredictable challenges of the ongoing pandemic. But many researchers have noted a lack of social interaction and motivation among students in an online setting. Also, with limited face-to-face interactions, many students had issues with collaboration and other group-based activities. Now with the availability of pre-recorded lecture videos and course materials in several universities, there is a noticeable drop in student engagement. To retain and boost students' motivation in the current complex environment, there is an added pressure among educators to create teaching content by utilizing smart and innovative teaching approaches that are efficient and effective. Smart learning platforms might offer the potential solutions to address some of the issues with the changing landscape of teaching and learning due to the pandemic. Such platforms are versatile and therefore, can work seamlessly across in-person and virtual teaching and learning environments. They can provide an interactive platform to facilitate active learning and the quality of teamwork experience among students. The objective of this paper is to explore the effectiveness of some of the smart teaching-learning platforms used in the MSc Engineering Management programme in the School of Physics, Engineering and Technology at the University of York. A survey was conducted among the cohort from this programme in the Summer of 2021 to review their engagement and experiences with these platforms. Can such smart platforms facilitate creativity and improve teamwork ethos among students? The paper will discuss the findings of this study and also highlight if such approaches can transform the educational setting post Covid-19. © 2022 IEEE.

Investigating Undergraduate Student Experiences of NEE Courses in Guangdong, China during the COVID-19 Pandemic from 2020 to 2021

New Engineering Education (NEE) has become increasingly important in higher education in China. The COVID-19 pandemic has forced higher education institutions to adopt online and hybrid modes of instruction globally, with Massive Open Online Courses (MOOCs) becoming a primary educational tool. In this paper, we explore the impacts of online/hybrid modes on NEE courses in the context of the COVID-19 pandemic. We hypothesized that the rapid transition to online/hybrid modes may have negatively affected students due to insufficient preparation by teachers. This hypothesis was tested through an investigation involving 787 students conducted in 2020 and 2021. The results indicated that, while most students considered online/hybrid modes a helpful tool for their studies, 28.69–36.74% of participants reported significant issues. Through one-to-one interviews with negative/neutral attitude students, we found that insufficient and burdensome communication/interaction with classmates and teachers was the main contributor to these issues. We conclude by proposing a conceptual path to address the issues raised in the study, as well as offering the obtained results as a critical reference for educational researchers seeking to improve the quality of online/hybrid courses and contribute to the field of education. © 2023 by the authors.

Assessment of the Competence of Nurses in Taking Care of a Dying Patient in Poland.

During nursing education, few practical hours are devoted to comprehensively preparing students to care for a dying patient. Contact with a dying patient is a key element of the job of every working nurse in the profession. Therefore, it is necessary to properly prepare nurses to care for a dying patient. This study aimed to assess the professional competence of nurses in caring for a dying patient and the factors that affect this preparation. This study involved 223 nurses during master's degree in nursing at the Medical University of Warsaw, receiving either full-time education (group I, N = 121) or hybrid education (group II, N = 102). The study used the FATCOD-BP ((Frommelt Attitudes Toward the Care Of the Dying scale Form B, Polish version)) questionnaire (Cronbach's alpha 0.75), an original questionnaire containing questions about feelings experienced during the SARS-CoV-2 virus pandemic and sociodemographic questions. FATCOD-BP for all groups was below average regarding caring for a dying patient (M = 109, SD = 11.68). Nurses pursuing full-time education were better prepared to care for a dying patient than were nurses pursuing hybrid education. Nurses who exhibited fear of their own deaths had a lower subjective level of preparation for caring for a dying patient. (1) Nurses are not sufficiently prepared to care for a dying patient. (2) The training of nurses should be provided in the form of in-patient education, and the methods of training should be modified by increasing the number of hours of practical and theoretical instruction in palliative care for a dying patient.

Implementation of a Student-Teacher-Based Blended Curriculum for the Training of Medical Students for Nasopharyngeal Swab and Intramuscular Injection: Mixed Methods Pre-Post and Satisfaction Surveys.

BACKGROUND: The COVID-19 pandemic caused a major disruption in the health care sector with increased workload and the need for new staff to assist with screening and vaccination tasks. Within this context, teaching medical students to perform intramuscular injections and nasal swabs could help address workforce needs. Although several recent studies discuss medical students' role and integration in clinical activities during the pandemic, knowledge gaps exist concerning their role and potential benefit in designing and leading teaching activities during this period. OBJECTIVE: The aim of our study was to prospectively assess the impact in terms of confidence, cognitive knowledge, and perceived satisfaction of a student-teacher-designed educational activity consisting of nasopharyngeal swabs and intramuscular injections for the training of second-year medical students in the Faculty of Medicine, University of Geneva, Switzerland. METHODS: This was a mixed methods pre-post surveys and satisfaction survey study. Activities were designed using evidence-based teaching methodologies based on the SMART (specific, measurable, achievable, realistic, and timely) criteria. All second-year medical students who did not participate in the activity's old format were recruited unless they explicitly stated that they wanted to opt out. Pre-post activity surveys were designed to assess perception of confidence and cognitive knowledge. An additional survey was designed to assess satisfaction in the mentioned activities. Instructional design was blended with a presession e-learning activity and a 2-hour practice session with simulators. RESULTS: Between December 13, 2021, and January 25, 2022, a total of 108 second-year medical students were recruited; 82 (75.9%) students participated in the preactivity survey and 73 (67.6%) in the postactivity survey. Students' confidence in performing intramuscular injections and nasal swabs significantly increased on a 5-point Likert scale for both procedures-from 3.31 (SD 1.23) and 3.59 (SD 1.13) before the activity to 4.45 (SD 0.62) and 4.32 (SD 0.76) after the activity (P<.001), respectively. Perceptions of cognitive knowledge acquisition also significantly increased for both activities. For the nasopharyngeal swab, knowledge acquisition concerning indications increased from 2.7 (SD 1.24) to 4.15 (SD 0.83), and for the intramuscular injection, knowledge acquisition concerning indications increased from 2.64 (SD 1.1) to 4.34 (SD 0.65) (P<.001). Knowledge of contraindications for both activities increased from 2.43 (SD 1.1) to 3.71 (SD 1.12) and from 2.49 (SD 1.13) to 4.19 (SD 0.63), respectively (P<.001). High satisfaction rates were reported for both activities. CONCLUSIONS: Student-teacher-based blended activities for training novice medical students in commonly performed procedural skills seem effective for increasing their confidence and cognitive knowledge and should be further integrated within a medical school curriculum. Blended learning instructional design increases students' satisfaction about clinical competency activities. Future research should elucidate the impact of student-teacher-designed and student-teacher-led educational activities.

Face-to-face, online or hybrid?: Perceptions and preferences by higher education teachers and students

Online and hybrid education have expanded in recent years due, on the one hand, to technical advances and a growing demand from society, and, on the other hand, to the COVID-19 pandemic in which universities had to transform their face-to-face models out of necessity. The objective of our research is to evaluate the perceptions and preferences towards the various types of current education (face-to-face, online and hybrid). For this, a validated quantitative study is provided based on an online survey distributed among teachers and students at the University of Porto, obtaining a total of 684 responses. The instrument collects data on the preference for the various educational typologies and on the following dimensions: technological competence, enhancers and feelings. The results show their perceptions towards certain aspects within the formative process that originate tendencies of preference towards the different types of education. The topics of analysis are discussed with the most recent literature on the implementation in education of the various methodological typologies. The conclusions of the study show a good relative perception of the online education that both groups currently teach or receive, the preference for face-to-face education (teachers) and for face-to-face and hybrid education (students), some factors that significantly affect their inclinations towards the various types of education and three variables that generate significant differences in terms of groups within the student body: gender (women prefer online education), age (the youngest choose face-to-face training) and compatibility with a job (those who study and work choose online education). A close relationship is evidenced between the dimensions of the study and the preference for the different types of education. © 2023, Universidad Compultense Madrid. All rights reserved.

Education outside the classroom: Hybrid teaching-learning methods

Digitalization in education, accelerated by the recent COVID-19 confinement, shows that a high proportion of learning is outside the classroom and that a post-pandemic return to a previous state in the teaching-learning process is not possible. Thus, being the objective to document how the advance of educational technology changed teaching, it is proposed: (i) to take the construct of educational modalities by curriculum to a hybrid teaching-learning process: with digital mediation and teacher mediation;(ii) and for this, the participants will have to assume responsibilities in the conduction of the new educational reality. © GKA Ediciones, authors.

A blended immersion course: advancing practice for social work students working with military members, veterans, and their families

This paper presents a specialization blended immersion course in social work with military, veterans, and their families that includes a 3-unit elective course for Master of Social Work (MSW) students incorporating a virtual (i.e. synchronous) class component and an eight-day visit to the Washington DC area. Data collection from over 60 students over a four-year period was collected, and mixed methods analysis indicated success in knowledge acquisition related to social work practice and policy with military and veteran communities. This study supports other research findings on the usefulness of immersion experiences in acclimating students to different cultures, in this case, military culture. Additionally, as today's digital education platform evolves in light of COVID-19 more students are engaged in online education. As such, this paper describes a framework for combining methods of instruction, such as blended and immersive experiences, that can be useful for social work education and in advancing practice in working with these populations.

THE RELATIONSHIP BETWEEN E-LEARNING AND STUDENT SATISFACTION AS MARKETING STRATEGY: A CASE STUDY AT A PRIVATE UNIVERSITY

Universities have incorporated e-learning into their educational structures because of the unanticipated transition from conventional learning to digital and hybrid learning methods to the closure of educational facilities during the COVID-19 pandemic. This study aims to ascertain how e-learning influences students' satisfaction at private universities and to develop a marketing strategy to keep institutions of higher learning competitive throughout the COVID-19 or similarly disrupting events. In the study, we utilise a quantitative descriptive method. Collecting data was done by distributing e-questionnaires to students at a private university in Bandung. The sampling technique used random sampling with 245 respondents. The data was subjected to numerous linear regression analyses using SPSS. ICT, ESQ, and EIQ are the study's dependent variables, and e-learning is the study's independent variable. The findings indicate that all variables influence and significance of e-learning and students' satisfaction with 65.9%, which can enhance learning outcomes in private universities. © 2022, Institute of Eastern Europe and Central Asia. All rights reserved.

Gender Differences of University Students in the Online Teaching Quality and Psychological Profile during the COVID-19 Pandemic.

With the arrival of COVID-19, educational systems have had to adapt to the social and health situation immediately. This led to the appearance of the asynchronous teaching model. Throughout the pandemic, at the educational level, we can distinguish three phases, eminently online, hybrid, and finally, face-to-face. However, the perception of educational quality in these three educational moments, taking into account the psychometric profile and gender, has not been studied. Thus, 1093 university students from Ibero-American countries were analyzed. Through a questionnaire, demographic, academic, and psychological variables were analyzed at three moments during the evolution of the pandemic. Data suggest that, during the lockdown phase, while teaching was eminently online, students presented higher levels of stress and higher difficulty of learning; class attendance, convenience, preferred method of learning, grading score, and motivation were lower, compared to other phases of teaching (hybrid and face-to-face). During this period, females presented higher stress levels than males, as well as higher levels of anxiety and loneliness, without gender differences among the other studied variables. During the hybrid and face-to-face phases, male students presented higher values in the results of difficulty learning and demanding activities. No differences were seen regarding motivation, synchronous class attendance, learning level, grades, convenience, or preferred learning method. The results from the present study suggest that, despite the effect of the pandemic on mental health, asynchronous education is postulated as an effective teaching-learning alternative. Yet, a special focus should be given to female students.

The Impact of COVID-19 on The Teaching of Non-Medical Healthcare Professionals in Bangladesh: Observations and Implications From A Pilot Study

Objective: At the start of the Covid-19 pandemic, educational establishments, including universities, were closed. Educators in high-income countries quickly shifted all education online, building on available infrastructures and approaches. However, there were concerns in developing countries regarding the necessary skills among students and faculty as well as financial support for equipment and the internet. Consequently, a pilot was undertaken in Bangladesh to determine the impact of Covid-19 on the non-medical education system, building on similar research with healthcare professionals. Material(s) and Method(s): A purposively designed questionnaire was disseminated among eight non-medical healthcare educators in private and public universities in Bangladesh. Results and Discussion: Private university educators reported their universities readily adopted e-learning systems and resumed classes more quickly than public universities. Both private and public university educators shared similar challenges, including a lack of training on e-learning initially, variable internet connections, affordability of internet bundles, concerns with available devices, as well as mental stress of faculty and students. Private universities reduced their tuition fees, extended submission deadlines, and shared class recordings to address challenges. Public universities arranged student loans, established Covid-19 testing centers, and the trained students in biosafety practices and molecular tests to volunteer in testing facilities. Conclusion(s): Lessons learned from the pandemic emphasize introducing hybrid education systems with full technological and financial support, alongside biosafety education in the curriculum. Copyright © 2022, Ibn Sina Trust. All rights reserved.

Hybrid Education in Higher Education on the Example of Students' Experiences in Post-pandemic Reality

The article concerns the experiences of students related to hybrid education conducted in the first semester of the academic year 2021/2022. The aim of the study was to find out the opinions of students on hybrid education conducted at The Maria Grzegorzewska University and to compare it with traditional education and distance education. The subject of the research was, among others, the readiness of students to participate in hybrid learning, assessing its quality and other related experiences. The research used the method of diagnostic survey. The obtained results indicate that students rate their readiness to participate in hybrid education higher than the readiness of lecturers to conduct it. They see the possibility of using a hybrid approach to education and science, organization of education and health. They indicate convenience, organization and health safety as the most important advantages and social costs, student attitudes and technical problems as the most important disadvantages of hybridization. The article also presents the expectations of students in relation to the systemic sanctioning of hybrid education. It was suggested to use the lessons learned by developing and testing the effectiveness of a hybrid approach, the potential of which is undeniable and scientifically proven. © The Author(s).

Hybrid Education in Higher Education on the Example of Academic Teachers' Experiences in Post-pandemic Reality

The article concerns the experiences of academic teachers related to hybrid education at the end of the SARS-CoV-2 coronavirus pandemic. The aim of the study was to understand the lecturers' perspective on hybrid education implemented in the first semester of the 2021/2022 academic year at The Maria Grzegorzewska University and an attempt to compare it with traditional education and distance education. The subject of the research was, among others, readiness to implement hybrid teaching, university support for lecturers in the field of hybrid teaching and the diversity of experiences of academic teachers. The research used the method of diagnostic survey. The obtained results indicate that the lecturers declare their readiness to conduct hybrid teaching, especially in the case of their own or students' illness, or random factors that make it impossible to conduct full-time classes or top-down legal regulations. They appreciate the organizational support of their immediate supervisor and the opportunity to make up for classes that have not taken place in a hybrid form. The lecturers highly assess the level of their own involvement in the preparation and conduct of classes, as well as the quality of their didactic work. They see the possibility of using a hybrid approach not only in teaching but also in their self-improvement, work organization and maintaining health. At the same time, they indicate the shortcomings and difficulties related to didactics, social, technical, and organizational aspects, as well as systemic deficiencies. Based on the results, recommendations related to the use of hybrid education in post-pandemic academic education were developed. © The Author(s).

The Reasons for Limited Success of Hybrid Lectures

In the recent years COVID 19 restrictions all around the World forced the education to adopt the new reality. In the short time, we managed to advance from illiterate remote lecturers to the proficient remote lecturers. Never the less we could still see more and less proficient lecturers. In general, those less ICT proficient and/or ICT inclined lecturers favors the traditional classroom lectures. The quality of the classroom lectures is higher because of better interactions. Equal interactions could also be achieved online though.The online questionnaire overloaded most of us therefore;we decide to use focus group approach and quality analysis. Only colleagues who are highly proficient in the remote teaching were in the focus group that aim to search for the reason why the hybrid lectures were less successful than online or classroom lectures. Findings have shown that the limited success is mostly due to the unsuitable equipped workplaces in the classrooms. Other findings are more severe and are due to the different focus of the students in classroom or at home. To solve these obstacles, we need to change the strategy, it is more costly but it is feasible. © 2022 Croatian Society MIPRO.

Distance Learning Support Measures for Teachers in Poland during the COVID-19 Pandemic.

The COVID-19 pandemic made higher education institutions switch to distance learning in a very short period of time. The situation was challenging not only for universities themselves but also for the students and teachers. Some universities did not have the means, in terms of infrastructure, for a smooth transition to distance learning. Some teachers were not prepared for the extensive usage of ICT in their work. The pandemic developed dynamically, and it made it extremely difficult for both governments and universities to plan and implement firm solutions on how to conduct the teaching process. The presented paper focuses on the situation of Polish higher education institutions between March 2020 and March 2022. It reviews legal acts and ordinances introduced in the stated period, which focused on the sustainability of the teaching process, countermeasures for the spread of COVID-19 and the implementation of distance learning. The case of the University of Economics in Katowice, Poland, is used to show the correlation between governmental legal acts and those introduced by the university as part of the COVID -19 spread prevention and teaching process support.

Impact of COVID-19 on eLearning in the Earth Observation and Geomatics Sector at University Level

The COVID-19 pandemic has a high impact on education at many different levels. In this study, the focus is set on the impact of digital teaching and learning at universities in the field of Earth observation during the COVID-19 pandemic situation. In particular, the use of different digital elements and interaction forms for specific course types is investigated, and their acceptance by both lecturers and students is evaluated. Based on two distinct student and lecturer surveys, the use of specific digital elements and interaction forms is suggested for the different course types, e.g., academic courses could be either performed asynchronously using screencast or synchronously using web meetings, whereas practical tutorials should be performed synchronously with active participation of the students facilitated via web meeting, in order to better assess the student’s progress and difficulties. Additionally, we discuss how further digital elements, such as quizzes, live pools, and chat functions, could be integrated in future hybrid educational designs, mixing face-to-face and online education in order to foster interaction and enhance the educational experience.

Digital implementation of originally school-based stroke educational programme in Greece due to the COVID-19 pandemic

This paper describes the digitalization process of an originally school-based educational programme to an online version and confirms its efficacy on teaching young children as well as their parents about stroke symptoms and the necessary actions needed to be taken in the event of a stroke. Forty children (20 children with neurodevelopmental disorders (NDDs) and 20 without NDDs), aged 4–9 years, as well as 35 of these children’s parents (30–50 years old) participated in the study in Greece. All individuals watched 5 educational videos, designed and produced by the Super Grand League Team. Each video had a mean duration of 15 minutes. Most children had no prior knowledge neither in stroke symptoms nor to the appropriate actions after a stroke. Children’s knowledge of stroke symptoms (except the symptom of speech disturbance) and the appropriate actions following stroke improved significantly immediately post training (p < 0.05). Children with NDDs demonstrated no significant differences when compared to their peers without NDDs in regards to the knowledge gains. In the same line, parents showed a significant increase in their knowledge as regards the stroke symptoms (p < 0.001). Only 2 parents (5.7%) knew the correct emergency number before participating in the online programme, while all of them (100%) responded correctly after the programme. The current work using multimodal remote education demonstrates significant improvement in learning about stroke symptomatology and the necessary steps that need to follow. Future work should evaluate the impact of digital interventions in respect of onset-to-door times and stroke outcomes. [ FROM AUTHOR] Copyright of International Journal of Health Promotion & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)