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Although first described in 1944 (the year the description of infantile autism), Asperger’s syndrome attracted little attention until the publication by Lorna Wing in early 1980. Over time, different views of the definition of Asperger’s syndrome developed. By the time of the Third Edition of the American Psychiatric Association’s Diagnostic and Statistical Manual and the Tenth Edition of the World Health Organization’s International Classification of Disease, enough information had accumulated to include the condition within the broader autism category. Asperger’s syndrome remained a focus of research interest and debate until its exclusion in the DSM-5 in 2013. We argue that the decision to remove Asperger’s syndrome 10 years ago as a distinct condition was premature. A discussion of the tensions around defining Asperger’s and concerns now arising due to the lack of this diagnostic category for new cases is provided. © 2024, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Recently, the field of research exploring the links between neurodivergence and the LGBTQ+ community has grown. Many queer adults who were not diagnosed as children are just now receiving neurodivergent diagnoses. Nick Walker coined the term “neuroqueer” in 2015 to describe the intersection of being both neurodivergent and queer. “Neuroqueering” refers to the embodying and expressing of one’s neurodivergence in ways that also queer one’s performance of gender, sexuality, ethnicity, and/or other aspects of one’s identity (Walker 2021). Considering the increase of queer representation in the outdoors, it is necessary to also address neuroqueering and its implications for the outdoor community. This conceptual article will address the connection between neurodivergence and the LGBTQ+ community, implications for the queer outdoors, and ways to include neuroqueer recreationalists and outdoor advocates in efforts to make the outdoors more equitable.

The purpose of this mixed methods, single case study was to explore long-term care (LTC) employees’ attitudes towards age and gender. The intersection of Rosemary Garland-Thomson’s theory of feminist disability (2001) and Hailee Gibbons’ ...

Objectives: Research suggests that ageist beliefs and behaviors have increased since the onset of the novel coronavirus 2019 (COVID-19). Considering that COVID-19 has taken a particularly heavy toll on long-term care (LTC) residents, this study examined if LTC employee perceptions of aging were influenced by working in a LTC facility during the pandemic.Methods: Qualitative data collection included 30-minute interviews with 21 LTC employees in the Boston, Massachusetts, area including 10 nurses, three nursing assistants, four clinical coordinators, two social workers, one recreation therapist, and one registered dietitian.Results: An increase in perceptions and behaviors representative of compassionate ageism (CA) was self-reported among participants.Discussion: The current study demonstrates how an increase in CA among employees was perpetuated by the COVID-19 pandemic. Allied health and nursing professionals should be mindful of attitudes toward aging, and how health events can reinforce ageist beliefs and behaviors. Opportunities for recreation therapists to lead antiageist efforts in LTC are identified.

Person-centered care (PCC) is a term used to describe an individualized approach to patient care that engages patients and families as partners in meaningful ways to create a comprehensive, collaborative, and customized plan and experience of care. Although some healthcare fields of study, such as the Quality and Safety Education for Nurses (QSEN) model, have adopted and integrated person-centered care concepts and competencies into their curricula, there remains a critical gap in higher education to systematically integrate person-centered care into the curricula and assessment of interprofessional healthcare fields of study. While the delivery of person-centered care by healthcare professionals requires education and training in PCC concepts, this training has primarily occurred on the job, without a standardized and comprehensive curriculum to systematically teach and assess PCC competencies to students in interprofessional healthcare and medical degree programs. Until recently, the educational foundations for healthcare disciplines were drawn primarily from biomedical, business, and nursing models, not from patients' points of view. In this article, we consider why teaching and evaluating PCC concepts should be the foundation of all interprofessional health education. We first review the perspectives of relevance to our argument and then advocate for a person-centered paradigm shift for interprofessional healthcare and medical education and training. Next, we argue that integrating and evaluating students' understanding and application of PCC concepts in all healthcarerelated disciplines will ensure that graduates receive the most current and relevant preparation for careers in healthcare and that this aligns with the expectations of patients as consumers.

ABSTRACT BACKGROUND State policies influence the quantity and quality of educational programs delivered in schools. This study examined state physical education policy changes from 2001 to 2016 by analyzing data reported in The Shape of the Nation Report . METHODS Policies related to state mandates for physical education, time/credit requirements, assessment and fitness testing requirements, adoption of state standards, and allowance of substitutions were analyzed over 5 editions of the report using repeated measures statistics. RESULTS A majority of state physical education‐related policies have not changed over the past 15 years despite calls by numerous public health agencies for enhanced physical education in schools. There was, however, a significant increase in the number of states adopting teaching standards and requiring assessment and fitness testing in physical education, mirroring a broader shift in education toward standards, assessment, and accountability. CONCLUSIONS Despite improved rigor in physical education through the adoption of standards and assessment practices, physical education continues to be marginalized in schools by a lack of curricular time and inappropriate substitution policies. Stronger policies are needed for physical education to have a substantial impact on school health.

As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to investigate stakeholders’ perceptions of the factors influencing the diffusion of a one-year, contextually based, full-immersion master’s degree in PE. Six stakeholders, including individuals from a mid-sized university, a global fitness corporation, and a rural K-12 school district all located within the United States, participated in semi-structured interviews. Deductive content analysis methods were used to analyse the data. Utilising Roger’s Attributes of Innovation, eleven sub-themes emerged. Findings represent stakeholders’ perceptions of facilitators and barriers to the implementation and diffusion of an innovative effort to deliver graduate education. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar.

This article expands previous recommendation to “be proactive” by providing practical examples that have the potential to encourage stakeholders to value HPE programs before these programs are threatened with reduction or elimination. The aim is to capitalize on positive aspects of programs that are already in place to maximize publicity within communities.

Educational technologies have been known to positively impact teaching and learning in physical education. This rapid development of new technologies has encouraged physical education teacher education (PETE) programs to prepare preservice physical education teachers (PPETs) with experiences rooted in technological pedagogical content knowledge (TPACK). This study aimed to understand current PPET experiences with technology in a secondary methods course. A total of 14 participants from two PETE programs participated in this study. Semi-structured interviews were conducted and later analyzed using a grounded theory methodology. Two themes were discovered: (a) PPETs used technology to plan, instruct, and/or assess their secondary physical education classes, and (b) PPETs encountered barriers when using technology. Future research should examine the levels of technology understanding among PPETs.

Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs’ questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses.

Shocks transmitted from productivity leaders to lagging economies are systematic sources of risk. Global technology and knowledge diffusion leads to predictable patterns in productivity dynamics across countries and industries. Technology gaps determine the level of exposure to the systematic productivity shocks. Firms in a country-industry with larger technology gaps relative to the world leader are more dependent on the leader’s innovations compared to their own productivity improvements. They thus have higher loadings on the leader productivity shocks and higher average stock returns. For OECD panel data, a country-industry’s technology gap significantly predicts the stock returns of the country-industry: holding the quintile of country-industry portfolios with the largest gaps and shorting the quintile with the smallest gaps generates annual returns of 9.8% (6.7% after risk adjustment with standard factors). A factor representing the technological productivity gap explains country-industry portfolio returns substantially better than standard factor models. Loadings on leader-country productivity shocks have substantial correlation with technology gaps, and leader productivity shocks are more important for stock returns than idiosyncratic productivity shocks. These findings support that the technology gaps and associated higher average returns are indeed linked to systematic risk.

The purpose of this chapter is to preliminarily explore the fruitfulness of understanding industrial heritage sites through the lens of environmental catastrophe in the 21st century. While geographers have been increasingly exploring heritage over the past few decades, concerned with its significance in terms of cultural and social representations, as well as an economic commodity, and industrial heritage has become more widely recognized as a key aspect of identity in the cities of the westernized world, research has overlooked the fascinating nexus between the industrial production marked in the sites of industrial heritage and the environmental outcomes of those processes. There is no concern more pressing in the present than the reality of climate change and environmental catastrophe and so this presentation considers exploring the interconnections between remembering the social and historical significance of industrial heritage sites and recognizing the ways these sites threaten our future. Through a preliminary case study of English Station, a disused power station on the Mill River in New Haven, Connecticut, I explore how this site represents the aspirations and progress of New Haven as an industrial, electrified, automobile city, as well as the current environmental catastrophes on our doorstep.

The vulnerability of the global economy has been starkly exposed by the COVID-19 pandemic. Longer term thinking and new approaches to development and prosperity are urgently required. In this paper, we forward a series of principles on which economic and development policy for the post-COVID era should be developed. These are outlined as five ‘pillars’ from which to rebuild the global economy, based on principles of a shared sustainable prosperity. These pillars are: (I) an ecological prosperity; (II) a decarbonized economy; (III) a shared cost burden; (IV) a governance new deal; (V) a just resilience. In outlining the ‘5 pillars’ we explicitly recognize that sustainability cannot simply be a ‘green’, or environmental concern. Social and economic dimensions of sustainability are key for societal stability and continuity. This is made ever starker in the context of the fundamental economic and societal restructuring forced by the disruption of the COVID-19 pandemic. In this regard, the pillars represent a triple bottom line framing of sustainability, of mutually supportive domains of economic, social and environmental well-being. The five pillars are informed by principles of distributive and procedural justice, recognizing the importance and advantages of real community engagement and empowerment and giving due respect and deference to the ecological carrying capacity of our fragile planet. We argue that the post-COVID-19 re-build represents a once-in-a generation opportunity to markedly shift developed trajectories to more sustainable pathways, to rebalance the domains of sustainability, and in the process, to address longer-term crises including those of climate and biodiversity loss.