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Aggregation, as an operation of cartographic generalization, provides an effective means of abstracting the configuration of building features by combining them according to the scale reduction of the 2D map. Automating this design process effectively helps professional cartographers design both paper and digital maps, but finding the best aggregation result from the numerous combinations of building features has been a challenge. This paper presents a novel approach to assist cartographers in interactively designing the aggregation of building features in scale‐aware map visualization. Our contribution is to provide an appropriate set of candidates for the cartographer to choose from among a limited number of possible combinations of building features. This is achieved by collecting locally optimal solutions that emerge in the course of aggregation operations, formulated as a label cost optimization problem. Users can also explore better aggregation results by interactively adjusting the design parameters to update the set of possible combinations, along with an operator to force the combination of manually selected building features. Each cluster of aggregated building features is tightly enclosed by a concave hull, which is later adaptively simplified to abstract its boundary shapes. Experimental design examples and evaluations by expert cartographers demonstrate the feasibility of the proposed approach to interactive aggregation. [ABSTRACT FROM AUTHOR]

In this contribution, the causes leading to the undesired unevenness on the exterior surface of a paper‐based sandwich structure during the manufacturing process are investigated. This provides insight into the manufacturing parameters that need to be adjusted to reduce this waviness. A finite element model of the pressing process is developed in the commercial software ABAQUS and then used to analyze the formation of the surface unevenness. The sandwich structure adopted in the model consists of a decorative layer, an intermediate layer, a corrugated core and a bottom layer. In particular, the core has a sinusoidal structure with various geometry parameters, which are adjusted in the model to investigate the effect on the waviness of the top surface. The results of the quasi‐static process simulation correlate well with the experimental results. A subsequent parameter study based on the design of experiments (DoE) shows the relationship between the material parameters of the intermediate/bottom layer and the resulting waviness. [ABSTRACT FROM AUTHOR]

Background and Purpose: Multiple sclerosis (MS) is an unpredictable disease characterised by a highly variable disease onset and clinical course. Three main clinical phenotypes have been described. However, distinguishing between the two progressive forms of MS can be challenging for clinicians. This article examines how the diagnostic definitions of progressive MS impact clinical research, the design of clinical trials and, ultimately, treatment decisions. Methods: We carried out an extensive review of the literature highlighting differences in the definition of progressive forms of MS, and the importance of assessing the extent of the ongoing inflammatory component in MS when making treatment decisions. Results: Inconsistent results in phase III clinical studies of treatments for progressive MS, may be attributable to differences in patient characteristics (e.g., age, clinical and radiological activity at baseline) and endpoint definitions. In both primary and secondary progressive MS, patients who are younger and have more active disease will derive the greatest benefit from the available treatments. Conclusions: We recommend making treatment decisions based on the individual patient's pattern of disease progression, as well as functional, clinical and imaging parameters, rather than on their clinical phenotype. Because the definition of progressive MS differs across clinical studies, careful selection of eligibility criteria and study endpoints is needed for future studies in patients with progressive MS. [ABSTRACT FROM AUTHOR]

Objective: This study assessed the features of the 100 most‐cited papers on oral health‐related quality of life (OHRQoL). Methods: The 100 most‐cited OHRQoL papers were collected from Web of Science, adopting a combined keyword search strategy. Google Scholar and Scopus databases were searched to compare citations. The following data were extracted from papers: title of the paper, number of citations, authorship, country, year of publication, title of the journal, study design, sample size, topic and OHRQoL instruments used. Graphical bibliometric networks were created using VOSviewer software. Results: The number of citations of the top 100 most‐cited OHRQoL papers ranged from 73 to 949. Fifty‐six papers received at least 100 citations and two received more than 400 citations. Most papers were from Canada (23%) and had been published in Community Dentistry and Oral Epidemiology (37%). David Locker was the most‐cited author (25 papers; 3,521 citations). The cross‐sectional study design was the most common (68%). The impact of oral health conditions on OHRQoL (43%) was the most frequent topic, and the Oral Health Impact Profile (OHIP) was the most commonly used OHRQoL instrument (48%). Conclusions: This bibliometric analysis highlighted the characteristics of the 100 most‐cited OHRQoL papers, demonstrating that this field is far from saturated. This list of the most‐cited articles can provide a reference point to guide oral health research, education and services. [ABSTRACT FROM AUTHOR]

Alzheimer's disease (AD) is characterized by high heterogeneity in disease manifestation, progression and risk factors. High phenotypic variability is currently regarded as one of the largest hurdles in early diagnosis and in the design of clinical trials; there is therefore great interest in identifying factors driving variability that can be used for patient stratification. In addition to genetic and lifestyle factors, the individual's sex and gender are emerging as crucial drivers of phenotypic variability. Evidence exists on sex and gender differences in the rate of cognitive deterioration and brain atrophy, and in the effect of risk factors as well as in the patterns of diagnostic biomarkers. Such evidence might be of high relevance and requires attention in clinical practice and clinical trials. However, sex and gender differences are currently seldom appreciated; importantly, consideration of sex and gender differences is not currently a focus in the design and analysis of clinical trials for AD. The objective of this position paper is (i) to provide an overview of known sex and gender differences that might have implications for clinical practice, (ii) to identify the most important knowledge gaps in the field (with a special regard to clinical trials) and (iii) to provide conclusions for future studies. This scientific statement is endorsed by the European Academy of Neurology. [ABSTRACT FROM AUTHOR]

ABSTRACT In this paper, we revisit the power curves in ANOVA simultaneous component analysis (ASCA) based on permutation testing and introduce the population curves derived from population parameters describing the relative effect among factors and interactions. The relative effect has important practical implications: The statistical power of a given factor depends on the design of other factors in the experiment and not only of the sample size. Thus, understanding the relative power in a specific experimental design can be extremely useful to maximize our capability of success when planning the experiment. In the paper, we derive relative and absolute population curves, where the former represent statistical power in terms of the normalized effect size between structure and noise, and the latter in terms of the sample size. Both types of population curves allow us to make decisions regarding the number and nature (fixed/random) of factors, their relationships (crossed/nested), and the number of levels and replicates, among others, in an multivariate experimental design (e.g., an omics study) during the planning phase of the experiment. We illustrate both types of curves through simulation. [ABSTRACT FROM AUTHOR]

Background: In example‐based learning, examples are often combined with generative activities, such as comparative self‐explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self‐explanations. While static text‐based examples can be compared easily, this is challenging for transient video‐based modelling examples used in complex domains because simultaneous processing of two videos is not feasible. Objectives: To allow for such comparisons, we combined video‐based modelling examples with static representations (i.e., summarizing tables) of the observed optimal and a suboptimal solution of the problem‐solving process. A comparative self‐explanation prompt asked learners to compare the different solution approaches. Our study investigated the impact of video‐based modelling examples versus independent problem‐solving on cognitive load and problem‐solving skill development. Moreover, we investigated the effects of comparative versus sequential self‐explanation prompts, depending on learners' prior knowledge. Methods: In an experiment, 118 automotive apprentices learned a car malfunction diagnosis strategy. Apprentices were divided into three groups: (1) modelling examples with comparative self‐explanation prompts, (2) modelling examples with sequential prompts, and (3) no examples or prompts. Diagnostic knowledge and skills were assessed before and after the intervention. Cognitive load was measured retrospectively. Results and conclusions: Despite no observed effects on cognitive load, modelling examples enhanced diagnostic knowledge and diagnostic skills with scaffolds, though not independent diagnostic skills without scaffolds. The need for more practice opportunities to foster independent diagnostic skills is assumed. Additionally, comparative prompts seem promising for learners with higher prior knowledge. Takeaways: Video‐based modelling examples were more beneficial for learning than practising to apply the diagnostic strategy. Static representations allow for comparisons of video examples and comparative prompts are promising for learners with higher prior knowledge (cf. expertise‐reversal effect). Further research, especially on the effects on cognitive load, is necessary. Lay Description: What is already known about the topic?: Text and video examples that model how to solve a problem are widely used in education.Text examples often include self‐explanation prompts that ask learners to compare several examples.For video examples, such comparison prompts have seldom been investigated, because comparisons are difficult to implement for transient videos. What does this paper add?: This paper shows that video examples combined with static summaries of processes that have been shown in the video example are effective and allow for comparisons of video examples.Such comparisons seem to be more promising for learners with higher prior knowledge. Implications for practice: Practitioners could combine video examples with static summaries of the processes shown in the video examples to allow for comparisons. [ABSTRACT FROM AUTHOR]

Ethnic conflicts have proved to be inherently dangerous and repressive across the globe. While this signification cannot be negated, a deeper articulation of liminal existences in the conflict‐prone areas requires more attention. Using case studies with a qualitative research design, the paper emphasizes on conflict as a social force, facilitating the (re)structuration of communities entangled within it. The paper explores the mundane lived experiences of the Adivasis and the Bodos, two of the ethnic communities living in Assam, a Northeastern state of India, by making a few claims. First, ethnic conflicts reorient social relations, intercommunity interactions and economic exchanges between the Adivasis and Bodos. Second, ethnic conflicts recourse varied negotiations and emotions in their being(ness), aspirational values, and embodied meanings in mundane life‐processes. The complex realization of identities for the Adivasis and the Bodos is fostered by the exposure of fear, past loss of life, and the varied interactions between victims and perpetrators in everyday social life. [ABSTRACT FROM AUTHOR]

Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test). Objectives: Based on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creativeuse of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test. Methods: A mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575). Results and Conclusions: Composite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001). Lay Description: What is already known about this topic: Information and communication technology (ICT) skills are finding their way into national curriculums as teachers implement more digital learning environments.Teachers currently do not have a measurement instrument for the ICT skills primary education students need to learn in a personalised way. What this paper adds: This paper gives teachers a test that reliably measures the effective, collaborative, and creative ICT skills required for primary school students to learn using ICT.To our knowledge, this test is the first of its kind.Al materials to reproduce the test are available digitally for teachers. The implications of study findings for practitioners: For policy, this test can be used to check if a student is ready to use ICT in a self‐regulated setting.With this test, teachers can assess and support students' growth on the effective, collaborative, and creative ICT skills required for primary school students using ICT. [ABSTRACT FROM AUTHOR]

Background: Dementia is a cognitive decline that leads to the progressive deterioration of an individual's ability to perform daily activities independently. As a result, a considerable amount of time and resources are spent on caretaking. Early detection of dementia can significantly reduce the effort and resources needed for caretaking. Aims: This research proposes an approach for assessing cognitive decline by analysing speech data, specifically focusing on speech relevance as a crucial indicator for memory recall. Methods & Procedures: This is a cross‐sectional, online, self‐administered. The proposed method used deep learning architecture based on transformers, with BERT (Bidirectional Encoder Representations from Transformers) and Sentence‐Transformer to derive encoded representations of speech transcripts. These representations provide contextually descriptive information that is used to analyse the relevance of sentences in their respective contexts. The encoded information is then compared using cosine similarity metrics to measure the relevance of uttered sequences of sentences. The study uses the Pitt Corpus Dementia dataset for experimentation, which consists of speech data from individuals with and without dementia. The accuracy of the proposed multi‐QA‐MPNet (Multi‐Query Maximum Inner Product Search Pretraining) model is compared with other pretrained transformer models of Sentence‐Transformer. Outcomes & Results: The results show that the proposed approach outperforms the other models in capturing context level information, particularly semantic memory. Additionally, the study explores the suitability of different similarity measures to evaluate the relevance of uttered sequences of sentences. The experimentation reveals that cosine similarity is the most appropriate measure for this task. Conclusions & Implications: This finding has significant implications for the early warning signs of dementia, as it suggests that cosine similarity metrics can effectively capture the semantic relevance of spoken language. The persistent cognitive decline over time acts as one of the indicators for prevalence of dementia. Additionally early dementia could be recognised by analysis on other modalities like speech and brain images. WHAT THIS PAPER ADDS: What is already known on this subject: It is already known that speech‐ and language‐based detection methods can be useful for dementia diagnosis, as language difficulties are often early signs of the disease. Additionally, deep learning algorithms have shown promise in detecting and diagnosing dementia through analysing large datasets, particularly in speech‐ and language‐based detection methods. However, further research is needed to validate the performance of these algorithms on larger and more diverse datasets and to address potential biases and limitations. What this paper adds to existing knowledge: This study presents a unique and effective approach for cognitive decline assessment through analysing speech data. The study provides valuable insights into the importance of context and semantic memory in accurately detecting the potential in dementia and demonstrates the applicability of deep learning models for this purpose. The findings of this study have important clinical implications and can inform future research and development in the field of dementia detection and care. What are the potential or actual clinical implications of this work?: The proposed approach for cognitive decline assessment using speech data and deep learning models has significant clinical implications. It has the potential to improve the accuracy and efficiency of dementia diagnosis, leading to earlier detection and more effective treatments, which can improve patient outcomes and quality of life. [ABSTRACT FROM AUTHOR]

Background: The potential of learning analytics dashboards in virtual reality simulation‐based training environments to influence occupational self‐efficacy via self‐reflection phase processes in the Chemical industry is still not fully understood. Learning analytics dashboards provide feedback on learner performance and offer points of comparison (i.e., comparison with one's own past performance or comparison with peer performance) to help learners make sense of their feedback. Objectives: We present a theoretical framework for describing learning analytics reference frames and investigate the impact of feedback delivered through dashboards with different reference frames on occupational self‐efficacy, while controlling for workplace self‐reflection. Methods: This experimental study engaged 42 chemical operator employees, aged between 18 and 55 years, each with at least one year of experience. We utilised a two‐group design to ask two research question each with three competing hypotheses related to changes in occupational self‐efficacy, employing Bayesian informative hypothesis evaluation. Results and Conclusions: Results for the primary research question suggest that dashboards with progress reference frames do not elicit greater change to self‐efficacy than those with social reference frames, however, they may elicit equal change. Furthermore, dashboards with social reference frames may elicit greater change to self‐efficacy than those with progress reference frames. Exploratory results found that dashboards with progress reference frames may elicit greater positive directional change than those with social reference frames and that they may elicit equal directional change. These findings contribute to the understanding of self‐efficacy beliefs within the Chemical industry, with potential impacts on skill development. The research may inform the design of targeted interventions and training programs to influence self‐efficacy. From a practical perspective, this research suggests that careful consideration is needed when choosing reference frames in learning analytics dashboards due to their potential consequences on the formation of learner self‐efficacy. Lay Description: What is already known about this topic?: Learning analytics dashboards often aim to stimulate self‐regulated learning by providing feedback.Feedback plays a crucial role in simulation‐based learning and learning analytics dashboards can be a valuable tool to deliver feedback and facilitate the learning process by providing learners with insights into their performance and progress.Previous research has highlighted the importance of reference frames as critical design features of learning analytics dashboards, as they assist learners in making sense of learning analytics feedback.Self‐efficacy is a powerful determine factor of workplace performance and is influenced by mastery experiences and social modelling information. What the paper adds?: A theoretical framework describes the mediating role self‐reflection phase processes of the self‐regulated learning cycle plays in the formation of occupational self‐efficacy.This paper introduces the concept of three learning analytics reference frame components which include the performance outcome component, point of comparison component and score delta component.The paper indicates that learning analytics dashboards designed with a progress reference frame does not elicit greater change to occupational self‐efficacy than the social reference frame.Exploratory results suggest dashboards with progress reference frames might produce greater positive directional change compared to social reference frames or elicit equal change. Implications for practice?: Learning analytics system designers who use reference frames to help learners make sense of their feedback should carefully consider which reference frames they use as these decisions likely have consequences on the formation of learner self‐efficacy beliefs.For LAD designers and stakeholders, recognising the absolute change and directional shift in self‐efficacy is crucial, as LAD designs significantly influence these dynamics and guide the tailoring of effective tools.In industries like the chemical sector, where overconfidence can result in severe consequences, understanding the nuance of self‐efficacy changes is especially pertinent. [ABSTRACT FROM AUTHOR]

Users of research databases, such as CiteSeerX, Google Scholar, and Microsoft Academic, often search for papers using a set of keywords. Unfortunately, many authors avoid listing sufficient keywords for their papers. As such, these applications may need to automatically associate good descriptive keywords with papers. When the full text of the paper is available this problem has been thoroughly studied. In many cases, however, due to copyright limitations, research databases do not have access to the full text. On the other hand, such databases typically maintain metadata, such as the title and abstract and the citation network of each paper. In this paper we study the problem of predicting which keywords are appropriate for a research paper, using different methods based on the citation network and available metadata. Our main goal is in providing search engines with the ability to extract keywords from the available metadata. However, our system can also be used for other applications, such as for recommending keywords for the authors of new papers. We create a data set of research papers, and their citation network, keywords, and other metadata, containing over 470 K papers with and more than 2 million keywords. We compare our methods with predicting keywords using the title and abstract, in offline experiments and in a user study, concluding that the citation network provides much better predictions. [ABSTRACT FROM AUTHOR]

An editorial is presented on the synthesising nutrition science into dietary guidelines for populations amidst the challenge of fake news summary of an Academy of Nutrition Sciences position paper. Topics include the media about a new approach to weight loss or a major discovery of a diet that will prevent diabetes, the social media in particular is awash with tales of foods, and the dietary treatments that are claimed to produce almost magical effects on health.

ABSTRACT This letter presents a high-voltage power amplifier for driving flexible paper speaker. Simple circuit complexity and high signal quality can be achieved. The operating principles and design considerations of the studied paper speaker power amplifier are analyzed and discussed. A laboratory prototype is built and tested. The experimental results are shown to verify the studied scheme. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background: Working together and co‐production with public advisors have become popular among health researchers. This practice extends to doctoral researchers who involve public advisors at different stages of their research or throughout their doctoral journey. Objective: A doctoral researcher and two public advisors jointly evaluated public involvement in doctoral research. Methods: Using the established public involvement evaluation framework by Gibson and colleagues, public advisors and a doctoral researcher mapped and evaluated their experiences of public involvement in doctoral research. The four‐dimensional framework allowed the authors to reflect on (1) the strength of the public voice, (2) the number of ways in which public advisors had an opportunity to get involved, (3) whether the discussion was about the public or organisation's (doctoral researcher, university or funder) concerns and (4) if the organisation changed or resisted feedback. Results are presented in a diagrammatic and narrative way. Results: Public advisors saw themselves as having a stronger voice in doctoral research than the doctoral researcher perceived. All agreed that there existed multiple ways for public advisors to be involved. Public advisors' feedback was taken on board, but it was also limited due to restrictions of what the doctoral programme allowed. Conclusion: Public advisors ensured that the doctoral research was more relevant to the public. The ongoing involvement also shaped the doctoral researcher's thinking and views. Patient and Public Involvement: Two public advisors were involved throughout the 3 years of this doctoral research. They co‐evaluated this involvement and are co‐authors of this paper. [ABSTRACT FROM AUTHOR]

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence–generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic. Objectives: This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC integration based on varying levels of abstraction. Then, drawing on extended effective use theory, the study proposes the underlying mechanism of how AIGC integration impacts programming learning performance and computational thinking. Methods: Three debugging interfaces integrated with AIGC by ChatGPT were developed for this study according to three levels of AIGC integration design. The study conducts a between‐subject experiment with one control group and three experimental groups. Analysis of covariance and a structural equation model are employed to examine the effects. Results and Conclusions: The results show that the second and third levels of abstraction in AIGC integration yield better learning performance and computational thinking, but the first level shows no difference compared to traditional debugging. The underlying mechanism suggests that the second and third levels of abstraction promote transparent interaction, which enhances representational fidelity and consequently impacts learning performance and computational thinking, as evidenced in test of the mechanism. Moreover, the study finds that learning fidelity weakens the effect of transparent interaction on representational fidelity. Our research offers valuable theoretical and practical insights. Lay Description: What is currently known about the subject matter?: In the present information era, programming and computational thinking are important.AIGC has attracted remarkable attention from both academics and managers.If it is appropriately utilised, AIGC can facilitate education. What this paper adds: Three forms of AIGC integration based on the level of abstraction, which enhance programming learning and computational thinking.Application of extended effective use theory to propose an underlying mechanism for how AIGC integration affects learning performance and computational thinking.Concrete information on the utilisation of AIGC in the education domain.Evidence that shows the importance of interaction transparency and representational fidelity for leveraging information technologies in education. Implications of the study findings for practitioners: AIGC can be an effective tool for teachers, learners, and institutions.Platform designers and teachers should carefully design AICG integration.Platform designers and teachers could make use of various methods and other forms of AIGC integration to promote interaction transparency. [ABSTRACT FROM AUTHOR]

Background: Education is often the primary arena for exploring and integrating new technologies. AI and human‐machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education. Objectives: We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two). Methods: We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (N = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (N = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support. Results: In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy. Conclusions: Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues. Lay Description: What is currently known about this topic: An instructor's use of verbal and non‐verbal behaviours is a crucial component of establishing credibility within a student‐instructor relationship.Non‐human actors (artificial intelligence and social robots) are perceived as credible when they use appropriate verbal and non‐verbal messages.Education plays a central role in exploring and integrating new technologies, but initial impressions and perceived utility impact acceptance and adoption. What does this paper add: Students perceived both human and machine graders as credible based on measures of competence, goodwill, and trustworthiness.This is the first study that sought to alter perceptions of a machine grader's credibility by manipulating verbal and non‐verbal immediacy cues.Results suggest that a machine grader's communication style, especially verbal immediacy, would influence student engagement. Implications for practice/or policy: This study offers initial insights into using machine grading as a supplementary engagement tool.Communication style is a key factor to consider when designing courses that include automated scoring systems or AI graders. [ABSTRACT FROM AUTHOR]

Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities. Methods: A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups. Results and Conclusion: This study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes). Lay Description: What is already known about this topic: The flipped language learning approach involves receiving online instruction outside the classroom and is a learner‐centered pedagogy. What this paper adds: This study contributes by triangulating different strands of data on the effects of flipped learning designs on learning outcomes and cognitive load.The findings highlight the effectiveness of collaboration‐led design for flipped language learning, facilitating engagement in both out‐of‐class and during‐class activities. Implications for practice: The findings emphasize the importance of designing and implementing instructional designs that align with emerging educational technologies.Teachers should consider the flexibility, fluency and novelty of the learning material when designing flipped learning activities. [ABSTRACT FROM AUTHOR]

Designs for computer experiments in quantitative factors use columns with many levels. Filling the experimental space is their most important property, and there are many criteria that assess aspects of space‐filling. Recently, Tian and Xu proposed a stratification pattern for assessing the stratification‐related space‐filling properties of designs for quantitative experimental variables whose number of levels is a power of a – usually small – integer. Such designs have been named GSOAs, in generalization of the earlier proposal of strong – or stratum – orthogonal arrays (SOAs). Latin hypercube designs (LHDs) with a suitable number of levels are special cases of GSOAs. Tian and Xu proposed to use the stratification pattern as a means to ranking (G)SOAs. They reported a small simulation study in which arrays that fared well in that ranking performed well in predicting an unknown function. Shi and Xu refined the criterion and also demonstrated success of a design that fares well on their refined criterion. This paper explains the ideas behind the stratification pattern and the related ranking criteria. A practical example and several toy examples aid the illustration. The stratification pattern can be calculated using the R package SOAs, which does not only provide the pattern itself but also provides more detail in a dimension by weight table, in the spirit of the refinement by Shi and Xu. [ABSTRACT FROM AUTHOR]

Parameter identifiability methods assess whether the parameters of a model are uniquely determined by the observations. While the success of a model fit can provide some information on this, it can be valuable to determine identifiability before any fit has been attempted, or to separate identifiability from other issues. Two concepts that lean themselves well for identifiability analysis and have been underutilized are the sensitivity matrix (SM) and the Fisher information matrix (FIM). This paper presents two newly developed methods, one based on the SM and one based on the FIM. Both methods can assess local identifiability for a wide set of models, can be used with limited effort, and are freely available. The methods require the proposed model in the form of a set of differential equations, the parameter values, and the study design as input. They can be used a priori, as they do not need observed values or a successful model fit. Traditional methods provide a single categorical (yes/no) answer to the question of identifiability. In many cases, this is not very informative, and identifiability depends on study design (e.g., dose levels or observation times) and parameter values. Indicators on a continuous scale characterizing the level of identifiability would provide more detailed and relevant information, for example, to guide model development. Our two methods provide both categorical and continuous indicators. Both methods indicate which parameter combinations are difficult to identify by calculating the directions in parameter space that are least identifiable. The methods were validated with an example problem. [ABSTRACT FROM AUTHOR]

Introduction: Systematic reviews are considered the highest level of evidence that can help guide evidence‐informed decisions in nursing practice, education, and even health policy. Systematic review publications have increased from a sporadic few in 1980s to more than 10,000 systematic reviews published every year and around 30,000 registered in prospective registries. Methods: A cross‐sectional design and a variety of data sources were triangulated to identify the journals from which systematic reviews would be evaluated for adherence to Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) 2020 reporting guidelines and scope. Specifically, this study used the PRISMA 2020 reporting guidelines to assess the reporting of the introduction, methods, information sources and search strategy, study selection process, quality/bias assessments, and results and discussion aspects of the included systematic reviews. Results: Upon review of the 215 systematic reviews published in 10 top‐tier journals in the field of nursing in 2019 and 2020, this study identified several opportunities to improve the reporting of systematic reviews in the context of the 2020 PRISMA statement. Areas of priority for reporting include the following key areas: (1) information sources, (2) search strategies, (3) study selection process, (4) bias reporting, (5) explicit discussion of the implications to policy, and lastly, the need for (6) prospective protocol registration. Discussion: The use of the PRISMA 2020 guidelines by authors, peer reviewers, and editors can help to ensure the transparent and detailed reporting of systematic reviews published in the nursing literature. Clinical Relevance: Systematic reviews are considered strong research evidence that can guide evidence‐based practice and even clinical decision‐making. This paper addresses some common methodological and process issues among systematic reviews that can guide clinicians and practitioners to be more critical in appraising research evidence that can shape nursing practice. [ABSTRACT FROM AUTHOR]

Introduction: Despite the advancements in Patient and Public Involvement and Engagement (PPIE), the voices of traditionally underserved groups are still poorly reflected in dementia research. This study aimed to report on a PPIE partnership between academics and members of the public from underserved communities to co‐design Forward with Dementia—Social Care, a resource and information website supporting people receiving a dementia diagnosis. Methods: The PPIE partnership was set up in four stages: 1–identifying communities that have been under‐represented from PPIE in dementia research; 2—recruiting PPIE partners from these communities; 3—supporting PPIE partners to become confident to undertake their research roles and 4—undertaking research co‐design activities in an equitable fashion. Results: To address under‐representation from PPIE in dementia research we recruited seven PPIE partners from Black, Asian and other minority ethnic groups; lesbian, gay, bisexual, transgender, queer+ communities; remote/rural area; religious minorities and partners living with rare forms of dementia. The partners met regularly throughout the project to oversee new sections for the study website, refine existing content and promote the website within their communities. Conclusion: Strategies can be used to successfully recruit and involve PPIE partners from underserved communities in co‐design activities. These include networking with community leaders, developing terms of reference, setting out 'rules of engagement', and investing adequate resources and time for accessible and equitable involvement. These efforts facilitate the co‐design of research outputs that reflect the diversity and complexity of UK contemporary society. Patient or Public Contribution: This study received support from seven members of the public with lived experience of dementia from communities that have been traditionally underserved in dementia research. These seven members of the public undertook the role of partners in the study. They all equally contributed to the study design, recruitment of participants, development and revision of topic guides for the interviews and development of the website. Three of these partners were also co‐authors of this paper. On top of the activities shared with the other partners, they contributed to write independently of the academic team the section in this paper titled 'Partners' experiences, benefits and challenges of the partnership'. Further, they provided input in other sections of the paper on a par with the other (academic) co‐authors. [ABSTRACT FROM AUTHOR]

Political apologies have been argued to contribute to reconciliation among groups and nations but their efficacy has also been questioned. This paper examines the acceptance of political apologies, their content and the protagonists in the victim nation, the perpetrator nation and their subgroups. Guided by studies on the structure of apologies, it distinguishes 10 features of apologies, seven of which concern their content and three of their protagonists. Following the analysis of apology statements by Japan to South Korea, the paper further breaks these features (factors) down into 32 elements (levels). The acceptance of around 70,000 possible apology combinations is examined in a randomized conjoint experiment, which was embedded in online quota‐based surveys in Japan (n = 2700) and South Korea (n = 3000). The analysis reveals that the content of apologies matters, protagonists matter more than content and some subgroups matter more than protagonists. The subgroup analysis showed that some within‐country differences are larger than cross‐country differences, which challenges the SIT. Apology statements that would be acceptable in both nations are summarised. [ABSTRACT FROM AUTHOR]

Background: Communication of people with Parkinson's disease (PwPD) is negatively affected. For PwPD with communication difficulties, it is important to use self‐assessment tools as a primary assessment approach to evaluate their perspectives on communication. It is also important to evaluate PwPDs with self‐assessment scales in order to determine in which situations their communicative effectiveness is affected and to include them in the intervention plan. Aims: To create a Turkish version of the Communicative Effectiveness Survey‐Revised (CES‐R), to examine its validity and reliability, and to investigate its applicability in PwPD. Method: The study included 106 PwPD and 106 healthy participants. The original form of the CES‐R was adapted into Turkish according to international guidelines. Every participant completed the Turkish version of CES‐R and the Voice Handicap Index‐10 form. The adapted scale was retested 2 weeks later. Outcomes and Results: Because the Kaiser‐Meyer‐Olkin coefficient was 0.956 in the exploratory factor analysis of the CES‐R and p < 0.01 for Bartlett's Test, the data set is 'perfectly' suitable for factor analysis. In the explanatory factor analysis applied in the CES‐R scale, the total explanatory ratio of the two dimensions was determined as 63.5%, and the validity condition was met. Cronbach's alpha coefficient was 0.958 in the PwPD group and 0.955 in the control group and the scale was found to be at the 'high reliability' level. Conclusion: The CES‐R is a valid, reliable, and useable self‐assessment scale for Turkish PwPD. Furthermore, this adaptation research was developed to assess possible communication difficulties for PwPD. With this tool, difficulties in communication skills that can be identified by a comprehensive evaluation should also be studied in the intervention processes. What this paper adds: What is already known on the subject: Self‐assessment tools are suggested as a primary use when evaluating people with Parkinson's disease (PwPD) with communication difficulties. The CES‐R is one of these self‐assessment scales. However, the validity and reliability study of the Communicative Effectiveness Survey‐Revised (CES‐R) in Turkish has not been conducted. What this paper adds to existing knowledge: This study demonstrates the validity and reliability of the Turkish CES‐R scale and its applicability to PwPD. Furthermore, this scale can be used in assessment procedures for possible communication difficulties for PwPD. What are the potential or actual clinical implications of this work?: The scale, which is unidimensional in the literature, was found to have two dimensions with eigenvalues > 1 in the Discovery Factor analysis in this study. The first dimension was named communication in general situations (CGS) and the second dimension was named communication in difficult situations (CDS). It is thought that this scale will be useful in research and clinics for the comprehensive assessment of PwPD with communication difficulties before and after treatment. [ABSTRACT FROM AUTHOR]

Background: Despite its potentially significant functional and emotional impact, acalculia is still too rarely assessed and managed by speech and language therapists. Research on the rehabilitation of numerical transcoding remains scarce in the literature and, despite positive results, presents a low level of evidence. Aims: The present study aims to evaluate the effectiveness of a targeted rehabilitation of numerical transcoding in two patients suffering from a chronic secondary acalculia. Methods & Procedures: Two post‐brain injury females with secondary acalculia took part in a single‐case experimental design with multiple baseline across subjects according to a three‐phase experimental protocol: baseline involving global cognitive rehabilitation (5–7 measurements with randomized sequential introduction); targeted intervention (10 measurements); follow‐up (2 immediate measurements and 1 month after the end of the intervention). Repeated outcome measures consisted of six lists composed of numbers of equivalent difficulty that were used alternately to assess numerical transcoding. We used a reverse digit span as a control measure to assess the specificity of the intervention. Rehabilitation lasted 5 weeks and consisted of errorless learning with colour cues, tables and number–words cards. Outcomes & Results: During baseline period involving global cognitive rehabilitation, transcoding scores remained unchanged. In contrast, there was a significant improvement in scores for both patients during the intervention phase targeting transcoding and maintenance of benefits 1‐month post‐intervention. Conclusions & Implications: This study demonstrates that a specific rehabilitation targeting numerical transcoding following chronic secondary acalculia can be effective in improving transcoding skills. WHAT THIS PAPER ADDS: What is already known on the subject: Transcoding difficulties in patients with acalculia can cause a significant disability in everyday life activities. In secondary acalculia, rehabilitation of cognitive functions associated with number processing (attention, working memory, language) is not sufficient for improvement of transcoding. What this paper adds to existing knowledge: An intervention specifically targeting numerical transcoding significantly and durably improves the skills of patients with chronic secondary acalculia. What are the potential or actual clinical implications of this work?: Procedural error‐free intervention using colour cueing, tables, cards with number–words, copy and repetition seems effective to improve transcoding skills in chronic acalculia. [ABSTRACT FROM AUTHOR]

Background: Age is a key factor when dealing with language and speech disorders, as it entails a progressive loss of neuroplasticity even in healthy individuals. Apart from this, ageing also affects our word‐retrieval abilities, and thus, our discursive skills, particularly in people suffering from neurodegenerative diseases. Therefore, descriptions and/or measures of communicative performance always need to be interpreted through the lens of variation across the lifespan. Aim: This paper's main objective is to create a general tutorial for researchers willing to start delving into discourse analysis, both in healthy and pathological ageing. Methods: An eight‐step tutorial on discourse analysis in the elderly is presented. Each of these steps starts with general recommendations and progresses to more specific topics that may be relevant when conducting this type of research. All of the steps have been extrapolated from an extensive literature review on discourse analysis. Main Contributions: This work presents an easy‐to‐follow, step‐by‐step tutorial on discourse analysis in the elderly. It is aimed at clinical researchers who are taking their first steps in discourse analysis.It may also be useful for those who are already familiar with the methodology but may be interested in reading a general overview on the topic. Moreover, it offers new insights into the following topics: types of research questions, advantages and disadvantages of the different research methodologies and ethical considerations for data production in clinical linguistics. Conclusions: Discourse analysis in the elderly is a highly complex issue that may require researching from different approaches and disciplines. This implies following a well‐planned and thorough process, which we have detailed through the following eight steps: (i) reviewing literature; (ii) formulating the research question; (iii) designing the study; (iv) producing data; (v) selecting technological tools for data treatment; (vi) transcribing the corpus; (vii) annotating the corpus and (viii) analysing and interpreting the results. What This Paper Adds: What is already known on the subject: Approaches in discourse analysis in elderly adults, and particularly, in people suffering from dementia have already been analysed by previous researchers and categorised into three main trends: the quantitative‐experimental approach, the qualitative‐naturalistic approach and an in‐between path, the quantitative‐naturalistic approach. Also, several handbooks on general discourse analysis have presented comprehensive revisions on potential resources and methodologies that can be applied to researching discourse in elderly populations. What this paper adds to existing knowledge: This paper takes these three main approaches and analyses how the most recent research on language in ageing and dementia fits into them. Furthermore, it reviews the advantages and disadvantages each of them may bring for beginners in the field of discourse analysis. Moreover, it adds some studies that may fit into a fourth approach: the qualitative‐experimental. This article also presents information about several of the main steps when analysing data from the pragmatic perspective: the formulation of the research question, data production and the transcription/annotation process. What are the potential or actual clinical implications of this work?: This work has been devised for linguists who may want to read a systematization of the steps for analysing discourse in elderly populations. It may also be of interest to specialists from different fields such as speech therapy, psychology, gerontology or neurology who desire to start applying methods from discourse analysis in their work and aim to have a comprehensive scope of the main research trends within the field of clinical pragmatics. [ABSTRACT FROM AUTHOR]

The state of the art related to parameter correlation in two‐parameter models has been reviewed in this paper. The apparent contradictions between the different authors regarding the ability of D‐optimality to simultaneously reduce the correlation and the area of the confidence ellipse in two‐parameter models were analyzed. Two main approaches were found: (1) those who consider that the optimality criteria simultaneously control the precision and correlation of the parameter estimators and (2) those that consider a combination of criteria to achieve the same objective. An analytical criterion combining in its structure both the optimality of the precision of the estimators of the parameters and the reduction of the correlation between their estimators is provided. The criterion was tested both in a simple linear regression model, considering all possible design spaces, and in a nonlinear model with strong correlation of the estimators of the parameters (Michaelis–Menten) to show its performance. This criterion showed a superior behavior to all the strategies and criteria to control at the same time the precision and the correlation. This paper reviews the conflicting views on using D‐optimality to control parameter correlation in two‐parameter models. It proposes an analytical criterion that effectively balances both the precision and correlation of parameter estimators. The criterion outperforms existing strategies in both linear and nonlinear models, specifically in the Michaelis‐Menten model. [ABSTRACT FROM AUTHOR]

Objectives: This paper describes the design and implementation of an online survey experiment to investigate the effects of alcohol warning labels on alcohol‐related knowledge, risk perceptions and intentions. Method: The survey collected self‐reported data from 14 European countries through two waves of data collection with different recruitment strategies: dissemination via social media and public health agencies was followed by paid‐for Facebook ads. The latter strategy was adopted to achieve broader population representation. Post‐stratification weighting was used to match the sample to population demographics. Results: The survey received over 34,000 visits and resulted in a sample size of 19,601 participants with complete data on key sociodemographic characteristics. The responses in the first wave were over‐representing females and higher educated people, thus the dissemination was complemented by the paid‐for Facebook ads targeting more diverse populations but had higher attrition rate. Conclusion: Experiments can be integrated into general population surveys. Pan‐European results can be achieved with limited resources and a combination of sampling methods to compensate for different biases, and statistical adjustments. [ABSTRACT FROM AUTHOR]

Randomized controlled trials (RCTs) are considered the gold standard for causal inference. With a sufficient sample size, randomization removes confounding up to the time of randomization and allows the treatment effect to be isolated. However, RCTs may have limited generalizability and transportability and are often not feasible in addiction research due to ethical or logistical constraints. The importance of observational studies from real‐world settings has been increasingly recognized in research on health. This paper provides an overview of modern approaches to designing observational studies that enable causal inference. It illustrates three key techniques, Directed Acyclic Graphs (DAGs), modified Disjunctive Cause Criterion and Target Trial Emulation, and discusses the strengths and limitations of their applications. [ABSTRACT FROM AUTHOR]

Background and Objectives: Children undergoing airway management during general anesthesia may experience airway complications resulting in a rare but life‐threatening situation known as "Can't Intubate, Can't Oxygenate". This situation requires immediate recognition, advanced airway management, and ultimately emergency front‐of‐neck access. The absence of standardized procedures, lack of readily available equipment, inadequate knowledge, and training often lead to failed emergency front‐of‐neck access, resulting in catastrophic outcomes. In this narrative review, we examined the latest evidence on emergency front‐of‐neck access in children. Methods: A comprehensive literature was performed the use of emergency front‐of‐neck access (eFONA) in infants and children. Results: Eighty‐six papers were deemed relevant by abstract. Finally, eight studies regarding the eFONA technique and simulations in animal models were included. For all articles, their primary and secondary outcomes, their specific animal model, the experimental design, the target participants, and the equipment were reported. Conclusion: Based on the available evidence, we propose a general approach to the eFONA technique and a guide for implementing local protocols and training. Additionally, we introduce the application of innovative tools such as 3D models, ultrasound, and artificial intelligence, which can improve the precision, safety, and training of this rare but critical procedure. [ABSTRACT FROM AUTHOR]

Nested orthogonal arrays (NOAs) provide an option for designing an experimental setup consisting of two experiments, with the expensive higher‐precision experiment nested within a larger and relatively inexpensive lower‐precision experiment. Construction of NOAs with the adjacent numbers of levels is a challenging problem. In this paper, we present several methods for constructing such NOAs and obtain some classes of such new symmetric NOAs in which the larger arrays have minimum run size. These methods are also extended to construction of NOAs with more than two layers. Furthermore, by adding some columns to these symmetric NOAs, we can construct a lot of new asymmetric NOAs. Illustrative examples are given. [ABSTRACT FROM AUTHOR]

Nowadays, the omnipresence of the Internet has fostered a subculture that congregates around the contemporary milieu. The subculture artfully articulates the intricacies of human feelings by ardently pursuing the allure of novelty, a fact that cannot be disregarded in the sentiment analysis. This paper aims to enrich data through the lens of subculture, to address the insufficient training data faced by sentiment analysis. To this end, a new approach of subculture‐based data augmentation (SCDA) is proposed, which engenders enhanced texts for each training text by leveraging the creation of specific subcultural expression generators. The extensive experiments attest to the effectiveness and potential of SCDA. The results also shed light on the phenomenon that disparate subcultural expressions elicit varying degrees of sentiment stimulation. Moreover, an intriguing conjecture arises, suggesting the linear reversibility of certain subcultural expressions. [ABSTRACT FROM AUTHOR]

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present 'Zoti's Social Toolkit', a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender‐neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description: What is already know about this topic: Immersive virtual reality increases demands on cognition for learners.Immersive virtual reality for learning has inconsistent effects in prior research.Executive function and working memory capacity are important components in processing material while learning. What this paper adds: Research focused on the role individual differences play in learning with technology.Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy: Executive function predicted test score for an immersive virtual reality lesson.Use of immersive technology needs to take into account executive function to reduce potential inequity in learning. [ABSTRACT FROM AUTHOR]

Background: The complexity of communication presents challenges for clinical assessment, outcome measurement and intervention for people with acquired brain injury. For the purposes of assessment or treatment, this complexity is usually managed by isolating specific linguistic functions or speech acts from the interactional context. Separating linguistic functions from their interactional context can lead to discourse being viewed as a static entity comprised of discrete features, rather than as a dynamic process of co‐constructing meaning. The ecological validity of discourse assessments which rely on the deconstruction of linguistic functions is unclear. Previous studies have reported assessment tasks that preserve some of the dialogic features of communication, but as yet, these tasks have not been identified as a distinct genre of assessment. We suggest the term 'co‐constructed communication' to describe tasks which are specifically designed to capture the dynamic, jointly produced nature of communication within a replicable assessment task. Aims: To identify and summarize how co‐constructed communication has been assessed with individuals with non‐progressive acquired communication disability regarding task design, measures and psychometric robustness. Methods: A scoping review methodology was used to identity relevant studies. Systematic database searches were conducted on studies published before July 2021. Studies in the yield were assessed against eligibility criteria, with 37 studies identified as eligible for inclusion. Main contribution: This is the first time that co‐constructed communication has been defined as a genre of discourse assessment for stroke and traumatic brain injury populations. Co‐constructed communication has been assessed for 144 individuals with aphasia and 111 with cognitive–communication disability. Five categories of co‐constructed communication tasks were identified, ranging in complexity. Variability exists in how these assessment tasks are labelled and measured. Assessment measures require further psychometric profiling, specifically regarding test–retest reliability and validity. Conclusions: Co‐constructed communication is a discourse genre which offers researchers and clinicians a replicable method to assess language and communication in an experimentally rigorous way, within an ecologically valid context, bridging the gap between experimental and ecological assessment approaches. What this paper adds: What is already known on this subject: Standardized assessments of language skills and monologue offer reliable, replicable ways to measure language. However, isolating language from an interactional context fundamentally changes the behaviour under study. This raises questions about the ecological validity of the measures we routinely use to determine diagnoses, guide treatment planning and measure the success of treatment. What this study adds to the existing knowledge: This review highlights studies that conceptualize, and often quantify, interaction by combining experimental rigour and aspects of everyday dialogue. This is the first time this genre of discourse assessment has been identified. We propose the term 'co‐constructed communication' to describe this genre and provide an operational definition for the term. What are the practical and clinical implications of this study?: Co‐constructed communication assessment tasks require refinement, particularly regarding aspects of psychometric robustness. In the future, these tasks offer pragmatic, meaningful ways to capture the effect and impact of aphasia and cognitive–communication disability within interaction. [ABSTRACT FROM AUTHOR]

Voltage‐clamp experiments are commonly utilised to characterise cellular ion channel kinetics. In these experiments, cells are stimulated using a known time‐varying voltage, referred to as the voltage protocol, and the resulting cellular response, typically in the form of current, is measured. Parameters of models that describe ion channel kinetics are then estimated by solving an inverse problem which aims to minimise the discrepancy between the predicted response of the model and the actual measured cell response. In this paper, a novel framework to evaluate the information content of voltage‐clamp protocols in relation to ion channel model parameters is presented. Additional quantitative information metrics that allow for comparisons among various voltage protocols are proposed. These metrics offer a foundation for future optimal design frameworks to devise novel, information‐rich protocols. The efficacy of the proposed framework is evidenced through the analysis of seven voltage protocols from the literature. By comparing known numerical results for inverse problems using these protocols with the information‐theoretic metrics, the proposed approach is validated. The essential steps of the framework are: (i) generate random samples of the parameters from chosen prior distributions; (ii) run the model to generate model output (current) for all samples; (iii) construct reduced‐dimensional representations of the time‐varying current output using proper orthogonal decomposition (POD); (iv) estimate information‐theoretic metrics such as mutual information, entropy equivalent variance, and conditional mutual information using non‐parametric methods; (v) interpret the metrics; for example, a higher mutual information between a parameter and the current output suggests the protocol yields greater information about that parameter, resulting in improved identifiability; and (vi) integrate the information‐theoretic metrics into a single quantitative criterion, encapsulating the protocol's efficacy in estimating model parameters. [ABSTRACT FROM AUTHOR]

Aim: To develop and explore the validity of a Patient Reported Experience Measure (PREM) for adult inpatient diabetes care. Method: 27 in‐depth interviews were conducted to inform the development of the 42‐item PREM which was cognitively tested with 10 people. A refined 38‐item PREM was piloted with 228 respondents completing a paper (n = 198) or online (n = 30) version. The performance of the PREM was evaluated by exploring (i) uptake/number of responses and (ii) survey validity by investigating whether the PREM data were of adequate quality and delivered useful information. Results: The PREM had low drop‐out or missing data rates suggesting it was appropriately constructed. Analysis of item frequencies and variances, and problem score calculations concluded that questions provided sufficient score differentiation. Conclusions: This new PREM allows for experiences of inpatient diabetes care to be measured, understood and reported on to help identify priority areas for improving care quality. [ABSTRACT FROM AUTHOR]

Background: The increasing prevalence of Artificial Intelligence (AI) language models, exemplified by ChatGPT, has sparked inquiries into their influence on creative writing skills in educational contexts. This study aims to quantitatively investigate whether ChatGPT's use negatively affects university students' creative writing abilities, focusing on originality, content presentation, accuracy, and elaboration in essays. The research adopts an experimental approach to shed light on this concern. Objective: This study aims to quantitatively investigate whether the utilization of ChatGPT, an AI chatbot, adversely affects specific dimensions of creative writing skills among university students, with an emphasis on originality, content presentation, accuracy, and elaboration. Method: The experimental study involves 600 students from 10 universities, divided into a control and an experimental group (EGp). The EGp incorporates ChatGPT in their creative writing process as an intervention. The study evaluates originality, content presentation, accuracy, and elaboration, utilizing the Wilcoxon Signed‐Rank Test for analysis. Results and Conclusion: The findings reveal a detrimental association between ChatGPT use and university students' creative writing abilities. Analysing both machine‐based and human‐based assessments substantiates earlier qualitative observations regarding ChatGPT's adverse impact on creative writing. This study highlights the necessity of approaching AI integration, particularly in creative writing disciplines, with caution. While AI tools have merits, their integration should be thoughtful, considering the potential drawbacks. These insights inform future research and educational practices, guiding the effective incorporation of AI while nurturing students' writing skills. Lay Description: What is already known about this topic: ChatGPT poses an ethical dilemma regarding its use in the field of academiaQualitative claims and opinions have been raised in prior studies regarding its use in the creative writing processPrior studies have both supported and opposed its use but with very limited quantitative approaches while most of the opinions remain qualitativeSome prior studies opine in support of ChatGPT's ability as an authorSeveral factors measuring creativity has been identified by previous studies but a constructive approach in the light of advanced Artificial Intelligence (AI) based chatbots like ChatGPT is missing in such literature What this paper adds: An experimental approach to provide a valid quantitative proof of the qualitative claims over ChatGPT's detrimental effect towards creativity in writing, which was absent in prior studiesA multifactor‐based formula to measure creativity in a quantitative formA quantitative view of the factors that are affected in either a positive way or a negative way in a user by ChatGPT, providing a holistic picture to determine its extent of useA statistical and theoretical understanding over an unexplored topic like creative writing in the light of ChatGPTA quantitative proof why ChatGPT should not be considered as an author Implications for practice and/or policy: Educators may implement changes in assigning tasks to students compared to their earlier practices, based on the identified factors that are being affected negatively, to ensure ChatGPT does not hinder a student's creativity at a greater extentThe extent of using ChatGPT should be limited to self‐learning as positive effect was experienced through the experimentPolicymakers may use the findings of the study to impose strict policies in academia for ensuring academic integrity (Example: must use of plagiarism detecting software for checking scripts, assigning tasks to students which require more analytical abilities, providing tasks which are not properly readable by LLM's like ChatGPT such as image‐based questions, case studies etc.) [ABSTRACT FROM AUTHOR]

Background: Learning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learning performance, mental effort, and interpersonal brain synchronization (IBS). Methods: The current study was quantitative experimental. In total, 142 participants were recruited and divided into 71 dyads to manipulate task motivation from three aspects: meaning, interest, and reward. Then, they were divided into three experimental conditions according to the level of task motivation: two low task motivation learners (LL condition), a combination of one low and the other high (HL condition), and two high task motivation learners (HH condition). Two participants in a dyad were asked to view a video lecture on a shared screen and not talk until the end of the video lecture, with both learners in full view. Simultaneously, we recorded the cortical hemodynamic activity of two participants in each dyad using functional near‐infrared spectroscopy (fNIRS). Results and Conclusions: The group‐level analysis showed that two high‐task motivation learners had better learning performance, greater mental effort, and stronger IBS than a combination of one low and one high‐task motivation and two low‐task motivation. The results from the individual assessment indicated that pairing a person with low task motivation with another with high task motivation resulted in benefits for the low‐task motivation learner in terms of their self‐perceived learning. However, it negatively affected the performance of the high task motivation learner. Implications: First, high‐task motivation learners were encouraged to co‐view video lectures. Second, instructors were encouraged to intervene between their interactions by providing timely feedback to avoid losses for high‐task motivation learners, as this composition benefits low‐task motivation learners. Lay Description: What is already known about this topic: Most studies consider viewing video lectures as an individual process and test the role of learners' motivation at the individual level.Co‐viewing video lectures is a common mode of learning across a wide range of ages and topics in the information age.Learners' task motivation is essential for optimal learning in various settings. What this paper adds: Having two high task motivation co‐viewers enhanced their learning, encompassing retention, transfer, and confidence in performing well.Having two high task motivation co‐viewers enhanced IBS in the rTPJ‐rTPJ and IPL‐SMA pairings.Pairing a low task motivation learner with a high task motivation learner could be beneficial for the low task motivation learner, but it may result in losses for the high task motivation learner. Implications for practice and/or policy: Future work should verify the conclusions of the current study in natural settings, allowing verbal interaction versus settings permitting only nonverbal interaction and avoiding experimenter expectations.Future research should continue to test the long‐term effects of pairing a low task motivation learner with a high task motivation learner.We encourage high task motivation learners to co‐view video lectures.Instructors are advised to intervene in the interaction of pairs of a low task motivation learner with a high task motivation learner, for instance, by providing timely feedback. [ABSTRACT FROM AUTHOR]

Background: Haptic feedback has been shown to be an effective facilitator of the learning of scientific concepts in a series of studies. However, little is known about the underlying salient learning mechanisms, which are activated when learning from haptic feedback. Objectives: We investigate the learning mechanism in a higher chemistry education setting, in which the students learned about the abstract concept of potential energy in a quantum chemical context. Methods: In this work, we present a mixed‐methods problem‐solving prior to instruction (PS‐I) study with chemistry bachelor students. In an interactive quantum chemistry learning environment, the students explored the energetic profiles of nucleophilic substitution reactions and the corresponding activation barriers experienced as repulsion and attraction. We measured cognitive and affective mechanisms which have been shown to be activated in PS‐I designs, such as knowledge gap awareness, state curiosity, and positive affect as well as the learning outcome quantitatively and the learning trajectories qualitatively. Results and Conclusions: Planned contrasts revealed a small hindering effect of the haptic feedback on the learning outcome. Thematic analysis of the qualitative data lets us attribute this effect to the lack of scaffolding of the haptic feedback and the spontaneous atomic movements in the simulation, which may be interpreted as a visual representation of force in itself. This work highlights the importance of accurate mappings of the haptic feedback unto the target domain and further delivers insight into the prior conceptions of chemistry undergraduate students. Lay Description: What is already known about this topic: Haptic feedback can facilitate learning by grounding abstract concepts in sensory experiences.While previous studies have reported positive affective results, the cognitive results are ambiguous.Moreover, it was frequently reported that the learning of potential energy in a (quantum) chemical context is particularly difficult due to (i) the lack of grounding opportunities and (ii) the diverse previous conceptions. What this paper adds: A learning environment to interact with molecular systems in real‐time is proposed.The concept of activation energy is grounded in sensory experience of pushing and being pulled.The mixed‐methods design allows to explore cognitive and affective variables as well as the specific prior conceptions activated by the environment. Implications for practice and/or policy: We found a small negative effect of the haptic feedback on the learning outcome, potentially due to insufficient introduction of it to the students.The spontaneous movement of the atoms was identified as a more suitable external representation of the force.Future studies should investigate, if explicit introduction of the embodied metaphor can reverse this effect. [ABSTRACT FROM AUTHOR]

Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode. Results and Conclusions: The independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. Lay Description: What is currently known about this topicFlipped language learning is mostly reported to be effective in improving EFL learning.Peer learning is mostly reported to be effective in improving EFL learning.MosoTeach was investigated in English learning contexts before, but without experimental design. What this paper addsMosoTeach proved as a valid online learning platform in flipped language learning, and the learning experience points (LEPs) on MosoTeach could predict students' exam performance.Students in the experimental group (MosoTeach‐supported flipped) had better exam performance and a higher level of motivation, participation and feedback.Students in both groups experienced isolation, procrastination and technological anxiety. Implications for practice:Peer discussion boards in MosoTeach provide learning support effectively for students in pre‐class learning.Group projects and peer assessment in MosoTeach integrate pre‐class peer discussion into in‐class interaction successfully.MosoTeach provides equal opportunity for every student in the large‐size Chinese English classes, thus contributing to the equity of in‐class peer interactions. [ABSTRACT FROM AUTHOR]

Objective: This study was designed to produce a new parent‐report measure, the Diagnostic Receptive Expressive Assessment of Mandarin‐Infant Toddler Assessment of Communication and Language (DREAM‐IT) in order to provide norms for the developmental skills of children aged 0–36 months in four areas: expressive language, receptive language, cognitive play and social skills. Methodology: The scale was designed to be both broader and deeper than existing instruments that neglect one or more of these significant domains involved in early language. Items were chosen by a group of specialists with clinical experience working with the age group and with attention to the developmental literature. Caregivers were tested individually by a trained person who asked the questions and provided examples. In addition to an extensive health questionnaire, caregivers answered questions in Mandarin about their child's behaviour using a scale of 'not yet', 'sometimes' or 'always' or listing out words and/or sounds understood or said by the child. The 476 participating caregivers were recruited at maternal and child healthcare clinics centred in Chengdu, China, 191 of whom were tested a second time seven months later. The children were sampled in three‐month age‐bands from 0 to 36 months. The sample was balanced for child gender by age band, and parental education was balanced. Caregivers of 0–24‐month‐old children and caregivers of 12–36 months were each asked a different set of questions, to determine the appropriate age range and cutoff points for each question, requiring the sample size to be doubled for children aged 12–24 months. Results: The results were subject to item‐response theory analysis to remove outlying items, and the resulting internal reliability was high for each domain (average Cronbach's alpha=0.87). The final instrument (between 67 and 113 questions in total) was refined to include the least redundant questions that had the highest intercorrelations, with attention paid to coverage of all domains across the age range. Two scales were developed: one for children 0–18 months, the second for children aged 18–36 months. The longitudinal design permitted the creation of growth curves and norms for each domain for six‐month intervals from 0 to 36 months. A small sample of 32 parents of children with Down syndrome aged 18–36 months provided validation that the scales are highly sensitive to developmental delay. Conclusion: The instrument shows considerable promise for detecting early communication problems in children in China. WHAT THIS PAPER ADDS: What is already known on the subject: In China, efforts were made in recent years to develop language assessments for infants and toddlers, but limitations existed with the domains included and number of items included per age group. Many clinical practitioners also continued to rely on language subtests of general developmental scales, which were limited in depth and breadth of language skills tested and were never intended for diagnosis of language delay. What this paper adds to existing knowledge: This paper discusses the development of a valid caregiver report instrument for early communication and language skills of infants and toddlers in mainland China. The Diagnostic Receptive Expressive Assessment of Mandarin‐Infant Toddler (DREAM‐IT) includes foundational domains necessary for language and communication development in young children (receptive language, expressive language, cognitive play and social communication domains). The results show strong internal reliability (Cronbach's alpha) for each domain on a sample of 716 children sampled in three‐month age bands from 0 to 36 months. The external validity proved strong when tested on a group of 32 young children with Down syndrome. What are the potential or actual clinical implications of this work?: Besides helping to inform the diagnosis of language delays in infants and toddlers in China, the caregiver report instrument has special features to support clinical practitioners in a field that is just emerging in China. The unique support features include the automatic generation of a profile of relative strengths and weaknesses of the child on the report and the recommendation of child‐specific caregiver coaching videos on a companion app. [ABSTRACT FROM AUTHOR]

Finding the appropriate machine settings for a given manufacturing process is an important issue in industrial production. A set of minimum and maximum machine settings correspond to the lower and upper quality limits that are specified for the produced product, and by this define the boundaries of all appropriate machine settings. This paper shows that these boundaries are the solution of a multi‐objective optimisation problem, which is called the optimum machine settings problem. However, for most processes there is no mathematical model of the manufacturing process available, which maps the setting parameters on the quality key figures in a way that allows to compute the optimisation problem. In this case, experiments may provide the required empirical data simultaneously while executing the optimisation procedure. Using a case study on heat sealing in industrial packaging, the paper shows, how to develop a design of experiments based on the Normal‐boundary‐intersection method (NBI), and how to generate the Pareto‐frontier by executing test according to this test plan. It addresses the specific limitations inherent in solving an optimisation problem by experiments. The behaviour of the method towards discrete and binary objectives and constraints is discussed. [ABSTRACT FROM AUTHOR]

Various wet‐laid nonwoven composites have been well‐developed in recent decades. However, studies that systematically investigate the factors affecting the void content of wet‐laid nonwoven composites are still missing. This paper aims to study the factors affecting the void content of wet‐laid nonwoven composites and propose a mechanism for void elimination in wet‐laid nonwoven composites. Polypropylene (PP) and carbon fiber (CF) were chosen to manufacture PP/CF wet‐laid nonwoven composites. An orthogonal experimental design found that the CF content and molding pressure can dominate the void content while molding temperature and time have non‐significant effects. Subsequently, this paper proposed that the void elimination mechanism is the compression of the impregnated CF network and the trapped air (compression mechanism) instead of the matrix's infiltration to the dry CF network (infiltration mechanism). In order to validate the compression mechanism, we developed an analytical model for predicting the void content of the PP/CF wet‐laid nonwoven composites. Good agreement between the predicted and the experimental void content suggests that void elimination follows the compression mechanism. Highlights: An orthogonal experimental design reveals that the CF content and molding pressure can dominate the void content of the PP/CF wet‐laid nonwoven composite, while molding temperature and time have non‐significant effects.A mechanism (i.e., compression mechanism) is proposed to explain the effect of CF content and molding conditions on the void content of the PP/CF wet‐laid nonwoven composite.Good agreement between the experimental and the predicted void content validates the compression mechanism. [ABSTRACT FROM AUTHOR]

Keeping up with rapidly growing research fields, especially when there are multiple interdisciplinary sources, requires substantial effort for researchers, program managers, or venture capital investors. Current theories and tools are directed at finding a paper or website, not gaining an understanding of the key papers, authors, controversies, and hypotheses. This report presents an effort to integrate statistics, text analytics, and visualization in a multiple coordinated window environment that supports exploration. Our prototype system, Action Science Explorer ( ASE), provides an environment for demonstrating principles of coordination and conducting iterative usability tests of them with interested and knowledgeable users. We developed an understanding of the value of reference management, statistics, citation text extraction, natural language summarization for single and multiple documents, filters to interactively select key papers, and network visualization to see citation patterns and identify clusters. A three-phase usability study guided our revisions to ASE and led us to improve the testing methods. [ABSTRACT FROM AUTHOR]

This paper is focused on observational data and on the use of large data sets to implement an experimental design without additional runs, for an efficient use of these data. More specifically, the proposed procedure is based on several steps, aimed at avoiding some problems, such as lack of randomization and efficiency, obtaining a final experimental design that can be assumed as optimal from the point of view of a sequential optimality. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background: People with aphasia (PWA) can experience functional numeracy difficulties, that is, problems understanding or using numbers in everyday life, which can have numerous negative impacts on their daily lives. There is growing interest in designing functional numeracy interventions for PWA; however, there are limited suitable assessments available to monitor the impact of these interventions. Existing functional numeracy assessments lack breadth and are not designed to be accessible for PWA, potentially confounding their performance. Additionally, they do not include real‐life demands, such as time pressure, which may affect their ecological validity. Thus, there is a crucial need for a new assessment to facilitate further research of PWA's functional numeracy. Aims: To develop, validate and pilot a wide‐ranging, aphasia‐friendly functional numeracy assessment to investigate how functional numeracy is impacted by aphasia severity and time pressure demands, and to explore predictors of PWA's functional numeracy. Methods & Procedures: To develop the Functional Numeracy Assessment (FNA), 38 items inspired by the General Health Numeracy Test (GHNT) and Excellence Gateway were adapted for suitability for PWA and entered in a computerized psychometric‐style test. The final 23 items (FNA23) were selected based on 213 neurotypical controls' performance, and controlled for difficulty, response modality and required numeracy skills. Aphasia‐friendly adaptations of the GHNT and Subjective Numeracy Scale were used to examine the FNA23's concurrent validity. Internal consistency reliability and interrater reliability (for spoken responses) were also examined. A novel Time Pressure Task was created by slight adaptation of seven FNA23 questions to explore the effects of time pressure on functional numeracy performance. A total of 20 PWA and 102 controls completed all measures on an online testing platform. Outcomes & Results: The FNA23 demonstrated acceptable internal consistency reliability (KR‐20 = 0.81) and perfect interrater reliability (for spoken responses). FNA23 and GHNT scores were positively associated, suggesting satisfactory concurrent validity. PWA demonstrated poorer functional numeracy than controls and took longer to complete assessments, indicating that aphasia impacts functional numeracy. Time pressure did not significantly impact performance. PWA demonstrated a wide range of functional numeracy abilities, with some performing similarly to controls. Conclusions & Implications: The FNA23 is a wide‐ranging, valid and reliable assessment which, with further development, will be a useful tool to identify and monitor PWA's functional numeracy difficulties in research and clinical practice. Considering PWA's widespread functional numeracy difficulties evidenced by this study, all PWA would likely benefit from routine evaluation for functional numeracy difficulties as part of their neurorehabilitation journeys. WHAT THIS PAPER ADDS: What is already known on this subject: Few studies have investigated functional numeracy difficulties in PWA. No published functional numeracy assessments exist that have been specifically designed to be accessible for PWA. What this paper adds to existing knowledge: The newly developed FNA23 is a valid and reliable tool to extensively assess PWA's functional numeracy. This study confirmed previous findings of widespread functional numeracy difficulties in PWA that are related to their aphasia severity. What are the potential or actual clinical implications of this work?: The FNA23 can be used to assess PWA's functional numeracy to inform areas of strengths and difficulties to target in intervention, and to monitor progress towards achieving intervention objectives. All PWA should be routinely evaluated for functional numeracy difficulties. [ABSTRACT FROM AUTHOR]

Permutation tests are the standard technique for significance testing in Analysis of Variance Simultaneous Component Analysis. However, there is a vast number of alternative approaches for permutation testing, and the number of choices grows in relation to the complexity of the study design. In this paper, we focus on longitudinal intervention studies with multivariate outcomes, a relevant experimental design in clinical studies where the outcome is an omics profile (such as in genomics, metabolomics, and the like). We propose a new technique to derive power curves tailored to the size and (un)balanced nature of the data set in the study. This technique is useful to identify misleading permutation tests, with lack of power or overly optimistic outcomes. We found that choosing the best permutation approach is far from intuitive and that there is a significant risk of deriving incorrect conclusions in real‐life analyses. Our approach avoids this risk and can be extended to other complex designs of interest. The code is available for free use. Permutation tests are the standard technique for significance testing in ASCA. However, there is a vast number of alternative approaches. In this paper, we focus on clinical studies where the outcome is an omics profile (such as in metabolomics and the like). We propose a new technique to derive power curves tailored to the size and (un)balanced nature of the data set. This technique is useful to identify misleading permutation tests, with lack of power or overly optimistic outcomes. [ABSTRACT FROM AUTHOR]

In this series we address key topics for clinicians who conduct research as part of their work in the ED. Analysis of research data does not represent the completion of a project as the findings need to be communicated to clinicians and other researchers in the field. In this section, we describe how to write up clinical research data for publication in a peer-reviewed journal. We also describe the editorial and peer-review process. [ABSTRACT FROM AUTHOR]