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In a paper introduction presentation of scientific papers, the presenter needs to understand the contents of a paper, summarizes them by slides and explains them to the audiences, such as participants the paper introduction activity, and discuss the contents with participants. However, if the presenter does not have enough skills for reading the contents deeply or for creating understandable slides, participants are not able to get the importance of the paper precisely and do not have fruitful discussion. For such situation, participants give questions to understand the paper. Therefore, questions regarding to the contents from other participants implicitly suggest problems with the presenter's understanding of the paper and creating the slides. Therefore, it is valuable for the presenter to reflect on their skills that are used to prepare the paper introduction presentation based on the questions asked by other participants. This research proposes a reflection support environment for promoting the active and sufficient reflection using the questions asked by other participants. Our environment prepares an interface that records the activities involved in preparing the presentation, such as understanding papers and creating slides. Our environment also provides an interface with which the presenter can compare the recorded activities and the participants' questions. By comparing the questions with their understanding of papers and created slides, the presenter is encouraged to recognize the insufficient points of their reading and presentation methods. [ABSTRACT FROM AUTHOR]

To explore a cohort of mental health nurses' views and experiences in developing and applying critical appraisal of research skills to identify helping and hindering factors. In accordance with evidence-based practice principles, there is an expectation that student (mental health) nurses will become competent in understanding research to make judgements about its trustworthiness and applicability in the clinical setting. This process is termed the 'critical appraisal of research' and it is deemed important to healthcare professionals because it facilitates the use of evidence from research to underpin practice. The study incorporated qualitative secondary research using thematic analysis and a poststructural lens. Following undertaking a module including tuition on the critical appraisal of research, a cohort of student mental health nurses' submitted essay reflections focusing on critical appraisal experiences were thematically analysed. The thematic analysis included both deductive and inductive components in adjunct to a poststructuralist analysis to explore influencing factors of language, meaning and subjectivity. The study identified there are both pedagogical factors and wider societal considerations influencing the critical appraisal of research experiences. Psychological and emotional factors, incorporating anxiety components were identified as a key barrier to engagement and understanding which has not previously been identified in comparable research. Enablers to the understanding and application of critical appraisal skills were identified as peer learning, accessing academic supervision, gaining a satisfaction of personal learning and self-directed learning with library skills support. The findings indicate that there are specific pedagogic considerations which can be applied when supporting mental health student nurses in developing and gaining skills in the critical appraisal of research. It is recommended that these are applied universally for nursing students and considered for other populations of healthcare students. • A key barrier to critical appraisal comprehension included anxiety experiences. • Satisfaction with learning promoted growth in knowledge. • Accessing academic supervision was perceived to enable progression immediately. [ABSTRACT FROM AUTHOR]

Major incidents in paediatrics are rare in the western world but when they occur the morbidity and mortality can be devastating. We need to ensure our teams are prepared and trained to manage such events should they occur. Major incident planning has historically been through large group discussions away from the clinical environment. With the use of in-situ translational simulation we have the opportunity to strengthen major incident planning by testing organizational systems and responses whilst simultaneously training staff, developing both their technical and non-technical skills. This paper guides the multidisciplinary team through ten key steps to developing your own major incident simulation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reflects on the experience of one Scottish University in conducting a face-to-face Objective Structured Examination (OSCE) for large cohorts of student nurses. It outlines the challenges experienced and learning gained. Borton's model of reflection frames this work due to its simplicity, ease of application and cyclical nature. The theoretical framework for the OSCE is critical thinking, enabling students to apply those skills authentically. OSCE's are designed to transfer classroom knowledge to clinical practice and offer an authentic work-based assessment. Validity and robustness are key considerations in any assessment and in OSCE, the number of stations that students encounter is important and debated. We used a case-study based OSCE approach initially over four stations and following reflection, changed to one long station with four phases. In OSCE examinations, interrater reliability is a necessity, and students expect equity of approach. We identified that despite clear marking criteria, marks were polarised, with students achieving high or low marks with little middle ground. Review of examination papers highlighted that although students' overall performance was good, some had failed in at least one station, suggesting a four-station approach may skew results. On reflection we hypothesised that using a one station case study-based, phased approach enabled the examiner to build up a more holistic picture of student knowledge and skills. It also provided the student opportunity to develop a rapport with the examiner and standardised patient, thereby putting them more at ease. We argue that this approach is holistic, authentic and student centred. Our experience highlights that a single station, four phase OSCE is preferrable, enabling students to integrate all aspects of the assessment and provides a holistic view of clinical skills and knowledge. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Educator roles in medicine are expanding yet career paths and definitions of successful careers are not uniformly agreed upon. Educator success from their own perspective has not been broadly explored as these studies usually occur from the institutional or organizational viewpoint. This study examined the impact of a national educational faculty development program (FDP) for academic pediatricians on educators' self-description of their own professional and personal success. METHODS: This was a cross-sectional, qualitative study of FDP alumni between 2019-2021. Interviews explored participants perspectives on their professional success, and supports and barriers. Using an iterative process, thematic analysis of the data identified 6 themes. RESULTS: Fourteen scholars were interviewed. All felt they were successful citing both outcome and impact measures categorized into 6 themes: personal attributes, adequate resources and barriers, foundational skill development, experiencing strong mentoring and networking, engaging, and being connected to a community of practice and self-identifying as a medical educator. To view the data holistically, a model incorporating 3 frameworks was developed. CONCLUSIONS: These educators viewed themselves as successful academic educators. While papers, promotions and positions were important, educators viewed impact in mentoring and collaborations with others, along with acquired expertise and an expanded viewpoint of the field and themselves as equally important. Educators and leaders could use these elements for their own self-assessment and support, FDP development and enhancement, and for investment in programs and faculty educators. [ABSTRACT FROM AUTHOR]

Skill mismatch is worldwide issue as it can be effect job satisfaction, wages and multiple other factors. Analyzing selft-reported skill mismatch is highly studied in prior work. In this paper we study evidence of skill mismatch between three categories: Professionals, Students and Faculty member. We collect data from a survey. In this paper we use the Chi-Test to find evidence of skill mismatch between Professionals, Faculty members and students. We suppose that the three proportions are equals which means they agree on the importance of skills. If the hypothesis in not true we use the Marascuillo procedure to make comparisons between all pairs of groups Results of our paper shows that categories agree on the importance of skills categories especially programming languages; However, we find evidence of a mismatch between skills types especially Databases and Audit and risk analysis. We also find agreement between groups for some skills such as C++, as participants agree that this skill is not highly used in the cybersecurity job market. [ABSTRACT FROM AUTHOR]

Objective: To determine whether a musculoskeletal curriculum involving gamification via Kahoot! (an online classroom response system) was acceptable and more effective at teaching pediatric residents musculoskeletal knowledge and skills than a nongamified curriculum. Methods: A prospective, randomized controlled trial was conducted at an urban, academic pediatric clinic. All participants received a curriculum that included brief didactics and knowledge questions. The knowledge questions were delivered via Kahoot! to the intervention group and administered via paper to the control group. The primary outcome was knowledge and skill acquisition following curriculum participation. Results: A total of 73 of 85 (86%) residents completed the study (intervention group: 46; control group: 27). Following participation in the curriculum, intervention and control residents demonstrated an improvement in musculoskeletal knowledge (P < .05) measured via questionnaire, as well as an improvement in physical exam skills during a standardized patient encounter (P < .05). There was no difference in knowledge or skill improvement between groups. Intervention participants indicated positive attitudes toward Kahoot!. Conclusions: Our musculoskeletal curriculum demonstrated improvements in knowledge and skills among residents, though inclusion of Kahoot! did not enhance the experimental effect. Further research is needed to identify strategies to optimize gamification for learning. [ABSTRACT FROM AUTHOR]

This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally. Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team. The preparedness of health professional graduates to engage in interprofessional education is essential to design and deliver coordinated health services that are person-centred and improve health outcomes. There is a lack of evidence however about how to prepare baccalaureate students in an interprofessional context, specifically in wound care. A scoping review was conducted using the framework of Arksey and O'Malley and reported using the PRISMA checklist for scoping reviews. A comprehensive search of the literature was conducted in MEDLINE (via EBSCOhost), CINAHL PLUS (via EBSCOhost), Pubmed and Embase databases published between 2012 and October 2023. Reference lists of included studies were also searched. Studies which were peer reviewed, written in English with a focus on interprofessional education in wound care were included in the review. The process of reviewing titles and abstracts was conducted by two independent reviewers. Data were extracted, key characteristics mapped and a narrative analysis of findings was reported. Three studies were included in this review. All the reviewed papers reported collaborative learning activities between different health professional groups relating to wound care, although there was no consistent approach to what wound care content was delivered or how it was delivered. Only one study reported that the delivery of content was completed by staff from multiple professional groups. Evaluation of the included studies related to either the effectiveness of the interprofessional education or wound care rather than both concepts. Due to the limited number of studies included in this review, it was difficult to draw conclusions about the effectiveness of interprofessional approaches to wound care. It may be possible that interprofessional wound care is currently being undertaken but not formally evaluated. This itself is problematic. It is imperative to equip healthcare students with the knowledge and skills necessary to provide safe, effective interprofessional care. Evidence on the effectiveness of educational programs is urgently needed. to be included in abstract after acceptance. [ABSTRACT FROM AUTHOR]

The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students. • English as additional language students may need academic language development. • Nursing academics may lack confidence in providing language development. • A clinical supervision model was used to provide professional development. • This model led to changes in pedagogic practices and subject content. [ABSTRACT FROM AUTHOR]

The latest technological developments in maritime industry with the effects of fourth industrial revolution, industry 4.0, will require a change in the skill needs of the workforce from on-board operational based skills. It turns into an essential issue to identify the skills requirements with the incorporation of new technologies in maritime industry from the perspectives of industrial and educational. At this insight, this paper focuses on the analysis and identification of future skills requirements in maritime industry to bridge the gaps between the training offers and the actual needs of the industry. In the paper, the future skills requirements are comprehensively analyzed under the lights of the emergent technologies in maritime industry. We believe that, the outcomes of the paper will present significant outcomes for the stakeholders of maritime industry in order to take relevant actions respect to the effects of industry 4.0. [ABSTRACT FROM AUTHOR]

Abstract The dielectrophoresis (DEP) is the motion of polarizable particles which is a result of the interaction between a non-uniform electric field and the induced dipole moment of these particles. The electro-kinetic DEP is a widely used technique for biological cells' manipulation, characterization and separation. The electro-kinetic DEP consists of three major configurations, they are; traveling wave dielectrophoresis (twDEP), electro-rotation dielectrophoresis (rotDEP), and levitation (levDEP). In this paper, a design of electrokinetic platform that includes the three electrokinetic configurations is presented and discussed. The design of the electrokinetic platform is implemented and simulated using 130 nm complementary metal-oxide-semiconductor (CMOS) technology. Also, this paper presents a developed technique to design the electrokinetic platform's electrodes. This developed technique is the usage of SKILL scripting of cadence (SSC) language. CMOS is a technology which is used to fabricate integrated circuits (IC). SKILL is a scripting language which supports the automation of a specific layout design by commands. The layout of electrokinetic DEP platform is developed using SSC. The performance of the developed electrokinetic platform using SSC versus the platforms based on the other traditional techniques is presented and evaluated using COMSOL Multiphysics®. [ABSTRACT FROM AUTHOR]

For more than a decade actors in Europe, North America and Australasia have been warning of crises with horticultural skills, highlighting shortages of specialists, educational programmes and traineeships. Related warnings predict worsening shortages of skilled workers essential for production of horticultural crops. Analysis of recent strategies from the UK finds these problems poorly defined and characterised, without articulating what horticultural skills comprise, tending to misconstrue problems and causes. This paper aims to characterise food growing knowledge systems and challenges they face. The result is a new definition of and conceptual framework for horticultural skills to enhance understanding of the sector's problems and formulation of solutions. The framework valorises knowledge of workers often portrayed as unskilled, and demonstrates how skills and labour challenges are wholly inter-linked. Knowledge flows are found to be affected by multiple impediments which contribute to a sense of crisis. Unresolved questions regarding this skills system present avenues for research to better understand the future prospects of food production skills, and demonstrate the value critical social science can bring to this topic. • Profiles the importance of knowledge and skills as part of a sustainable food system. • Proposes a definition of skills required for food growing. • A new conceptual framework for knowledge flows in horticultural systems. • Highlights critical social science questions regarding skills. [ABSTRACT FROM AUTHOR]

Abstract Research has suggested there is a need for an increased attention to the socio-cultural lifeworlds of fishers and fisheries and its importance for fisheries management. An emerging response to this call has been to examine the social and cultural contexts of 'good fishing' – an idea which, drawing on the work of Pierre Bourdieu, has sought to move the discussion beyond simply the economic aspects of fishing to also understand the importance of other forms of capital. Utilising these concepts together with the conceptual idea of 'knowledge cultures', the following paper examines the 'cultural sustainability' of different ways of governing fishing practices – in particular Marine Conservation Zones and voluntary lobster v-notching using a case study approach to the small-scale fishery of Llŷn peninsula, North Wales (UK). The paper observes that those approaches that allow fishers to demonstrate skills and recognises the temporal contingency of fishing lives can be considered more culturally sustainable than others. This paper also notes that culturally acceptable changes to fishing practices can be supported by fishing regulations and, the paper suggests, such innovations are more likely to be taken up by fishers in their everyday fishing practices. The paper recommends that policies seeking to alter fishing practices consider: i) the importance fishers' hold in demonstrating their skills; ii) how social relations are as important as economic aspects to fishers' long-term uptake of new practices; and iii) how the past and the future (such as if a successor is present) holds significance for fishers' actions in the present. Highlights • The paper explores the 'cultural sustainability' oftwo approaches to govern fishing practices. • New practices are likely to be challenged when they conflict with the pre-existing notion of 'good fishing'. • New knowledges can be successfully incorporated into fishers own knowledge cultures. • Demonstration of fishers' good fishing skills is important for externally induced changes to be culturally sustainable. • Future research could explore how to engage fishers' knowledge cultures in enabling chnage to fishing practices. [ABSTRACT FROM AUTHOR]

Abstract During a three-year study, 32% (n = 67) in 2015, 16% (n = 44) in 2016 and 55% (n = 161) of students in 2017 expressed an interest in using digital badges to enhance their learning. But who are these students? This paper explores the features of students who are interested in using digital badges as a motivational reward to prepare for weekly face-to-face classes through engaging with online activities and resources. This paper uses a first-year undergraduate Bachelor of Nursing bioscience topic at an Australian university to report nursing students' interests around playing games, their digital badge history during the topic, and their self-reported attitudinal interest in using digital badges to enhance and personalise their learning. Overall, the results indicate that some students chose to enhance their learning potential in class by earning digital badges prior to class. The results of this paper are relevant for nursing educators and educational designers seeking to integrate digital badges into motivational teaching practices, by evaluating the role digital badges play as a motivational game-based learning design element. Highlights • Students who are motivated to prepare for class by using digital badges may enhance their learning in class. • Some high-achieving students are motivated to learn with digital badges. • Over the course of the topic, the value of digital badges as a motivational tool decline with use, suggesting a potential novelty effect. [ABSTRACT FROM AUTHOR]

Efforts to advance dissemination and implementation of evidentiary treatments in applied environments are closely tied to clinical training methods. In particular, strategies to train skills that focus on narrowly defined, concrete, pragmatic activities without connection to a specific manualized approach may be more generally acceptable to practitioners. This paper presents examples of training/practice exercises meeting this description, which were developed following the overarching findings of expertise development and deliberate practice research. The rationale for constructing these activities is presented in connection to relevant theory, as is a basic model to enable the end user to do the same. Tools to stimulate routine consideration of interminable efforts to improve clinical skills are also provided, including an emphasis on self-review, collaboration with a practice group, and inflection point training. [ABSTRACT FROM AUTHOR]

[Display omitted] • Printed fingermarks are relevant in the context of education and proficiency testing. • Dilution series of artificial sweat encompass the variability observed with 30 donors. • Luminescence intensity levels comparable to natural fingermarks can be produced. • Detection exercises of varying difficulty levels can easily be produced. • Artificial and natural secretions should be considered as complementary. The study presented in this paper aims at assessing how printed fingermarks can be used to generate realistic latent marks bearing varying quantities of materials to be detected. Considering dilution series of artificial sweat (eccrine secretion) and 1,2-indanedione/zinc as amino acid reagent, we assessed how printed marks behave in comparison to natural fingermarks provided by a set of 30 donors. The results were assessed in terms of relative intensity (contrast, luminescence) and expert grading (ridge details, overall quality). With regards to the set of 30 donors, this study brought a quantitative look to the influence of intra- and inter-variability on the relative intensity values observed when processing natural fingermarks. This provided new data to further understand the concept of "donorship". With regards to the use of printed marks, it has been illustrated how dilution series of a concentrated solution allows covering a range of cases: unnatural marks (intensity values well above those obtained with donors), rich marks (corresponding to fingermarks left by good donors), and faint marks (associated with the kind of results observed with poor donors). Such a range of detection performance offers the possibility to generate fine-tuned detection exercises of varying difficulty levels. Printed items made of artificial sweat could hence constitute a valuable alternative to natural secretions in the context of education and proficiency testing. [ABSTRACT FROM AUTHOR]

With the penetration of the IoT and data science, new manufacturing initiatives are accelerating. However, conventional approaches have emphasized the use of machine-based data. A need exists to realize more productive work styles considering the abilities and physical condition of operators. In this paper, we propose a production planning method to allocate machines and operators with different skill level optimally. After formulating a combinatorial auction mechanism, developing a schedule that minimizes the total production cost, we verify that the proposed method can realize human-centered production planning by combining the schedules with different evaluation indices. [ABSTRACT FROM AUTHOR]

Public play spaces are designed for children to develop their social and physical abilities and enrich their experience. Through play, children can learn various cognitive skills in a relaxing environment. All children should have the same right to play in play spaces. However, many existing playgrounds lack inclusive facilities to facilitate the needs of the disabled children. This paper takes Hong Kong as a case study. In our preliminary observation there is no disabled children playing or even appeared in nearly all of the play spaces. The current design of the playgrounds also does not take the needs of children's care takers into consideration. This results in misusing playground facilities by the care takers. In order to address the issue of inclusive play for children and the care takers, the paper reviews the playgrounds in Hong Kong in terms of the accessibility and availability and identifies the inclusive issues in playgrounds of the densely populated city. It also highlights the current strategies that the government has developed to deal with the problem. The paper argues that in a populous city such as Hong Kong it is inevitable to encounter difficulties in building inclusive play spaces and promoting inclusive play, and specific strategies of using spaces creatively is a must to ensure an effective design for children's play in needs. [ABSTRACT FROM AUTHOR]

• Non-placement WIL linked to industry partnerships is motivating for students. • The described non-placement WIL helps students to build their pre-professional identities. • A systematic approach is described to develop creativity and teamwork while solving industrial challenges. • Employability skills can be effectively learned through non-placement work-integrated learning. Preparing work-ready chemical engineering graduates is achieved by integrating the technical skills and knowledge learned at university with employability skills required by industry. While this is most often made through industry placements, non-placement forms of work-integrated learning (WIL) can be highly effective in preparing graduates for the workplace without the issues of locating work placements and ensuring their quality. In this paper, the authors focus on a chemical engineering course that combines non-placement WIL with a problem-oriented/project-based learning methodology, and a problem-solving tool, the Integrated Product and Process Design (IPPD) framework. The authors present qualitative data from students, lecturers, and industry partners to evaluate whether the employability skills of creativity and teamwork are developed in the course. Through a process of qualitative analysis, the authors developed five key themes that provide a focused understanding of how the parts of the course relate to one another and drive student learning. The findings of this study indicate that the model of non-placement WIL evaluated was effective in building the defined employability skills; however, there are opportunities for iterative enhancement. The key learnings from this study may guide others interested in building non-placement WIL into chemical engineering education. [ABSTRACT FROM AUTHOR]

Today's employee has to prepare himself for all possible ways to interact with people, be it in person, video conference, tele-conference, Skype, presentation, etc. It becomes inevitable for today's aspiring Engineers to jump in for key posts in the corporate world to master their presentation skills. The need for our students to excel in presentation skill prompted us to go for a small experiment with a sample size of 10 freshman students. After we had a detailed discussion with the stakeholders (HODs, Placement officer, Deans and sample group of students) on campus before revisiting the Professional Communication course content which is delivered to the freshman students; we learnt that our students required an immediate intervention in improving their presentation skills. This prompted us to research and go in for a pedagogical experiment. This paper talks about the approach that was coined in detail after years of teaching Professional Communication Course for freshman students of Engineering at KLE Technological University, Hubli. We called it The Vis-a-Vis Approach as Vis-a-Vis basically is a French word which means "face to face". This approach was coined keeping in mind as to help the students know themselves and their shortcomings better through a thorough discussion which happens one on one between the faculty and the student away from the class environment after the assessments. The discussion actually begins by getting to know the students and his life and his parents back home and his hobbies. This personal touch opened the gates to make student realize their shortcomings as far as the presentations were concerned more meaningfully. [ABSTRACT FROM AUTHOR]

Engineering education is passing through a paradigm shift in teaching millennials. Sage on stage is replaced with facilitator by the side to have an effective teaching learning process. This paper concentrates on the physical, emotional and intellectual quotient (PQ+EQ+IQ) of the students to impart a holistic learning. Nurturing Engineering Skills and Talents (NEST) brings in the concept for which a survey with considerable candidates from various geographic location, gender and family backgrounds are considered. Nurturing Existing Skills and Talents, learners are to be provided with a nurturing, caring and protected environment where their emotional needs are met. Instead of one cap fits all method a highly flexible course system where Inter and Trans Disciplinary (ITD) approach is to be adopted. Skill sets of the learners are to be identified scientifically and to be groomed. NEST also brings in Nurturing Engineering/Enhancing Skills and Talents in the learners. Experiential learning is to be introduced into every course so that any technology that is considered as distraction could be changed to a disruptive one to improve teaching learning process. [ABSTRACT FROM AUTHOR]

Since its inception, increasing clients' capabilities in experiencing and managing emotions, interpersonal relationships, and crises has been central to both the theory and practice of Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b; Linehan, 2015a, 2015b). Enabling clients to learn new skills, and to effectively implement them to change behavior, requires both capability and motivation on the part of skills trainers and individual therapists alike. The most effective DBT practitioners precisely assess at each stage of skills acquisition, strengthening, and generalization to determine how well their clients perform new skills. They assess what barriers are preventing effective skills use, in order to implement a focused endeavour to overcome any obstacles. This paper reviews principles of skills assessment within each treatment modality and provides therapists with checklists for identifying problems, and case vignettes illustrating helpful therapeutic strategies. • We propose a new assumption: When clients say skills don't work, they are telling the truth • This assumption highlights one end of a dialectic from which skills trainers assess obstacles to skills use • The stages of skills training, acquisition, strengthening, and generalization are reviewed • Checklists for assessing for problems in each stage are provided • Common obstacles and how to overcome them are reviewed [ABSTRACT FROM AUTHOR]

Reflective practice is widely considered to be an integral part of contemporary pedagogical practice in higher education. The integration of reflection and reflective practice into professional education curricula in areas such as nursing, education and the social sciences, has coincided with an expansion of the reflective practice literature which continues to proliferate within a range of disciplinary fields. However, an interesting paradox is beginning to emerge whereby educators who are charged with developing students reflective ability are often required to do so in the absence of practical educator-focused frameworks and/or guidelines. The purpose of this paper is to contribute to the debate by presenting the 'Blended Reflective Inquiry Educators Framework' which is designed for educators who wish to support students to develop their reflective abilities and reflective capacity. This innovative framework was developed following a two stage action research study which was designed to investigate how registered nurses can be facilitated to develop reflective practice skills and abilities. The study resulted in the development of this innovative educator's framework which uses an inquiry based, blended learning approach, to facilitate reflective practice. • Reflective practice occupies a rather paradoxical position in higher education. • Evidence based reflective practice teaching guidelines, are limited. • The Blended Reflective Inquiry Educators Framework (BRIEF) is an innovative pedagogical guide. • The BRIEF is designed for any educator wishing to facilitate student reflection. [ABSTRACT FROM AUTHOR]

Nowadays there is a huge number of learning resources, covered different digital skills, on the Internet. In the framework of European Erasmus+ project: 'Digital Skills Accelerator' we developed dedicated to digital skills set of learning resources. Moreover, the test to analyses the level of user digital skills in form of the Online Self-Assessment Tool was developed as well. However, there is a problem with proper identification of personalized digital skills learning pathway. In the paper the expert system for creation of personalized digital skills learning pathway is proposed. The system runs on the DigComp framework to generate the user path, which consists of the ordered set of project learning resources from Digital Skills Accelerator. Selected resources best fit user's digital skills profile and will help in raising his/her digital competence. [ABSTRACT FROM AUTHOR]

Human beings perform various motion ranging from simple motion to advanced motion. In addition, sensory information is used as a feedback information of the motion state during operations which require fine adjustment. It is necessary for performing advanced motion to acquire the corresponding skills. To learn such skills efficiently, it is necessary to construct a skill learning system. Grasping skill acquisition status is effective for the skill learning system. Currently, there is no other method than evaluating skill acquisition status by using learners' task scores. However, this method may not be enough to evaluate skill acquisition status. On the other hand, brain has the function of motion commands and sensory acceptance when moving the body. Therefore, it might be possible to sufficiently evaluate skill acquisition status by using the changes of brain activity. In the paper, we measured the changes of cerebral blood flow on learning of force adjustment skill. The obtained data was analyzed by principal component analysis (PCA) and Recurrent Neural Network (RNN). The result of PCA shows that there are some channels which have the changes of the principal component score before and after learning. In the classification by RNN, when the first principal component scores of the cerebral blood flow data before and after learning were used for input data, high classification accuracy was obtained. In addition, higher classification accuracy was obtained when using only channels which have changes in the principal component scores before and after the learning are used as input data, rather than all channels were inputted. From these results, it is shown that characteristics of the prefrontal cerebral blood flow changes according to the motor skill learning. [ABSTRACT FROM AUTHOR]

This paper describes a concept of a dynamic difficulty adjustment system that learns and adapts online to the style of the player's in-game behavior based on the neuroevolution using additionally the base of catalogues. A neural network trained through evolutionary algorithms is used to achieve better adaptation. In this case, genetic algorithms alter the weights of the neural network. In addition to adaptation, the proposed method provides an opportunity to downgrade difficulty when it is necessary or respond to rapid changes in the player skill level. The test game in the genre of real-time first-person fighting is designed to validate the efficiency of the proposed model. Multilayer perceptron (MLP) architecture was selected as a neural network's topology to achieve the maximum correlation between an approximation of the loss function and speed of the neural network. The article describes the advantages and limitations of the proposed concept in comparison with other approaches. [ABSTRACT FROM AUTHOR]

Abstract The recent reviews indicated learning expertise level could be enhanced with skills, creativity and preferences. This stage should be taken at the first stage combined highly with providing the framework in underlying the learning expertise. This paper attempts to propose the model of Hau-Kashyap used to describe in yielding the robust results to measure the learning expertise level. This approach was selected to give an insight with a more accurate by examining twelve items of questionnaire applied among the students at tertiary level to explore the representation of wide range of knowledge and skills. The results found that the stage level of belief that ranges combined from the level of expertise 1–12 was indicated that Hau-Kashyap approach can be determined to measure the learners' expertise more fairly and easily. This method is supposed to contribute providing the purposeful rule in combining the learning expertise constructed into a single and more informative hint with related concern of the measurement. [ABSTRACT FROM AUTHOR]

Abstract In nursing literature, the phrase 'theory-practice gap' is widely used without common definition or description of its underlying concept. This review paper presents a concept analysis using Rodgers (2000) evolutionary process to define and clarify the concept of the theory-practice gap as part of a doctoral study. In so doing it provides a deeper understanding of the concept to enable its consistent application within nurse education. A theoretical definition is developed, the data search that was undertaken is described and a discussion of the attributes, antecedents and consequences is provided. We conclude by offering, a model case, which is employed to illustrate the concept. [ABSTRACT FROM AUTHOR]

Abstract This paper focuses on the experiences of nursing students on a student-managed ward, the purpose of which was to empower students for the nursing role. Five nursing students operated and managed a nursing home ward for eight weeks during their final year of nursing education. The students claimed that a group of five students was beneficial. However, a group of five was too large for one nurse to follow up. The students reported that they needed visible supervisors in order to develop professional nursing skills, both in terms of knowledge and practical implementation. The students argued that they became more independent through this form of organisation, since the supervisor was not constantly watching everything they did. The students felt more responsible for the daily running and follow-up of the patients because they were in charge. Peer-assistant learning was highly recommended in relation to self-esteem, and improved results and skills in the students' practice. Collaboration with some of the assistant nurses was challenging. The results indicate that this kind of clinical training can contribute to more empowerment and better preparation for the nursing role than the traditional way. Highlights • We explored how nursing students experienced clinical training within a student-managed ward in a nursing home. • Students described the learning arena as interesting and challenging. • Students' appeared to be more empowered in nursing compared to students conducting clinical practice in the traditional way. • A student-managed ward seems to be a good way to organize nursing home practice for nursing students during the final year. [ABSTRACT FROM AUTHOR]

Abstract The transition to quality and safety in the new graduate registered nurses' practice remains problematic directly impacting patient outcomes. Effective mentoring during transition serves to enhance experiential learning, allowing the development and establishment of safe, quality nursing practice. Comprehensive understanding of the transition process, including the barriers and effective enablers to transition is the key to effective mentoring. A theoretical framework guided by Duchscher's Stages of Transition Theory and Transition Shock Model and Benner's From novice to expert model can facilitate such understanding. Nurse Theorists play an important part in shaping nurse education and practice and have provided nurse educators and leaders an understanding to shape skill acquisition and the transition process for new graduate registered nurses. The res ultantresearchmodels and theory of these influencial nurses are pertinent to transition of new graduate registered nurses. This paper outlines the theories of Duchscher and Benner and how their research formed the theoretical framework to facilitate the measurement, understanding and improvement of the safety and quality of nursing care and impact the future nursing workforce. Highlights • Benner and Duchscher's theories clarify skill acquisition and the role transition process undertaken by new graduate nurses. • Reports theoretical framework supporting research of clinical practices of new graduate nurses' and their role transition. • Senior nurses understanding of Benner's and Duchscher's theories may assist to enhance the NGRN transition experience. • Socialisation, mentorship, and clinical support is vital for new graduate nurses' safe practice and retention in nursing. • New graduate nurse attrition is costly as it leads to nursing shortages, ultimately impacting patient safety. [ABSTRACT FROM AUTHOR]

A long-standing concern reverberating over the minds of intercultural scholars is how best to incorporate intercultural issues in English language education, an issue on which there has been little research in the Iranian EFL context. Anchored in Byram's (1997) intercultural model, this paper explores the efficacy of employing pedagogical intercultural and critical incident tasks to promote Iranian English learners' intercultural competency in Anzali, Guilan Province, Iran. Twenty-two English learners (12 females and 10 males, ages 21–30) consented to participate in the research. They then enrolled in eighteen sessions of intercultural instruction utilizing intercultural textbooks and accomplished fourteen tasks prior to and during the course to examine the participants' probable changes as a consequence of course practices. The primary data comprised students' pedagogical intercultural tasks, critical incident tasks and reflective entries. Adopting qualitative content analysis, the results underscore that the pedagogical intercultural and critical incident tasks as well as the utilization of a virtual forum as a zone for cross-cultural interaction and learning, boosted learners' intercultural attitudes, knowledge and skills. Furthermore, three themes emerged from the reflective entries analysis. Implications for educational practice are provided for further implementing and practicing pedagogical intercultural and critical incident tasks. [ABSTRACT FROM AUTHOR]

Abstract Involving and supporting the family members and caregivers of people with mental illness is essential to high-quality mental health services. However, literature suggests that there is a lack of engagement between family members and mental health nurses (MHNs). Lack of knowledge among MHNs is often cited as one of the main reasons for this lack of engagement. The aim of this review was to explore the knowledge, skills and attitudes that are required by MHNs to enable to them to work more effectively with families affected by mental illness. A literature based critical review was used to access and review 35 papers in order to extract concepts that could inform the design of eLearning materials to assist MHNs advance their knowledge in this area. Two overarching themes were identified; 'Mental health problems and the family' and 'Working with the family'. From these themes, the knowledge, skills and attitudes required to work more effectively with families are described. The findings from this review provide a descriptive account of the knowledge skills and attitudes that are required for effective family work. In addition, the review provides an empirical foundation for education programmes in the area. Highlights • Mental health nurses often lack the knowledge and skills to support families. • Well-designed education programmes increase knowledge, reduce stress and burden. • Education programmes need to prepare mental health nurses more effectively with families. [ABSTRACT FROM AUTHOR]

The first glimpses of digital forensics (DF) starts back in 1970's, mainly financial frauds, with the widespread use of computers. The evolution of information technologies and their wider use made the digital forensics evolve and flourish. Digital forensics passed a short but complex way of “Ad-Hoc”, “Structured” and “Enterprise” phases nearly in four decades. The national readiness of countries might vary for those phases depending on the economy, legislation, adoption level, expertise and other factors. Today digital forensics discipline is one of the major issues of law enforcement (LE), government, defense, industry, academics, justice and other non-governmental organizations as stakeholders have to deal with. We wanted to assess the maturity level of “Turkish Digital Forensics” in view of the digital forensics historical phases, along with some specific institutional & organizational digital forensics issues. The current digital forensic capacity and ability, understanding and adoption level of the discipline, education and training forecasts, current organizational digital forensics framework and infrastructure, expertise, certification and knowledge gained/needed by digital forensics community, tools and SW-HW used in digital forensics, national legislation, policy making and standardization issues along with the anticipated requirements for near future are aimed to address by an online survey. This paper discusses the aforementioned national issues with respect to the digital forensics discipline. It does not examine all aspects of digital forensics. The general assessment we had reached for the maturity level of “National DF” is in between the structured and enterprise phases, with a long way to go but with promising developments. [ABSTRACT FROM AUTHOR]

Abstract: In order to enhance students’ practical ability and innovation ability, the paper, around about how to start from current education plan, how to deepen the reform in practical activities and how to elevate the quality of practical teaching, introduces some explorations of teaching reform, such as refining the teaching contents related with machine design and manufacture, organically integrating some practical links and gradually expanding the teaching reform aspects. The paper tries to provide a method of reform in practical teaching suitable for the local university. Practice proves those explorations are effective for educating students’ professional ability and innovation ability. [Copyright &y& Elsevier]

Abstract: This opinion paper suggests that developmental neuroimaging studies investigating emerging cortical networks for specific cognitive functions can contribute substantially to our understanding of mature brain organisation. Based on a review of the literature on the neural correlates of face processing abilities, this paper shows how developmental neuroimaging can help resolve outstanding issues, such as whether specific brain regions actually start out by responding to specific stimulus classes, and how this response changes with development. It has been suggested for example, that improving specialisation in a particular brain regions may be the result of increasing connectivity with other network regions supporting the same cognitive function. Developmental neuroimaging studies are particularly well suited to disentangle the interplay between changes at different network levels, such as improving behavioural proficiencies and functional and structural brain development, as well as overall network configuration changes. However, much of the future progress will depend on whether developmental changes are assessed by combining multiple network observations. This paper makes specific suggestions as to how such a multifaceted approach may look like by exploring the suitability of different theoretical frameworks, such as the neural re-use theory or the neuroconstructivist approach for providing guiding principles for future research. [Copyright &y& Elsevier]

Physiotherapy is an important part of rehabilitation following soft tissue knee injury. Physiotherapists possess a wide range of scientifically-based clinical skills that can be integrated across a variety of soft tissue knee injuries and surgical contexts. This paper offers advice and instruction on specific aspects of physiotherapy practice for conservative and post-surgical rehabilitation of soft tissue knee injuries. Specific comments and recommendations are made regarding basic principles of knee rehabilitation, effects of soft tissue injury, timeframes for tissue healing, accelerated rehabilitation, pain control, effusion control, joint hypomobility, proprioception, exercise rehabilitation methods (including strength training, balance and perturbation training), and clinical plyometrics, as well as rehabilitation discharge criteria. Emphasis is placed on consideration for the patient as a person, gender differences, joint preservation and providing a clinically-reasoned and rational approach to soft tissue knee injury and surgery rehabilitation. Collaboration and communication between the General Practitioner, surgeon, and physiotherapist as a multi-disciplinary team is essential for optimal clinical effectiveness and outcomes. [ABSTRACT FROM AUTHOR]

• Investigating the pace of AI innovations has thus become increasingly relevant. Yet, few studies have managed to measure or depict this increasing velocity of innovations in AI. • A research framework and three measures, i.e., Average Time Interval (ATI), Innovation Speed (IS), and Update Speed (US), are proposed, to explore the pace of AI from the perspective of AI papers, AI players, and trial and error. The fine-grained analysis of the AI field enabled to portrait the pace of AI innovation and demonstrated that the proposed approach can be adopted to understand other fast-growing fields. • In 2019, more than 3 AI preprints were submitted to arXiv per hour, over 148 times faster than in 1994. Furthermore, there was one deep learning–related preprint submitted to arXiv every 0.87 hours in 2019, over 1,064 times faster than in 1994. • 5.26 new researchers entered into the field of AI each hour in 2019, more than 175 times faster than in the 1990s. • An updated version of the AI preprint was submitted to arXiv every 41 days, with around 33% of arXiv's AI preprints being updated twice or more in 2019. It took about 0.2 year on average for AI preprints to get their first citations from 2014–2019, around 5 times faster than from 2000–2007. Innovations in artificial intelligence (AI) are occurring at speeds faster than ever witnessed before. However, few studies have managed to measure or depict this increasing velocity of innovations in the field of AI. In this paper, we combine data on AI from arXiv and Semantic Scholar to explore the pace of AI innovations from three perspectives: AI publications, AI players, and AI updates (trial and error). A research framework and three novel indicators, Average Time Interval (ATI), Innovation Speed (IS) and Update Speed (US), are proposed to measure the pace of innovations in the field of AI. The results show that: (1) in 2019, more than 3 AI preprints were submitted to arXiv per hour, over 148 times faster than in 1994. Furthermore, there was one deep learning–related preprint submitted to arXiv every 0.87 h in 2019, over 1064 times faster than in 1994. (2) For AI players, 5.26 new researchers entered into the field of AI each hour in 2019, more than 175 times faster than in the 1990s. (3) As for AI updates (trial and error), one updated AI preprint was submitted to arXiv every 41 days, with around 33 % of AI preprints having been updated at least twice in 2019. In addition, as reported in 2019, it took, on average, only around 0.2 year for AI preprints to receive their first citations, which is 5 times faster than 2000–2007. This swift pace in AI illustrates the increase in popularity of AI innovation. The systematic and fine-grained analysis of the AI field enabled to portrait the pace of AI innovation and demonstrated that the proposed approach can be adopted to understand other fast-growing fields such as cancer research and nano science. [ABSTRACT FROM AUTHOR]

• This paper examines the influencing factors of farmers' behavior in land reallocation in China. • The opportunity and ability of farmers to participate has significant influences on farmers' participation level. • Self-organization of farmers is a more effective way to implement land reallocation. • The government should take measures including legislation, social marketing and education to promote land reallocation. This paper empirically examines the factors which influence the behavior of farmers who participate in land consolidation, specifically in land reallocation. Based on the integrative Motivation–Opportunity–Ability (MOA) model, we assume that farmers' participation levels in land reallocation are not only determined by motivation, but also significantly influenced by their opportunity and ability to participate. We test our hypotheses with the method of structural equation modelling (SEM), and collect data through questionnaires from a random sample of households in 6 villages (4 different projects) in China. This is complemented by interviews with local cadres and some of the farmers in those villages in order to validate the consistency of questionnaire responses. The key finding is that the opportunity and the ability to participate have significant positive influences on the degree to which farmers participate, of which ability is the more influential construct. The scrutiny of the model results combined with the interviews also leads to the conclusion that allowing self-organization of farmers leads to more effective land reallocation. Based on the results, we suggest that governments should take measures including legislation, social marketing and education to clarify the legality of land reallocation and facilitate the self-organization of farmers and eventually promoting land reallocation. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe an innovative educational approach for pre-licensure nursing students to learn and practice motivational interviewing skills in a telehealth simulation with standardized patients portraying pregnant women with substance use disorder. Given the ongoing need for online delivery of both nursing education and clinical practice, providers must continue to find approaches to facilitate the provision of empathetic and personalized care to achieve optimal patient outcomes. Motivational interviewing integrates a person-centered approach with specific communication strategies to encourage and support patients' commitment to change. Motivational interviewing skills can be implemented across a wide variety of patient situations, including mental health and primary nursing care. The study followed a pre-/post-test cross-sectional observational design. After completing an online training course to learn motivational interviewing skills, students participated in an online simulation with a standardized patient portraying a woman with substance use disorder during pregnancy. Prior to the simulation, students completed the Caring Behaviors Inventory-24 and the Opening Minds Scale for Health Care Providers. After the simulation, students and standardized patients completed the Simulated Clinical Interview Rating Scale and a 5-item version of the Caring Behaviors Inventory-6. Of the 252 students in the course, 85 (34%) participated in the study. Twenty-six student participants completed both pre- and post-simulation questionnaires; 40 completed only pre-simulation questionnaires; and 19 completed only post-simulation questionnaires. Prior to the simulated patient encounter, students rated themselves most favorably on ability to demonstrate assurance behaviors. After the training and simulation, students and standardized patients reported successful student demonstration of motivational interviewing skills and caring behaviors consistent with fundamental therapeutic communication and motivational interviewing knowledge. There was no statistically significant difference between self-reported student performance and the standardized patients' observations. Students attained and applied motivational skills and demonstrated caring behaviors in a virtual setting with standardized patients. [ABSTRACT FROM AUTHOR]

Abstract: This paper compares the performance of selected personality aspects and ability on explaining the overeducation status of the individual. Ability is defined as the difference between the actual and the predicted income. Personality proves to be an important factor affecting the risk of overeducation. For females, personality allows to better explain mismatch than ability. For males, ability frequently, but not always, performs better than personality. Controlling for personality allows for better classification of the non-overeducated, while controlling for ability improves the classification of the overeducated. The study is done on the pooled sample of 23 European countries, as well as for Eastern, Western, Northern, and Southern Europe. [Copyright &y& Elsevier]

Abstract: The paper identifies relationships between cabin service directors and flight attendants and service climate, psychological contracts, work engagement, service performance and cue perception ability. We find that relational psychological contracts have a positive influence on work engagement; transactional psychological contracts have a negative influence on work engagement; work engagement has a positive influence on service performance; work engagement mediates the relationship between relational psychological contracts and service performance; service climate has a positive influence on service performance; and cue perception ability moderates the relationship between work engagement and service performance. [Copyright &y& Elsevier]

Abstract: The present paper is intended to approach the basic function of language learning, the communicational aspect, from the perspective of its practical usage in professional contexts. Teaching English as a foreign language at a university level goes beyond the acquisition, reinforcement and practice of the traditional language skills. Consequently, language instructors are required to adjust course materials, teaching objectives and didactic strategies in order to address the students’ adequate English language speaking abilities. The finality of these language acquisitions consists of equipping students with proper communicational tools which should allow them to be competitive agents on both the Romanian labor market and abroad. The study reflects the authors’ practice in the field of teaching English for Specific Purposes and provides examples of communicational models with an application in professional environments. [Copyright &y& Elsevier]

Abstract: The progress of cultural and creative industries calls for numerous talents in this field. After an analysis of the development of cultural and creative industries, this paper demonstrates that art education is the most vital approaches of all to cultivate cultural and creative talents, and that it offers intellectual support and talents for the development of cultural and creative industries, which in return facilitates the development of art education. On this basis, the thesis probes into the mode of development of art education with the rise of cultural and creative industries so as to offer new ideas for college art education. [Copyright &y& Elsevier]

Abstract: This paper examines the early stages of VoIP usage by analyzing the relationship between the usage of VoIP services and other voice and non-voice communication services in Italy. In doing so, it aims at filling the gap in the empirical literature on the diffusion of VoIP among consumers and aims at investigating the relationship between VoIP adoption and the usage of telecom and Internet-related services. It relies upon a survey carried out among consumers in Italy in 2006. The use of VoIP is negatively associated with the usage of other voice communication services — mobile communications in particular, but shows some degree of complementarity with other non-voice (Internet-based) communication services, suggesting that familiarity with the web plays a significant and positive role in explaining the adoption of VoIP applications. Furthermore, individual users'' technical skills, job position and communications'' habits also matter in determining the adoption of VoIP. [Copyright &y& Elsevier]

Abstract: Previous research efforts suggested that firms'' overall e-business success tends to deliver greater organizational performance. However, few researchers examined how a firm leverages e-business investment to gain greater e-business success. Even fewer researchers investigated the different impacts of different levels of e-business success on organizational performance. This paper addresses two questions: (1) what capabilities influence a firms'' ability to build e-business success and enjoy greater organizational performance, where firm-level e-business success is measured by e-business service capability and IT-enabled collaborative advantage; and (2) whether the two ways of measuring e-business success result in different impacts on organizational performance? We propose that a firm''s application capability of e-business involving systems development and systems usage is positively related to a firm''s overall e-business success, thus having a positive impact on organizational performance. We use survey data from 152 Chinese manufacturing firms and their B2B e-business systems participants to test our theoretical hypotheses and proposed model. The findings suggest that both systems development and systems usage have significant and positive impacts on e-business service capability, which in turn leads to greater IT-enabled collaborative advantage. This finding could be translated into the important role of a firm''s application capability of e-business on e-business success. It is concluded that the application capability of e-business acts as one of the main mechanisms through which the e-business investment leads to greater e-business success. We also find that IT-enabled collaborative advantage, compared with e-business service capability, has a more significant and greater impact on organizational performance. This study extends prior e-business success research by opening up the ‘black box’ between a firm''s e-business investment and its e-business success, and by distinguishing the relative impacts of e-business service capability versus IT-enabled collaborative advantage on organizational performance. Another contribution of this study is that the effect of context factors (firm size, industry, and system duration) in developing country on our proposed model. [Copyright &y& Elsevier]

Abstract: In multi-organisational contexts, scenario building has been used to engage stakeholders in a critical discussion on issues of mutual importance, and to gain their support with regards to possible future responses. A review of existing literature suggests that much has been written regarding the process of scenario development and the benefits of the process, but the detailed analysis of scenario building outcomes, which encompass a large number of issues and their complex interconnections, has not been made explicit for studying and enhancing understanding of a complex societal problem. This paper presents a systematic method for analysing such complex outcomes in order to facilitate reflective thinking on important issues within the wider context for policy development. The method was employed in a series of participative scenario development workshops, which yielded several causal maps around the theme of construction industry skills. A collective map merging the individual subject-specific causal maps was created to help provide a more holistic overview of the pertinent issues surrounding the construction skills debate. The analysis of this collective map promotes a better understanding of the issue in the wider context, the consequence of possible future events and actions, and of the pre-requisition required for certain events/desired outcomes to take place. The main benefit that could be derived from the method is the opportunity to help facilitate and encourage debate and discussion amongst key stakeholders regarding scenario theme, in this case skills improvement within construction. Due to its flexibility and adaptability, the method could potentially be applied to other areas requiring longer range planning and which contain multiple stakeholder perspectives. [Copyright &y& Elsevier]

The meritocracy thesis argues that ability is the dominant influence on educational and subsequent socioeconomic outcomes in contemporary societies. The broader and related modernization thesis contends that as societies modernize the influence of ascriptive criteria, such as socioeconomic background and gender, decline. This paper informs on both theses by examining the effects of ability (measured by test scores), socioeconomic background and gender on the socioeconomic level of expected occupation at age 30 of approximately 170,000 15-year-old students in 30 countries. In almost all countries, ability was a stronger influence. Consistent with the modernization thesis, the effects of ability relative to socioeconomic background were stronger in more economically developed societies. The effects of both ability and socioeconomic background are partially mediated by national school systems. Ability also had a stronger influence on between-school differences in occupational expectations and negatively on 'not having an expected occupation'. However, a strong version of the meritocracy thesis was not supported by the significant, albeit often small, effects of socioeconomic background on occupational expectations observed in most countries. [ABSTRACT FROM AUTHOR]

Abstract: Psychological literature shows that people do not always make rational choices with respect to whom to collaborate with. Providing the value of candidate connections may help them choosing the right people to connect with in a network. This paper presents a model about coalitions in creativity that will be used to generate content-based and knowledge-based recommendations of candidate coalitions. [ABSTRACT FROM AUTHOR]