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Aims Design Methods Results Conclusion Impact Patient or Public Contribution To assess the level of mental workload (MWL) of intensive care unit (ICU) nurses in performing different human‐machine tasks and examine the predictors of the MWL.A cross‐sectional questionnaire study.Between January and February 2021, data were collected from ICU nurses (n = 427) at nine tertiary hospitals selected from five (east, west, south, north, central) regions in China through an electronic questionnaire, including sociodemographic questions, the National Aeronautics and Space Administration Task Load Index, General Self‐Efficacy Scale, Difficulty‐assessing Index System of Nursing Operation Technique, and System Usability Scale. Descriptive statistics, t‐tests, one‐way ANOVA and multiple linear regression models were used.ICU nurses experienced a medium level of MWL (score 52.04 on a scale of 0–100) while performing human‐machine tasks. ICU nurses' MWL was notably higher in conducting first aid and life support tasks (using defibrillators or ventilators). Predictors of MWL were task difficulty, system usability, professional title, age, self‐efficacy, ICU category, and willingness to study emerging technology actively. Task difficulty and system usability were the strongest predictors of nearly all typical tasks.ICU nurses experience a medium MWL while performing human‐machine tasks, but higher mental, temporal, and effort are perceived compared to physical demands. The MWL varied significantly across different human‐machine tasks, among which are significantly higher: first aid and life support and information‐based human‐machine tasks. Task difficulty and system availability are decisive predictors of MWL.This is the first study to investigate the level of MWL of ICU nurses performing different representative human‐machine tasks and to explore its predictors, which provides a reference for future research. These findings suggest that healthcare organizations should pay attention to the MWL of ICU nurses and develop customized management strategies based on task characteristics to maintain a moderate level of MWL, thus enabling ICU nurses to perform human‐machine tasks better.No patient or public contribution. [ABSTRACT FROM AUTHOR]

In this study we identify a process of "entrainment" around open source software (OSS) development release cycles to capture patterns of self-organized task allocation among developers. We conducted an abductive, computationally intensive study of eight OSS projects, using relational event modeling to analyze 1,169,489 actions covering 93 major software releases. The process of entrainment that we identify involves three task allocation mechanisms: (1) developer-issue inertia, (2) developer contribution frequency, and (3) issue popularity. Our analysis demonstrates that these mechanisms and the phases of the release cycle entrain each other. Before a major release, developers engage in a concentrated mobilization phase, whereby they democratize development activity and increasingly allocate community contributions to the set of issues related to the release. After a major release, the extended cleanup phase garners a greater share of development work from recently highly active developers and dilutes the activity of these developers across a wider range of issues. Our theorizing suggests that major releases constitute important events around which OSS communities self-organize and we characterize how this occurs. Our research contributes to theorizing on organizing in OSS communities by explaining how self-organizing task allocation interacts with release cycles through the mechanism of entrainment. We also contribute to the literature on entrainment by showing how it may unfold in the context of online peer production communities such as OSS. [ABSTRACT FROM AUTHOR]

This study aims to introduce the task-based approach to language learning and teaching. It comes in two parts: the first is theoretical and it provides a comprehensive theoretical framework for this approach; starting with its various definitions and their diversity according to the the point of view which each researcher looks at the concept of the task, and then distinguishing between the important terms task in this field, and explaining the subtle differences between them, they are: the task, the exercise the activity, and then explaining the characteristics of the task, and presenting the three stages that each task goes through, while explaining the role of both the teacher and the learner in each of these stages. The study addressed the criteria for task construction, outlined the fundamental principles for selection, and subsequently highlighted the primary obstacles associated with this form of education. In the second part of the study, three models of educational tasks were presented at different levels: beginner, intermediate, and advanced. These models Target speaking, writing, and reading comprehension skills. Then, it explains how to plan, prepare, and apply them among non-Arabic speakers. The significance of this study lies in its provision of an allencompassing theoretical framework for language learning and task-based teaching, especially considering the absence of both theoretical and applied Arabic studies. on this approach. From a practical perspective, it offers tangible models for linguistic tasks that can be utilized by Arabic teachers and curriculum designers. These models serve as valuable resources for teaching and curriculum development. The researcher suggests the necessity for additional experimental studies on this approach and emphasizes the importance of developing task-based educational curricula. [ABSTRACT FROM AUTHOR]

Teaching English as a foreign language (EFL) in the twenty-first century has witnessed several changes, which have sparked tremendous changes in the teachers' standpoints and the conceptualizations of professionalism. In this context, this study explored the stakeholders' perceptions of EFL teacher professionalism. For this, the phenomenological research design was adopted. The study site was a Bachelor's Programme on a community campus in Nepal. The informants comprised the real stakeholders of the programme that comprised three EFL teachers, nine students, two administrators, and one member of the campus management committee. To collect the informants' lived experiences, the researcher used an unstructured interview in a naturalistic setting. The results revealed that EFL teachers' professionalism can be measured by their roles and skills; teacher-student relationships; and teachers as administrators and change agents. This implies that EFL teachers, like the teachers of other subjects, should be loyal, committed, accountable, and responsible as the success or failure of the autonomous programmes mainly depends on the teachers. [ABSTRACT FROM AUTHOR]

A series of controlled studies found that consumers counter-normatively prefer something nearly complete over something complete. We call this phenomenon the "one-away effect" because we find that when consumers are, for example, one stamp away from completing a punch card loyalty program, they value the card more than a completed card. This is because their valuation of the one-away card is influenced by their anticipation of merely completing the card, which generates its own utility, apart from the card's end-reward (a free coffee). To wit, the prospective utility of performing the final action that fulfills completion increases consumers' valuation of the one-away card. Our findings suggest that consumers are motivated to complete goals, tasks, and sets not only to obtain their end-rewards, but also because merely completing things is intrinsically motivating and can be a goal in and of itself. We discuss the theoretical and practical implications of the one-away effect, as well as the general notion of mere completion. [ABSTRACT FROM AUTHOR]

Objective: The study aimed to analyse personality disorders among patients in the early phase of psychotherapy as a source of variance in the quality of the emerging alliance. Methods: The sample consisted of 131 individual psychotherapy patients with borderline (BPD), narcissistic (NPD), dependent (DPD) and obsessive–compulsive (OCPD) personality disorders and 131 psychotherapists. Different sources of alliance estimation were included. Therapeutic alliance was operationalized on several dimensions. The hypothesis was tested using an independent samples one‐way analysis of variance. Results: The study revealed a significant effect of personality disorder type on early therapeutic alliance quality. BPD patients rated their early alliance the lowest compared to NPD, DPD and OCPD patients. This trend was dominant and replicated regardless of who rated the alliance and which dimension of alliance was estimated. Conclusions: NPD, DPD and OCPD patients have better initial therapeutic alliances than BPD patients, and their alliances do not differ significantly. BPD patients build weaker alliances, and what poses a challenge for them is not only developing a strong and close bond but also conceptualizing goals and reaching agreement on tasks. [ABSTRACT FROM AUTHOR]

Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes: recruiting participants, giving credit for time-investment, and scheduling meetings. Recruitment of participants was sometimes difficult when potential participants worked autonomously within their departments or teams. Credit for time-investment was often constrained as schools gave credit in a way that made lesson study an additional workload. Scheduling meetings was very challenging. The scheduled meetings were considered satisfactory in only one school. Here, the school leader collaborated and communicated with her teachers to plan useful and uninterrupted meetings in the timetable. Our results show that organizational work is not mundane and simple but complex and vital for embedding professional development in schools. [ABSTRACT FROM AUTHOR]

We examined the impact of sharing periscope imagery and analysis tools in eighteen five-member teams (Sonar, Periscope, 2xTrack Motion Analysts, Track Manager) who undertook simulated submarine patrol tasks. Compared to a baseline condition, sharing imagery to team members increased perceived individual workload, with no improvement to team performance (tactical picture accuracy). When both imagery and analysis tools were shared, perceived workload increased and tactical picture compilation was more accurate. Despite this improved tactical picture for the imagery and analysis tools condition, there was no advantage to mission completion (rendezvous/close contact detection) or situation awareness. In contrast to the increased subjective workload, individuals in teams provided with shared imagery (with or without tools) had a lower physiological response (heart rate, electrodermal) to task demands compared to the baseline condition. Sharing imagery and analysis tools likely benefited tactical picture compilation by enabling dynamic task redistribution and multiple streams of concurrent data analysis. • Sharing periscope imagery increased perceived workload. • Sharing imagery did not improve team performance. • Sharing imagery and analysis tools improved team performance. • No impact on situation awareness or submarine mission completion. • Lower physiological response to task demands when imagery shared. [ABSTRACT FROM AUTHOR]