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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]

Objectives In line with the aims of this special issue, the purpose of this paper is to forward a position on the concept of sport parenting expertise through the presentation of six key postulates. Design Literature review and position statement. Method By adopting methods associated with an academic position paper, a statement is presented that we believe encapsulates sport parenting expertise. Six key postulates of parenting expertise, formulated from critically reviewing and interpreting relevant literature, are then presented. Results We propose that sport parenting expertise is dependent on the degree to which parents demonstrate a range of competencies; namely that parents, (a) select appropriate sporting opportunities and provide necessary types of support, (b) understand and apply appropriate parenting styles, (c) manage the emotional demands of competitions, (d) foster healthy relationships with significant others, (e) manage organizational and developmental demands associated with sport participation, and, (f) adapt their involvement to different stages of their child's athletic career. Conclusion Expertise in sport parenting requires parents to develop knowledge and utilize a range of intrapersonal, interpersonal, and organizational skills in order to support their child, manage themselves, and operate effectively in the wider youth sport environment. Recommendations for applied researchers to further investigate these postulates and substantiate the components of sport parenting expertise are offered. [ABSTRACT FROM AUTHOR]

Library instruction often involves one-shot sessions where librarians interact with students for a short period of time and are then left wondering what the students thought of the session and if students perceive the session as helpful for their course work. Using two surveys to gather data, this study compared student perceptions of a redesigned library curriculum and of their own information literacy skills immediately after attending a library workshop and six weeks later after completing a research paper. The findings indicate that the library workshop is meeting student needs and has a lasting effect. Additionally, the researchers found that students were better able to articulate gaps in their own knowledge after having the opportunity to apply their skills to a research assignment. The researchers recommend that librarians using surveys to inform one-shot curricular changes gather data after students have applied the skills and knowledge gained in the instruction session. [ABSTRACT FROM AUTHOR]

Abstract: The Nutrition Care Process and Model (NCPM) provides registered dietitian nutritionists (RDNs) and dietetic technicians, registered (DTRs) a framework to recognize, diagnose, and intervene upon nutrition-related health concerns. Within the NCPM, nutrition assessment is essential to develop a comprehensive evaluation of the client’s nutrition history. The application of critical thinking skills to nutrition assessment is imperative to ensure appropriate acquisition and interpretation of data. The Academy of Nutrition and Dietetics’ Career Development Guide, adapted from the Dreyfus Model of Skill Acquisition, illustrates the progression of critical thinking skills as RDNs and DTRs gain knowledge and experience with practice. The Career Development Guide is characterized by the transition through the following stages: novice, beginner, competent, proficient, and advance practice/expert. The foundation of dietetics knowledge is obtained during the novice and beginner stages. Throughout, the primary objective is introduction of the NCPM and nutrition assessment theory via dietetics education and the application of nutrition assessment in supervised practice. Next, RDNs and DTRs transition to the competent stage of practice. During this phase, entry-level knowledge and skill are applied to patient care settings, and critical thinking skills develop as RDNs and DTRs gain experience. Subsequently, RDNs and DTRs move to the proficient stage as the ability to prioritize attention, generalize, apply problem-solving skills to new scenarios, and identify innovative solutions develops. Some RDNs and DTRs may transition to the advance practice/expert stage, during which critical thinking becomes intuitive. Critical thinking skills are essential to ensure diagnostic accuracy; however, more research is needed to further describe progression of critical thinking skills among RDNs and DTRs. [Copyright &y& Elsevier]

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]

According to Scopus, China is the nation that produces the highest volume of scientific research but is also the nation with the highest number of retractions, suggesting there are issues connected to research and publishing ethics within the Chinese publishing infrastructure. One source of negative reputation may be the selection of journals with questionable reputation, including "predatory" journals. In 2020, the Center of Scientometrics (CoS) in China established a list of "problematic" journals, called the Chinese Early Warning Journal List (EWJL), the only national watchlist in China, to support Chinese academics and the Ministry of Science and Technology of China. EWJL ranks journals as either low, medium or high risk. There are benefits if EWJL is accurate, valid and complete. However, close examination of the CoS website and EWJL functionality revealed several deficiencies. This paper debates those weaknesses within the wider context of publication in low-quality journals, offering suggestions for improvement that would be necessary for EWJL to become more trustworthy, and to better enable the continual reform of Chinese publishing culture. This issue is important to academic librarians because they can use EWJL in the process of collecting library funds and providing library information, and advice, to researchers. • Accountability Blacklists or watchlists Completeness Faulty criteria Opacity versus transparency [ABSTRACT FROM AUTHOR]

This paper reports an investigation into the perception of academic librarians on data competency in their daily roles across various library departments in the United States and Canada. Through a survey, we sought to uncover the scope of data-related tasks librarians are engaged in, the tools they use, their aspirations for professional development in data competencies, and their expectations from Library and Information Science (LIS) education programs. The findings reveal a complex engagement pattern with data tasks, with librarians in data-specific roles dedicating a considerable portion of their work to these activities, while the majority engage less frequently, indicating that data tasks are a minor part of their overall responsibilities. Despite a limited frequency of data visualization in their current roles, there is a pronounced interest among librarians to enhance skills in this area. Our study identifies a crucial need for improved competencies in data management and collection development, especially in roles related to cataloging, library systems, and special collections. Additionally, our findings reveal a critical gap between academic libraries' demand for data skills and the content coverage in MLIS programs, emphasizing the need for curriculum updates to prepare librarians for the evolving information landscape. [ABSTRACT FROM AUTHOR]

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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]

In this paper, we consider the finite-time anti-synchronization for the master–slave neural networks with time delays. By means of combining integral inequality skills with other inequality skills, two novel criteria to assure the finite-time anti-synchronization for the discussed master–slave neural networks are presented under two classes of different controllers. Our results and method are different from those in existing papers. [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]

• When the decision maker (DM) chooses a group of low income, the relative income hypothesis supposes only positive utility outcome. • The paper argues that the DM experiences also a countervailing negative utility, called the "aspirational income effect". • The countervailing effect is the result of aspiration, the desire to be associated with a high income group. • The paper runs an experiment that confirms the aspirational income effect, which cannot be explained by expected income. • The experiment shows that the aspirational income effect is much stronger than the much-touted relative income effect. According to the "relative income hypothesis," decision makers derive positive utility from identifying with a group that performs more poorly than they do. We hypothesize that decision makers simultaneously derive negative utility from identifying with such a group. The reason is that decision makers aspire toward status, and thus prefer to identify with a group that is more successful than they are. We call such proposed reason the "aspirational income hypothesis." If the aspirational income effect dominates the relative income effect, decision makers would prefer to join groups with higher rank than their own. We report data from an experiment that supports the aspirational income hypothesis. It shows that the hypothesis holds (at a weaker intensity) even when it is costly to join a higher ranking group. [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]

• A novel machine score for automatic pronunciation evaluation is proposed: Reference-free Error Rate (RER). • The non-native acoustic models and native ones are combined together as an ASR-based automatic English proficiency evaluation system. • The DNN-based acoustic models significantly improved the accuracy of recognition. • The established evaluation system has the ability to evaluate the utterance from the speaker without knowing the transcription in advance. • The performance of the proposed RER score has a high correlation with human proficiency score. Speech-based computer-assisted language learning (CALL) systems should recognize the utterances of the learner with high accuracy and evaluate the language proficiency of the specific speaker with appropriate methods. In this paper, we discuss the automatic assessment of the second language (L2) for non-native speakers. There are many existing works on pronunciation evaluation by applying the goodness of pronunciation (GOP) method. This paper introduces an automatic proficiency evaluation system that combines various kinds of non-native acoustic models and native ones, such as Gaussian mixture model (GMM)-hidden Markov model (HMM) and deep neural network (DNN)-HMM. Most of existing works assume that we know the transcription of an utterance (the reference sentence) when evaluating the utterance, especially in reading and repeating tasks. To realize a reference-free proficiency evaluation, we propose a novel machine score named as the reference-free error rate (RER) to evaluate English proficiency. In our experiments, the DNN-based non-native acoustic models outperformed the traditional acoustic models on non-native speech recognition. Thus, we calculated the RER by regarding the recognition result from the DNN-based non-native acoustic model as "reference" and the result from the native acoustic model as "recognition result". The proposed RER has high correlation with human proficiency scores, which indicates the effectiveness of RER for automatically estimating the proficiency. By combining the RER with other machine scores such as the log-likelihood scores, we obtained high correlation (reading aloud task: r = 0.826 , p < 0.001 , N = 190 ; constrained interactive dialogue task: r = 0.803 , p < 0.001 , N = 26 ; spontaneous English conversation task: r = 0.799 , p < 0.001 , N = 28) to the human scores. [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]

• Physical therapists from dermatology report having knowledge to be able to implement EBP. • Physical therapists from dermatology believe having skills to be able to implement EBP. • There were inconsistencies on some answers about knowledge and skills related to EBP. Dermatology is a relatively new subdiscipline of physical therapy with growth potential. Therefore, it is important to identify whether professionals from this area have the knowledge and skills required to offer the best available service based on evidence-based practice. To describe the self-reported behavior, knowledge, skills, opinion, and barriers related to the evidence-based practice of Brazilian physical therapists from the dermatology subdiscipline. An adapted electronic questionnaire was sent by the Brazilian Association of Dermatology Physical Therapy via email to all registered members. The data were analyzed descriptively. The response rate was 40.4% (101/250). Brazilian physical therapists from the dermatology subdiscipline reported that they update themselves equally through scientific papers and courses, and access preferentially databases that offer scientific papers in the Portuguese language. Respondents believe they have sufficient knowledge to use evidence-based practice, inform patients about treatment options and consider their choices in the decision-making process. However, there were inconsistencies in responses regarding the experience with evidence-based practice during undergraduate or postgraduate degree, as well as having discussions about evidence-based practice in the workplace. The barriers most frequently reported were difficulty to obtain full-text papers, lack of quality of the scientific papers, applicability of the findings into clinical practice, lack of evidence-based practice training and difficulty to understand the statistics. Brazilian physical therapists from the dermatology subdiscipline have positive perceived behavior, believe that they have sufficient knowledge and skills, and have favorable opinion related to evidence-based practice. However, there are inconsistencies related to some aspects of knowledge and skills set. [ABSTRACT FROM AUTHOR]

The validity of sporting talent is hotly contested by those working, watching, and participating in sport in its variety of forms. Despite considerable research attention to understanding talent development in sport settings, the overall utility of this concept is not known. One of the reasons for this is that sporting talent has not been adequately conceptualized. This paper aims to provide a broad foundation for exploring talent in sport. Critical review. Prior work from psychology, sport psychology and sport science more generally are reviewed to develop a new conceptualization of talent in sport. We propose a multi-faceted conceptualization of talent as: innate (i.e., originating in biological elements present at birth), multi-dimensional (i.e., consisting of capacities from a range of broad cognitive, physical, and psychological categories), emergenic (i.e., involving interactions among factors that combine multiplicatively), dynamic (i.e., evolving across developmental time due to interactions with environments and random gene expression) and symbiotic (i.e., cultural and social factors will determine the ultimate value of an individual's talent). We also suggest several avenues for future research to determine the validity of talent in sport. • Talent remains the foundation of most athlete development systems. Yet, there is no sport-specific conceptualization of what talent is. • This paper uses the latest research from psychology, sport science and education to propose a multi-factorial model of talent in sport. • This model will help develop stronger and more robust research designs to determine the long-term validity of talent. [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]

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]

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]

This paper presents an empirical study examining the professional development needs of out-of-field mathematics teachers in the Irish context (n = 202). An online questionnaire gathered data on cohort demographics and confidence with regard to teaching mathematics. A paper-and-pencil test evaluated teachers' cognitive and conceptual proficiency with curriculum-aligned mathematical content. Low achievement levels and high occurrence of conceptual errors indicate inadequate subject content knowledge and difficulties with the content of the curriculum. Additionally, these teachers described themselves as either somewhat or very confident in teaching all content. The discrepancies which exist between confidence levels and content proficiency highlight the importance of designing appropriate professional development programs that are situated and practice based. [ABSTRACT FROM AUTHOR]

Game-based learning and 21st century skills have been gaining an enormous amount of attention from researchers and practitioners. Given numerous studies support the positive effects of games on learning, a growing number of researchers are committed to developing educational games to promote students’ 21st century skill development in schools. However, little is known regarding how games may influence student acquisition of 21st century skills. This paper examines the most recent literature in regard to game-based learning and identified 29 studies which targeted 21st century skills as outcomes. The range of game genres and game design elements as well as learning theories used in these studies are discussed, together with the range of indicators, measures and outcomes for impacts on 21st century skills. The findings suggest that a game-based learning approach might be effective in facilitating students’ 21st century skill development. The paper also provides valuable insights for researchers, game designers, and educators in issues related to educational game design and implementation in general. [ABSTRACT FROM AUTHOR]

• Theoretically-informed higher-order instruction has potential to improve driver safety. • Transtheoretical model (Goals for Driver Education/Self-Determination Theory) proposed. • Model aims to guide novice driver development of sustained higher-order skills. • Practical guide for instructor on-road training, with content and teaching strategies. • Teaching strategies integrated with the model and highlighted with real-world examples. Approaches to teaching young Learners to drive on-road often lack a strong, overarching theoretical framework. This paper proposes a transtheoretical model to guide instruction of higher-order skills – that are associated with reduced crash risk in young drivers – including established teaching techniques for effective instruction. Learnings from Self-Determination Theory (SDT) and the Goals for Driver Education framework (widely identified as best-practice but not effectively translated into practice) were integrated into the Higher Order Training supporting Competence, Autonomy, Relatedness (HOT-CAR) model. The model was empirically informed from naturalistic observation of professional in-vehicle lessons (n = 110) and a survey of young adolescent drivers (n = 1627). The HOT-CAR model is presented as a three-component framework that recognises learning to drive occurs within a broader system beyond the Learner and the instructor. The foundation of the model identifies the nature of the relationship between the Learner and the instructor that underlies the success of all other elements. The core of the model is the higher-order driving instruction approach including teaching strategies informed by SDT's needs-supportive model. The context for the model incorporates some of the immediate considerations relevant to instruction; for example, the graduated driver licensing system, automated vehicle features, and peer influence. An example of the application of the model is provided to reflect the immediate practicality of the HOT-CAR model to driver training. This contributes to the limited road safety literature providing a practical solution to Learner driver training that has potential to reduce the crash risk of young novice drivers. Importantly, the model has potential to be applied and adapted to education and other training environments where higher-order skills are a safety–critical component. [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]

Learning processes can be described by adaptive mental (or neural) network models. If metacognition is used to regulate learning, the adaptation of the mental network becomes itself adaptive as well: second-order adaptation. In this paper, a second-order adaptive mental network model is introduced for metacognitive regulation of learning processes. The focus is on the role of multiple internal mental models, in particular, the case of visualisation to support learning of numerical or symbolic skills. The second-order adaptive network model is illustrated by a case scenario for the role of visualisation to support learning multiplication at the primary school. [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]

• Identifies skills development as an under-theorised component of practice. • Defines skills development as a specific aim and form of practice. • Outlines a new social-systemic model of skills development. • Proposes a new approach for practice called collaborative skills development (CSD) • Details the implementation and evaluation of CSD in practice. • Demonstrates CSD as a new and viable approach to working with children and young people. There are signs that the potential of developing skills to address child or family based concerns is not being realised. In this paper, we critically analyse work with children and families to (1) identify skills development as an under-theorised component of practice, (2) define skills development as a specific aim and form of practice, (3) outline a new social-systemic model of skills development, and (4) propose a new approach for practice that we call collaborative skills development (CSD). The paper details an action research project we set up that embedded this approach as the foundation for a new service that sought to help children in, or on the edge of, state care within an established UK based organisation. We then present an evaluation of this project to analyse how this model of working helped and how and what we can learn about the theory of CSD. These findings support the theory and practice of CSD as a new way of thinking about and working with children and families. [ABSTRACT FROM AUTHOR]

Intelligence and cognitive abilities often denoted good thinking. However, critics of intelligence tests have long pointed out that the failures of rational judgments and decision-making imperfectly correlate with intelligence. Reviewing the work of Keith Stanovich and his colleagues, paper highlights the role of individual differences in judgment and decision-making. Paper presents a case for typical performance measure of cognitive ability besides thinking dispositions to explain variations in rational thought. Specifically, we examine and model the relationship between need for cognition (a measure of thinking dispositions), absorptive capacity (typical performance measure of intelligence) and normative decision-making tasks. [ABSTRACT FROM AUTHOR]

The paper deals with the hot issue of entrepreneurship education and describes the rationale behind the gamified and collaborative courses for university students conceived, developed and deployed in the framework of the eSG (stimulating entrepreneurship through Serious Games) project, funded under the EU lifelong learning (LLP) Programme. The project aims to help students becoming familiar, mainly through practice, with basic concepts of entrepreneurship and company management and to stimulate the emergence of their entrepreneurial attitudes. In the framework of the project specific courses mainly grounded on the concepts of gamification and collaboration were designed and carried out in three different partner countries: Italy, Spain and the Netherlands. The main objectives of the courses are presented in this paper and a theoretical model supporting the choice of Serious Games is shown which keeps into account usability, pedagogy and the entrepreneurship skills expressed by state of the art models. [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]

• Canada experienced a substantial productivity growth slowdown after 2000. • The slowdown could not be explained by investments in R&D, ICTs and intangibles. • The slowdown was mainly due to the retreat of aggregate technological frontier. • The retreat of technological frontier was driven by large and high-productivity firms. We study the post -2000 productivity slowdown in Canada. Due to data limitation, the causes of the slowdown have not been studied systematically. Unlike most previous studies that focus directly on the actual productivity, in this paper we decompose the actual productivity into two components: technological frontier and technical efficiency. Technological frontier measures the maximum level of productivity potential related to firm-specific technology development while technical efficiency reflects the ability/technique in achieving the potential. Using a constructed rich micro data, we find that Canada's productivity slowdown cannot be largely explained by factors such as R&D, ICTs and intangibles that are considered to be important to productivity. Instead, we show that the productivity slowdown in Canada was mainly due to the retreat of aggregate technological frontier, driven by large and high-productivity firms. [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]

Objectives The aim of this position paper is to discuss the role of affect in designing learning experiences to enhance expertise acquisition in sport. The design of learning environments and athlete development programmes are predicated on the successful sampling and simulation of competitive performance conditions during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to developing skill in sport, and based on the individual-environment relationship. In this paper we discuss how the effective development of expertise in sport could be enhanced by the consideration of affective constraints in the representative design of learning experiences. Conclusions Based on previous theoretical modelling and practical examples we delineate two key principles of Affective Learning Design : (i) the design of emotion-laden learning experiences that effectively simulate the constraints of performance environments in sport; (ii) recognising individualised emotional and coordination tendencies that are associated with different periods of learning. Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport. [ABSTRACT FROM AUTHOR]

• PEDro is a free global resource to support evidence-based physical therapy • PEDro indexes trials, reviews, and guidelines of physical therapy interventions • PEDro web-site, newsletter, videos, and social media are available in Portuguese • Trials are pre-appraised with the PEDro scale (Portuguese version available) • Keep up to date in 15 areas of practice with PEDro's 'Evidence in your inbox' The Physiotherapy Evidence Database (PEDro) is a free, preeminent, global resource to support evidence-based physical therapy. PEDro provides rapid access to randomized controlled trials, systematic reviews, and clinical practice guidelines evaluating physical therapy interventions. This paper describes the PEDro scale, PEDro contents, who uses PEDro, searching, browsing the latest content, and developing skills in evidence-based physical therapy. Strategies specifically developed to break down barriers for Portuguese-speaking physical therapists are emphasized. All trials indexed in PEDro are assessed for methodological quality using the 10-point PEDro scale. These ratings are used to rank search results. In August 2019 PEDro indexed 44,309 articles: 34,619 trials, 9004 reviews, and 686 guidelines. The number of trials is predicted to double by 2025. PEDro users come from 214 countries. Physical therapists in Brazil are the largest users (23% of all searches). Physical therapists are encouraged to use the PEDro advanced search page to find answers for their clinical questions. PEDro's 'Evidence in your inbox' allows physical therapists to browse the latest content. To assist users develop skills in evidence-based physical therapy, PEDro includes tutorials and a series of 'how to' videos. PEDro web-site is fully available in Portuguese and English. PEDro facilitates the use of high-quality clinical research by physical therapy clinicians, educators, students, and researchers. In 2019 PEDro celebrated its twentieth anniversary. Some enhancements to mark this milestone include launching a new database called DiTA (Diagnostic Test Accuracy) that focuses on the accuracy of diagnostic tests used by physical therapists. [ABSTRACT FROM AUTHOR]

Learning paradigms that use random basis functions provide effective tools to deal with large datasets, as they combine efficient training algorithms with remarkable generalization performances. The paper first considers the affinity between the paradigm of learning with similarity functions and the Extreme Learning Machine (ELM) model, and reformulates the mapping scheme of ELMs. A mapping scheme that better balances generalization ability and network size is a novelty point of the proposed approach, and represent a major advantage when targeting implementation on resource-constrained devices. A computationally efficient heuristic supports the training procedure, and suitably applies the theory of learning with similarity functions to the availability of consistent amounts of data. Experimental results on standard datasets confirm the effectiveness of the proposed approach. [ABSTRACT FROM AUTHOR]

Feilaifeng is listed as a cultural heritage site because of its abundant Buddhist statues possibly dating back to the Five Dynasties period (907 AD–960 AD). However, microorganism growth on the surface of stone results in esthetic and structural damage. Biocide treatment is commonly used to eradicate the microorganisms, and we assessed the effectiveness of four chemicals (benzalkonium chloride, octhilinone, tebuconazole, and thiabendazole) and two commercial biocides (ACTICIDE® 50 X (A) and AW-600) in inhibiting microbial colonization. The minimal inhibitory concentrations of various biocides were determined, and their efficacies were compared using the inhibition zone method. The most effective biocides were applied in situ to Feilaifeng Limestone, and the overall effects were monitored by photographic recordings and microbial cultures for a month. The factors affecting the efficacy of each biocide, such as thermal stability and loss-resistance, were also evaluated. The biocides varied markedly in their ability to inhibit the proliferation of different microorganisms. The three species of fungi tested herein demonstrated the highest susceptibility to octhilinone, but benzalkonium chloride showed the best antibacterial activity to the bacteria, Pseudomonas sp. Based on the results of in vitro assays, octhilinone, as well as its respective commercial product AW-600, were the best biocides for treating microorganisms, and 0.5% was the optimal concentration. Although the biocides on disc papers could be easily diluted by water, they were resistant to degradation by high temperatures. These findings suggest that frequent rainfall might have been the reason for the recolonization of microorganisms in a short time after octhilinone and AW-600 treatment in situ. Our results provide new insights on how to protect Feilaifeng Limestone, which is prone to damage caused by various microorganisms. [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]

With the knowledge learned from some labelled training images, zero-shot learning (ZSL) aims to recognize new visual concepts by leveraging some intermediate information for both seen and unseen classes. Despite the existence of various methods, few work tends to comprehensively evaluate the generalization ability towards some practical data, which is important for their popularization and application. In this paper, we illustrate that it is inadequate and unconvincing to evaluate the ZSL methods using the current fixed data split. 19 existing methods are investigated on two practical datasets using 5-fold cross-validation to evaluate their generalization performances. More specifically, to alleviate the hubness problem in the high-dimensional visual space, we propose a cosine distance-based objective function to learn the transformation from semantic to visual features. Extensive experiments on up to 9 practical subsets demonstrate that the proposed method significantly outperforms the other baseline approaches. [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]

• First theoretical and empirical discussion of how ability and job prospects affect effort. • Intriguing finding showing a lean-back effect in study behavior of talented individuals. • Contrariwise, employment prospects motivate students as theoretically predicted. • Official unemployment data allows for IV approach based on exogenous variations in outlook. • Theoretical modelling provides interpretation of empirical finding in conflict with prediction. This paper examines the decision-making process of students from an economic perspective to understand the determinants of an individual's willingness to provide effort. Our theoretical model predicts that ability and job market prospects are positive determinants. Analyzing a novel dataset on thousands of German students, however, we instead find that ability has a significantly negative effect on effort. It seems that the marginal gain of increasing effort in terms of higher expected income after studying is lower for high-ability students compared to low-ability students. In regard to the second determinant, the evidence rejects a similar argument, according to which great job market prospects may impair student effort. Applying an instrumental variable approach based on official unemployment data on regional labor markets, we can confirm our prediction on the positive role of perceived employment prospects in actual student behavior. [ABSTRACT FROM AUTHOR]

Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework and 21st-century skills in Europe have outlined the key competences for lifelong learning needed for all citizens, including teachers and students. In this perspective, Education plays a fundamental role in ensuring that citizens acquire the required skills. The objective in the common European framework is clear: to initiate a transition from the culture of knowledge to the culture of competence. Nowadays, technological advancement allows the researchers to create and combine different frameworks with the perspective of an even more tailored, and engaged education, some examples derived from the implementation of Virtual Reality (VR) and Augmented Reality (AR), in the combination of Gamification and AI, or the development of Intelligent Tutoring Systems (ITS) to foster and create an even more personalized learning and teaching. Following these premises, in this paper, we want to point out new research reflections and perspectives that could help researchers, teachers, educators (and consequently students) to reflect on the introduction of new technologies (e.g., artificial intelligence, robot tutors) and on how these can affect on human behavioral development and on the acquisition of new skills and competences (Specifically: Creativity, Critical Thinking, Problem Solving, and Computational Thinking) for the educational context. The analysis carried on, suggests a perspective on how creativity, critical thinking, and problem-solving can be effective in promoting computational thinking, and how Artificial Intelligence (AI) could be an aid instrument to teachers in the fostering of creativity, critical thinking, and problem-solving in schools and educational contexts. • Point out new research reflections and perspectives on the introduction of new; technologies (e.g., artificial intelligence, robot tutors) in educational context; • Outline activities and lines of research on Creativity, Critical Thinking, Problem Solving, and Computational Thinking; • Propose solutions to be able to implement AI and new technologies for the development of skills in human behavior; • Suggestions for implementing technologies in the school context; • The fundamental role of the network of schools in the European context. [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]