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We developed a 3D-printed phantom model for ultrasound-guided caudal block for educational or training purposes because there have been no reports of the 3D-printed phantom model for ultrasound-guided caudal block. This study aimed to identify the needs for the phantom model in a lecture and demonstration at hands-on training (HoT) to promote the use of caudal block for sufficient pain control during high-dose-rate intracavitary/interstitial brachytherapy for gynecological cancers. The sacrum and formwork were designed by computed tomography imaging. A 3D-modeling software program was used to create the sacrum and formwork. The phantom was solidified by injecting a gelatin-based gel. Ultrasonography was performed to visualize the sacral hiatus and puncture needle in the phantom. In October 2023, 10 radiation oncologists who did not perform caudal block in daily clinical practice from ten Japanese facilities participated in HoT on ultrasound-guided caudal block. After the HoT, questionnaires were distributed to each participant, and feedback was obtained through online channels. After receiving a lecture and demonstration on ultrasound-guided caudal block, 90% of the respondents would like to practice the procedure in their daily clinical practice. Moreover, 100% of the respondents would like to use the 3D-printed phantom model for ultrasound-guided caudal block for educational or training purposes. The 3D-printed phantom model for ultrasound-guided caudal block can be used in training and is in demand for facilities introducing caudal block. [ABSTRACT FROM AUTHOR]

Drug overdose deaths are a growing epidemic in the United States owing in part to inadequate support from health care systems. In response, the Veterans Health Administration (VHA) plans to implement syringe service programs (SSPs) across VHA medical centers. This SSP education project aims to positively affect health care staff perceptions regarding SSPs and reduce the stigma surrounding substance use. The purpose of this research was to allow Advanced Pharmacy Practice Experience (APPE) students to implement and assess an educational program regarding SSP enactment at this institution. Furthermore, the objectives of the educational program were to address the stigma associated with substance use and provide knowledge to staff about SSPs. Eleven complete and one abbreviated (no questionnaire) presentations were delivered by APPE students throughout the main facility and outpatient clinics, with presentations being delivered to physicians, nurses, and a range of other professions. APPE students developed educational content and pre- and postsurveys that were used to assess for changes in knowledge and perception surrounding substance use and SSPs. The primary outcome was to assess individual pre- and postprogram survey responses using mean, SD, and mean change to measure the impact that the presentation had on individualized stigma. A total of 104 completed surveys were analyzed in Microsoft Excel and subcategorized by profession; 10 of the 15 questions asked in the questionnaire yielded statistical significance when comparing pre- and postpresentation results (P < 0.05). A presentation method developed and delivered by APPE students resulted in a statistically significant change in perception and knowledge, proving to be an effective method for educating health care staff on SSPs. [ABSTRACT FROM AUTHOR]

This study utilized bibliometric analysis to examine the blockchain concept within the field of computer science as Blockchain development and cryptography in blockchain to support the IT sector with competitive professionals with advanced knowledge and skills in the field of blockchain development. At the same time, the study of the concept of blockchain will be carried out by analyzing the domain "Blockchain" using the method of intellectual analysis of texts that were provided by VOSviewer and R-based tool. The main objective of our study is to apply the bibliometric approach for analyzing the relevant literature during the specified period from 2017–2023, a reflection of 391 documents that appeared on the Web of Knowledge. The bibliometric search offered insights that revealed information about literature concerning the concept of blockchain on Blockchain development and Cryptography in blockchain. Overall, it shows a noticeable upward trend. Specifically, in our report, we've emphasized five major streams associated with topics like the byzantine fault tolerance, cloud computing and cryptography, cryptocurrency and smart contract, sharding blockchain, and fairness data trading. [ABSTRACT FROM AUTHOR]

We present scalable and generalized fixed-point hardware designs (source VHDL code is provided) for Artificial Neural Networks (ANNs). Three architectures are presented: multiply-and-add, multiplier-less, fully pipelined. In addition, we include two approaches for ANN binary layers: accumulation-based and fully pipelined. The fully customized hardware architectures allow for design space exploration to establish trade-offs among numerical format, processing time, resource usage, and numerical accuracy. Users can select the ANN architecture, ANN parameters (structure, weights, biases), the numerical format for both the input/output data in every layer and the network parameters (weights and biases). Results are presented in terms of resources, processing time, and numerical accuracy. The proposed architectures were implemented on modern FPGAs. These hardware designs are expected to be used as building blocks on a variety of applications such as CNNs and SNNs, as well as a platform for educational purposes. • Set of customizable RTL hardware designs for Artificial Neural Networks (ANNs) with real-valued and binary-valued inputs. • Users can select the ANN parameters, ANN structure, numerical format per layer. • Various approaches explored: multiply-and-add, fully parallel/pipelined, multiplier-less. • Trade-offs explored in terms of numerical format, hardware usage, arithmetic precision, and throughput. [ABSTRACT FROM AUTHOR]

• Imaging spectroscopy discloses the secrets of Picasso's painting "La Copa Blava". • Reflectance hyperspectral imaging enabled visualisation of earlier versions of the painting. • New-insights on the Picasso Blue period are gained with imaging spectroscopy. • Reflectance hyperspectral imaging has a potential for museums educational tasks. Reflectance hyperspectral imaging (HSI) in the Visible and Near-IR (VNIR) to the Short Wave IR (SWIR) ranges is acknowledged as one of the most effective techniques for non-invasive examination of paintings. Recently, in some important museums worldwide a new trend has emerged towards a more systematic use of reflectance HSI, which is applied as advanced imaging technique to attain at once analysis and documentation of the painted surfaces and inner layers. As an example of this trend, in the framework of the interdisciplinary program "Picasso: Blue Project" recently carried out at the Museu Picasso in Barcelona, a selection of paintings of the Blue Period (1901–1904) collection were revisited through the eye of cutting-edge analytical techniques, including reflectance HSI. The present paper focuses on the painting "The Blue Glass" (La Copa Blava, 1903), which was examined by using a high-performance reflectance HSI instrumentation. Under its visible surface, this iconic oil on canvas featured a stratification of different compositions that perfectly witnessed the Picasso's creative process. The HSI data enabled an unprecedented visualisation of the artistic metamorphosis of this painting. The well-known Picasso's creative practice of repainting on his own canvas was brought to the light by means of HSI images, which offered unique materials for visualising the hidden layers of the painting, by disclosing subsequent and unknown earlier versions and the artistic evolution of the painting. The outcomes of the project were disseminated in an exhibition, that addressed the ambitious objective of sharing with the wide public scholarly advanced knowledge hitherto gained on the Picasso Blue Period. Within this context, reflectance HSI proved to be exceptionally effective, not only for addressing analytical tasks, but also for educational purposes. [ABSTRACT FROM AUTHOR]

Faculty perceptions of librarians' contributions to students' research skills has been linked to frequency of librarian contact in the extant literature. Yet, to date, no studies have tested this hypothesis via a large-scale nationally representative data set. In addition, the hypothesis that faculty perceptions of librarians might also be a function of faculty course goals has yet to be tested. This current study analyzed the most recent Ithaka S + R US Faculty Survey responses to evaluate the relationship between librarian contact, course goals, and faculty perceptions of librarians' contributions. The analyses support the conclusion that perceived frequency of librarian interaction and faculty course goals are both associated with faculty perceptions of librarians' contributions to students' research skill development. Furthermore, this study unveiled a moderating effect between perceived frequency of librarian contact and faculty course goals; that is, one is contingent on the other. [ABSTRACT FROM AUTHOR]

We explore the transformative potential of generative language-based technologies in educational reform, moving beyond traditional cognitive transmission towards a more holistic and relational learning paradigm. Through Humberto Maturana's theoretical lens, we examine how generative AI can facilitate dynamic, learner-centred environments that emphasize relational understanding and structural coupling. We critique the prevailing focus on cognitive training and advocate for integrating the embodied, interactive nature of learning—encompassing both verbal and non-verbal communication—into educational practices. Generative language-based technologies are positioned as key tools for reshaping educational practices, enabling learners to transcend the constraints of present educational paradigms and foster a more integrated understanding of knowledge. By emphasizing social interactions and environmental engagement, generative language-based technologies promote more meaningful communication and connections. We also address significant challenges these technologies present, including risks to educational equity, ethical concerns, and the potential erosion of cognitive autonomy through over-reliance on AI tools. • Educational reform should shift from cognitive transmission to a process of relational self-formation. • Generative languages can facilitate the continuous development and refinement of lesson plans through ongoing interactions. • Generative languages can support educational reform at the grassroots level, ensuring it is thoughtful and relevant to the community. • By customizing generative languages through APIs and platform logic, we can transform our current understanding of education. [ABSTRACT FROM AUTHOR]

Recent societal changes have sparked a growing interest in teachers' professional ideologies and pedagogical practices in higher education. Our qualitative study examines how market-driven private higher education impacts teachers' professional ideologies. We have employed thematic analysis to interpret our data and generate themes. The themes explore eight teachers' diverse views on professional ideology, its importance in teaching, and the societal perception of private higher education. Participants also expressed concerns about the commercialization of higher education and societal biases against private universities. The study recommends implementing specialized management strategies and awareness campaigns to foster a professional culture that aligns with educational goals. • Study on Private Higher Education Professional Ideologies and Practices. • Examines impact of market-driven education. • Highlights societal biases against private universities. • Suggests specialized management and awareness campaigns. [ABSTRACT FROM AUTHOR]

• The teaching of academic registers without attention to instructional conditions can contribute to processes of minoritization and marginalization. • Here, we advocate for creating humanizing and just instructional conditions for learning through and about language at school. • We present what we call pedagogies of voices instructional principles that support educators and researchers to bring to fruition this vision for equitable and just language teaching. In this article, we engage with the question of how to create just and humanizing instructional conditions for learning through and about language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call Pedagogies of Voices (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students' multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students' ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call Critical Rhetorical Flexibility. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice. [ABSTRACT FROM AUTHOR]

To evaluate the impact of the innovative "3 + X D" structured report (SR) designed based on Bloom's taxonomy on the learning outcomes of radiology residents during standardized training. This is a prospective study that recruited 120 radiology residents from our hospital between 2020 and 2022. Randomly selected 60 residents from the 2020 grade to constituted the control group, and randomly selected 60 residents from the 2021 grade to formed the experimental group. The former group was trained utilizing the Free-text Reports (FTR) template, while the latter group received training with the "3 + X D" structured reports (SR) template. The learning outcomes of both groups was evaluated utilizing both objective and subjective measures. Objective assessments encompassed examinations of theoretical knowledge, diagnostic skills, and total scores, aligning with the cognitive domains of remembering, understanding, applying, and analyzing as outlined by Bloom's Taxonomy. Subjective assessments, on the other hand, comprised survey questionnaires administered to residents and feedback from clinical instructors, which correlated with the higher-order cognitive level of analyzing, evaluating, and creating within Bloom's Taxonomy. On 60 residents (mean age, 24.15 years ± 2.11[SD]; 25 male) from control group, and 60 residents (mean age, 24.58 years ± 1.88 [SD]; 27 male) from experimental group. Following the training, significant improvements were observed in the theoretical knowledge, diagnostic skills, and total scores for both groups (p < 0.001). Furthermore, the experimental group demonstrated significantly higher diagnostic skills and total scores compared to the control group (p < 0.001). However, no significant difference was observed in the theoretical knowledge exam between the two groups (p = 0.236). The questionnaire used for subjective assessments had good reliability (Cronbach α was 0.826) and acceptable validity (The KMO was 0.692). Additionally, the survey questionnaires indicated that the experimental group rated higher than the control group in terms of cultivating imaging thinking ability, diagnostic confidence, diagnostic speed, and the convenience of the templates (p < 0.001). Clinicians' feedback scores for the experimental group markedly surpassed those for the control group (p < 0.05). Utilizing the "3 + X D" SR template grounded in Bloom's taxonomy for training, the professional competency of radiology residents, particularly their diagnostic skills, saw a marked enhancement, successfully meeting the higher-level educational objectives. Consequently, the "3 + X D" SR template is highly recommended for the standardized training of radiology residents. [ABSTRACT FROM AUTHOR]

This paper introduces a numerical framework to model the 3D concrete printing process, considering critical factors, particularly the print path and interlayer interactions. Within this framework, a finite element model is automatically generated for an arbitrary 3D-printed object. This is achieved by voxelizing the bounding space, incorporating a zero-thickness interlayer cohesive zone, and pinpointing the active elements. Additionally, a print path-driven element segment algorithm is developed, allowing for sequential element placement in alignment with the print path during simulation, thereby mirroring the actual printing process. The model efficacy is demonstrated through two benchmarks, focusing on elastic buckling and plastic failure, where it agrees with existing experimental and numerical data. Using this validated model, the impacts of various printing parameters, such as print width, speed, path, and interlayer behaviors are explored, and an integrated toolbox for both educational and academic purposes is created. This toolbox is available at https://github.com/Baixi-Chen/3DCPProcessSimulaion.git. • Interlayer behavior is embedded in the voxelization of arbitrary geometry for 3D concrete printing process simulation. • A print path-driven element segment algorithm is proposed to reproduce a realistic printing process along the path. • The validated models reveal the impact of various print parameters and interlayer behaviors. • The whole numerical framework is integrated into a toolbox app for easy implementation. [ABSTRACT FROM AUTHOR]

In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions. To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives. One-hundred-and-seventy-four Chilean first-grade students in 26 schools. We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals. Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory. Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words. • Disciplinary words are very common in first-grade science and social studies materials. • Science words, but not social studies ones, contribute to mastery of educational objectives in first graders. • In addition to comprehension, science vocabulary supports application and use of disciplinary knowledge. • General academic words did not contribute significantly to educational objectives. [ABSTRACT FROM AUTHOR]

• Developed high-level and low-level activities to trigger learners' higher and lower cognitive states. • Proposed a deep learning model for the detection of higher and lower cognitive states associated with activities using EEG signals. • Combined EEG-based detection of learners' cognitive states with eXplainable Artificial Intelligence. • Improved an interpretable analysis method to understand brain activity characteristics associated with higher and lower cognitive states. • Provided valuable insights for understanding and evaluating higher-order thinking skills from a cognitive neuroscience perspective. The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners' higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners' cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners' development of HOTS. [ABSTRACT FROM AUTHOR]

• We conducted a 3 × 3 experiment with textual and visual stimuli of different fidelities. • We analyzed creative stimulus combinations' influence on creativity across three design phases. • We used behavior coding and linkograph to clarify creative stimulus combinations' influence on design process. • We highlighted the necessity of dynamically providing creative stimuli in conceptual design. During conceptual design, creative stimuli are an external source of inspiration to support students' ideation process. Although existing research has explored the roles of creative stimuli, they rarely consider the intertwined influence brought by stimuli's multiple characteristics, and overlook variations in stimuli's effectiveness at different design phases. To fill this gap, this research conducted a 3 × 3 experiment, involving 72 design students in a three-phase design process and presenting combinations of textual and visual stimuli at distinct fidelities. We assessed different stimulus combinations' influence on creativity, and employed behavior coding and linkograph to reveal students' behavior and cognitive patterns throughout the process. The results revealed the mutual influence between the fidelity of texts and images, and students commonly needed more concrete stimuli in later design phases. Furthermore, students provided with different stimulus combinations exhibited variations in time allocation for behaviors including task analysis, idea generation, and evaluation, and they employed distinct approaches to generate new ideas. These findings highlight the necessity for design educators to dynamically provide creative stimuli based on the design phase, educational objective, and students' state. [ABSTRACT FROM AUTHOR]

• Explore the impact of a ChatGPT-based critical thinking skill cultivation programme. • Draw on a post-humanist perspective. • The utilisation of ChatGPT assisted students in becoming spatially advised critical thinkers. • Students perceived ChatGPT as a valuable tool for enhancing critical thinking skills. • Students recognised the need for a balanced distribution of technology and human cognition to develop critical thinking skills. The use of ChatGPT for educational purposes is in its infancy, and its practical classroom application remains underexplored. While some studies have investigated the impact of ChatGPT on English as a Foreign Language (EFL) learners' critical thinking skills, they have not focused on structured pedagogical designs, leading to limited pedagogical insights. This study aims to fill this gap by examining specific pedagogical designs that leverage ChatGPT to cultivate critical thinking skills among 58 university EFL learners in Macau. Data were collected through pre- and post-tests of critical thinking skills and student reflection journals. Drawing on a post-humanist perspective, this study uncovered innovative results. While the statistical analysis of critical thinking tests suggested that the student participants did not experience significant changes in their critical thinking skills after attending the programme, findings from their reflection journals indicated that the utilisation of ChatGPT assisted students in becoming spatially advised critical thinkers. They perceived ChatGPT as a valuable tool for enhancing cognition and stressed the significance of maintaining a balance between technology and human thought processes to develop critical thinking skills. The findings offered a useful guide on how to use ChatGPT to enhance critical thinking skills and illuminated the influence of ChatGPT on the advancement of students' critical thinking skills. Implications for both research and practice were discussed. [ABSTRACT FROM AUTHOR]

Extensive research has been conducted in multiple surgical specialities where Virtual Reality (VR) has been utilised, such as spinal neurosurgery. However, cranial neurosurgery remains relatively unexplored in this regard. This work explores the impact of adopting VR to study External Ventricular Drainage (EVD). In this study, pre-recorded Motion Captured data of an EVD procedure is visualised on a VR headset, in comparison to a desktop monitor condition. Participants (N = 20) were tasked with identifying and marking a key moment in the recordings. Objective and subjective metrics were recorded, such as completion time, temporal and spatial error distances, workload, and usability. The results from the experiment showed that the task was completed on average twice as fast in VR, when compared to desktop. However, desktop showed fewer error-prone results. Subjective feedback showed a slightly higher preference towards the VR environment concerning usability, while maintaining a comparable workload. Overall, VR displays are promising as an alternative tool to be used for educational and training purposes in cranial surgery. [Display omitted] • Development of an interface for spatiotemporal Motion Capture data manipulation. • User assessment and comparison in Desktop vs Virtual Reality environments. • Significant effect of the environment condition on time taken for completion. • Significant effect of the environment condition on 3D marker placement precision. • Results suggest that each environment may be used depending on the task requisites. [ABSTRACT FROM AUTHOR]

Research on teacher communities (TCs) for professional development reports positive impacts on teachers' work and students' learning outcomes. However, the lack of conceptual clarity regarding the constitution of TCs has been highlighted by scholars. This ambiguity complicates the comparison and evaluation of the impacts claimed by different studies. This systematic review focuses on the operational definitions and indicators of TCs in empirical studies. Drawing on analytical models designed for TC comparisons, the review highlights the variance in the way studies have approached the concept, identifies gaps in explicit operational definitions and indicators of TCs and suggests areas for exploration in future research designs. This systematic review offers the range and the scope of definitions and indicators that exist in the empirical research and is useful in informing discussions about community development and future designs. • TCs foster professional development through collaboration and shared educational goals. • There is a notable lack of clear definitions for TCs, leading to inconsistent interpretations in studies. • TCs are defined by boundaries, memebrship and collective practices that improve teaching and learning. • Most common are interactional repertoire indicators, focusing on collaboration structures and knowledge exchange. • This paper provides an overview of defintions and indicators useful for future studies or community designs. [ABSTRACT FROM AUTHOR]

As the number of artificial satellites put into orbit around Earth is growing very rapidly for scientific, commercial, defence or educational purposes, the need to take measures to improve safety of space operations and to contribute to the long-term sustainability of outer space activities are becoming more and more important. This paper provides an analysis of the main identified challenges to be addressed by space traffic management (STM) and an overview of a set of actions considered to tackle those challenges. The complementarity of political guidelines, regulation, standardization and operational capabilities is discussed, taking into account the need to combine the expected efficiency of the proposed actions with European industry competitiveness and also national and European security constraints. [ABSTRACT FROM AUTHOR]

Background and Purpose Of the Study: The use of social media that facilitates access to surgical training is increasing among general practitioners/surgeons. The present study aimed to evaluate the educational quality of videos on social media and the medical education websites in terms of trabeculectomy surgery.Methods: In this cross-sectional and register-based study, the term "trabeculectomy" has been searched on 22 websites containing medical surgery training videos. Demographical features and descriptive statistics of videos are noted. All videos were evaluated independently by two ophthalmologists according to DISCERN, Journal of American Medical Association, and Global Quality scoring system. The main 11 steps of trabeculectomy surgery were taken into consideration in each video and Video Quality Score was determined based on these steps.the Main Findings: In total, 731 videos were watched and 634 were excluded and 97 videos were included in the study. The total quality of all videos according to DISCERN, JAMA, GQS, and VQS scores were 31.6 ± 9.1 (poor quality), 1.3 ± 0.4 (poor quality), 2.6 ± 0.9 (fair quality), and 6.9 ± 2.1 (poor quality) respectively. Only 6 of the 97 evaluated videos included all the steps of trabeculectomy surgery. Videos have longer duration, videos with narration or videos with descriptive subtitles were found to be significantly higher quality than those are not.Conclussion: The educational quality of internet videos may be far from the quality it should be and it is indisputable that it is necessary to be able to access surgical educational videos that are peer-viewed and whose quality is not doubted. [ABSTRACT FROM AUTHOR]

Although farmers markets are often described in relatively homogenizing terms, there is nonetheless significant diversity in their form and function, and that diversity remains underexamined within the academic literature. Drawing on document analysis of a novel dataset of Oregon farmers market organization's vendor rules and regulations, this paper challenges commonly-held assumptions about the values often assumed to be inherent to alternative food networks and embedded forms of exchange. In examining the stated mission, values, and goals of farmers market organizations, this study found that geographic proximity, economic, and community-oriented values and goals predominated. Farmers market organizations showed comparatively less focus on values such as equity, health, and sustainability. These findings are surprising, given how frequently farmers markets are equated with ethical and sustainable consumption. Additionally, this paper presents empirically-driven findings related to how farmers market organizations define and codify the parameters of local vendors, local food, and direct-to-consumer sales, and how markets use standards and regulations to advance a vision of 'good food' that centers on quality, authenticity, scale of production, health, sustainability, and ethics. • Analysis of a novel dataset of 87 farmers market organization's regulatory documents. • Markets show substantial heterogeneity in their form, function, and regulations. • Strategic rules and regulations are used to define the marketplace. • Farmers markets emphasize geographic proximity, economic, and community goals. • Fewer markets prioritize sustainability, equity, health, and educational goals. [ABSTRACT FROM AUTHOR]

Background/purpose: The Accreditation Council for Graduate Medical Education (ACGME) milestones have been implemented in residency training worldwide. We investigated the development of individual competency in first-year residents (R1) and second-year postgraduate students (PGY2) who received internal medicine training in Taiwan.Methods: A multicenter observational cohort study was conducted to evaluate the competency-based milestone evaluation designed by the Taiwan Society of Internal Medicine in 2019. The evaluation was based on the ACGME-accredited milestone ratings. Periodic evaluation of milestone achievements of R1 and PGY2, who entered the internal medicine residency training at six medical centers, was performed. Each resident was evaluated every 3 months.Results: Among the 98 R1 enrolled in 2019, substantial improvement in sub-competencies, including skill in performing procedures (Patient Care 4), clinical knowledge (Medical Knowledge 1), knowledge of diagnostic testing and procedures (Medical Knowledge 2), and identify impact the cost of health care and practices cost-effective care (Systems Based Practice 3) during the two years of training. Among the 107 R1 and 46 PGY2 enrolled in 2020, no significant difference in baseline milestone ratings was observed. However, the milestone assessments of R1 in 2020 showed improvement in nearly all sub-competencies compared with the stationary status of PGY2 in 2020.Conclusion: We demonstrate the application of ACGME-based accredited milestone ratings to target the educational goals of internal medicine residency training in Taiwan. Differences in milestone ratings between different PGY training systems exist. The long-term impact of performance among different PGY training systems requires further investigation. [ABSTRACT FROM AUTHOR]

The paper presents a study of ready-made solutions and ways to use virtual reality (VR) technologies in training specialists. Due to the lack of tools that meet the needs of such preparation in the field of information security (IS), when students study network attacks and ways of protection against them, a training and laboratory complex using the Unity development environment for educational purposes were developed. It is intended for a detailed study of current network attacks implementation and development of protection measures against them. The educational and laboratory bench includes a VR testbed and its algorithmic support successfully tested in the educational process of the the National Research Nuclear University MEPhI (Moscow Engineering Physics Institute) within the framework of the discipline "Secure Information Systems". [ABSTRACT FROM AUTHOR]

The ability to predict the effective material property of composites with periodic micro-structures based on homogenization theory has been an effective method to analyze structures with complex heterogeneities. Homogenization codes have been made available for educational purposes including the homogenization code for the prediction of effective elasticity and thermal material properties in MATLAB. The aim of this educational paper is to present a Python version of the existing homogenization code and provide detailed diagrams of its key modules extending its ability to conduct analysis and design studies possibly via integration into commercial FEM software. Python has become a popular programming language due to its wide applicability to several disciplines, its portability, its flexibility by means of programming paradigms, its open-source nature, its well-documented libraries, and its easy-to-learn syntax. To increase the applicability and community reach of the homogenization algorithm presented, we provide a Python translation of the well-known MATLAB implementation. By doing so, we aim to increase the integration potential and adaptability of the homogenization approach to other computing packages and target adoption by a wider audience by leveraging the advantages of basing the solution on a free and open-source platform. • This paper presents a Python code for 3D homogenization of elasticity and thermal conductivity: HomPy. • Detailed flowcharts and key modules for numerical homogenization code are given. • The code is accessible as a free and open-source platform. • Homogenization capability is presented for unit-cell lattices with multi-material constituents. [ABSTRACT FROM AUTHOR]

In this study, we introduce a plan about the application of various realities for future educational purposes. To start, we provide an overview for three types of realities [Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR)] and clarify their relationships to each other. Then we classify VR tools into three types and focus on the integrated stand-alone type and prepare a plan for its educational application. Finally, we discuss important factors that could contribute to the examinees' educational outcomes in the future. [ABSTRACT FROM AUTHOR]

Digital transformation has become one of the main goals of educational institutions, particularly higher education institutions, in recent years. The research concludes finally solving the problem cited i.e., the world is on transformation mostly because of the digital development and diversification, where the higher education is also shifting as a compelled switch over in methodological approaches, and it needs an assessment for the decision criteria with a proper process and the justification. The research is quantitative in nature and is conducted with a sample of 462 teachers engaged in higher education in Poland. The statistical test Anova has been the main base for concluding the outcome. One of the research question and objective is about the real assessment of decision criteria in paradigm shift in higher education is answered with these variables showing a varied opinion that the paradigm shift has been there in the higher education, still it is not in the unfulfilled state. Poland's higher education sector is digitally transformed in their activities of teachers, where everyone has shifted their teaching pedagogy to online. [ABSTRACT FROM AUTHOR]

Introduction: Burn injuries remain common in the world, with an average of more than thousands of cases requiring medical attention each year. Singapore sees an average of 220 burns admissions annually. Given the high number of burn cases in Singapore, the authors identified that there is a need for more public awareness on first aid burn treatment. Acute management of burns can improve eventual patient outcome. The authors devised a simple mnemonic that can be used in burns education for first aid treatment, intended to be taught to trained personnel, who will have the first contact with these burn patients. The aim of the study was to assess the viability of implementing this mnemonic, B.U.R.N.S, to facilitate first aid education for burns.Material and Methods: In this study, we presented this mnemonic as a poster to 30 full-time burn care medical professionals. Feedback was then obtained from this group of medical professionals and used to revise the mnemonic. The mnemonic was then subsequently taught to 400 medical professionals, who are predominantly involved in the pre-hospital management of burns. They are then asked to reiterate the mnemonic to test the ease of remembering the mnemonic. Objective feedback was obtained with a 5-point scoring system.Results: The results indicated a significant improvement in burn first aid knowledge after the implementation of the mnemonic, from a score of 3.67-4.77, The content was deemed as appropriate and easy to understand and recall, and participants were able to reiterate the content, and will recommend this mnemonic to be used for burns teaching for first aid.Conclusion: The study results suggest that this B.U.R.N.S. mnemonic and visual aid is simple and easy to apply, especially for uniformed personnel, as these individuals may have the first contact with the burns victims, and it is important for them to render the appropriate burns first aid treatment. Overall, burns first aid awareness and education can be improved with the implementation of this mnemonic and poster. Moving forward, we aim to integrate the B.U.R.N.S. into educational programmes in professional institutions involved in responding to burns (medical and nursing schools of Singapore), as well as in schools and public institutions, for educational purpose to raise public awareness. We wish to also be able to do so on an international level when courses are conducted. [ABSTRACT FROM AUTHOR]

During the last two years, marked by the COVID-19 pandemic, education was almost entirely pushed to online learning. Different online platforms, software and applications were used by instructors to accomplish the objectives of educational curricula. However, these tools do not provide a complete view on the learners' progress in accumulating skills and competences since there are no instruments to measure the efficiency of the remote educational process. This problem can be resolved by integrating collaborative facilities using decision-making modules in the digital space of e-learning. This paper emphasizes the importance of decision support systems in online education. [ABSTRACT FROM AUTHOR]

With the initiative of the ACR International Economics Committee, a multinational survey was conducted to evaluate radiology residency programs around the world. A 31-question survey was developed. It included: economic issues, program size and length, resident's activities during daytime and call, academic aspects including syllabus and examinations. Data was tabulated using the forementioned thematic framework and was qualitatively analyzed. Responses were received from all 17 countries that were invited to participate (France, Netherlands, Israel, UK, Russia, USA, Japan, India, Germany, Canada, Turkey, Croatia, Serbia, Italy, Ireland, Hungary, and Greece). Residency length varied between 2 and 5 years. The certificate of residency completion is provided by a local hospital [4/17 (23%)], University [6/17 (36%)], National Board [6/17 (36%)], and Ministry of Health [1/17 (6%)]. There was variability among the number of residency programs and residents per program ranging from 15 to 300 programs per nation with a 1–700 residents in each one respectively. Salaries varied significantly and ranged from 8000 to 75,000 USD equivalent. Exams are an integral part of training in all surveyed countries. Length of call varied between 5 and 26 h and the number of monthly calls ranged from 3 to 6. The future of radiology was judged as growing in [12/17 (70%)] countries and stagnant in [5/17 (30%)] countries. Radiology residency programs worldwide have many similarities. The differences are in the structure of the residency programs. Stagnation and uncertainties need to be addressed to ensure the continued development of the next generation of radiologists. There are many similarities in the academic aims and approach to education and training of radiology residency programs worldwide. The differences are in the structure of the residency programs and payments to individual residents. • The educational goals in all countries are aimed at training an independent radiologist. • Although there are major similarities among training programs worldwide there are some significant differences. • Among the countries, there was variability among the number of residency programs and residents per program. • Taking call was an integral part of residency. Variability was significant with differences in resident responsibilities. • Most trainees will recommend radiology as a profession but stagnation and uncertainties need to be addressed. [ABSTRACT FROM AUTHOR]

Sensor-supported systems have been adapted for various domains, such as healthcare, sports, and education. In this paper, we propose a conceptual reference model of sensor-supported learning systems dimensions based on a review of recent articles in this field. The reference model is based on the identification of different observable properties of learning systems, how sensors are used to support learning, and educational objectives. The proposed reference model can be used to represent the capabilities of current sensor-supported learning systems and provide a basis for the development of future systems. [ABSTRACT FROM AUTHOR]

The 2024 Tools & Technology forum underscores the significant role of emerging writing technologies in shaping writing assessment practices post-COVID-19, emphasizing the necessity of ensuring that these innovations uphold core principles of validity, fairness, and equity. AI-driven tools offer promising improvements but also require careful consideration to ensure that they reflect writing constructs, align with educational goals, and promote equitable assessment practices. Validity is explored through dimensions such as construct, content, and consequential validity, raising questions about how assessment tools may capture the complexity of writing and their broader impacts on educational stakeholders. Fairness in writing assessment is examined with regard to cultural responsiveness and accessibility, and how assessment tools may be designed to accommodate various student needs. Equity extends these considerations by addressing systemic inequities and promoting assessment practices that support diverse learning styles and reduce barriers for marginalized students. The reviews of three assessment tools—PERSUADE 2.0, EvaluMate, and a web application for systematic review writing—illustrate how innovations can support valid, fair, and equitable writing assessments across educational contexts. The forum emphasizes the importance of ongoing dialogue and adaptation to create inclusive and just educational experiences. • Reflects on technological and pedagogical advancements in writing assessment. • Considers issues of validity, fairness, and equity related to use of digital tools. • Considers dimensions of and questions related to construct, content and consequential validity. • Explores issues related to fairness and equity in assessment technology design and use. [ABSTRACT FROM AUTHOR]

Drawing on the control-value theory, the study investigated how achievement emotions (i.e., enjoyment and anxiety) were predicted by their proximal antecedents (i.e., control appraisal, intrinsic value appraisal, and extrinsic value appraisal) and distal antecedents (i.e., achievement goals: mastery-approach goal, mastery-avoidance goal, performance-approach goal, and performance-avoidance goal) in a Chinese EFL context. A total of 2268 Chinese university students participated in a questionnaire survey. Path analyses show that enjoyment was predicted by all the above-mentioned achievement goals and appraisals, while anxiety was not predicted by extrinsic value appraisal and mastery-avoidance goal. Results also show that control-value appraisals partially mediated the relationships between three achievement goals (mastery-approach goal, mastery-avoidance goal, and performance-avoidance goal) and the two achievement emotions. These findings elucidate the mechanism underlying the instigation of emotions, instantiating the control-value theory in the specific EFL context. The findings also provide insightful pedagogical implications for L2 emotion intervention. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a complex neurological condition that significantly impacts individuals' daily lives and social interactions due to challenges in verbal and non-verbal communication. Game-based tools for psychological support and patient education are rapidly gaining traction. Among these tools, teaching social skills via serious games has emerged as a particularly promising educational strategy for addressing specific characteristics associated with autism. Unlike traditional games, serious games are designed with a dual purpose: to entertain and to fulfill a specific educational or therapeutic goal. This systematic review aims to identify and categorize serious computer games that have been used to teach social skills to autistic individuals and to assess their effectiveness. We conducted a comprehensive search across seven databases, resulting in the identification and analysis of 25 games within 26 studies. Out of the 104 criteria assessed across these studies, 57 demonstrated significant improvement in participants. Furthermore, 22 of these studies reported significant enhancements in at least one measured criterion, with 13 studies observing significant improvements in all assessed outcomes. These findings overwhelmingly support the positive impact of computer-based serious game interventions in teaching social skills to autistic individuals. [Display omitted] • This review analyzed studies on serious games in social skills train to autistic individuals. • 22 among 26 studies found at least one significant improvement in the measures. • A significant improvement observed in 57 of the 104 criteria in these studies. • It concluded that serious games are effective in social skills of autistic individuals. • For future studies, study design and scientific games design should be considered. [ABSTRACT FROM AUTHOR]

Cam design is a fundamental part of the Mechanism and Machine Theory (MMT) and is included in the vast majority of MMT books. Cam profile design is usually determined with graphical and analytical methods. Graphical methods are didactically very successful to introduce the theory of cam profile generation in a simple way. In turn, analytical methods allow computer implementations of cam profile generation in order to reproduce it accurately. Most modern MMT books describe analytical methods using geometric equations and envelope theory. However, the analytical profile definition depends on the specific type of follower and there is a lack of a general formulation. This work presents a unified and general analytical formulation for the disk cam profile determination. Based on the Instantaneous Center of Rotation and the kinematic inversion, the formulation provides analytical expressions of the cam profile and is applicable to any type of follower. Thus, the unified formulation can be used in forthcoming books on this discipline. • MMT books have a lack of a general analytical formulation for cam profile design. • An analytical and compact formulation for cam profile design is proposed. • The formulation is based on the use of the Instantaneous Center of Rotation (ICR). • The ICR is a powerful tool for analytical cam profile design. • The method is proposed as an alternative to teach analytical cam profile design. [ABSTRACT FROM AUTHOR]

Robots have been heavily utilized in many industries, including education. However, the determinants driving robot adoption for educational purposes, particularly in developing countries, are not yet well understood. Additionally, the existing literature does not examine the fitness between robot capabilities and education-related tasks. Therefore, this research integrates the extended unified theory of acceptance and use of technology (UTAUT2) and task-technology fit (TTF) to examine robot adoption in higher education. Based on 177 responses collected from university students, the proposed model is verified using a hybrid structural equation modeling and artificial neural network (SEM-ANN) approach. The findings indicated that effort expectancy is positively affected by individual technology fit and task technology fit. Further, performance expectancy is significantly driven by task technology fit, but not individual technology fit. The results also supported the role of performance expectancy, social influence, facilitating conditions, and hedonic motivation in affecting behavioral intention, with a variance of 65% in the latter. With a normalized value of 94.5%, the ANN results revealed that social influence is the most important factor affecting robot adoption. These empirical findings provide several theoretical contributions and will help higher education institutions to promote students' adoption of robots while enhancing their practical value. • We examine the factors affecting robot adoption in higher education. • UTAUT2 and TTF were adopted and integrated. • Data were collected from university students and analyzed using SEM-ANN. • Most of the hypothesized relationships were supported. • The factors explained 65% of the variance in behavioral intention. [ABSTRACT FROM AUTHOR]

Using Comprehensive Meta-Analysis 3.0 (CMA 3.0), this paper systematically reviews and analyzes 48 empirical studies on the relationship between digital device use and academic performance among adolescents, conducted between 2001 and 2022. It focuses on the types and modes of digital device use (such as categories of device, and location, duration, and purpose of use), and takes into account the inherent variations therein. Overall, it finds a positive correlation between digital device use and adolescent academic performance (r = 0.25). Further, when used for educational purposes, the former is positively correlated with the latter (r = 0.12), but when used for entertainment and socializing, or for gaming, the correlation is negative (r = −0.10; r = −0.16). The longer the duration of digital device use, the lower the academic performance (r = −0.10). Moderating effects reveal that factors such as gender, age, grade level, nationality, data sources, and academic performance measurement tools play a significant influencing role in this relationship. • We confirmed the "narrowing digital inequality" hypothesis. • How effectively digital devices are used may influence academic achievement. • School digital device usage was negatively correlated with academic achievement. • Home digital device usage was positively correlated with academic achievement. • Educational purposes usage was positively correlated with academic performance. [ABSTRACT FROM AUTHOR]

Information literacy instruction in libraries is organized by the ACRL Information Literacy Competency Standards. Currently under revision, these Standards define a set of external, abstract learning objectives that have been productive of a teaching role for librarians. Simultaneously, the Standards have generated a substantial critical literature that contests the objectives as a “Procrustean bed” that distracts from the particular teaching and learning contexts. This paper offers an alternative organizing heuristic for instruction in libraries. Kairos is an ancient Greek theory of time married to measure. Used by both Plato and the Sophists to understand the emergence of truth from context, kairos has been deployed by composition studies to gain a critical perspective on teaching student writing. Used to understand the context that generated both the first set of Standards and their revision, kairos can usefully direct the energy of teaching librarians toward their particular students and classrooms. [ABSTRACT FROM AUTHOR]

Are digital technologies affecting how we learn, what we know, and how we remember? We examine three aspects of these questions: the impact of the internet on cognitive skills, the way GPS is reshaping abilities to navigate physical space, and differences between digital and print reading. The goal of the analysis is to understand potential effects of digital technologies on educational practices and goals. We begin by reviewing research demonstrating the growing tendency to depend on digital devices and the internet to do our remembering for us. Regarding GPS, there is mounting evidence that reliance on GPS devices reduces our ability to navigate physical space on our own. Worryingly, studies indicate correlations between decreased navigational skills and dementia. Finally, the article documents how digital reading tends to lead to a more superficial approach to text than traditional print. Technologies have consequences, including in education. If digital technologies lead to diminished memory, lower our ability to find our way in physical space, and foster shallower reading, we need to consider the consequences for both formal and informal learning. • Digital devices and the internet lead us to depend on them to remember for us. • Reliance on GPS reduces our own ability to navigate physical space. • Decreased human navigation skills correlate with dementia. • Digital screens foster shallower reading than do print texts. • Digital technologies potentially undermine educational goals. [ABSTRACT FROM AUTHOR]

We develop metrics for measuring the quality of synthetic health data for both education and research. We use novel and existing metrics to capture a synthetic dataset's resemblance, privacy, utility and footprint. Using these metrics, we develop an end-to-end workflow based on our generative adversarial network (GAN) method, HealthGAN, that creates privacy preserving synthetic health data. Our workflow meets privacy specifications of our data partner: (1) the HealthGAN is trained inside a secure environment; (2) the HealthGAN model is used outside of the secure environment by external users to generate synthetic data. This second step facilitates data handling for external users by avoiding de-identification, which may require special user training, be costly, or cause loss of data fidelity. This workflow is compared against five other baseline methods. While maintaining resemblance and utility comparable to other methods, HealthGAN provides the best privacy and footprint. We present two case studies in which our methodology was put to work in the classroom and research settings. We evaluate utility in the classroom through a data analysis challenge given to students and in research by replicating three different medical papers with synthetic data. Data, code, and the challenge that we organized for educational purposes are available. [ABSTRACT FROM AUTHOR]

The authors report their experience regarding parotidectomy performed under a three-dimensional-high-definition (3D-HD) exoscope, with the aim of evaluating its effectiveness in parotid surgery. This is a prospective study on nine patients treated by the same surgeon. All patients underwent parotidectomy for extrafacial primary tumours without preoperative involvement of the skin or of the facial nerve from March 2019 to June 2019 with the use of a 3D-HD exoscope. Magnification was variable from 8x to 30x with direct vision supplied by a 3D monitor. Six men and three women, mean (range) age 47.8 (19-74) years underwent parotidectomy. No patient experienced postoperative complications or definitive facial palsy. The mean (range) time of surgery was 149.4 (115 - 210) minutes. The 3D exoscope represents a valid alternative to the operative microscope or surgical loupe for parotid surgery. It is a light instrument allowing for precise surgical dissection of the parotid region by reducing the risks for iatrogenic lesions of the facial nerve using a real 3D magnification of the anatomical structures in HD. Furthermore, its use does not prolong the operative time and shows high potential for training and educational purposes since the operating room staff can better perceive the procedure and the surgeon's fine gestures. Although the preliminary applications show promising results, there is still a need for wider scientific validation. [ABSTRACT FROM AUTHOR]

• A serious escape game based on cards has been created for the preparation of stirring labs. • The implementation was successful: learners became autonomous, very efficient and were excited about the pedagogical game. • The game material is fully available in French and in English for use in other contexts. This paper presents feedback on the implementation of an educational escape game to replace the first hour of a 4 -h lab session. Two problems were encountered when teaching stirring in chemical engineering labs: on the one hand, learners had difficulties preparing calculations before practical work, as they were unable to find out by themselves how to calculate dimensionless numbers from measured quantities; on the other hand, manipulations during stirring labs are extremely easy or even boring: learners just have to implement the tank, vary the rotation speed, read the torque value, change the stirrer and start over. The goal of the educational escape game we have developed was to make the working data of the lab meaningful by preparing the lab session with the learners for one hour. We also wanted to make them autonomous during the lab session and make the stirring lab session less boring. With the introduction of this one-hour game, the lab session was reduced to three hours; this was not a problem however because -thanks to the game- the learners were much more efficient and got straight to the point during the practical work. The game "Carnivorous Yoghurts" is a card game, along the lines of popular domestic escape games, developed by one teacher and two pedagogical engineers. The implementation of this educational game was successful: the learners became totally autonomous, very efficient and they were excited about the game. The engineering skills of stirring labs are still acquired, probably in slightly greater depth thanks to the "flow" effect; traditional soft skills achieved during labs are strengthened (teamwork and communication) and new soft skills are acquired (cooperation and decision co-construction). [ABSTRACT FROM AUTHOR]

The concept of e-sport has been popular over these years. The e-sport industry reached more than one billion US Dollar of market share in 2019 and expecting significant growth over the next years. E-sports has become one of the most growth potential projects that provide the innovation and may attract investment in this current era of digital-electronics industry. This also leads to the growing number of people who are interested in craving their career in the e-sport industry (e.g. as professional players). However, a recent study shows only a number of people who are aware and know how to pave their way towards professional players profession. Not many people know what to expect, how to prepare, and what to do if they wanted to become a professional player in e-sport industry. Hence, this research aims to provide education about the e-sports' career path by developing a mobile-based game application. The main objective of this application is to make the character become a professional player. The results of this research indicate that the proposed game helps players to understand more on the e-sport industry. The players also become more motivated to become a professional player in e-sport industry after they played the game. [ABSTRACT FROM AUTHOR]

Studying is a part of a student's life, but not everyone enjoys studying. The long texts and unappealing content make the students lose their interest. To resolve this problem, we suggest changing the conventional method of studying to a new way using Augmented Reality (AR) as a learning tool. Some literatures have used AR technology to help students learn some new concepts. By combining the digital and physical environment, studying activity can be more fun for students. This paper would like to evaluate the effectiveness and the results of using AR in educational purposes by conducting Systematic Literature Review (SLR). The relation between authentic learning and AR is also considered. Based on our study, we can conclude that using AR as a learning tool help student to learn better for certain subjects. This is mainly by visualizing abstract concepts to be 3D object. Therefore, AR can be used to learn concretely the structure of abstract concepts. Furthermore, students think that AR is interesting and gave them the motivation to study more. The students can also easily remember and recall information because the experience is more engaging. In general, AR is more effective as medium of the learning media because the students can see the reproduced real objects in learning and practicing. Further research and development will make AR a more promising learning tool in the future. [ABSTRACT FROM AUTHOR]

In an educational context, the use of address terms indicating familiarity is one factor that contributes to a friendly classroom environment. The current study investigates the use of the address terms mate and guys in a corpus of classroom discourse in a vocational institution in New Zealand. Findings reveal that in addition to mate employed to address one person, and guys employed to address many people, these two address terms had very different functions. Guys was used to attract students' attention, to indicate the start of, end of, or change in task, and to emphasize important content, while mate functioned largely in mitigating face threats and in affective functions, such as encouragement and praise. This study shows how the use of these address terms facilitated the tutors' achievement of these functions, which are all central to teaching. • The use of familiarizing address terms supports teachers' educational purposes. • In a vocational institution, address terms guys and mate served different functions. • Guys attracted student attention, signaled changes in task, and emphasized content. • Mate mitigated face threats and served affective functions like encouragement. [ABSTRACT FROM AUTHOR]

Recently there has been a trend towards English-medium instruction (EMI) with increasing numbers of programs taught in English (Wächter & Maiworm, 2014). At the same time, there has been a long tradition of ESP courses aiming at preparing students for effective academic and professional communication. In an increasingly internationalized context, it is necessary to reappraise current ESP courses in order to find out the extent to which they are adapted to the ever-changing needs of engineering graduates in a globalized world. Within this context, this study looks at the impact of ESP courses on university students of engineering in two European universities (Spain and Austria). Specifically, our research was based in three campuses: two campuses from Universitat Politècnica de Catalunya (Spain), UPC-Vilanova (n = 52) and UPC-Barcelona (n = 26), and a third campus at FH Joanneum University of Applied Sciences (FHJ) in Austria (n = 17). This research set out to track participants' perceptions of how ESP courses prepared them for academic communication in general and EMI in particular (N = 95). Data stem mainly from surveys administered both at the start and at the end of an ESP course. Students were asked about their perceived initial level of proficiency, their expectations, and their learning objectives (first survey, T1) as well as their perceived development in the different skills, the degree of fulfilment of their initial learning objectives, and their evaluation of the ESP course as preparation for international academic and professional communication (second survey, T2). These data were complemented with qualitative diary entries from students (n = 7) who reflected on their learning at different stages of their ESP course. Results point to overall satisfaction with ESP courses and greater awareness of the nature of specialized communication and yield deeper insights into students' strategies and areas where ESP can contribute to better student preparation and empowerment. • Students perceive their ESP courses as good preparation for future academic and professional communication. • Students show awareness of the importance of technical communication. • Students report boosted confidence in using English. • Students are aware of need to further improve their English. • Higher proficiency students also appreciate the ESP training received. [ABSTRACT FROM AUTHOR]

Engineering and technological innovation is the main instrument to influence people's needs and culture in turn leads to society advancement. The Authority of India has recently taken strong steps to rejuvenate the higher education sector with a focus on quality and excellence. One of the significant aims of higher education is to provide the community with an opportunity to reflect on the critical, social, economic, cultural, moral and spiritual issues facing humanity. It contributes to national development through dissemination of specialized knowledge and skill. Due to rapid technological and cultural changes, traditional way of learning is no longer satisfactory. Thus disruptive technology takes place an important role in Engineering education through skill development. Country needs good trained Engineers to face the challenges of the century. Engineers must have an understanding of people with different backgrounds, different cultural values and must be able to interact with them effectively. As academician, teachers should transform engineering learning through disruption for continuous progress. [ABSTRACT FROM AUTHOR]

The work in this paper primarily focuses on how the Multimedia Presentation elements can be applied and hence, used for engineering educational purposes. Undoubtedly, the conventional approach of the teaching-learning system has proven to be helpful. However, with the introduction and usage of Multi-Media Presentations, the restructured engineering educational system has been made more interesting, creative, and impressive. The use of elements like audio, video, text, and animation provides liberty to the learner to record/reuse the information as and when required. Thus, the paper presents Multi-Media Presentations that can be helped in the engineering education system to evolve into a better platform as compared to the traditional system. The data has been collected from the engineering institute situated in Punjab to validate the results. [ABSTRACT FROM AUTHOR]

• Utilizes Foucault's neoliberal governmentality to examine the 'English Works!' program brochures, elucidating their role in constructing the "new worker-self" in the Pakistani context. • Discursive strategies like student testimonials and skill emphases identified as mechanisms that advocate for market-oriented skills and individual agency. • Alignment observed between the brochure's message and global narratives of the "new worker-self," particularly in equipping individuals for the contemporary labour market. • Raises critical concerns about the program's focus, suggesting that it may inadvertently perpetuate socio-economic inequalities by marginalizing broader educational goals. • Questions the exclusion of attributes such as critical thinking, social engagement, creativity, cultural awareness, and social responsibility from the program's market-driven approach. • Contributes to both local and global dialogues on the integration of neoliberal ideologies in education, skills acquisition, and the construction of subjectivities suitable for the global labour market. • Flags concerns about equitable access to quality education and calls for addressing larger structural factors impacting marginalized communities in Pakistan. In the context of globalization, the emergence of the "new worker-self" archetype has gained attention, with English proficiency playing a crucial role in Pakistan's socio-economic landscape. This study examines the 'English Works!' program brochures using Foucauldian theory to understand the construction of the "new worker-self" narrative and its alignment with global discourses. Through discursive strategies like student testimonials and skills emphasis, the brochures promote individual agency and market-oriented skills. However, this focus on skills may overlook structural inequalities and broader educational goals, emphasizing the need for a holistic approach to education. The study contributes to understanding the interplay of neoliberal ideologies, skills acquisition, and subjectivities in the global labor market. [ABSTRACT FROM AUTHOR]

[Display omitted] • Locomotion in VR in limited space. • Reducing motion sickness to increase VR usage. • Using human body as VR controller. • Locomotion device to increase VR immersion and prolong usage. • Making VR more inclusive. Virtual reality (VR) is a computer-created 3D environment with a focus on realistic scenes and pictures created for entertainment, medical and/or educational and training purposes. One of the major side effects of VR immersion reported in the scientific literature, media and social media is Visually Induced Motion Sickness (VIMS), with clinical symptoms such as disorientation, nausea, and oculomotor discomfort. VIMS is mostly caused by the discrepancy between the visual and vestibular systems and can lead to dizziness, nausea, and disorientation. In this study, we present one potential novel solution to combat motion sickness in VR, showcasing a significant reduction of nausea in VR users employing the META Quest 2 headsets in conjunction with a whole-body controller. Using a neurodigital approach, we facilitate a more immersive and comfortable VR experience. Our findings indicate a marked reduction in VR-induced nausea, paving the way to promote VR technology for broader applications across various fields. [ABSTRACT FROM AUTHOR]

Current research and curriculum documents from several countries have highlighted the importance of problem posing. However, some elements of this activity in mathematics classes still need to be further explored and understood. The objective of this article is to investigate how situations and problem-posing prompts affect teaching through problem posing. Three teaching cases are presented and analyzed, including instructional techniques guiding teaching through problem posing. The results indicate that teachers must align the problem-posing task with the intended goals for the lesson, analyzing how the prompt can enhance or limit particular aspects of the problems posed by the students. • The role of the situations and prompt in problem posing. • The instructional goals of problem posing activities. • The relationship between problem posing and problem solving. • Instructional subsidies guiding teaching through problem posing. [ABSTRACT FROM AUTHOR]