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Monitoring Surveillance video is really time-consuming, and the complexity of typical crowd behaviour in crowded situations makes this even more challenging. This has sparked a curiosity about computer vision-based anomaly detection. This study introduces a new crowd anomaly detection method with two main steps: Visual Attention Detection and Anomaly Detection. The Visual Attention Detection phase uses an Enhanced Bilateral Texture-Based Methodology to pinpoint crucial areas in crowded scenes, improving anomaly detection precision. Next, the Anomaly Detection phase employs Optimized Deep Maxout Network to robustly identify unusual behaviours. This network’s deep learning capabilities are essential for detecting complex patterns in diverse crowd scenarios. To enhance accuracy, the model is trained using the innovative Battle Royale Coalesced Atom Search Optimization (BRCASO) algorithm, which fine-tunes optimal weights for superior performance, ensuring heightened detection accuracy and reliability. Lastly, using various performance metrics, the suggested work’s effectiveness will be contrasted with that of the other traditional approaches. The proposed crowd anomaly detection is implemented in Python. On observing the result showed that the suggested model attains a detection accuracy of 97.28% at a learning rate of 90%, which is much superior than the detection accuracy of other models, including ASO = 90.56%, BMO = 91.39%, BES = 88.63%, BRO = 86.98%, and FFLY = 89.59%. [ABSTRACT FROM AUTHOR]

AbstractThis study identified the number of natural environment picturebooks read by young children in Chinese and Korean picturebook libraries and analyzed their content from an ecocritical perspective. The findings indicate that, first, although the number of natural environment picturebooks read by children is higher in Korea than in China, in both countries, these books make up a small proportion of all books read. Second, the covers and endpapers of these picturebooks concisely represent the stories, stimulating children’s curiosity. Additionally, the analysis using the chronotope showed that natural environment picturebooks enabled children to experience changes in time while emotionally empathizing with the protagonists. This study reveals that natural environment picturebooks read by young children in China and Korea provide cognitive and emotional content but lack in actionable content. Therefore, parental, educational, and societal support is necessary to enhance children’s practices in environmental conservation. [ABSTRACT FROM AUTHOR]

Various robot navigation methods have been developed, but they are mainly based on Simultaneous Localization and Mapping (SLAM), reinforcement learning, etc., which require prior map construction or learning. In this study, we consider the simplest method that does not require any map construction or learning, and execute open-vocabulary navigation of robots without any prior knowledge to do this. We applied an omnidirectional camera and pre-trained vision-language models to the robot. The omnidirectional camera provides a uniform view of the surroundings, thus eliminating the need for complicated exploratory behaviors including trajectory generation. By applying multiple pre-trained vision-language models to this omnidirectional image and incorporating reflective behaviors, we show that navigation becomes simple and does not require any prior setup. Interesting properties and limitations of our method are discussed based on experiments with the mobile robot Fetch. [ABSTRACT FROM AUTHOR]

Reading violent stories or watching a war documentary are examples in which people voluntarily engage with the suffering of others whom they do not know. Using a mixed-methods approach, we investigated why people make these decisions, while also mapping the characteristics of strangers’ suffering to gain a rich understanding. In Study 1 (N = 247), participants described situations of suffering and their reasons to engage with it. Using qualitative thematic analysis, we developed a typology of the stranger (who), the situation (what), the source (how), and the reason(s) for engaging with the situation (why). We categorised the motives into four overarching themes – epistemic, eudaimonic, social, and affective – reflecting diversity in the perceived functionality of engaging with a stranger’s suffering. Next, we tested the robustness of the identified motives in a quantitative study. In Study 2, participants (N = 250) recalled a situation in which they engaged with the suffering of a stranger and indicated their endorsement with a variety of possible motives. Largely mirroring Study 1, Study 2 participants engaged to acquire knowledge, for personal and social utility, and to feel positive and negative emotions. We discuss implications for understanding the exploration of human suffering as a motivated phenomenon. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) in business coaching, as in other human resource development professional service roles, opens up the possibility of multiple chances, such as cost- and time-effective gains. However, as AI can act autonomously and may surpass human performance, it can both lead to unforeseen risks as well as create a threat for professional service workers, including business coaches. Using a within-subject threat manipulation design, the present research investigated whether business coaches (N = 436; from over 50 different countries) respond to the topic of AI in coaching with heightened threat-related affective states and how this change affects their attitude towards the topic. Expectedly, the topic evoked higher behavioral inhibition and lower behavioral activation threat-related affective states, leading to lower curiosity in and a more negative opinion of AI in coaching. Theoretical and practical implications are addressed to lower the coaches' threat-related affective states towards AI application in professional services. A hybrid approach between responsible AI and an ethically skilled and professionally trained coach is recommended. [ABSTRACT FROM AUTHOR]

Blind boxes have swiftly emerged as a prominent marketing strategy in tourism. Based on information gap theory, this research aims to explore how to optimize marketing effectiveness through varying levels of information gap. Findings show that a moderate-level information gap triggers stronger impulsive purchase intention than a high-level information gap, with curiosity and anxiety perception mediating the effect. Moreover, consumers with a low-risk propensity are particularly sensitive to the impact of the information gap level. These findings contribute theoretically and provide practical guidance for optimizing the marketing of plane ticket blind boxes. [ABSTRACT FROM AUTHOR]

There seems to be a common perception among medical educators that curiosity is untapped or even subjugated in medical education. This review aims to summarize research on curiosity across the fields of psychology, neuroscience, and education and report its potential to advance medical education. For this narrative review multiple online libraries were searched using variations of the terms curiosity and school/education/learning. Additional studies were reviewed using the reference lists of included studies, and all studies were assessed for quality and relevance. This review of previous research on curiosity shows that curiosity can significantly impact characteristics relevant to medical education, particularly mental health and learning. In addition, the authors outline how curiosity is linked to other epistemic emotions such as anxiety, novelty, surprise, and uncertainty. Finally, an epistemic-emotion-framework (EEF) is proposed to help educators encourage curiosity in medical students. By drawing from other research fields, medical educators can learn valuable lessons about the importance of curiosity and how to influence it. This review provides an overview of current research and a framework for how the potential of curiosity can be harnessed to play an important role in students' medical education. [ABSTRACT FROM AUTHOR]

It is well-established that tourists play a significant role in food waste generation. This issue, however, has been under-examined from the perspectives of tourists. In this regard, this study attempted to understand the reasons for the excessive amount of waste generated by tourists in all-inclusive resorts and examine tourists' food waste behavior through an exploratory approach. In this context, semi-structured interviews were conducted face-to-face with 26 regular holidaymakers at all-inclusive resorts. The factors affecting tourists' food waste behavior were categorized into three main themes: food-related, tourist-related, and holiday-related factors. Findings revealed that food waste behavior was pervasive among tourists. It was also discovered that tourists denied their involvement in food waste, claiming that "other tourists" contributed more to food waste generation. A comprehensive model of food waste behavior of tourists was developed within the scope of this study. [ABSTRACT FROM AUTHOR]

Face-swap models have increasingly gained popularity in recent years because of their improvement in generation quality and applications in privacy protection and entertainment. The study primarily examines underlying factors that influence individuals' intention to purchase Face swap apps. A research framework drawing upon the social comparison theory was proposed to explain the relationship between four categories of social comparison (upward identification, upward contrast, downward identification, downward contrast) on self-esteem, appearance dissatisfaction, curiosity, perceived enjoyment, privacy concern, and purchase intention toward paid apps. The PLS-SEM technique was employed to analyze data from a survey of 315 respondents. The results indicated that upon the aforementioned variables, curiosity and privacy concerns were two key factors driving users a higher intention to purchase Face-swap apps. Meanwhile, perceived enjoyment had no significant impact on purchase intention. These exploratory findings contributed a number of theoretical and practical implications. [ABSTRACT FROM AUTHOR]

The article focuses on a project-based social studies activity using Polaroid photography in a preschool classroom, highlighting how this method fosters children's curiosity, social skills, and community engagement. It states that the study involved 13 children in a well-equipped classroom, where they explored their environment, photographed their peers and classroom elements, and discussed their observations.

This article dives into a captivating journey, unraveling the intricate tapestry of challenges, opportunities, and Governmental strides shaping the vibrant realm of Public Libraries in India. Not just that, it delves into the fascinating history, dissecting the state of these libraries before and after independence. Venturing beyond the surface, this exploration delves into the heart of matters. It exposes the pivotal role the Government plays in nurturing these havens of intellect, sparking a deeper appreciation for their contribution. Going beyond surface-level observations, this discourse penetrates the core of the subject and highlights the indispensable role of government in nurturing these bastions of intelligence. The article does not end here; Instead, it serves as a repository of solutions, addressing urgent needs for financial support, essential resources and innovative strategies that highlight a visionary path forward. With its interesting, practical and forward-looking approach, this article serves as a guiding compass, taking us through the complex labyrinth of library development. Intriguing, insightful, and forward-looking, this article is a compass guiding us through the intricate maze of library development. It promises to captivate your mind and ignite your curiosity, leaving you with a newfound respect for the past, present, and the limitless potential of Public Libraries in India. [ABSTRACT FROM AUTHOR]

In this paper we acknowledge the politics of marketing pedagogy. Given recent neoliberal developments and the turn against critical perspectives in some quarters, it is proposed that those scholars taking a critical approach to their pedagogic labours might want to consider reframing them as fostering 'resistant curiosity'. We outline the parameters for a resistant (or critically curious) marketing pedagogy using the latest research from curiosity studies. Encouraging and scaffolding the development of resistant curiosity promises to facilitate reflexivity in lifelong learning and potentially opens the door to the social change that this world requires if it is to approach a basic level of intergenerational justice. [ABSTRACT FROM AUTHOR]

AbstractArithmetic achievement holds particular significance in contemporary times; however, students continue to encounter difficulties in this domain. Researchers and organizations are actively seeking factors that can support students in navigating mathematical content. To address this gap, we propose an examination of the role played by six soft skills (adaptability, curiosity, initiative, leadership, perseverance, and social awareness), alongside self-regulated learning strategies, academic motivation, achievement emotions, and fluid reasoning abilities, in students’ performance on standardized arithmetic tasks. Data were gathered from 551 Italian students aged 11–18 through classroom-based paper-and-pencil tasks and questionnaires. Path analysis results reveal that only fluid reasoning abilities, academic motivation, and negative achievement emotions significantly correlate with arithmetic performance. Soft skills demonstrate an indirect relationship with arithmetic performance, mediated by negative achievement emotions and academic motivation (while not mediated by positive achievement emotions and self-regulated learning strategies). These findings underscore the increasingly recognized significance of soft skills and expand their relevance to arithmetic achievement, potentially suggesting novel psychoeducational interventions to bolster students’ performance in this realm. [ABSTRACT FROM AUTHOR]

This post-qualitative inquiry investigates the challenge of microfascism for curriculum and pedagogy. Contemporary schooling has been rightly implicated in the expression and production of microfascist desires for control, and the situation seems to demand a robust political response through curriculum and pedagogy. However, as this examination of the literature shows, any antifascist teaching finds itself in a bind: it can neither fully relinquish its designs on students nor directly confront microfascism with an opposing force. By synthesizing disparate lines of theory, I argue for one possibility of escape from this binary trap—not through a dramatic denial or a forceful shock to the system but through a gentle yielding to subversive affects already flowing through contemporary teaching. Building on concepts of studious play, toys, queer use, growing sideways, and drag pedagogy, I propose the concept of playfully studious teaching. I then collect exhibits of its occurrence within an actual educational institutional context—my Japanese university classrooms—for display in a cabinet of curiosities, not as best practices but as citable and free pedagogical toys. I thereby illustrate how playfully studious teaching, as itself a queer use of schooling practices as toys, opens potential spaces for antifascist experimentation and different becoming. [ABSTRACT FROM AUTHOR]

The field of performer training remains closely entwined with the authorial vision of twentieth Century practitioners. Performers in the context of theatre and dance are still trained to embody specific ways of being and doing, defined in relation the aesthetic and philosophical concerns of artists making work in the last century. However, as industry practices and scholarship move further away from paradigms of single authorship, or ensembles tied to the vision of auteurs, conventional, studio-based training practices have come under scrutiny. This has led educators and institutions to explore alternative models of training, prioritising student agency and choice. This article analyses the decentralised training practices of Parkour. It examines how Parkour practitioners use video sharing to spread innovations in practice and technique, establishing a training culture that promotes agential learning and experimentation. By looking at online documentation of training and video sharing from the Parkour team Storror, the article argues that Parkour training establishes models of experimentation and innovation that are decentralised and rooted in the agency and curiosity of the practitioner. The article concludes by considering how culture and practices from Parkour might inform the broader field of performer training – articulating strategies for encouraging student agency in learning. [ABSTRACT FROM AUTHOR]

Recently, more attention has been paid to the nature and value of the intellectual virtue of epistemic autonomy. One underexplored issue concerns how epistemic autonomy is related to other intellectual virtues. Plausibly, epistemic autonomy is closely related to a number of intellectual virtues like curiosity, inquisitiveness, intellectual perseverance and intellectual courage to name just a few. Here, however, I will examine the relation between epistemic autonomy and intellectual humility. I will argue that epistemic autonomy and intellectual humility bear an interesting relationship to one another in that they are interconnected and mutually supporting intellectual virtues. In Sections 2 and 3 I will provide a brief overview of the predominant accounts of intellectual humility (Section 2) and epistemic autonomy (Section 3) in the literature. With an understanding of these intellectual virtues in hand, we will examine their relationship of mutual support in Section 4. Section 5 will explore a challenge to this relationship coming from the epistemology of disagreement, and Section 6 concludes. [ABSTRACT FROM AUTHOR]

The mass migration to online learning during the COVID-19 pandemic has increased students' burden of self-regulating their learning. Amid this change, students with low self-efficacy may struggle due to their tendency to exhibit poor self-regulated learning and course outcomes. This study investigated the potential buffering role of students' curiosity in the impact of self-efficacy on self-regulated learning and course outcomes. Three surveys were administered to 363 undergraduates enrolled in online courses across a semester. Both self-efficacy and curiosity directly predicted self-regulated learning and course outcomes. The interaction between the two had significant effects on help-seeking and course grade. Students were less likely to seek help in online courses when either their efficacy or curiosity was low. High curiosity mitigated the negative effects of low self-efficacy on course grades. Students' self-regulated learning mediated the link between motivation and course outcomes. These findings have implications for supporting students' success in remote learning. [ABSTRACT FROM AUTHOR]

International travel has been historically influenced by interest in foreign cultures and environments. Despite its deep roots in curiosity and exploratory behavior, curiosity-driven travel is underrepresented in modern tourism scholarship. Curiosity, vital for exploratory actions, plays a significant role in travelers' behaviors, influencing travel for learning about diverse societies and cultures. This study (1) underscored destination curiosity as the zeal for travel exploration, (2) devised a Destination Curiosity scale using mixed methods, (3) validated the scale's predictive capability concerning cultural identity's impact on visit intentions, and (4) expanded tourism literature, aiding entities in crafting experiences that stimulate curiosity and learning. [ABSTRACT FROM AUTHOR]

Course-based research experiences (CBREs) are highly valued for science learning and research. Most are discipline-centered, but there is a great deal of interest in developing them to promote interdisciplinarity. Yet, we have much to learn about how CBREs work, and even more to learn about how disciplinary diversity operates as an element of design to promote learning and research. This mixed methods case study triangulates data on student experience, research networks, research artifacts and fieldnotes from participant observation to understand how disciplinary diversity factors into productive engagement for learning and research in an interdisciplinary course-based research experience (I-CBRE). A common boundary object (scientific paper) mediated developmental interactions among individuals both within and beyond the course. The boundary object also facilitated the productive engagement of students as instrumental actors in broader interdisciplinary research networks. This study shows how an "object tracing" approach can be used to examine productivity in disciplinarily diverse scientific contexts, and reveals some of the distinctly syncretic moves that participants deploy to make progress as learners and researchers. Extending work by Engel and Conant, the study emphasizes the importance of designing for "productive syncretic engagement" in research experiences characterized disciplinary diversity. [ABSTRACT FROM AUTHOR]

Students feel epistemic emotions like surprise or frustration when they encounter content that conflicts with their beliefs or previous knowledge in a way that can facilitate or hinder learning. Pre-service teachers may find that professional perspectives on assessment conflict with their previous knowledge of assessment, creating epistemic emotions. The purpose of this research was to evaluate how frustration, curiosity, and surprise felt during two learning experiences related to self-reported learning of assessment and application to practice. N = 205 pre-service teachers consented for their responses to questions associated with two learning activities to be analyzed. Participants reported experiencing moderate levels of curiosity in both activities, but one garnered more frustration and the other more surprise. Frustration was negatively associated with self-reported learning and application. Whereas, curiosity and surprise had statistically significant positive associations with the outcomes. We discuss the role of epistemic emotions in learning about assessment and offer recommendations for instructors. [ABSTRACT FROM AUTHOR]

Students, through teaching and learning, must reflect on what they do not know. It is only when they recognise what they know, and what they do not, that they will awaken to their own curiosity. The more they can open themselves to others and their epistemologies, the deeper their own self-reflection in relation to others. In this way, engendering curiosity opens students to the possibilities of other kinds of identities, thoughts, and actions, and hence, the value of all forms of knowledge. This article considers, firstly, the importance of deliberative encounters as opening opportunities for engendering curiosity in others' traditions; secondly, for co-creating new knowledge in the interests of invoking transformative learning and action towards issues of common concern. And thirdly, by bringing into conversation democratisation and decolonisation, an argument is made for the cultivation of an ubuntu justice, which is not only concerned with recognising the Other, but is intent upon forgiveness and reconciliation. [ABSTRACT FROM AUTHOR]

Curiosity is a crucial factor for promoting development and learning in various performance domains. In this article we position curiosity as a construct of interest in sport and draw on knowledge from the psychological, pedagogical, and organizational literature to inform our argument. In doing so, we speculate on the value that promoting curiosity can have for those working in sport, before offering an overview of the work conceptualizing curiosity, and considering ways that curiosity is inhibited in high-performance sport contexts. We conclude by offering considerations for applied sport psychologists for promoting curiosity in sport, and invite practitioners to begin a critical discourse on the topic of curiosity and the role it can have within their sport context. [ABSTRACT FROM AUTHOR]

AbstractThis study focused on whether predicting the game outcome prior to watching the actual game results in more positive evaluations of game consumption from sports fans through heightened perceived curiosity and flow. This study employed a 4 (prediction type: no prediction vs. simple prediction vs. prediction and compete against AI vs. prediction and compete against other fans) × 2 (game outcome: winning vs. losing) between-subjects design. The results suggest that fans who make predictions about the outcome before watching highlight videos experience greater feelings of curiosity and flow, and more positive evaluations of game consumptions in comparison to those who do not make any predictions prior to watching the game. Our findings not only contribute to fan behavior and human-computer interaction literature by examining the role of prediction and curiosity but also offer meaningful practical implications for developing effective fan engagement interfaces by incorporating the elements of prediction and competition. [ABSTRACT FROM AUTHOR]

Labels on food and beverage products are important information sources that can profoundly influence consumer evaluations. This is particularly so for wines, where the text, design, and colour of labelling appearing on both the front and back of the bottle will shape consumer reactions and guide purchase intent. Importantly, the colour of a wine's back label – that which appears on the rear of the bottle – offers a range of opportunities for wine marketers to generate heightened levels of involvement and curiosity in wine. Despite this, prior research has yet to fully examine how the colour of a back label shapes consumer attitudes and purchase behaviours. Guided by construal level theory and employing an experimental design, the current research set out to test how colour (vs. black and white) labelling influenced consumer decision-making and whether the colour of the focal wine influenced the effects. The results demonstrate black and white labelling increases consumer purchase intentions by increasing the consumer's level of involvement and curiosity. However, the effect only occurred when the labels were paired with a red wine. The theoretical and practical implications of these findings are discussed, as well as directions for future research. [ABSTRACT FROM AUTHOR]

Intellectual curiosity—the tendency to seek out and engage in opportunities for effortful cognitive activity—is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). Samples from six countries representing six national languages (U.S. Germany, France, Spain, Poland, and Japan; total N = 5,557) confirmed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, and educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, Job Orientations, and Vocational Interests), it also showed convincing construct validity. Given its internal and external relationships, we recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas. [ABSTRACT FROM AUTHOR]

The value of nature-based education lies in its ability to foster holistic development by connecting individuals to the natural world, promoting environmental stewardship, enhancing well-being, and fostering a deep sense of curiosity and wonder. [ABSTRACT FROM AUTHOR]

Curiosity has long been touted as important for the ability to learn and has been linked with innovation and entrepreneurship. It is also important that employers know how to identify curious potential employees in cost-effective ways during recruitment processes. This paper explores the association between curiosity and cognitive ability. Recruitment processes rely heavily on educational attainment, especially when recruiting young people with low labour market experience. This paper explores the association between curiosity and maths, science, and reading ability in youth. Using six waves of data from the 2003, 2006, and 2009 cohorts of the Longitudinal Surveys of Australian Youth, we examine the extent to which the curiosity of young adults is associated with their school-age cognition level. We find that curious individuals are more likely to have had higher levels of science and reading ability in school, yet curiosity is negatively associated with school-age mathematics ability. These findings provide clear strategies for employers wanting to recruit curious employees without access to expensive profiling techniques. [ABSTRACT FROM AUTHOR]

Studies regarding the experience of children in schools' outdoor environments report several benefits of nature on children's cognitive, emotional, and physical development; thus, there is a need to systematically assess the characteristics of children's place experience considering their own activities and social interactions. The present study investigated the perceptions of the physical environment and children-environment interactions during recess-time in natural (vs. built) schoolyards. In a between-subjects quasi-experiment in two Italian Primary schools, we collected and analyzed 298 children's drawings and written descriptions regarding the activities they engage during recess time, developing a detailed coding system. Results showed how during the green break (vs. grey) children significantly engaged in more exploratory behaviors, rough and tumble behaviors, and active conversation, while in the grey break their play was more structured and left less space for free activities. In drawings, the natural environment (vs. built) is pictured as significantly more green, open, and rich in biodiversity and details, compared to the built environment that is depicted as grey, closed, and more crowded. Implications are discussed in both theoretical and practical terms on how natural schoolyards can afford different place experiences and play and non-play behaviors in children, contributing to improve their well-being during school-time. [ABSTRACT FROM AUTHOR]

Drawing on the Cognitive Response Theory (CRT), this research aimed to examine how travel influencers' (TI) content about volunteer tourism affect their followers' intention to participate in volunteer tourism (VT). The informativeness of volunteer tourism activities' (VTA) in TIs' content was evaluated as external information according to the components of the CRT in terms of the intention to participate in volunteer tourism. According to the findings, while VTAs' informativeness in TIs' content positively affects ascribed responsibility, information quality and curiosity, all of the variables were found to have positively affected positive emotion. In addition, there is a serial mediation relationship among all of the research variables. [ABSTRACT FROM AUTHOR]

Hospitality was considered a Christian and humanitarian virtue in the early modern period. This article studies hospitality in eight travel reports by Europeans who travelled Latin America in the colonial middle, i.e. the long seventeenth century. We show that even though an infrastructure of paid lodging had been established, hospitality in private homes continued to be a central form of accommodation. In contrast to early modern Europe, tourism had not yet emerged, despite some travellers' motives being mainly curiosity. We show how the travellers got to know their hosts, what they expected from them and how they expressed their gratitude. Hospitality could be provided by countrymen but also by complete strangers, the latter sometimes being the last resort for travellers in need. Hospitality was central for travellers rich and poor. Hospitality happened mainly among Europeans. Hospitality without consent, we argue, should no longer be referred to as such. [ABSTRACT FROM AUTHOR]

Each psychoanalytic theory influences the clinician's focus. This paper examines the impact of Erich Fromm's writing on the analyst's attention to the material in sessions. Briefly, Fromm's work highlights the importance of the analyst's passion, courage, pursuit of truth, capacity to bear uncertainty and suffering, and dedication to helping people embrace their freedom and realize their full potential. Fromm has inspired generations of clinicians to become politically active citizens, maintain enlivening curiosity, and kindle the life force in themselves and those they treat. What role does theory play in the moment-by-moment behavior of the analyst in a session? I first address the general question of my view of the role of theory in clinical work. Then I turn to the more specific issue of Fromm's influence. [ABSTRACT FROM AUTHOR]

Curiosity, which is the human motive to seek information, is extremely valuable, since it enables people to widen their horizons and develop their capacities. However, there are many cases in which curiosity is harmful and not learning more information is preferable. In the romantic realm, this complexity is particularly relevant. Although knowledge is valuable in romantic relationships, there are circumstances in which ignorance and avoidance of information may be more beneficial. I suggest the restriction of central virtues of romantic love, such as curiosity and sensitivity, while giving some limited weight to oft-called vices in romantic relationships, such as ignorance and indifference. This suggestion has significant implications for the nature of romantic relationships, and in particular, for enhancing flexibility and diversity of such relationships, and the ongoing need to find an optimal balance. [ABSTRACT FROM AUTHOR]

Disagreement exists about how to best spark young children's motivation to learn natural science. Both curiosity and wonder are considered important motivational factors for learning during early childhood (0–8 years). This systematic literature review explores research about scientific curiosity and wonder in early childhood education and care published from 2010–2020. The review outlines the population of interest (participants in the study, age of children, study location), methodological trends, and how curiosity and/or wonder are included in the research. The search yielded 300 peer-reviewed articles, of which 33 were included for analysis based on eligibility criteria. The main results showed that: (a) the term "curiosity" was more commonly used than the term "wonder," (b) few studies elaborated on their understanding of the two terms beyond them being naturally present in children, and (c) curiosity and/or wonder were emphasized as means to learn natural science or considered as stimulated by it, although few studies discussed how children's curiosity and wonder can be observed and nurtured. With a better understanding of what defines the terms curiosity and wonder and how to foster these qualities in early childhood education and care, we can learn to better support children's intrinsic motivation for science learning. [ABSTRACT FROM AUTHOR]

In the context of a pandemic, this study uses the broaden-and-build theory of positive emotions to examine how feelings of nostalgia could have a positive effect on well-being through willingness to explore novel behaviours and resilience. In total, 328 sport participants were recruited during the COVID-19 pandemic in Singapore. Results indicated that nostalgia positively affected individuals' willingness to explore novel behaviours and resilience. Willingness to explore novel behaviours had a positive effect on resilience. In addition, both willingness to explore novel behaviours and resilience positively affected well-being. The findings of this study expand the body of knowledge on the role of nostalgia and its impact on psychological resources that sport participants can potentially gain in spite of the reduction in their time participating in sport due to pandemic restrictions. [ABSTRACT FROM AUTHOR]

"Il senso delle donne per la città. Curiosità, ingegno, apertura" by Elena Granata explores the ways in which women have contributed to alternative and original forms of practical thought concerning cities and space. The book highlights the lack of recognition of women in architectural and planning historiography and design curricula, as well as their exclusion from political debates and decision-making processes. Granata examines the work of various women, including well-known figures like Denise Scott Brown and Jane Jacobs, as well as lesser-known intellectuals and practitioners. The book emphasizes the importance of considering diverse perspectives in shaping future urban environments that prioritize ethical, social, and civic values. [Extracted from the article]

Curiosity, which has been called the third pillar of academic achievement and positively predicts academic performance (von Stumm et al., 2011), is widely recognized as an important factor in acquiring knowledge and skills in medical training, and may be critical for students' sound mental health. Medical educators have advocated that curiosity should play a more significant role in medical training and have criticized didactic barriers impeding student curiosity. However, in medical training, curiosity is understudied partly due to a lack of methods for measuring curiosity. Therefore, this study was designed to develop and validate a scale to measure medical curiosity. After reviewing the literature and interviewing a panel of experts (n = 7), 25 preliminary items assessing medical curiosity were developed and administered to n = 305 medical students (n = 163 female and n = 142 male) at Heidelberg University across all medical school years. Following exploratory factor analysis (EFA) with oblique (promax) rotation, we measured medical curiosity in a medical student sample. We have identified two distinct factors: intellectual medical curiosity (IMC) and social medical curiosity (SMC). IMC describes the desire to acquire medical knowledge for curiosity's sake, while SMC refers to curiosity about human nature and, in particular, patient health. Both factors showed good psychometric properties, with eigenvalues of 6.7 and 3.5, explaining 26.6% and 14.0% of the variance and internal consistencies of 0.796 and 0.866, respectively, and high convergent and discriminant validity. While first-year students showed significantly higher IMC scores than final-year medical students, SMC scores remained stable and tended to increase throughout medical school. This study has succeeded in developing the first scale to measure aspects of medical curiosity and, thus, lays the groundwork for future studies examining medical students' curiosity. A deeper understanding of medical students' curiosity can help to foster this curiosity effectively. [ABSTRACT FROM AUTHOR]

Supporting students to demonstrate critical thinking skills while studying accounting is challenging. Researching how to do this is made more difficult because '[t]here is no single, agreed-upon definition of critical thinking within accounting education ... ' [Wolcott, S. K., & Sargent, M. J. 2021. Critical thinking in accounting education: Status and call for action. Journal of Accounting Education, 56, 100731. ; p. 2]. Terblanche and De Clercq [2021. A critical thinking competency framework for accounting students. Accounting Education, 30(4), 325–354. ] have proposed a critical thinking competency framework for accounting students (TDC framework) that can be used to support research in this area. This framework involves certain skills and dispositions using terms and language grounded in the critical thinking literature. This study applies the TDC framework to a study of a first-year accounting unit at an Australian university, involving 101 students from five offerings of the unit over three years (2019–2021). Using phenomenography, evidence is provided of students demonstrating critical thinking skills and dispositions at an introductory level. The cognitive skills displayed are Interpretation, Analysis, Evaluation, Making inferences, Explanation, Self-regulation, and Challenge assumptions. The dispositions displayed are Confident in own ability to reason, Inquisitive, and Open-minded about divergent world views. This study used an integrated set of interventions grounded in the scholarship of learning and teaching. It provides evidence about how to support students to demonstrate critical thinking skills while studying accounting at university. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate a potential preventive effect of phycocyanin extract from Spirulina platensis against ethanol- induced hepatorenal toxicity and cognitive behavior impairment in male Wistar rats. The animals were randomly and equally divided into four groups (six animals each): control group received saline solution, ethanol (EtOH) group was injected intraperitoneally with 1 ml/kg of ethanol solution 38% (w/v), phycocyanin groups were treated with 25 (PC1) or 50 (PC2) mg/kg phycocyanin extract followed by ethanol administration. All treatments were conducted for 14 successive days. Results revealed that ethanol induced oxidative stress in brain, liver, and kidney by increasing lipid peroxidation level and SOD and CAT activities. Serum biochemical perturbations were also observed in EtOH group, which was indicated by a significant elevation in ALT, AST, cholesterol, triglycerides, creatinine, and urea levels. Combined exposure to EtOH with phytocyanin contracted these biochemical alterations. Phycocyanin decreased also EtOH-induced anxiety and ameliorated exploratory behavior assessed by the elevated-plus maze and open field tests respectively. [ABSTRACT FROM AUTHOR]

Instagram's sensitive-content screens seek to minimize engagement with negative content by blurring sensitive images and providing a warning. However, the very design of sensitive-content screens may elicit uncertainty/curiosity and prompt information-seeking behaviors: congruent with the information-gap hypothesis. To test this idea experimentally, we presented participants with screened negative images accompanied by a brief, detailed, or no content description, during a simulated Instagram task. Participants viewed screens one at a time and uncovered at their discretion. In line with our predictions, people uncovered screens irrespective of description type, but did so most often with no description. Most participants indicated that knowing what the sensitive content contained bolstered their ability to make an informed decision. These results have implications; information provided alongside sensitive-content screens can influence engagement and therefore should be considered as part of sensitive-content guidelines. [ABSTRACT FROM AUTHOR]

Recent research showed that artificially immobilizing the center of mass (COM) of participants in a standing position increased the center of pressure (COP) variability. This increase has been interpreted as an exploratory behavior. The objectives of this study are to investigate if this exploratory behavior is (1) reflected in other COP variables and (2) automatically controlled using a dual-task paradigm. Sixteen young adults were strapped to an apparatus which allowed them to sway freely ("unlocked") or to be immobilized ("locked") without their knowledge. Participants undertook the two phases (unlocked and locked) in a single-task and dual-task condition. Results suggested the presence of an exploratory behavior through different COP variables. Results also suggested this exploratory behavior to be automatic by nature. [ABSTRACT FROM AUTHOR]

Co-creation involves giving students an active role in the design of entrepreneurial courses, with important consequences in terms of autonomy support and entrepreneurial intention. In study 1, we manipulated cocreation and hypothesized a positive influence on autonomy support and entrepreneurial intention. Results showed a positive influence of the experimental manipulation on entrepreneurial intention by increasing autonomy support. In study 2, we examined the relationships between autonomy support, satisfaction, curiosity, and entrepreneurial intention. Results showed positive relationships between autonomy support and class satisfaction, curiosity, and entrepreneurial intention. Class satisfaction and curiosity had positive relationships with entrepreneurial intention. The implications were discussed. [ABSTRACT FROM AUTHOR]

The literature defines curiosity and interest, but it is not clear how interest can be generated, where interest is positioned in the learning process, and what the impact of interest is on cognitive and emotional development. This paper reports on a three-year, iterative design-based research project involving three separate cohorts totalling 57 early learners in an early learning setting in Southern Queensland, Australia. The young learners aged 4–5 years, engaged in an enrichment program that extended over a two-week period for each of 15 topics. Insights were gained on how young children developed interested in a topic. An emergent model of authentic interest was developed, showing how interest is situated centrally in the learning process. It also shows how interest raised awareness, exploration, and new knowledge, creating a cycle of repeated engagement with the topic, thereby enhancing cognitive and emotional development. [ABSTRACT FROM AUTHOR]

This study explored whether, and how, preservice elementary teachers' scientific curiosity related to their confidence for science teaching. A group of 29 preservice, elementary teachers in the U.S. engaged in a curiosity journaling strategy across a 16-week scientific inquiry course. Their expressions of curiosity were coded using Luce and Hsi's framework of curiosity. Whether expressions of curiosity related to their confidence for teaching associated science topics was examined statistically. In addition, the categories of their curiosity were coded and are described across eight journal entries. The nature of the relationship between scientific curiosity and science teaching confidence, as well as the nature of the curiosity they expressed, are described. Generally, curiosity about specific scientific phenomena and changes in confidence for teaching those topics did not relate to one another. Relationships did emerge, however, among categories of curiosity and participants' confidence for teaching seven specific science topics. [ABSTRACT FROM AUTHOR]

Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students' values, beliefs, and emotions are valuable resources supporting students' development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their own. Using a nationwide sample of syllabi in the United States, this study measures the extent to which the Krathwohl and colleagues' affective domains are incorporated into MSW diversity-related social justice syllabi. Content analysis of 48 syllabi was used to analyze affective domains at the levels of (A1) Receiving, (A2) Responding, (A3) Valuing, (A4) Organization, and (A5) Characterization. Findings provide a model for differentiating the levels of affective learning and how they can be operationalized throughout the syllabus within diversity-related social justice [ABSTRACT FROM AUTHOR]

Work intensification is a psychosocial risk that has been increasing in recent decades and may have been accentuated after the COVID-19 pandemic. Its effects on health are negative, but they can be moderated by contextual and personal factors. The aim of this study was twofold: to analyze the effect of work intensification on workers' stress, anxiety, and depression and to explore the role of workplace curiosity in these relationships. The study design was cross-sectional, and a total of 766 Spanish workers (58.9% female) with different occupations completed the survey. The results showed that work intensification was associated with the symptomatology of stress, anxiety, and depression, with a medium effect size. Women workers showed higher work intensification, but its association with mental health was equally strong for both genders. Workers with higher levels of the workplace curiosity dimension "stress tolerance" showed less impaired mental health in the presence of work intensification. However, workers with higher levels of the workplace curiosity dimension "deprivation sensitivity" showed more symptoms of stress, anxiety, and depression when faced with high work intensification. The results were discussed in terms of their contributions to the field of study of work intensification, the future research they could inspire, and the prevention and intervention measures they could motivate. [ABSTRACT FROM AUTHOR]

This paper seeks to answer the question: Can contemporary forms of artificial intelligence be creative? To answer this question, I consider three conditions that are commonly taken to be necessary for creativity. These are novelty, value, and agency. I argue that while contemporary AI models may have a claim to novelty and value, they cannot satisfy the kind of agency condition required for creativity. From this discussion, a new condition for creativity emerges. Creativity requires curiosity, a motivation to pursue epistemic goods. I argue that contemporary AI models do not satisfy this new condition. Because they lack both agency and curiosity, it is a mistake to attribute the same sort of creativity to AI that we prize in humans. Finally, I consider the question of whether these AI models stand to make human creativity in the arts and sciences obsolete, despite not being creative themselves. I argue, optimistically, that this is unlikely. [ABSTRACT FROM AUTHOR]

Building on recent literature on supervision practice that has turned away from previous efforts to construct typologies, and towards ‘dialogic’ models that emphasise iterative feedback processes between students and supervisors in situ , this article examines how the curiosity of the supervisor expressed in supervision meetings can both model a relationship to scholarship and collegiality and support the development of confidence and self-trust in the doctoral candidate. Drawing on a qualitative study of video-recorded supervision meetings across multiple Australian universities, this article examines the entanglements of scholarly discourse, interpersonal conviviality, and curiosity within supervision relationships. To understand this, we adopt a ‘post-critical’ approach to doctoral training and borrow the concept of ‘tacit knowledge’ to consider the role of trust, conviviality, and informal ‘know-how’ in the development of formalised expertise. Analysis of exchanges within supervision meetings encourages the consideration of care as a relational structure linked to practices of curiosity and the sharing of tacit knowledge. We argue that although institutional pressures may continue to reshape doctoral candidatures in the neoliberal university, supervision meetings offer important sites for developing doctoral candidates’ intellectual self-trust, including through the expression of curiosity by their supervisors. [ABSTRACT FROM AUTHOR]

Paul Bishop's contribution to the earth sciences is profound. His work on large spatial and temporal scale landscape evolution is well known, but he also (and coevally) directed his attention to the complexities of human–environmental interactions, with all their site-based and short-term cultural idiosyncrasies. His focus on mainland SE Asia, and Thailand in particular, reflects a long-standing fascination in and affection for the region and its people. His natural inquisitiveness stimulated work in historic climate change, the emergence of complex states, Quaternary landscape evolution and the geochronology of anthropogenically modified sediments, among many other areas. His work on human–environment interactions drew on and strengthened links with many people and institutions, and between Geographical and Earth Sciences and the Scottish Universities Research Centre at the University of Glasgow, in particular. Just as important as his contribution to the earth sciences was his contribution to the development of his students and other mentees, and his role in shaping our careers was enormous. [ABSTRACT FROM AUTHOR]

We conducted an empirical test of Gottfredson and Hirschi's, 1990 A General Theory of Crime in this exploratory study to introduce the concept of curiosity to criminological theory. Specifically, we tested whether self-control was significantly associated with curiosity and whether curiosity significantly predicted a crime/deviance index beyond the effects of self-control. An original eight item curiosity scale was created that measured both an attitudinal curiosity dimension and a behavioral curiosity component and compared the ability of this new measure with the capability of the most commonly used self-control scale in predicting a crime/deviance index. Data was derived from a convenience sample of college students. As theoretically predicted, self-control was significantly correlated with curiosity, and the curiosity scale significantly predicted the crime/deviance index, beyond the effects of the self-control scale. More conservative tests demonstrated that curiosity also significantly predicted involvement in more specific illegal/deviance measures, including those involving somewhat serious delinquent/criminal conduct. The findings led us to conclude that curiosity may be another additional cause of crime/deviance beyond the effects of self-control, curiosity explains more than just involvement in exploratory types of illegal/deviant behavior, and that curiosity has been an overlooked concept in the crime/deviance decision-making process. [ABSTRACT FROM AUTHOR]

Curiosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity's connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity's intricacies makes it easier to perceive how fruitful the study of curiosity's role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education. [ABSTRACT FROM AUTHOR]