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This article analyses the driving factors behind the formation of individual work values in European welfare states. By comparing relative preferences for extrinsic and intrinsic work values, we shed light on the discussion of the effects of intergenerational transmission and the structuring effects of labour market policies and regional opportunity structures on the formation of work values. Therefore, a multilevel analysis is applied using the innovative CUPESSE data set, which provides data on young adults and their parents in 65 NUTS‐1‐regions from 11 European countries. The results show that individual work values of young Europeans are most substantively shaped by the respective values of their parents. Furthermore, we demonstrate that individual characteristics such as sex, education and personal unemployment experiences determine preferences for work values. Finally, the paper shows that the local labour market context and welfare state arrangements also play a decisive role in the formation of individual work values. [ABSTRACT FROM AUTHOR]

Introduction: Dysphagia affects up to 70% of care home residents, increasing morbidity and hospital admissions. Speech and language therapists make recommendations to support safe nutrition but have limited capacity to offer ongoing guidance. This study aimed to understand if recommendations made to support safe and effective care are implemented and how these relate to the actual care delivered. Methods: Eleven mealtimes with residents with dysphagia were observed during 2020 using a tool capturing 12 elements of expected practice. Staff actions during mealtimes were compared with adherence to residents' care plans and speech and language therapist recommendations. Results: Written recommendations predominantly focused on food and fluid modification. Observations (n = 66) revealed food texture, posture, and alertness were adhered to on 90% of occasions, but alternating food and drink, prompting and ensuring swallow completed adherence was less than 60%. Thickened fluids frequently did not align with required International Dysphagia Diet Standardisation Initiative levels. Nutrition care provided in the dining room was less safe due to a lack of designated supervision. Conclusion: Care homes need to be supported to establish a safe swallowing culture to improve residents' safety and care experience. WHAT THIS PAPER ADDS: What is already known on this subject?: Dysphagia is associated with considerable morbidity and mortality and has been identified as an independent risk factor for mortality in nursing home residents.There is evidence that compensatory swallowing strategies, safe feeding advice and dietary modifications can reduce the risk of aspiration pneumonia.Care for nursing home residents at mealtimes is often task‐centred and delegated to those with limited training and who lack knowledge of useful strategies to support the nutrition and hydration needs of residents with dysphagia. What this study adds?: Written advice from speech and language therapists on safe nutrition and hydration for residents with dysphagia is focused mainly on food and fluid modification.Nurses and healthcare assistants have limited understanding of International Dysphagia Diet Standardisation Initiative levels or safe swallowing strategies and recommended practices to support safe nutrition care for residents with dysphagia are inconsistently applied especially when residents are eating in dining areas.Care homes are not aware of Royal College of Speech and Language Therapists guidance on how safe nutrition care of residents with dysphagia should be supported. What are the clinical implications of this work?: Care homes need to prioritise a safe swallowing culture that ensures that residents with swallowing difficulties are assisted to eat and drink in a way that enhances their mealtime experience and minimises adverse events that may result in hospital admission.Speech and language therapists could play an important role in training and supporting care home staff to understand and use safe swallowing strategies with residents with dysphagia.The Royal College of Speech and Language Therapists could provide more assistance to care homes to support and guide them in how to implement safe feeding routines.Care home staff have limited knowledge about how to implement safe feeding routines and need more guidance from speech and language specialists on how they can support residents with dysphagia to eat safely.Creating a safe swallowing culture within care homes could help to improve nutrition care and enhance patient safety. [ABSTRACT FROM AUTHOR]

Deep learning has gained attraction amongst geophysicists for solving complex longstanding problems. Nevertheless, proper hyperparameter optimization methodologies remain critically underexplored in geophysical deep learning research. This paper attempts to first highlight the importance of hyperparameter optimization and then showcase two geophysics‐related deep learning examples where a grid search and Optuna framework (an automated optimization approach) were used for hyperparameter optimization. We consider two geophysical problems related to denoising seismic traces and the inversion of seismic traces for velocity information. In both cases, models created based on Optuna hyperparameter optimization were able to perform better than those created through grid search. The most significant advantage of Optuna, however, is having quantifiable results to justify the choice of a neural network architecture, depth and other hyperparameters rather than relying on inefficient methods of exploring the hyperparameter space such as a trial‐and‐error or grid search. This study aims to stimulate further exploration and adoption of these frameworks, pushing the boundaries of current deep learning based geophysical problem‐solving methodologies towards full automation. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description: What is known in this subject matter: Supporting students' online deep discussions is important.Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM).MIM is a quasi‐synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this: We constructed a design framework which used learning analytical tools‐augmented meta‐discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM.We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China).Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners: Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode).Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio‐cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one‐session implementation period.If time allows, teachers could use word cloud and meta‐discourse to engage students in socio‐metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Background: Vocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single words and collocations under different captioned conditions, as well as individual differences that may account for such differences. Objectives: This study aimed to fill this gap by comparing the learning gains of single words and collocations while investigating the influence of vocabulary knowledge (VK) and working memory (WM) on the learning results within diverse forms of captioning conditions: full captions, keyword captions, and no captions. Methods: The study involved 129 young Chinese ESL learners who completed vocabulary tests assessing their meaning recall before, immediately after, and 2 weeks after the study, as well as tests for VK and WM. Results and Conclusions: The results showed that full captions are the most efficacious condition for enhancing both single word and collocation learning. The depth of VK, as well as phonological and complex WM, were significant factors in the learning of new language items. Takeaways: Different types of captioning (full or keyword) contribute differently to the learning of various language items. Individual differences in WM and depth of VK among learners should be considered when utilizing captioned videos for language learning. Lay Description: What is already known about this topic: The type of captions employed does influence incidental single word learning.Incidental collocation learning from captioned videos is worth to be investigated due to the essential role of collocation knowledge in L2 development and the limited classroom time.The breadth of prior vocabulary knowledge (VK) does impact the incidental learning of single words across different captioned conditions. However, the findings remain inconclusive.Working memory (WM) plays a vital role in single word learning. However, limited emphasis has been placed on the examination of how WM affects the incidental learning of collocations across various captioning conditions. What this paper adds: Different captioned conditions play different roles in the incidental learning of different language units: single word learning benefits most from full captioning, whereas both full and keyword captioning lead to significant improvements in incidental collocation learning.The depth of VK is a key determinant of both single word and collocation learning from captioned videos, but its impact is greater for collocations.The breadth of VK is more relevant to collocation learning than single word learning.Both phonological and complex WM play an important role in learning both single words and collocations, but their contribution is greater for collocations. Implications for practice and/or policy: L2 policymakers can incorporate short storytelling videos into the EFL curriculum to facilitate vocabulary learning among young learners and ultimately enhance their L2 proficiency.Teachers can strategically design and implement various types of captioned videos (full or keyword) as out‐of‐class extensive viewing activities, targeting different language components such as single words and collocations.Teachers should be mindful of individual differences (e.g., VK and WM) among learners when utilizing captioned videos for language learning, particularly when it comes to incidental collocation learning.Parents are encouraged to include short storytelling videos with captions as part of their children's home entertainment activities. [ABSTRACT FROM AUTHOR]

Background: Dementia Care Navigators (DCNs) are professionals without clinical training, who provide individualised emotional and practical support to people living with dementia, working alongside clinical services. Navigator services have been implemented but the service offered vary without a consistent overview provided. The aim of this narrative systematic review was to describe and compare existing service formats, and to synthesise evidence regarding their implementation and impacts. Methods: The review was registered on PROSPERO [CRD42021292518]. Three electronic databases were searched and included studies reported on a DCN service, defined as a service in which non‐clinically trained workers provide personalised advice and support to people with dementia and/or carers in the community. Two independent reviewers screened abstracts and titles and read through full papers for inclusion. Risk of bias was assessed using the Standard Quality Assessment QualSyst. Results: We included 14 papers reporting on six studies. All services were US‐based and only varied by integration and training provided. Studies reported different degrees of impact on service utilisation and on symptoms and mental well‐being of people with dementia and their carers, with too little evidence to draw substantial/meaningful conclusions and studies employing different outcome measures. One study evidenced greater impacts on people with more advanced dementia compared to earlier stages. Conclusions: DCN services have the potential to effectively provide non‐clinical support to people with dementia and carers from the point of diagnosis. Further research from countries other than the USA, focusing on the impact on social care and social support service access and utilisation, and utilising similar established outcome measures are required. Key points: Evidence on the impact of Dementia Care Navigators (DCNs) is limited but shows promising benefits for people living with dementia and their carers.More research needs to be conducted in countries other than the US, where all evidence was reported, and with similar outcome measures to allow comparison.DCNs are a highly useful professional group without medical training, who can navigate people living with dementia and their carers to support and provide support themselves. [ABSTRACT FROM AUTHOR]

Previous research has found that music brings back more vivid and emotional autobiographical memories than various other retrieval cues. However, such studies have often been low in ecological validity and constrained by relatively limited cue selection and predominantly young adult samples. Here, we compared music to food as cues for autobiographical memories in everyday life in young and older adults. In two separate four‐day periods, 39 younger (ages 18–34) and 39 older (ages 60–77) adults recorded their music‐ and food‐evoked autobiographical memories in paper diaries. Across both age groups, music triggered more frequent autobiographical memories, a greater proportion of involuntary memories, and memories rated as more personally important in comparison to food cues. Age differences impacted music‐ and food‐evoked memories similarly, with older adults consistently recalling older and less specific memories, which they rated as more positive, vivid, and rehearsed. However, young and older adults did not differ in the number or involuntary nature of their recorded memories. This work represents an important step in understanding the phenomenology of naturally occurring music‐evoked autobiographical memories across adulthood and provides new insights into how and why music may be a more effective trigger for personally valued memories than certain other everyday cues. [ABSTRACT FROM AUTHOR]

Emerging evidence suggests that extracorporeal shockwave therapy (ESWT) may improve time to DFU healing. The aim of this review was to appraise the evidence on role of ESWT in DFU healing and impact of different ESWT doses. Databases were searched for trials comparing ESWT plus standard care to standard care alone in participants with DFUs. Search results were reviewed by two independent reviewers. The Cochrane Risk of Bias 2 tool and GRADE approach was used to assess bias and certainty. The primary outcome was time to healing. The search identified 345 papers after duplicates removed. Six trials consisting of 471 participants were included. There was unclear or high risk of bias across all domains. Time to ulcer healing was probably shorter in patients treated with ESWT compared with standard ulcer care alone (GRADE: low certainty). Patients treated with ESWT were more likely to heal at 20 weeks post‐ESWT compared with those treated with standard ulcer care alone (GRADE: low certainty). There was significant heterogeneity. ESWT remains a promising new treatment but the translation into routine clinical practice is still limited by the low certainty of evidence surrounding its effectiveness, case selection and optimum dose. [ABSTRACT FROM AUTHOR]

Background: It is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles. Objectives: We present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes. Methods: The Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking. Results and Conclusions: Through the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received. What are the 1 or 2 Major Takeaways from the Study?: This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice. Lay Description: What is currently known about the subject matter: Self‐regulated learning (SRL) is important for academic achievement, especially during online learning; more research is needed to understand students' SRL and its cyclical nature.Learning analytics (LA) is an advocate for gathering and analysing data for supporting students' learning. It lacks empirical evidence based on theoretical and students' motivational studies.Institutions will benefit from more research on evidence‐based practice in Blended Learning (BL). What this paper adds to that: Evidence for the understanding of students' SRL, identifying student subgroups (different SRL profiles), and observing the cyclical nature of SRL during BL courses.We enhanced LA through the use of empirical research into motivation and its mapping of students' SRL profiles.Contribute to knowledge within BL about the dynamics of students' motivation, strategy use, and SRL, and showing that successful students better self‐regulate their learning.Evidence to support the emerging role of LA in identifying at‐risk students during BL.Evidence shows the most important motivational and learning strategy constructs that are significantly correlated with the final score in BL. The implications of study findings for practitioners: Through LA, students, educators, and institutions can benefit when universities implement BL.Enabling educators to better understand their students' SRL and how students can adapt quite different SRL profiles over time. Through this information, they can help students adopt a better profile. They also can help students in their SRL process, for example, by applying appropriate interventions.Pedagogically helps lecturers when developing the instructional and interventional design. [ABSTRACT FROM AUTHOR]

Background Study: English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real‐life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real‐life stories and recording them in English. Objectives: The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge. Methods: The participants were 43 sixth‐grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9‐week course. All the participants took financial knowledge and English‐speaking proficiency pre‐tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English‐speaking skills. Results and Conclusions: The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge. Lay Description: What is already known about this topic: CLIL is a teaching method in which language is a tool for learning both the content of a subject and the language itself.Digital storytelling enables users to develop multiple skills, such as organization and interpersonal skills.Cooperative Learning assists the integration of technology. What this paper adds: An instructional design that uses digital storytelling to teach finance and English with CLIL.An experimental study among EFL elementary school students for acquiring financial knowledge and English speaking skills. Implications for practice and/or policy: The course in this study may help EFL teachers by providing them with a basic financial knowledge curriculum in English for elementary school students.Cooperative learning through digital storytelling design for elementary school students may accelerate their organization and communication skills. [ABSTRACT FROM AUTHOR]

Background: As a nutritious food‐providing protein, essential fatty acids, vitamin D, iodine and choline eggs have historically been central to an infant weaning diet. However, food poisoning scares and allergy concerns have contributed to low consumption among infants aged 6–12 months. Methods: This paper presents a secondary data analysis of infant egg exposure and intake using three weaning data sets: a 7‐day food frequency questionnaire (n = 297), a 24‐h recall (n = 180) and a 3‐day weighed food diary (n = 71). Egg introduction, frequency of consumption and intake in grams were analysed for infants aged 6–8, 9–10 and 11–12 months). Comparisons were made by whether infants were following a baby‐led approach to weaning (where infants self‐feed family foods) or a traditional approach where pureed foods are given alongside finger foods. Data were collected in the United Kingdom between 2015 and 2018. Results: Our data showed that despite introduction being recommended from the start of weaning at 6 months of age by the Department of Health, just 54% of infants aged 6–8 months had ever been offered eggs. Average egg intake was one to two times per week, increasing with age. However, in terms of frequency and grams consumed, our data suggest a small increase in consumption compared with previous research, although limitations of our smaller sample size should be noted. Finally, a baby‐led approach was associated with increased exposure and consumption; baby‐led infants consumed eggs twice as frequently as spoon‐fed infants. Conclusions: The findings have important implications for public health messaging and for supporting families in introducing solid foods. Key points: Despite introduction being recommended from the start of weaning at age 6 months, just 54% of infants aged 6–8 months had ever been offered eggs.Only 40% of infants aged 6–8 months and about two‐thirds of those aged 9–12 months had consumed eggs in the last week. Those who had consumed eggs most commonly did so once or twice a week.Infants following a baby‐led weaning approach who self‐feed family foods were introduced to eggs at an earlier stage of weaning and consumed eggs twice as frequently as spoon‐fed infants. [ABSTRACT FROM AUTHOR]

Background: Evidence demonstrating efficacy of dietary interventions for autism spectrum disorder (ASD) remains inconsistent. Recent research on the ketogenic diet (KD) for the treatment of ASD has suggested a benefit. Children with ASD often demonstrate ritualised food‐specific behaviours, taste and texture aversions, and an increased prevalence of food restrictions and allergies. There is a need to investigate how these features contribute to initiation and adherence of the KD. Two surveys were administered to assess the feasibility of utilising the KD for ASD. Methods: First, paper surveys were given to caregivers of children presenting to outpatient neurology clinics. Next, experienced clinicians were recruited and surveyed online using Qualtrics. Chi‐squared analysis was used to compare ASD and non‐ASD caregiver responses. Descriptive metrics were used to present clinician responses. Responses to each question were evaluated individually. Results: One hundred and fourteen surveys were collected from caregivers. There were no significant differences in (1) stated feasibility of adopting a new diet, (2) a carbohydrate restricted diet, (3) diet restrictions, (4) documented allergies or (5) personal/cultural restrictions between groups with and without ASD. Seventy clinician responses were collected. The majority (67.4%) indicated that feasibility for a child with ASD to adopt a KD for any reason depends on ASD severity. Some respondents 73% rated adherence to the KD as more difficult compared to age‐matched controls, whereas 26% considered it similar. Multiple familial and child characteristics were rated as increasing the difficulty of successful KD. Conclusions: The results of the present study suggest that it is feasible for children with ASD to adopt a KD, and success is highly individualised to child and family. Key points: Key points assessing the feasibility of using the ketogenic diet in autism spectrum disorderRates of reported feasibility of adopting either a new diet, or a carbohydrate restricted diet, were similar between caregivers of children with autism spectrum disorder (ASD) and without ASD. A majority of caregivers of children with ASD indicated they either would be willing to try, or that it would be feasible, to adopt a carbohydrate restricted diet.Most experienced clinicians indicated the feasibility of adopting a carbohydrate restricted diet depended on ASD severity. Multiple factors were rated by experienced clinicians as contributing to increased difficulty for a child with ASD to successfully adopt a Ketogenic.The results suggest that it is feasible for children with ASD to adopt a ketogenic diet, and success is highly individualised to child and family. [ABSTRACT FROM AUTHOR]

The construction of parents' cannabis use in the context of child protection has far‐reaching implications for how their parenting is perceived and assessed and for the decisions made regarding their children's lives. Yet little is known about the meanings various stakeholders in child protection processes attribute to parents' cannabis use. This paper aims to explore constructions of parents' cannabis use in child protection court proceedings and position them within a political and social context. A qualitative data mining method was used to examine 32 Family Court judgements in care proceedings that involved parents using cannabis in England and Wales. The analysis of the judgements revealed that most portrayed parents' cannabis use as a negative, deviant and harmful activity. Three constructions of cannabis use were identified: cannabis use as a risk to children, cannabis use as proof of parents' deficits, and cannabis use as (responsible) self‐medication. The discussion considers the findings in light of two social and political processes that underpin child protection policy and practice: the adoption of a risk perspective and the manifestation of othering processes. Implications for policy and practice highlight the importance of developing a critical framework for responding to parental cannabis use. [ABSTRACT FROM AUTHOR]

In recent years, deep‐learning‐based fault detection and diagnosis (FDD) methods have received extensive attention. As we all know, different input forms have a great impact on the final performance. In this paper, three categories and seven representation methods are discussed: numeric representations, image mapping representations (radar chart mapping and Gramian angular summation field (GASF) mapping), and signal transforming representations (fast Fourier transform (FFT) and wavelet). The tests on the Tennessee Eastman process (TEP) dataset prove that the FFT method has achieved the best performance on average. Based on this, a general FDD integration framework is proposed to integrate multiple base learners together to make decisions by weighted voting or maximum voting. Finally, the comparison between our proposed method and other five typical models (FFT, a GASF and a multi‐scale neural network (GASF–MSNN), convolutional neural network (CNN), Long Short‐Term Memory (LSTM), and Support Vector Machine (SVM)) illustrates the effectiveness of our method for FDD on the TEP. The proposed integrated method provides an effective platform for deep‐learning‐based FDD. [ABSTRACT FROM AUTHOR]

Background: General practice (GP) plays a core role in managing the clinical pathways of patients with chronic diseases. Despite well‐established knowledge of the benefits of involvement and personalized care, involvement in GP appears to be challenged. This study aimed to explore patient involvement in GP from the patients' perspectives. Method: The study involved a questionnaire survey investigating patient involvement in GP from the patients' perspectives. The validated questionnaire includes an open‐ended question encouraging responders to provide additional comments regarding their involvement in GP. The results from these comments are presented in this paper. A thematic analysis was applied. Results: Of the 468 responses, 139 included additional comments to the free‐text question. Through our analysis, six analytic themes were generated—To be seen, met or heard, To feel safe or not, To be involved or dictated to, Accessibility, COVID‐19, and For the resourceful—across 116 codings and 25 descriptive themes. The themes' interwovenness underscores the complexity of both involvement and how it is to live with a chronic disease. Our analysis indicates that involvement in GP is for the resourceful. Conclusion: The six themes describing involvement in GP from the perspectives of patients with T2DM and/or COPD were deeply intertwined. Involvement is dependent on being seen, met and heard, all of which contribute to the patients' sense of feeling safe (or not). These aspects are dependent on accessibility to a general practitioner; thus, COVID‐19 was a barrier during the data‐collection period. Furthermore, it appeared that being resourceful not only contributed to a sense of being involved in GP but was perhaps even a prerequisite for being involved. [ABSTRACT FROM AUTHOR]

In this paper, an adaptive sliding mode observer (ASMO) associated with a phase locked loop (PLL) is assessed for the sensor‐less control of a rotor‐tied doubly‐fed induction generator (RDFIG). In the proposed PLL‐ASMO estimator, the ASMO utilizes the stator current, the stator voltage, and the back electromotive force (EMF) as state variables. The proposed ASMO is used in order to estimate the back‐EMF from which the slip position/speed is extracted using a PLL. The design of the ASMO gains is based on the Lyapunov stability criteria to ensure the convergence of the proposed observer in a finite time. Therefore, the main contribution of this paper is to propose a PLL‐based ASMO estimator that aims to improve the estimation by reducing the chattering effect. A comparative study between the standard PLL‐SMO estimator and the PLL‐ASMO estimator is presented. Also, For the first time, an adaptive sliding mode observer is used for the sensor‐less control of a RDFIG. The performance of the proposed sensor‐less control strategy is validated through simulation and experimental measurements under various operating conditions. Furthermore, the estimator is shown to be robust to machine parameter variation. [ABSTRACT FROM AUTHOR]

Background and Aims: Long‐acting injectable buprenorphine (LAIB) is a new treatment for opioid use disorder that is generating positive outcomes. Negative effects are typically mild and transient, but can occasionally be serious, resulting in treatment discontinuation/non‐adherence. This paper aims to analyse patients' accounts of how they felt during the first 72 h after initiating LAIB. Methods: Semi‐structured interviews were conducted (June 2021–March 2022) with 26 people (18 males and 8 females) who had started LAIB within the previous 72 h. Participants were recruited from treatment services in England and Wales and were interviewed by telephone using a topic guide. Interviews were audio‐recorded, transcribed and coded. The concepts of embodiment and embodied cognition framed the analyses. Data on participants' substance use, initiation onto LAIB and feelings were tabulated. Next, participants' accounts of how they felt were analysed following the stages of Iterative Categorization. Results: Participants reported complex combinations of changing negative and positive feelings. Bodily experiences included withdrawal symptoms, poor sleep, injection‐site pain/soreness, lethargy and heightened senses inducing nausea ('distressed bodies'), but also enhanced somatic wellbeing, improved sleep, better skin, increased appetite, reduced constipation and heightened senses inducing pleasure ('returning body functions'). Cognitive responses included anxiety, uncertainties and low mood/depression ('the mind in crisis') and improved mood, greater positivity and reduced craving ('feeling psychologically better'). Whereas most negative effects reported are widely recognized, the early benefits of treatment described are less well‐documented and may be an overlooked distinctive feature of LAIB. Conclusions: During the first 72 h after initiating long‐acting injectable buprenorphine, new patients report experiencing a range of interconnected positive and negative short‐term effects. Providing new patients with information about the range and nature of these effects can prepare them for what to expect and help them manage feelings and reduce anxiety. In turn, this may increase medication adherence. [ABSTRACT FROM AUTHOR]

A new in vitro chronic wound biofilm model was recently published, which provided a layered scaffold simulating mammalian tissue composition on which topical wound care products could be tested. In this paper, we updated the model even further to mimic the dynamic influx of nutrients from below as is the case in a chronic wound. The modified in vitro model was created using collagen instead of agar as the main matrix component and contained both Staphylococcus aureus and Pseudomonas aeruginosa. The model was cast in transwell inserts and then placed in wound simulating media, which allowed for an exchange of nutrients and waste products across a filter. Three potential wound care products and chlorhexidine digluconate 2% solution as a positive control were used to evaluate the model. The tested products were composed of hydrogels made from completely biodegradable starch microspheres carrying different active compounds. The compounds were applied topically and left for 2–4 days. Profiles of oxygen concentration and pH were measured to assess the effect of treatments on bacterial activity. Confocal microscope images were obtained of the models to visualise the existence of microcolonies. Results showed that the modified in vitro model maintained a stable number of the two bacterial species over 6 days. In untreated models, steep oxygen gradients developed and pH increased to >8.0. Hydrogels containing active compounds alleviated the high oxygen consumption and decreased pH drastically. Moreover, all three hydrogels reduced the colony forming units significantly and to a larger extent than the chlorhexidine control treatment. Overall, the modified model expressed several characteristics similar to in vivo chronic wounds. [ABSTRACT FROM AUTHOR]

This paper evaluates the relative efficiency of 83 food retail stores of a major Greek Supermarket network using monthly panel data that relates to an extended period of deep economic recession (2012–2013). We highlight the importance of the comparative analysis of operational and economic perspectives of the retail stores' efficiency, as they fully capture the real conditions in very competitive and dynamic recessionary environments given that retail stores are interested in minimizing costs while maximizing sales and profits. Efficiency measurements and comparisons led to the identification of benchmark stores and problematic ones thus leading to a series of management actions. [ABSTRACT FROM AUTHOR]

Introduction: A peripheral blood smear is a basic test for hematological disease diagnosis. This test is performed manually in many places worldwide, which requires both time and qualified staff. Large laboratories are equipped with digital morphology analyzers, some of which are based on deep learning methods. However, it is difficult to explain to scientists how they work. In this paper, we proposed to add an explanatory factor to enhance the interpretability of deep learning models in leukocyte classification. Methods: 10 297 single images of leukocytes obtained from peripheral blood smears were included in this study. Pre‐trained and fully trained VGG16 and VGG19 models were used to classify the leukocytes, and Shapley Additive Explanations (SHAP) DeepExplainer was applied to visualize the area of cells that were significant for classification. The output images from the DeepExplainer were compared with cellular elements that are essential to laboratory practice. Results: The accuracy of our fully trained models was 99.81% for VGG16 and 99.79% for VGG19. It achieved slightly better results than the partially trained model, which scored 98.67% for VGG16 and 98.33% for VGG19. Their SHAP explanations indicated the significance of cellular structures in microscopic examination. Explanations in the pre‐trained models have proved the cell and nucleus contours to be relevant to classification, while explanations in the fully trained models pointed to the cytoplasm area. Conclusion: Despite different SHAP DeepExplainer explanations for fully and partially trained models, this method appears to be helpful for the verification of leukocyte classification in automated peripheral blood smear examination. [ABSTRACT FROM AUTHOR]

Objective: The study investigated adherence with MMF treatment among patients attending rheumatology clinics at University Hospitals Coventry and Warwickshire NHS Trust (UHCW) with Autoimmune inflammatory rheumatic diseases (AIIRDs). Methods: This retrospective study collated hospital pharmacy data in patients who requested the prescription for MMF between January 2015 and December 2018. Clinical data were obtained from paper and electronic notes. Data were analysed using Microsoft Excel. Ethical approval was obtained through Coventry University. Results: We recruited 144 patients into this study with age range from 18 to 91 years, including 100 females and 44 males. There were 112 White patients, 22 of South Asian origin, 3 East Asian and 4 black patients. SLE (56), scleroderma (18), mixed connective tissue disease (15), myositis (13), vasculitis (13) were the commonest diagnoses. Overall adherence with Mycophenolate mofetil was 62%. The adherence rates were below 80% for all age groups with ∼60% of patients having adherence levels of >60%. Poor adherence with MMF correlated with 3‐fold increase in risk of flares compared to good adherence (p = 0.002). We also found a significant difference between Asian patients (mean adherence 47%) and White patients (mean adherence 65%, p < 0.001). Conclusion: Adherence with MMF has improved considerably compared to historical studies, although these remain suboptimal. Certain population groups such as young adults, elderly and Asian patients continue to have lower adherence and higher risk of flares. Strategies are needed to improve adherence levels overall and specifically in the high‐risk groups to reduce risk of flares and organ damage. [ABSTRACT FROM AUTHOR]

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays. [ABSTRACT FROM AUTHOR]

Background: As adequate support, virtual reality (VR) has been increasingly introduced into the classroom to help students learn a new language. However, empirical studies exploring the educational potential of using 360° spherical video‐based virtual reality (SVVR) in high‐school Chinese language classrooms are still lacking. Objectives: A mind mapping‐based SVVR learning system is proposed for international high‐school students' Chinese courses and examines its effects on improving Chinese learning achievements and perceptions among Grade 10 students who learn Chinese as a foreign language. Methods: This study adopted a quasi‐experiment design. Participants (N = 66) were assigned to one of three conditions: mind mapping‐based SVVR (MMBSVVR), conventional SVVR (CSVVR), or traditional lecturing (TL). Our mixed‐method approach employed pre‐and post‐tests to measure Chinese learning achievements, questionnaires to measure Chinese learning motivation, problem‐solving ability, and self‐efficacy, and semi‐structured interviews to further explore students' feelings and attitudes about Chinese courses in corresponding learning environments. Results and Conclusions: The results showed that the MMBSVVR classroom significantly improved high students' Chinese learning achievements in Chinese vocabulary and making sentence, problem‐solving ability, and self‐efficacy. Moreover, SVVR stimulates students' learning interest and class participation, and mind mapping provides students with a clear guide to arrange the knowledge. These findings help interpret the relationships between MMBSVVR and learning achievements, Chinese learning motivation, problem‐solving ability, and self‐efficacy in an international high school Chinese courses, thus providing insight on integrating MMBSVVR into existing classrooms. Lay Description: What is Already Known about this Topic: By creating fully immersive 3D environments, 360° spherical video‐based virtual reality (SVVR) in promoting language learning has been confirmed by many scholars with a focus on English language learning.Mind mapping effectively enables second language learners to review and retain new words in the target language meaningfully. Also, it can create a more vivid learning atmosphere through images and graphics and promote learners' memory and learning motivation. What This Paper Adds: A mind mapping‐based SVVR learning system has been developed with the support of the constructivism theory.A mind mapping‐based SVVR learning system is proposed to facilitate international students' Chinese learning performance in Chinese vocabulary acquisition and sentence construction.In addition to promoting international students' learning outcomes, the proposed approach indicated promising results in learning motivation, problem‐solving ability, and self‐efficacy. Implications for Practice and/or Policy: This study provides an evidence base for further research through the utilization of VR learning environments in Chinese language classrooms.This study advocates introducing SVVR technology in the Chinese learning classrooms to increase the learning context for international students. It is also worth encouraging scholars to design VR learning systems with different learning strategies.Due to the cognitive requirements of the Chinese language learning process, it is necessary to introduce mind maps in the SVVR learning system to assist students in constructing knowledge and combining prior and new knowledge to generate long‐term memory. [ABSTRACT FROM AUTHOR]

Background: Formative assessments are needed to enable monitoring how student knowledge develops throughout a unit. Constructed response items which require learners to formulate their own free‐text responses are well suited for testing their active knowledge. However, assessing such constructed responses in an automated fashion is a complex task and requires the application of natural language processing methodology. In this article, we implement and evaluate multiple machine learning models for coding energy knowledge in free‐text responses of German K‐12 students to items in formative science assessments which were conducted during synchronous online learning sessions. Dataset: The dataset we collected for this purpose consists of German constructed responses from 38 different items dealing with aspects of energy such as manifestation and transformation. The units and items were implemented with the help of project‐based pedagogy and evidence‐centered design, and the responses were coded for seven core ideas concerning the manifestation and transformation of energy. The data was collected from students in seventh, eighth and ninth grade. Methodology: We train various transformer‐ and feature‐based models and compare their ability to recognize the respective ideas in students' writing. Moreover, as domain knowledge and its development can be formally modeled through knowledge networks, we evaluate how well the detection of the ideas within responses translated into accurate co‐occurrence‐based knowledge networks. Finally, in terms of the descriptive accuracy of our models, we inspect what features played a role for which prediction outcome and if the models pick up on undesired shortcuts. In addition to this, we analyze how much the models match human coders in what evidence within responses they consider important for their coding decisions. Results: A model based on a modified GBERT‐large can achieve the overall most promising results, although descriptive accuracy varies much more than predictive accuracy for the different ideas assessed. For reasons of comparability, we also evaluate the same machine learning architecture using the SciEntsBank 3‐Way benchmark with an English RoBERTa‐large model, where it achieves state‐of‐the‐art results in two out of three evaluation categories. Lay Description: What is already known about this topic?: Formative assessments are needed to test and monitor the development of learners' knowledge throughout a unit to provide them with appropriate automated feedback.Constructed response items which require learners to formulate their own free‐text responses are well suited for testing their active knowledge.Assessing constructed responses in an automated fashion is a widely researched topic, but the problem is far from solved and most of the work focuses on predicting holistic scores or grades.To allow for a more fine‐grained and analytic assessment of learners' knowledge, systems which go beyond predicting simple grades are required.To guarantee that models are stable and make their predictions for the correct reasons, methods for explaining the models are required. What this papers adds?: A core topic in physics education is the concept of energy.We implement and evaluate multiple systems based on natural language processing technology for assessing learners' conceptual knowledge about energy physics using transformer language models as well as feature‐based approaches.The systems assess students' knowledge about various forms of energy, indicators for the same and the transformation of energy from form into another.As our systems are based on machine learning methodology, we introduce a novel German short answer dataset for training them to detect the respective knowledge elements within students' free‐text responses.We evaluate the performance of these systems using this dataset as well as the well‐established SciEntsBand‐3‐Way dataset and manage to achieve, to our best knowledge, new state‐of‐the‐art results for the latter.Moreover, we apply methodology for explaining model predictions to assess whether predictions are carried out for the correct reasons. Implications for practice and/or policy: It is indeed possible to assess constructed responses for the demonstrated knowledge about energy physics in an analytic fashion using natural language processing.Transformer language models can outperform more specialized feature‐based approaches for this task in terms of predictive and descriptive accuracy.Co‐occurrences of different concepts within the same responses can lead models to learn undesired shortcuts which make them unstable. [ABSTRACT FROM AUTHOR]

This paper analyses the socio‐spatial entanglement of West Indian anti‐colonial knowledge production in the mid‐20th century existing between London and the Caribbean. This is interpreted as a case of the paradoxical politics of academic knowledge production in that British imperial policies that were constraining knowledge production in the West Indies were also seen as facilitating anti‐colonial awareness and work in London by West Indian actors. Research demonstrating the importance of the metropole as a meeting place for global anti‐colonial actors is complemented by shifting the focus to the entangled space between London and the West Indies. This article comparatively analyses the academic politics of the British Colonial Office – a spatial dislocation of knowledge production away from the West Indies – and its perception and challenge by Caribbean intellectuals who were temporarily based in London. The analysis builds on contributions by C.L.R. James and S. Wynter and their reflections on the institutionalisation of research in the West Indies and their experiences in London. Overall, I emphasise a relational and symmetrising analysis of knowledge production in imperial contexts that accounts for the entanglement of imperial politics in the metropole and the colonies, and the perception and potential use of these political entanglements by actors in and from colonial contexts. [ABSTRACT FROM AUTHOR]

The interpretation of driver behaviour decisions is an essential part of driver behaviour research. Unlike previous studies that use driver's vision indicators or behaviour indicators as the basis for behaviour decision‐making models, this paper proposes a new concept of vision pressure energy field to describe driver's vision perception. Driver behaviours are regarded as the results of the energy fluctuation of the "Potential Energy‐Field Energy‐Kinetic Energy" cycle. The energy field model and corresponding classification method of driving risk level are presented. The micro‐effect and macro‐effect of driver behaviour decisions are considered in the decision effect evaluation process. These models are integrated into an RNN (Recurrent Neural Network) framework. After the field test data training, the model results show that the decision‐making framework with a hidden layer can successfully describe the car‐following and lane‐changing behaviours. The phenomenon of continuous behaviour change can be explained by the prediction result of decision effect level. The vision pressure energy field theory integrates the driver behaviour into the physical energy field theory. It presents a new way to interpret driver's vision perception results. The driver behaviour changes can also be successfully predicted through this theory. [ABSTRACT FROM AUTHOR]

Background: A growing body of work shows that children with developmental language disorder (DLD) perform poorly on statistical word learning (SWL) tasks, consistent with the predictions of the Procedural Deficit Hypothesis that predicts that procedural memory is impaired in DLD. To date, however, SWL performance has not been compared across linguistically heterogeneous populations of children with DLD. Aims: To compare SWL performance in a group of age, sex and non‐verbal IQ‐matched Catalan–Spanish and English‐speaking children with and without DLD. Methods & Procedures: Two cohorts of children: (1) 35 Catalan–Spanish‐speaking children with DLD (Mage = 8;7 years) and 35 age/sex‐matched typical developing (TD) children (Mage = 8;9 years), and (2) 24 English‐speaking children with DLD (Mage = 9;1 years) and 19 age/sex matched TD controls (Mage = 8;9 years) completed the tone version of a SWL task from Evans et al. (2009). Children listened to a tone language in which transitional probabilities within tone words were higher than those between words. Outcomes & Results: For both Catalan–Spanish and English cohorts, overall performance for the children with DLD was poorer than that of the TD controls regardless of the child's native language. Item analysis revealed that children with DLD had difficulty tracking statistical information and using transitional probability to discover tone word boundaries within the input. For both the Catalan–Spanish and English‐speaking children, SWL accounted for a significant amount of unique variance in Receptive and Expressive vocabulary. Likelihood ratio analysis revealed that for both Catalan–Spanish and English cohorts, children having performance ≤ 45% on the SWL task had an extremely high degree of likelihood of having DLD. The analysis also revealed that for the Catalan–Spanish and English‐speaking children, scores of ≥ 75% and ≥ 70%, respectively, were highly likelihood to be children with normal language abilities. Conclusions & Implications: The findings add to a pattern suggesting that SWL is a mechanism that children rely on to acquire vocabulary. The results also suggest that SWL deficits, in particular when combined with other measures, may be a reliable diagnostic indicator for children with DLD regardless of the child's native language, and whether or not the child is bilingual or monolingual. What this paper adds: What is already known on the subject: Although there is some disagreement, a small but growing body of work suggests that deficits in procedural memory, as measured either by motor sequencing (Serial Reaction Time—SRT) or SWL tasks, may be part of the deficit profile of children with DLD. To date, studies have not examined SWL across linguistically heterogeneous populations of children with DLD to determine if it is a unique clinical marker of the disorder. What this paper adds to existing knowledge: The results show that children with DLD, regardless of their native language, or whether the child is bi‐ or monolingual, have difficulties on SWL tasks, and that these deficits are linked to severity of the language disorder. Taken together, these results indicate that procedural memory deficits may be a core feature of DLD. This suggests that statistical‐learning tasks using tone stimuli can also advance our understanding of statistical‐learning abilities in children with DLD more globally. What are the potential or actual clinical implications of this work?: The current study shows that statistical‐learning tasks using tone stimuli can be used in conjunction with standardized assessment measures to differentiate children with DLD from children with typical language ability. [ABSTRACT FROM AUTHOR]

Absract: Outbound foreign direct investment (OFDI) was traditionally the realm of developed countries. However, recently OFDI originating from emerging countries has increased rapidly but hardly any study noticed its impact on the economic activities in emerging source countries. Therefore, this study explores the impact of OFDI on exports and private investment in emerging source countries by employing cross‐sectional dependence autoregressive distributed lag model. The findings in this paper suggest that OFDI contributes significantly to exports in the emerging countries both in the long and in the short run; however, OFDI contribution to private investment in emerging countries is limited to long run only. Moreover, the findings suggest that the positive impact of OFDI on exports and private investment in emerging countries requires quality institutions. The positive impact of OFDI on exports and private investment in emerging countries is low when compared with developed countries. However, the significant and high values of a dummy variable for the 2007–2008 financial crisis show that emerging countries are converging on developed countries in terms of gains from OFDI in post‐crisis era. We find that OFDI is an effective policy tool for emerging countries to diversify and kick start the local economy. [ABSTRACT FROM AUTHOR]

Objective Impression cytology is a noninvasive investigation of the ocular surface. It uses the adhesive features of different filter papers to collect a monolayer of epithelial cells from the cornea and/or conjunctiva. Samples obtained by impression cytology exhibit all characteristics of an ideal cytology specimen. The aim of this study was to test the feasibility of impression cytology and determine the most appropriate filter paper to achieve maximum diagnostic value of the feline eye. Animals Studied Ten healthy cats. Procedures The study was conducted in two phases. In the first phase, eight different filter papers (FPs) with various pore sizes were tested: 3.0-, 1.2-, 0.8-, 0.45-, 0.22-, 0.05- and 0.025-μm cellulose acetate papers and a 0.4-μm Biopore membrane ( BM). Samples were obtained from the superior bulbar and from the inferior palpebral conjunctiva. In the second phase, three different sampling methods - with and without topical anesthesia, and with topical anesthesia and drying of the conjunctiva - were compared employing the BM encased in the intended BM device ( BMD). Samples were evaluated for cellularity and quality of cells. Results In the first phase, samples obtained from the superior bulbar conjunctiva with the BM had the most sufficient cellularity and quality. In the second phase, BMD with topical anesthesia and additional drying of the conjunctiva was the most ideal method. Conclusion The BMD may prove to be a suitable diagnostic tool for clinicians. Sampling is quick, processing is simple, and a large area of intact cells can be harvested. [ABSTRACT FROM AUTHOR]

SUMMARY This paper proposes a cooperative quadrature physical layer network coding (CQPNC) scheme for a dual-hop cooperative relay network, which consists of two source nodes, one relay node and one destination node. All nodes in the network have one antenna, and the two source nodes transmit their signals modulated with quadrature carriers. In this paper, a cooperative quadrature physical layer network coded decode-and-forward (DF) relay protocol (CQPNC-DF) is proposed to transmit the composite information from the two source nodes via the relay node to the destination node simultaneously to reduce the number of time slots required for a transmission. The proposed CQPNC-DF relay protocol is compared with time-division multiple-access amplify-and-forward (TDMA-AF), TDMA-DF, cooperative network coded DF (CNC-DF) and cooperative analog network coded AF (CANC-AF) relay protocols to demonstrate its effectiveness in terms of bit error rate (BER) and system throughput under different propagation conditions. The simulation results reveal that the proposed CQPNC-DF relay protocol can significantly improve the network performance. Compared with two TDMA schemes and CNC-DF, the proposal can provide up to 100% and 50% throughput gains, respectively. Moreover, no matter what the scene, the proposed scheme always has the lowest BER in the low SNR region. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Objective: To determine the effects on weight loss of three abbreviated behavioral weight loss interventions with and without coaching and mobile technology.Methods: A randomized controlled efficacy study of three 6-month weight loss treatments was conducted in 96 adults with obesity: 1) self-guided (SELF), 2) standard (STND), or 3) technology-supported (TECH). STND and TECH received eight in-person group treatment sessions. SELF and STND used paper diaries to self-monitor diet, activity, and weight; TECH used a smartphone application with social networking features and wireless accelerometer.Results: Weight loss was greater for TECH and STND than SELF at 6 months (-5.7 kg [95% confidence interval: -7.2 to -4.1] vs. -2.7 kg [95% confidence interval: -5.1 to -0.3], P < 0.05) but not 12 months. TECH and STND did not differ except that more STND (59%) than TECH (34%) achieved ≥ 5% weight loss at 6 months (P < 0.05). Self-monitoring adherence was greater in TECH than STND (P < 0.001), greater in both interventions than SELF (P < 0.001), and covaried with weight loss (r(84) = 0.36-0.51, P < 0.001).Conclusions: Abbreviated behavioral counseling can produce clinically meaningful weight loss regardless of whether self-monitoring is performed on paper or smartphone, but long-term superiority over standard of care self-guided treatment is challenging to maintain. [ABSTRACT FROM AUTHOR]

Aims: This study compared two dose frequency conditions of an explicit intervention with 50 trials per session designed to improve past tense marking in early school‐aged children with developmental language disorder (DLD). The influence of allomorphs on intervention effects was also examined. Methods: Data from previously conducted intervention studies were combined and analysed. Participants included nine children (mean age = 6;5 years) who received 20–30‐min intervention sessions provided twice per week for 10 weeks (1000 trials; 400–600 min) and 20 children (mean age = 6;6) who received 20–30‐min intervention sessions provided once per week for 10 weeks (500 trials; 200–300 min). Repeated measures included criterion‐referenced probes for production of untrained past tense verbs collected throughout baseline, intervention, and maintenance phases. The rate of progress in each phase was analysed using logistic regression. The proportion of participants who produced past tense allomorphs correctly at pre‐intervention, post‐intervention, and maintenance testing points was analysed. Results: Logistic regression showed a stable baseline, highly significant progress during the intervention phase, and a marginally significant shallow decline during the maintenance phase. Those in the twice per week group showed a greater rate of progress during the intervention phase leading to significantly higher scores in the maintenance period when compared with the once per week group. The allomorphic category of past tense verbs did not appear to influence outcomes. Conclusions: Participants receiving intervention twice per week appeared to demonstrate a greater rate of progress with intervention than those receiving it once per week, although once per week was also effective. However, these results should be interpreted with caution. Limitations to study design indicate that a larger randomised controlled trial is required. All past tense allomorphs improve to a similar degree when treated with this intervention. What this paper adds: What is already known on the subject: Understanding the parameters of dosage and intensity are important for clinical practice.Research evaluating the efficacy and/or effectiveness of interventions delivered in different dose/intensity conditions is scarce.There appears to be different interpretations of what constitutes dosage and intensity in published research. What this paper adds to existing knowledge: This study retrospectively compared dosage and intensity conditions of intervention provided twice per week to intervention provided once per week. Both dose frequencies could be delivered in clinical settings.Results from this study were analysed by grouping data from multiple testing points, rather than comparing pre‐post results. This approach demonstrated the variability of individual performance that would otherwise be lost with conventional methods of analysis.This study demonstrated that all past tense allomorphs improve to a similar degree when treated with this intervention. What are the potential or actual clinical implications of this work?: Parameters of dosage and intensity are still not clearly defined well enough for translation to clinical practice. In consideration of current research, this intervention may be more effective if delivered twice per week.If clinicians are treating past tense, all allomorphs should be considered as priorities for intervention targets. [ABSTRACT FROM AUTHOR]

Background: The semantic variant of primary progressive aphasia (PPA) is typically associated with a loss of semantic knowledge. Research on the semantic processing in the other clinical variants of PPA is, however, rather sparse and limited to off‐line behavioural studies. Aims: This study aimed to investigate verbal semantic processing in patients with the three variants of PPA by the event‐related potential technique. The presence, latency, amplitude and/or topographic distribution of the N400 effect may be helpful in the diagnosis of PPA and its clinical variants and it provides temporal information about semantic processing (disturbances) in the three variants of PPA. Methods & Procedures: The N400 effect was studied by a categorical word‐priming paradigm and a semantic‐anomaly paradigm at sentence level in eight persons with PPA(‐plus) and 30 age‐matched healthy controls. The mean amplitudes and onset latencies of the N400 effect were compared between each patient and the control group by two methods that are applicable in clinical practice, namely visual inspection and Z‐scores. Outcomes & Results: The N400 effect elicited by the categorical‐priming paradigm was only present in the two patients with the non‐fluent variant of PPA. This effect was absent in the two patients with the semantic variant(‐plus), two patients with the logopenic variant(‐plus), one patient with the non‐fluent variant‐plus, and the patient with PPA not otherwise specified. The results of the N400 effect elicited by the semantic‐anomaly task at the sentence level were variable, but differences in the presence, mean amplitudes, onset latencies and/or topographic distributions of the effect were found in all patients with PPA(‐plus) in comparison with the control group. Conclusions & Implications: The results of our study showed that the evaluation of the N400 effect might have an added value in the diagnostic process of PPA in general and in the differentiation of patients with the non‐fluent variant from patients with the logopenic and semantic variants. Furthermore, our results indicate the presence of difficulties with retrieving stored semantic knowledge or semantic integration of a word in the preceding context in patients with the three variants of PPA. These findings might help the speech–language pathologist in determining individualized therapy goals and indicate that it might be helpful to focus on verbal semantic processing in language therapy in patients with the three variants of PPA and not only in patients with the semantic variant. What this paper adds: What is already known on the subject: The semantic variant of PPA is characterized by an impaired object knowledge and single‐word comprehension and these functions are relatively spared in the non‐fluent and logopenic variants following the guidelines of Gorno‐Tempini et al. (2011). Research on the semantic processing in patients with the non‐fluent and logopenic variant is, however, rather sparse and limited to off‐line behavioural studies. Only four group studies investigated verbal semantic processing by the N400 effect, and these studies indicate disturbances in the three variants of PPA. What this paper adds to existing knowledge: Our results indicate the presence of difficulties with retrieving stored semantic knowledge or semantic integration of a word in the preceding context during a semantic‐priming paradigm in patients with the semantic and logopenic variants of PPA and during a semantic‐anomaly task at the sentence level in patients with the three variants of PPA. What are the potential or actual clinical implications of this work?: The results of our study showed that the evaluation of the N400 effect might have an added value in the diagnostic process of PPA in general and in the differentiation of patients with the non‐fluent variant from patients with the logopenic and semantic variants. The evaluation of the N400 effect might also help the speech–language pathologist in determining individualized therapy goals and indicate that it might be helpful to focus on verbal semantic processing in language therapy in patients with the three variants of PPA and not only in patients with the semantic variant. [ABSTRACT FROM AUTHOR]

Objectives: The overarching hypothesis of the present paper is that ethnically and/or genetically diverse human populations may exhibit similarity in correlations between various aspects of human phenotypes due to the morphological integration process during the ontogenetic stages. To test this we investigated whether an association between craniofacial (CF) features and body composition (BC) variations is present in humans and the extent to which such possible associations are comparable in different populations. Furthermore, the paper examines the contribution of common genetic (additive) and shared familial environmental factors in assessing the correlation between CF and BC characteristics in humans. Materials and Methods: Two pedigree‐based samples were collected from two distinct populations, including India (Santhal) and Europe (Chuvash). Canonical correlation analysis was used to compare the association between CF and BC characteristics in the two studied samples. The contribution of genetic and familial environmental factors on the correlation between CF and BC features was analyzed through variance decomposition analysis by implementing the Mendelian Analysis package (MAN). Results: Our study suggests that CF morphology is significantly (p < 0.001) associated with BC variation in both samples. CF characteristics and BC phenotypes revealed a consistent trend in both samples where condensed and broad CF morphology was significantly associated with increased fat accumulation, with slight variations between the Santhal and Chuvash samples. Despite the variations observed between the samples, the heritability estimates were impressively equivalent for traits like total facial height (55.6%Santhalvs.56.1%Chuvash) and nasal index (42.8%Santhalvs. 43.3%Chuvash). Discussion: The genetic contribution of CF morphology appeared to be extensive and the contribution of common genetic and shared family environmental correlations between CF and BC measures were suggestively substantial. Accordingly, these correlations were consistently observed across ethnically diverse populations, despite drastic morphological differences between the samples under comparison. [ABSTRACT FROM AUTHOR]

Background: Preschool‐age children in hospitals are at a high risk of unexpected incidents. Safety incidents in hospitals can cause serious damage to the children. Objective: To determine the effectiveness of the mobile‐type mHealth Safe Kids Hospital (SKH) application (app) for the prevention of hospitalized child safety incidents. Design: This study used a three‐group, randomized controlled trial pre‐post design. Setting(s): This study was conducted in the pediatric ward of three general hospitals in Korea. Participants: A total of 124 eligible hospitalized children and their caregivers were enrolled in the study from June to December 2018. Of these, 116 finally participated in the study, and 8 were excluded because they were discharged before the intervention. Methods: Hospitalized preschool‐age children and their caregivers were randomly allocated into three groups: experimental group I (n = 39), experimental group II (n = 39), and the control group (n = 38). Experimental group I received the SKH app intervention, the experimental group II received a paper‐based intervention, whereas the control group received the usual intervention. Participants' outcomes of awareness, knowledge, and behavior related to hospital safety, were assessed at two time points: baseline and 24 h after the intervention. Results: Hospital safety awareness had a higher increase after intervention in experimental groups I and II than in the control group. Among the four subdomains of hospital safety awareness, there was a significant increase in the scores of experimental group I on three subdomains after the intervention: falls (F = 8.19, p < 0.001), burns (F = 6.73, p = 0.002), and medical devices (F = 6.81, p = 0.002). In hospital safety knowledge and safety behavior, experimental group I had the highest average score after the intervention compared with experimental group II and the control group; however, there was no statistically significant difference in the average score of the three groups. Conclusions: Using the SKH app is easy to attract the interest of preschool‐age children and is also easy for nurses to use in clinical trials; thus, it is considered to be a useful educational intervention to prevent safety incidents in clinical fields in future. Clinical Relevance: It is thought to contribute to the prevention of preschool‐age children's safety incidents in pediatric wards. [ABSTRACT FROM AUTHOR]

This paper deals with the detailed review and comparative analysis of latest reduced switch multilevel inverter topologies for electric vehicle applications. The recent trends in reduced‐switch multilevel inverters are discussed. Detailed review of the reduced‐switch multilevel inverter topologies, their merits and demerits, and the comparative analysis based on component count, total harmonic distortion, and efficiency are conducted. This paper gives a detailed review of recent trends in reduced‐switch multilevel inverter topologies for electric vehicle applications. Switching pattern of the topologies is provided for better understanding of the inverter operation. Comparative analysis of the reduced‐switch inverter topologies based on the component count, total harmonic distortion of output voltage, and efficiency is also presented in this paper. Based on the comparative analysis, it is observed that the interleaved nine‐level flying capacitor multilevel inverter topology achieved the lowest output voltage distortion of 1.6%, which is within the acceptable limits of IEEE 519‐2014 standard. It is observed that the three‐level active neutral point clamped multilevel inverter topology achieved the highest working efficiency of 99.4%. This paper discusses the most recent trends in reduced‐switch multilevel inverters. A comprehensive review of the recent publications and a crisp comparative analysis of the different inverter configurations based on component count, harmonic distortion of output voltage, and efficiency are presented in this paper. [ABSTRACT FROM AUTHOR]

Social media business networks provide small‐ and medium‐sized enterprises (SMEs) with a modern platform to network, resulting in improved business performance. However, rural SMEs are less likely to access these networks and often underperform urban counterparts. This paper provides a rural–urban comparative analysis of business performance across SMEs for both members and non‐members of social media business networks. Empirically, the analysis draws on data of over 13,000 SMEs from the 2015‐UK Government's Small Business Survey. Inverse Probability Weighting is used to control for selection bias of firms selecting into a location and business network and for variations in business characteristics. The results reveal that rural SMEs that are members of social media business networks tend to register higher turnover and seek to grow sales compared to rural and urban SMEs that are non‐members. For turnover, rural firms that are members of these business networks perform as well as urban SMEs that are members. However, for sales growth, they underperform urban counterparts. Therefore, the development of SMEs' performance in rural areas requires enhanced online business support environments, improved digital infrastructure and connectivity, the creation of online co‐working spaces, and increased digital and technological skills. [ABSTRACT FROM AUTHOR]

Background: Much has been written about the changes in use and perspectives of telepractice among speech and language therapists (SLTs) during the global COVID‐19 pandemic. However, no long‐term study has been done to examine whether there is a permanent shift in attitudes towards telepractice as the world adjusts to new norms and endemic COVID‐19. Aims: To compare the speech telepractice use and perspectives of SLTs at two time points of the pandemic: during and after the height of the pandemic. Methods & Procedures: Two online surveys were distributed a year apart among SLTs in Singapore. The first survey was disseminated during an initial lockdown period in 2020 and the second survey was done in 2021 when Singapore was starting to reduce strict quarantine and safe‐distancing regulations. These surveys were distributed via communication channels of the local speech therapy association. A total of 115 and 71 responses to the survey were collected in 2020 and 2021, respectively. Responses were captured and analysed using descriptive statistics and statistical analysis while qualitative content analysis was used to derive key themes from open‐ended questions. Outcomes & Results: Telepractice use across all age groups and client types peaked at the height of the pandemic. Even as lockdown measures were eased, telepractice utilization was still higher than what it was before the pandemic. Dysphagia management was the only area where SLTs reduced their use of telepractice during the stabilization phase. After more experience with telepractice during the height of the pandemic, SLTs acknowledged the benefit of being able to use a wide range of media through telepractice and were less worried about not having the resources or knowledge to set up telepractice. SLTs also reported increased confidence in providing telepractice, which was reflected in their willingness to continue to provide telepractice even after the pandemic ends. Conclusions & Implications: The increase in use of telepractice during this pandemic is likely to be sustained as a majority of respondents believed they would continue to provide this mode of service delivery even after the pandemic ends. However, clinicians will still have to assess for client suitability, as clients with more complex medical or behavioural issues may still require in‐person therapy. Additionally, dysphagia management via telepractice will still be limited given that swallow presentations may be more variable. Lastly, although generic resources are helpful for clinicians, the long‐term sustainability of telepractice can be boosted by the sharing of resources that are suitable for the local context. WHAT THIS PAPER ADDS: What is already known on this subject: Current studies have examined telepractice use and perspectives of SLTs before and during the COVID‐19 pandemic. Despite the evidence for the efficacy of telepractice, uptake was low due to perceived lack of training and resources. Although more clinicians provided telepractice during the pandemic, many still doubted its efficacy over in‐person therapy and most studies concluded that longer term studies are required to ascertain if SLTs will continuing providing telepractice after the pandemic. What this paper adds to existing knowledge: This study shows that there is a definitive shift in perspectives in favour of telepractice after the pandemic, as clinicians continued to provide telepractice across most service areas even without lockdown restrictions. The previous challenges of insufficient resources, knowledge and privacy concerns were reduced with more experience in providing telepractice. Although client suitability remained a major barrier, more clinicians saw benefits of easy access to therapy and range of resources used as benefits that they could harness from telepractice. What are the potential or actual clinical implications of this work?: A majority of respondents stated that they are more confident in providing telepractice and would want to continue providing this service delivery mode after the pandemic, so more training and resources suitable for the local contexts can be provided by national associations to sustain this. More research and resources can be gathered to make telepractice more efficacious for dysphagia management and clients who may be deemed unsuitable for telepractice. [ABSTRACT FROM AUTHOR]

Recent research has stated that early oral language acquisition difficulties are related to reading and writing difficulties. Children with developmental language disorder (DLD) experience difficulties with several dimensions of language. In this study we focus on the specific difficulties of children with DLD in spelling. We examine the impact of lexicality and length in written production of Spanish‐speaking children with DLD. A total of 18 children with language difficulties (Mage = 8;4) were compared with age‐matched children (Mage = 8;2). Participants completed a spelling‐to‐dictation task of words and pseudo‐words, where length was manipulated. A digital tablet was used to collect data and obtain measures of accuracy, latencies and total writing durations. Results showed that children with DLD produced more errors, longer latencies and longer writing durations than age‐matched children. Regarding accuracy, analysis of the errors shows that children in the control group produce few errors, most being substitutions, while children with DLD made more errors and of more varied categories. Moreover, they were more affected by length on writing accuracy than the control group. WHAT THIS PAPER ADDS: What is already known on this subject: Children with language difficulties are more likely to present reading difficulties. There are fewer studies analysing the impact of oral language difficulties in writing skills. What this paper adds to existing knowledge: The study suggests that children with oral language difficulties also have impairments in spelling, impacting on accuracy, duration and reaction time, possibly related to poor phonological working memory. What are the potential or actual clinical implications of this work?: This study highlights the need to emphasize early oral intervention and language‐related processing skills to help prevent written language difficulties. [ABSTRACT FROM AUTHOR]

Adolescents in secure residential care mostly suffer from serious behavioural problems, often accompanied by trauma and adverse family circumstances. This paper presents findings of a comparison of behavioural problems and risk factors of 255 boys and girls (aged 12 to 18 years) in secure residential care in the Netherlands and their association with behavioural problems. A cross‐sectional design and standardized questionnaires were used to measure behavioural problems and individual and familial risk factors. By using independent‐sample t tests, the severity of these factors in boys and girls was compared, and by using structural equation modelling (SEM), associations between these factors and behavioural problems were investigated. The findings of the study show that post‐traumatic stress disorder (PTSD) symptoms, maladaptive emotion regulation, impaired perceived competence and internalizing behavioural problems were more severe in girls than in boys. Boys experienced more severe externalizing behavioural problems and more family problems than girls. Maladaptive emotion regulation, PTSD symptoms, perceived competence and parenting problems were related to behavioural problems. The results indicate that treatment for girls should address PTSD symptoms, perceived competence and maladaptive emotion regulation and that extra attention for family problems in the treatment of boys is warranted. [ABSTRACT FROM AUTHOR]

Various models of specialized foster care have been developed, but research on them is limited. This longitudinal, exploratory study analysed data on adaptive functioning, emotional and social problems and self‐concept in a specialized foster care service in Sweden. The focus of the study was on the development of the children and young people in placement. The Adaptive Behaviour Assessment System (ABAS‐II) was used to measure adaptive functioning, and the Beck Youth Inventories of Emotional and Social Impairment (BYI) was used to measure self‐rated emotional and social problems and self‐concept. Self‐ratings showed significant improvements in disruptive behaviour, anger, anxiety and depression. Adaptive functioning as rated by foster parents improved but not enough to catch up with the non‐clinical norm group. The average adaptive functioning among the participants at baseline was considerably below the Swedish norm group. Similar to the results of a previous study of the same treatment model, children and young people rated improvement while their foster parents did not do so to the same extent. Possible explanations for this are discussed in the paper. The study is limited by the lack of a control group and by data attrition. [ABSTRACT FROM AUTHOR]

To seek the optimal defense strategy against malicious attacks, this paper proposes a novel defender–attacker–operator model applicable to the cyber‐physical power system. The proposed model considers the interdependence in functionality and topology of the cyber network and the power network as well as the cyber network's constraints. The defender aims to minimize the load curtailment caused by the attacker, while the latter intends to maximize the power loss. The operator in the bottom level takes corrective action to minimize the attack consequence. This tri‐level model is decomposed into a master problem and a subproblem, based on which the column‐and‐constraint generation algorithm is implemented to obtain the optimal solution. Comparative case studies based on IEEE RTS‐79 system are carried out to demonstrate the advantage of the proposed method, and to investigate the impact of the energy coupling strength, the topologically independent link and the defensive resource. The effectiveness of this model is validated by the sensitivity analysis. [ABSTRACT FROM AUTHOR]

Background: YouTube is widely used for learning about scientific issues in and out of school. However, much of the scientific information on YouTube is inaccurate. Prior studies have mostly focused on how students evaluate textual online information sources and have not yet systematically examined how they evaluate authentic scientific YouTube videos. Objectives: The purpose of this study was to examine how students evaluate authentic scientific YouTube videos in comparison to scientific webpages. Methods: Eighth grade students ranked six YouTube videos on the topic of climate change, justified their rankings, and responded to metacognitive prompts designed to elicit their evaluation criteria and strategies. Students also responded to a parallel webpage evaluation measure. We analysed and compared students' evaluation strategies and criteria. We also examined which evaluation criteria predict students' judgments of YouTube video quality. Results and Conclusions: Students predominantly relied on evaluation of video content, focusing mainly on criteria of communicative quality and explanation quality. Students tended to neglect source expertise and information validity criteria. Students evaluated videos mostly similarly to how they evaluated webpages. However, affective experiences played a greater role in video evaluation; whereas task relevance and verbal quality played a smaller role. Students' evaluation criteria predicted their judgments of video quality. Implications: The findings suggest that students are unprepared for critically evaluating scientific YouTube videos and that digital information literacy instruction should address this gap. The study also identifies some unique challenges of video evaluation that educators should attend to. Lay Description: What is already known about this topic: Students often use YouTube for learning about scientific issues.However, much of the scientific information on YouTube is inaccurate.Prior studies have found that students can find it difficult to evaluate scientific websites.Little is known about how students evaluate scientific YouTube videos. What this paper adds: Students mostly focused whether the videos include good explanations and if they are well‐designed.Students tended to ignore the sources of the videos and the accuracy of the information.Students evaluated videos mostly similarly to how they evaluated webpages.However, emotional experiences played a greater role in video evaluation compared to webpage evaluation; whereas the content played a smaller role. Implications for practice and/or policy: The findings suggest that students are unprepared for critically evaluating scientific YouTube videos.Digital information literacy instruction should also focus on teaching video evaluation. [ABSTRACT FROM AUTHOR]

Background: Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement. Objectives: To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes. Methods: Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model. Results and Conclusions: The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity. Implications: Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes. Lay Description: What is already known about this topic: Using WhatsApp and more broadly instant messaging applications are conceived to be motivating in language teaching contextStudies indicate students are inclined toward using these applications in language learningResearch shows that using WhatsApp is easy to apply for language teaching purposes What this paper adds: The study examined the effect of using WhatsApp on language learners' motivation, achievement, and language anxietyA pre‐ and post‐test approach with experimental and control condition has been used to evaluate the effect more accuratelyThe study employs Self‐determination Theory as a theoretical framework for testing a motivational process modelResults show that using WhatsApp predicted the outcomes directly and indirectly Implications for practice and/or policy: WhatsApp can significantly encourage university students to better learning of the language skills especially in times where face‐to‐face communication is limitedWhatsApp is conditioned by the guidance of instructors, their ongoing formative and summative assessmentWhatsApp appears to allow students enjoy their learning process due to the opportunities for collaborative work and constant exchange of content [ABSTRACT FROM AUTHOR]

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The COVID‐19 outbreak has led to an increase in social dialogue in general and, in particular, to an increase in tripartite cooperation between social partners' organizations and state authorities. This paper takes a critical look behind this cooperation and investigates the underlying rationales behind the tripartite cooperation in 19 countries. It is shown that even though the cooperation generally fulfilled its problem‐solving function, an expressive function that signaled unity was identified to be of equal importance in such a time of crisis. This expressive function is also identified to potentially serve as the basis for a renewed social partnership. [ABSTRACT FROM AUTHOR]

Aim: In order to understand the digital divide among older adults during the coronavirus disease 2019 (COVID‐19) pandemic, we investigated the association between internet use and compliance with COVID‐19 preventive behaviors during the first state of emergency in Japan. Methods: A total of 8952 community‐dwelling citizens aged 75 years and above were asked about their preventive behaviors during the first state of emergency using a paper‐based questionnaire. Among them, 51% responded and were divided into internet users and non‐users. We used multivariable logistic regression models to estimate the adjusted odds ratios and 95% confidence intervals of internet use for compliance with preventive behaviors. Results: Approximately 40% of the respondents used the internet, and 9.29% used social media to collect COVID‐19‐related information. Internet usage was independently associated with compliance with using hand sanitizers, avoiding going out, avoiding eating out, avoiding traveling, getting vaccinated, and getting tested for COVID‐19; the adjusted odds ratios (95% confidence intervals) were 1.21 (1.05–1.38), 1.19 (1.04–1.37), 1.20 (1.05–1.38), 1.32 (1.15–1.52), 1.30 (1.11–1.53), and 1.23 (1.07–1.41), respectively. Exploratory subgroup analyses demonstrated that social media users might have shown early adaptation to newly recommended preventive behaviors during the first state of emergency. Conclusions: Results suggest that a digital divide exists, as evidenced by the varied compliance with preventive behaviors depending on internet use. Additionally, social media use may be associated with early adaptation to newly recommended preventive behaviors. Therefore, future studies regarding the digital divide among older adults should investigate differences depending on the types and content of internet resources. Geriatr Gerontol Int 2023; 23: 289–296. [ABSTRACT FROM AUTHOR]