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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

In the context of project management, the attention given to project portfolio management has increased in recent years. The use of mathematical programming for portfolio management is also on the rise, because it integrates the project interactions with the multiple objectives of portfolio management into a single model. Among the possible objectives, recent studies have paid special attention to the emerging objective of future preparedness, which has not yet been incorporated into the existing mathematical models. This paper presents a mixed-integer nonlinear optimization model for portfolio selection that considers four main performance measures for project management, namely, value maximization, strategic alignment, balance, and future preparedness. Given the importance of the last measure, the purpose of this paper is to provide a more complete model that provides the marginal contribution and the best combination of projects according to the needs of the company. The model is tested using real data from two companies, one in Brazil and one in Canada, and the results obtained are coherent with their respective practices. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

Background: Emotional blunting—inability to feel positive or negative emotions, detachment, or reduced emotional responsiveness—is common in people with depression. However, there is a paucity of studies comprehensively investigating this symptom and its functional impact. This study investigated the experience of emotional blunting, and its impact on overall functioning and quality of life, in the acute and remission phases of depression from the perspective of patients and healthcare providers. This paper presents data on the clinical presentation of emotional blunting in depression from the patient perspective. Methods: Cross-sectional, observational study conducted in Brazil, Canada, and Spain between April 15 and May 18, 2021. Data were collected via a self-completed online survey. Respondents were adults with depression (acute or remission phase), who were currently using a prescribed antidepressant, and who reported emotional blunting during the past 6 weeks. Emotional blunting was assessed using the Oxford Depression Questionnaire (ODQ; total score range 26–130, higher scores indicate greater emotional blunting). Results: In all, 752 patients completed the survey (62% female; mean age, 45 years). Overall, 44% of patients rated their emotional blunting as extremely severe (acute phase [n = 300], 72%; remission phase [n = 452], 25%; difference, p < 0.01). In all, 56% of patients considered their emotional blunting to be caused by their depression (acute phase, 62%; remission phase, 52%). Mean ODQ total score was 94.8 for patients in the acute phase of depression and 85.7 for those in remission (difference, p < 0.01). Mean score for the ODQ 'antidepressant as cause' domain (maximum possible score, 30) was 18.0 in patients in the acute phase and 17.6 in those in remission. Overall, 45% of patients believed that their antidepressant medication was blunting their emotions and 39% were considering stopping or had already stopped their antidepressant because of perceived emotion-related side effects. Conclusions: Almost three-quarters of patients in the acute phase of depression and one-quarter of those in remission reported severe emotional blunting. Approximately 56% of patients considered their emotional blunting to be caused by their depression, while 45% believed that their antidepressant medication was negatively affecting their emotions. Just over one-third of patients were considering stopping or had stopped their antidepressant as a result. [ABSTRACT FROM AUTHOR]

Sustainable global energy production is back-stopped by hydropower which is responsible for a significant share of the green energy produced worldwide. Hydropower, however, does not come without some environmental impacts but has worked to reduce those impacts. Here, we discuss the historical, legislative, and design configurations of hydropower facilities located in three of the world's most important producers: Brazil, Canada, and Norway. The background is intended to inform the collection of scientific papers from each country aimed at assessing and improving the sustainability of hydropower production that form the core of this special issue on sustainable hydropower. We review the development and key legislative history for hydropower in each country and point out the common backgrounds and interests each nation has in the continued sustainable development of its hydropower resources. [ABSTRACT FROM AUTHOR]

This paper deliberates on the nature of justice in Indigenous engagement with settler-colonial legality. I use the case law-based evidence from the three jurisdictions, Australia, Brazil, and Canada, to reflect on the abstract and material representations of Indigenous environmental justice in contemporary settler-colonial societies. There are two elements at play here. While some of the constituent elements of 'Indigenous environmental justice' may remain undefined in the legal system, they function as an invitation to the courts for interpreting them widely. How far has this been used, and in what manner speaks to the nature of juridical engagement with indigeneity? Second, the need for certainty and procedural integrity within the legal interpretation often belies the assumption of neutrality. This is pronounced when political and historical questions are antecedents to the legal questions to be determined by a court. Settler colonial nations illustrate this contradiction by laying bare the past and present historical injustices that accompany Indigenous rights and sovereignty. To think about 'justice' in these cases requires principle-led juridical innovations. I argue that courts are yet to recognize their key role in identifying and remedying the violence scripted by the law on Indigenous people. While it may be a difficult and complex task to develop a radical jurisprudence without violating the separation of power, courts continue to be the final altars of justice with a wide range of creative and untapped powers. The responsibility to articulate Indigenous environmental justice as a legal principle in the Anthropocene1 calls for deploying those powers. [ABSTRACT FROM AUTHOR]

Copyright of RAP: Revista Brasileira de Administração Pública is the property of RAP: Revista Brasileira de Administracao Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saúde e Sociedade is the property of Universidade de Sao Paulo, Faculdade de Saude Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Access to education for children with disabilities remains a significant challenge in many countries despite international agreement of its importance. This paper describes results from a comparative analysis of education for students with disabilities in Brazil, Canada, and South Africa with a focus on how differences in disability policies, pedagogy, professional development for teachers, and sociocultural factors shape access to schooling in these three countries. The paper also reviews relevant literature to discuss how structural and cultural barriers can exacerbate exclusionary practices. The analysis highlights ways that these countries and others can increase participation in society and enhance quality of life for individuals with disabilities.

In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders' work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the "Nature of School Leadership". The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; "national culture" and "national context" significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

Background: Patient safety in primary care is an emerging field of research with a growing evidence base in western countries but little has been explored in the Gulf Cooperation Council Countries (GCC) including the Sultanate of Oman. This study aimed to review the literature on the safety culture and patient safety measures used globally to inform the development of safety culture among health care workers in primary care with a particular focus on the Middle East. Methods: A systematic review of the literature. Searches were undertaken using Medline, EMBASE, CINAHL and Scopus from the year 2000 to 2014. Terms defining safety culture were combined with terms identifying patient safety and primary care. Results: The database searches identified 3072 papers that were screened for inclusion in the review. After the screening and verification, data were extracted from 28 papers that described safety culture in primary care. The global distribution of the articles is as follows: the Netherlands (7), the United States (5), Germany (4), the United Kingdom (1), Australia, Canada and Brazil (two for each country), and with one each from Turkey, Iran, Saudi Arabia and Kuwait. The characteristics of the included studies were grouped under the following themes: safety culture in primary care, incident reporting, safety climate and adverse events. The most common theme from 2011 onwards was the assessment of safety culture in primary care (13 studies, 46%). The most commonly used safety culture assessment tool is the Hospital survey on patient safety culture (HSOPSC) which has been used in developing countries in the Middle East. Conclusions: This systematic review reveals that the most important first step is the assessment of safety culture in primary care which will provide a basic understanding to safety-related perceptions of health care providers. The HSOPSC has been commonly used in Kuwait, Turkey, and Iran. [ABSTRACT FROM AUTHOR]

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009-2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery. This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.

Aim/Purpose: As e-Learning becomes increasingly pervasive, students' engagement in online settings emerges as a central challenge, as it is often more demanding to ensure in this context. The core importance of engagement for e-Learning, places a focus on various instruments and strategies that can be deployed to foster its enhancement. Background: Gamification is often depicted as a significant instrument to drive engagement, behavior change, and loyalty, which can be of great significance to online learning. This paper aims to examine the relationship between the application of gamification tools and the level of engagement in e-Learning websites. Methodology: This research used two methods: the analysis of e-Learning websites and an online survey with a convenience and purposive sample of e-Learning and/or gamification experts. Contribution: This paper adds to the existing body of research by placing and emphasis on and examining the positive role of gamification as an engagement instrument with valuable potential for e-Learning. Findings: The results showed that the majority of the selected e-Learning websites use gamification and engagement elements and that the tools that are more commonly used were deemed as the most effective, by the experts. It became equally evident that the deployment of a larger number of gamification and engagement elements have positive repercussions in the enhancement of engagement, which can have constructive ramifications for the effectiveness of eLearning. Recommendations for Practitioners: From a practitioner's viewpoint the findings can assist both learning designers and teachers in the creation of gamification strategies to enhance students' engagement. As a central challenge of e-Learning courses, engagement requires a multifaceted approach to be addressed effectively and knowing the strategies that have positive outcomes is a step forward in ensuring that the students can enroll in online courses and not be compromised with respect to their engagement. Finally, the lack of engagement can have serious repercussions not only on the learning experience of the students, but also on their actual academic performance. Hence, it is important to guide educators towards good design practices that can maximize engagement in these settings. Recommendations for Researchers: From a research perspective, these findings add to a growing body of studies that focus on the benefits of gamification by highlighting its positive repercussions on engagement and identifying which elements are more effective. In addition, the use of different sources of data provided a wider illustration of what is currently the use of gamification elements by functioning e-Learning websites and how those who apply them in practice in their courses perceive these elements.

Narratives from 3 presenters at the closing session of the 2013 Engagement Scholarship Consortium Conference demonstrate that higher education institutions and communities can forge deep and sustainable relationships to address the "wicked problems" in their countries and communities. University leaders in Nigeria described how students and faculty at the American University participate in service-learning courses and programs that have generated important local economic impacts. A community partner described the impact on educational access and civic leadership for a partnership between a Brazilian high school curriculum provider and a U.S. university, Texas Tech. A young Canadian scholar who works with "marginalized, stigmatized, and excluded communities in the world" described these partners as "environmental heroes" and shared a powerful vision of university and community collaboration across the globe. Together, these narratives weave a vision for global partnerships that have tangible impacts for peace, economic security, educational access, and quality of life.

Cannabis is the most commonly used illegal drug, and is associated with well-documented adverse health outcomes, both acute and chronic. Cannabis use prevalence in Brazil is lower than in high-use regions in the Americas (e.g., North America), but concentrated among young people. Frameworks for cannabis control are increasingly shifting towards public health-oriented principles, with some countries undertaking respective policy reforms. These frameworks require a continuum of population-level interventions (e.g., prevention and treatment) including targeted prevention of adverse health outcomes among users. In this context, and based on examples from other health fields, an international expert group developed the evidence-based Lower-Risk Cannabis Use Guidelines (LRCUG), originally for Canada, including a set of 10 recommendations based on systematic data reviews and expert consensus methods. The LRCUG form a scientific population-health prevention tool to reduce adverse public health impacts for broad application among cannabis users. In Canada, the LRCUG have been formally endorsed and are supported by leading national health organizations and government authorities within the continuum of cannabis interventions. As the LRCUG are being internationalized, this paper introduces the LRCUG's concept and content - including their original recommendations translated into Portuguese - to the Brazilian context as an evidence-based population-level intervention tool for uptake, dissemination, and discussion. Sociocultural adaptation may be required for meaningful implementation. [ABSTRACT FROM AUTHOR]

This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for "Pensions and Other Post-Employment Benefits". The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We reflect on methodological issues arising in two of our own research projects as a form of practice, as a way of engaging in a praxis of project research. The projects chosen for this purpose are themselves concerned with teacher education and curriculum development in environmental education: they include participatory "reflective practice" processes in exploring issues relating to formal education in schools and informal education in communities and are grounded in the specific contexts of developing countries. We discuss issues in participatory research such as: (1) Whose research agenda gets to be explored?; (2) The importance of project partnerships; (3) Participants' preconceptions about the nature of research; (4) What is "rigor" in participatory research in environmental education?; (5) The Colonialist Dilemma: Avoiding the "package or perish" mentality; and (6) The Bigger Picture: Technocratic Rationality and Participatory Research. (Contains 2 notes.)

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Background: While the pandemic brought many challenges and disruption to an individual's life, it also presented individuals with the opportunity to develop coping strategies and seek changes in their lives. Brazilians experiencing that moment disclosed the uniqueness of learned lessons. Methods: A commentary written by the interviewers and transcription team of 93 interviews conducted with Brazilians living in Canada and their relatives living in Brazil, identified trends in the experiential learning acquired during the pandemic. The Bloom's taxonomy framed the review of team's insights about learned lessons and newest skills and organization of evidence within the domains of cognitive, affective, and psychomotor learning. Results: Overall, there was a significant number and diversity of evidence about new learning and successful strategies that the participants implemented that promoted opportunities for learning. Identified evidence was in the affective (n=26), psychomotor (n=11) and cognitive (n=8) domains. Learning occurred in the affective domain which contributed to new self-perception, expanded awareness, new life priorities, renewed humanistic thoughts, increased valorization of time, life, and interpersonal relations. Conclusions: The findings of the lessons learnt from Brazilian participants are significant and highlight the unique perspectives of the positive benefits that resulted from a negative experience due to the pandemic. The significance of this interesting set of evidence indicates that in a near future the multidisciplinary community of scientists may definitively recalibrate the research focus and further explore how individuals learn and react during a pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Management / Revista de Administração da UFSM is the property of Brazilian Journal of Management / Revista de Administracao da UFSM and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Tailings flows resulting from tailings storage facility (TSF) failures can pose major risks to downstream populations, infrastructure and ecosystems, as evidenced by the 2019 Feijão disaster in Brazil. The development of predictive relationships between tailings flow volume and inundation area is a crucial step in risk assessment by enabling the delineation of hazard zones downstream of a TSF site. This study presents a first-order methodology to investigate downstream areas with the potential of being impacted by tailings flows by recalibrating LAHARZ, a Geographic Information System (GIS)-based computer program originally developed for the inundation area mapping of lahars. The updated model, LAHARZ-T, uses empirical equations to predict inundated valley planimetric and cross-sectional areas as a function of the tailings flow volume. A demonstration of a regional application of the LAHARZ-T model is completed for 46 TSFs across Canada. Although the variability in tailings properties and site characteristics cannot be perfectly incorporated or modelled, the LAHARZ-T model offers an efficient method for high-level, regional scale inundation mapping of several potential TSF failure scenarios. [ABSTRACT FROM AUTHOR]

Fires emit a substantial amount of non-methane organic gases (NMOGs), the atmospheric oxidation of which can contribute to ozone and secondary particulate matter formation. However, the abundance and reactivity of these fire NMOGs are uncertain and historically not well constrained. In this work, we expand the representation of fire NMOGs in a global chemical transport model, GEOS-Chem. We update emission factors to Andreae (2019) and the chemical mechanism to include recent aromatic and ethene and ethyne model improvements (Bates et al., 2021; Kwon et al., 2021). We expand the representation of NMOGs by adding lumped furans to the model (including their fire emission and oxidation chemistry) and by adding fire emissions of nine species already included in the model, prioritized for their reactivity using data from the Fire Influence on Regional to Global Environments (FIREX) laboratory studies. Based on quantified emissions factors, we estimate that our improved representation captures 72 % of emitted, identified NMOG carbon mass and 49 % of OH reactivity from savanna and temperate forest fires, a substantial increase from the standard model (49 % of mass, 28 % of OH reactivity). We evaluate fire NMOGs in our model with observations from the Amazon Tall Tower Observatory (ATTO) in Brazil, Fire Influence on Regional to Global Environments and Air Quality (FIREX-AQ) and DC3 in the US, and Arctic Research of the Composition of the Troposphere from Aircraft and Satellites (ARCTAS) in boreal Canada. We show that NMOGs, including furan, are well simulated in the eastern US with some underestimates in the western US and that adding fire emissions improves our ability to simulate ethene in boreal Canada. We estimate that fires provide 15 % of annual mean simulated surface OH reactivity globally, as well as more than 75 % over fire source regions. Over continental regions about half of this simulated fire reactivity comes from NMOG species. We find that furans and ethene are important globally for reactivity, while phenol is more important at a local level in the boreal regions. This is the first global estimate of the impact of fire on atmospheric reactivity. [ABSTRACT FROM AUTHOR]

Linguistic and anthropological research has demonstrated that language ideologies play a complex role in contexts of language endangerment, as well as in revitalization initiatives. In this paper, we articulate some central ways in which these beliefs and interests can translate into significant barriers to successful language revitalization. Based on collaborative ethnographic fieldwork with Indigenous languages in North and South America, we propose a model for planning language ideologies as a practice that can be deliberately incorporated into revitalization efforts. Given the urgency of the situation facing many languages, we argue that treating language ideologies as requiring planning is necessary and offer preliminary suggestions about what this planning could look like by analyzing examples around the language ideology assemblages of language teaching and learning.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

Politics in different countries show diverse degrees of polarization, which tends to be stronger on social media, given how easy it became to connect and engage with like-minded individuals on the web. A way of reducing polarization would be by distributing cross-partisan news among individuals with distinct political orientations, i.e., "reaching the bubbles". This study investigates whether this holds in the context of nationwide elections in Brazil and Canada. We collected politics-related tweets shared during the 2018 Brazilian presidential election and the 2019 Canadian federal election. Next, we proposed an updated centrality metric that enables identifying highly central bubble reachers, nodes that can distribute content among users with diverging political opinions—a fundamental metric for the proposed study. After that, we analyzed how users engage with news content shared by bubble reachers, its source, and its topics, considering its political orientation. Among other results, we found that, even though news media disseminate content that interests different sides of the political spectrum, users tend to engage considerably more with content that aligns with their political orientation, regardless of the topic. [ABSTRACT FROM AUTHOR]

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.