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Purpose: This study aimed to identify and understand challenges to inform new strategies to increase the COVID‐19 vaccination rate according to involved vaccinators' perspectives in Belitung, Indonesia. Design A qualitative descriptive study design was used. Methods: Online interviews and chatting were done among 11 vaccinators for data collection between August 2021 and January 2022. Data were analyzed using a content analysis model. Findings Four main themes emerged, including (1) communication strategies (evidence‐based, electronic‐based, and culturally based communication), (2) cross‐sectoral strategies (collaboration with police, religious leaders, customary leaders, heads of village divisions, and non‐governmental organizations), (3) "picking‐up the ball" system (home visits for elderly and people with disability and school visits for children), and (4) setting‐up priorities (between mandatory vaccines and boosters). Conclusion: Despite making vaccination mandatory, the roles of communication, cross‐sectoral innovations, "picking‐up the ball" system, and priority setting may have useful potential to improve vaccination rates. Clinical Relevance: The findings may serve as an input to overcome challenges and accelerate the vaccination coverage in Indonesia and beyond. However, further research is needed. [ABSTRACT FROM AUTHOR]

Discharge communication is an important component of care transition between hospitals and community care, particularly for the complex needs of stroke survivors. Despite international research and regulation, ineffective information exchange during care transitions continues to compromise patient outcomes. Primary care practitioners are increasingly responsible for the provision of stroke care in the community, yet it is not known how their role is supported by discharge communication. The aim of this qualitative study was to describe the primary care practitioner perspective of discharge communication, identifying the barriers and enablers relative to continuity of care for stroke survivors. Semi‐structured telephone interviews were conducted with primary care practitioners across Australia, between April and September 2020. Data were analysed using thematic analysis with a constant‐comparison approach. The findings suggest that discharge communication is often inadequate for the complex care and recovery needs of stroke survivors. The challenges in accessing care plans were noted barriers to continuity of care, while shared understandings of stroke survivors' needs were identified as enablers. As discharge communication processes were perceived to be disconnected, primary care practitioners suggested a team approach across care settings. It is concluded that initiatives are required to increase primary care collaboration with hospital teams (which include stroke survivors and their caregivers) to improve continuity of care after stroke. [ABSTRACT FROM AUTHOR]

Elderspeak communication is typically viewed as patronizing and infantilizing by older adults and can lead to resistive behaviors in persons living with dementia. Little is known about the presence of elderspeak communication in hospitals in the United States. Understanding this phenomenon in the hospital setting is needed in order to improve hospital dementia care. The purpose of the Nurse Talk study was to (1) describe attributes of elderspeak use in hospital dementia care and to (2) determine what characteristics are associated with nursing staff use of elderspeak communication with hospitalized patients with dementia. A cross-sectional observational study design was used to collect and analyze audio-recordings of nursing staff during care for hospitalized patients with dementia. Three hospital units in one Midwestern university hospital in the United States. A convenience sample of 53 staff nurses and nursing assistants that provided direct care to 16 patients with mild or more severe dementia recruited from October 2019 through mid-March 2020. Eighty-eight care encounters were audio-recorded and coded for elderspeak communication using the Iowa Coding of Elderspeak scheme to determine the frequency and characteristics of elderspeak communication. A linear mixed effects model was used to determine what characteristics were associated with elderspeak and the frequency of elderspeak use by nursing staff to hospitalized patients with dementia. Over a quarter (28.7%) of all nursing staff speech directed towards patients with dementia constituted elderspeak and nearly all (96.6%) care encounters included some elderspeak. Particularly common attributes of elderspeak were minimizing words and mitigating expressions, childish terms and phrases, and collective pronoun substitution. A statistically significant interaction was identified between staff role and age (95% CI: − 0.02, − 0.00, p =.008) in predicting the frequency of elderspeak use, indicating that elderspeak was used more often by older staff nurses, whereas the age of nursing assistants remained constant across elderspeak use. Statically significant effects for delirium and length of stay were also demonstrated. Elderspeak use was 12.5% higher with patients with delirium (95% CI: 0.02, 0.23, p =.025) and increased 1.5% for each additional day the patient with dementia was hospitalized (95% CI: 0.00, 0.03, p =.035). Elderspeak is present and pervasive in the acute care setting. Interventions targeted towards older staff nurses and nursing staff from hospital units that care for patients with delirium and longer lengths of stay are needed. This study identified that nursing staff are frequently using elderspeak (infantilizing speech) with hospitalized patients with dementia. @claireshaw_phd @IowaNursing. [ABSTRACT FROM AUTHOR]

Social dysfunction is common after traumatic brain injury (TBI), contributing to reduced quality of life for survivors. Factors which influence the development or persistence of social deficits after injury remain poorly understood, particularly in the context of ongoing brain maturation during childhood and adolescence. Aberrant social interactions have recently been modeled in adult and juvenile rodents after experimental TBI, providing an opportunity to gain new insights into the underlying neurobiology of these behaviors. Here, we review our current understanding of social dysfunction in both humans and rodent models of TBI, with a focus on brain injuries acquired during early development. Modulators of social outcomes are discussed, including injury-related and environmental risk and resilience factors. Disruption of social brain network connectivity and aberrant neuroendocrine function are identified as potential mechanisms of social impairments after pediatric TBI. Throughout, we highlight the overlap and disparities between outcome measures and findings from clinical and experimental approaches, and explore the translational potential of future research to prevent or ameliorate social dysfunction after childhood TBI. [ABSTRACT FROM AUTHOR]

Language and human society are inseparable. Wherever humans exist, communication exists. And language is the most effective instrument of communication. Therefore the history of humanity is also the history of language. It is via language that we follow what stages humanity went through. In this process the monotheist religions have significantly contributed to the development of language within daily life and its refinement. The language of daily life, therefore, goes in parallel to the language of religion. And whenever they differ, it results in alienation among individuals and even within the whole society, and concomitant problems occur. When the Turkic communities adopted the religion of Islam, the Turkish language gained a whole new function. The contribution of Islam to this, with its special sensitivity on language, was important. This paper aims to discuss the problematic stages that the Turkish language went through and its intimacy with the religious language. By so doing the interaction of the religious language and the common language and an update story of the former are also related. [ABSTRACT FROM AUTHOR]

The article discusses the significance of shared mind in the decision making in clinical practice in the context of serious illness. It explores how shared mind, which involve sharing of information, thoughts, feelings, perceptions, meanings, and intentions, can be shared through communication and its implication for decision making and patient autonomy. Moreover, patient-centered approaches to patient-clinician interactions have been considered to promote relational autonomy.

Although animals and pets are so important for families and society, in modern urban lifestyles, we can only spend little time with our animal friends. Interactive media should be aimed to enhance not only human-to-human communication but also human-to-animal communication. Thus, we promote a new type of interspecies media interaction which allows human users to interact and play with their small pet friends (in this case, hamsters) remotely via the Internet through a mixed-reality-based game system “Metazoa Ludens.” We used a two-pronged approach to scientifically examine the system. First, and most importantly, the body condition score study was conducted to evaluate the positive effects to the hamsters. Second, the method of Duncan was used to assess the strength of preference of the hamsters toward Metazoa Ludens. Lastly, the effectiveness of this remote interaction with respect to the human users as an interactive gaming system with their pets/friends (hamster) was examined based on Csikszentmihalyi's Flow theory. Results of both studies inform of positive remote interaction between human users and their pet friends using our research system. This research is not only just aimed at providing specific experimental results on the implemented research system but is also aimed as a wider lesson for human-to-animal interactive media. Therefore, as an addition, we present a detailed framework suited in general for human-to-animal interaction systems inferred from the lessons learned. [ABSTRACT FROM PUBLISHER]

This research is based on an analysis of a management communication training program used by one large US international hotel company to train newly promoted supervisors and managers in Hong Kong and mainland China. The key communication competencies emphasized in the training materials were listening effectively, giving and receiving feedback, using verbal language correctly, using effective nonverbal communication, and displaying empathy. Implications of this study indicate that planning and executing any communication training program must be done mindfully, which includes comprehensive follow-up through reassessment and coaching by the upper managers in order to support employees' transfer of training. [ABSTRACT FROM PUBLISHER]

Abstract: Dog owners were surveyed for observations of social behaviors in their dogs, using questions adapted from the human Autism Diagnostic Observation Schedule (ADOS) pre-verbal module. Using 939 responses for purebred and mixed-breed dogs, three factors were identified: initiation of reciprocal social behaviors (INIT), response to social interactions (RSPNS), and communication (COMM). There were small or no effects of sex, age, breed group or training. For six breeds with more than 35 responses (Border Collie, Rough Collie, German Shepherd, Golden Retriever, Labrador Retriever, Standard Poodle), the behaviors eye contact with humans, enjoyment in interactions with human interaction, and name recognition demonstrated little variability across breeds, while asking for objects, giving/showing objects to humans, and attempts to direct humans’ attention showed higher variability across these breeds. Breeds with genetically similar backgrounds had similar response distributions for owner reports of dog response to pointing. When considering these breeds according to the broad categories of “herders” and “retrievers,” owners reported that the “herders” used more eye contact and vocalization, while the “retrievers” used more body contact. Information regarding social cognitive abilities in dogs provided by owner report suggest that there is variability across many social cognitive abilities in dogs and offers direction for further experimental investigations. [Copyright &y& Elsevier]

Objectives Internationally, there are a number of universities at which medical and dental education programmes share common elements. There are no studies about the experiences of medical and dental students enrolled in different programmes who share significant amounts of learning and teaching. Methods Semi-structured interviews and focus groups were conducted with 36 students and staff in a learning programme shared between separate medical and dental faculties. They were transcribed and an iterative process of interpretation and analysis within the theoretical framework of the contact hypothesis and social identity theory was used to group data into themes and sub-themes. Results Dental students felt ‘marginalised’ and felt they were treated as ‘second-class citizens’ by medical students and medical staff in the shared aspects of their programmes. Contextual factors such as the geographical location of the two schools, a medical : dental student ratio of almost 3 : 1, along with organisational factors such as curriculum overload, propagated negative attitudes towards and professional stereotyping of the dental students. Lack of understanding by medical students and faculty of dental professional roles contributed further. Conclusions Recommendations for reducing the marginalisation of dental students in this setting include improving communication between faculties and facilitating experiential contact. This might be achieved through initiating a common orientation session, stronger social networks and integrated learning activities, such as interprofessional problem-based learning and shared clinical experiences. [ABSTRACT FROM AUTHOR]

Objectives The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. Methods We organised focus group discussions with students from Years 1–3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Results Students’ opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers’ attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: ‘responding to students’ questions’; ‘not exposing students’ weaknesses in front of the group’, and ‘[not] putting students in an embarrassing position in skill demonstrations’. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. Conclusions The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers’ views. [ABSTRACT FROM AUTHOR]

Context Achieving competence in ‘practice-based learning’ implies that doctors can accurately self- assess their clinical skills to identify behaviours that need improvement. This study examines the impact of receiving feedback via performance benchmarks on medical students' self-assessment after a clinical performance examination (CPX). Methods The authors developed a practice-based learning exercise at 3 institutions following a required 8-station CPX for medical students at the end of Year 3. Standardised patients (SPs) scored students after each station using checklists developed by experts. Students assessed their own performance immediately after the CPX (Phase 1). One month later, students watched their videotaped performance and reassessed (Phase 2). Some students received performance benchmarks (their scores, plus normative class data) before the video review. Pearson's correlations between self-ratings and SP ratings were calculated for overall performance and specific skill areas (history taking, physical examination, doctor−patient communication) for Phase 1 and Phase 2. The 2 correlations were then compared for each student group (i.e. those who received and those who did not receive feedback). Results A total of 280 students completed both study phases. Mean CPX scores ranged from 51% to 71% of items correct overall and for each skill area. Phase 1 self-assessment correlated weakly with SP ratings of student performance ( r = 0.01–0.16). Without feedback, Phase 2 correlations remained weak ( r = 0.13–0.18; n = 109). With feedback, Phase 2 correlations improved significantly ( r = 0.26–0.47; n = 171). Low-performing students showed the greatest improvement after receiving feedback. Conclusions The accuracy of student self-assessment was poor after a CPX, but improved significantly with performance feedback (scores and benchmarks). Videotape review alone (without feedback) did not improve self-assessment accuracy. Practice-based learning exercises that incorporate feedback to medical students hold promise to improve self-assessment skills. [ABSTRACT FROM AUTHOR]

Context Considerable research has been conducted recently into the notion of patient-centred consulting. The primary goal of this approach is to establish a clear understanding of the patient's perspective on his or her problem, and to allow this understanding to inform both the explanation and planning stages of the consultation. The quality of this understanding is largely determined by the empathic accuracy achieved by the doctor; the primary benefit is a therapeutic rapport between doctor and patient. Methods To highlight the role of empathy and communication skills in establishing rapport, we initially developed a model which seeks to draw the various motivational and skill elements identified in separate research papers into a comprehensive model of the journey towards shared understanding between doctor and patient. We then conducted an initial validation of the model via qualitative analysis involving general practitioners (GPs) and clinical psychologists. Results The validation offered encouraging support for the principal elements of the model. Specific suggestions for clarification and extension were then incorporated in a revised model. Conclusions The model appears to capture the dynamic process of establishing a therapeutic relationship (rapport) between doctor and patient, defined by the quality of the doctor's understanding of the patient's perspective on his or her problem. Arguably, the most important contribution of the model is to highlight the fact that ‘empathy’ and consequent ‘rapport’ are not mystical or exclusive concepts but, rather, involve the use of specific skills accessible at some level by all. [ABSTRACT FROM AUTHOR]

Objectives The effect of introducing professional skills training on students' patient-centred attitudes and perceptions of ability to communicate was examined. The professional skills training included weekly training in communication skills, ethics and law, and clinical skills. Methods Consecutive cohorts of medical students receiving a traditional pre-clinical curriculum ( n = 199) and a new curriculum including professional skills training ( n = 255) were compared. Students completed the Doctor−Patient Scale to assess patient-centred attitudes and an 11-item scale to assess confidence in their ability to communicate with patients. Students completed the measures at the start of Year 1 and the end of Year 2. Results Students receiving the professional skills training showed increased confidence in communicating with patients and increases in 2 dimensions of patient-centredness (‘holistic care’ and ‘patient decision making’). Students receiving the traditional curriculum showed increased nervousness in talking to patients. Gender and ethnic differences were found in patient-centredness and confidence in communicating, which were maintained over time. Conclusions The introduction of professional skills training was successful in improving students' confidence in their ability to perform specific communicative behaviours and increasing patient-centredness relative to a traditional curriculum. [ABSTRACT FROM AUTHOR]

Domestic dogs (Canis Familiaris) have shown to have a series of cognitive abilities which allow them to respond to signals given by humans. Specifically, dogs are able to detect and respond to signals such as the human visual and head orientation, as well as signals given by humans with the hands. We review the literature on dog social cognition. The evidence shows that dogs' abilities are greater than those of other canines, as well as those of other genetically related species such as primates, but whose ancestry did not share as much the human environment. Dogs communication ability seems to be a product of the domestication process. The reviewed research also indicates the importance of learning processes in these abilities. [ABSTRACT FROM AUTHOR]

Background: Broader patient access to information, expanding clinical options and greater accommodation of patients' personal values makes clinical decision-processes increasingly complex. Given the challenges and implications of risk communication, it is important to explore what is happening when clinicians adopt different approaches to consultations. Aim: To perform an ethical analysis of personal risk communication based around a scenario of cardiovascular risk reduction by exploring how different consultation models raise different ethical implications. Method: We based our analysis on the triangle of autonomy, utility and justice. Because ethical questions arise during consultations, consultation approach is a basic context for interpretations. We chose four distinct approaches; paternalistic, shared decision-making, mandatory autonomist and narrative. Results: The ethical principles of autonomy, utility and justice proved ambiguous. Tradeoffs exist between principles to balance the rights of individual patients (autonomy and protection of personal rights and the patient's personal view on utility), with medical utility seen from the perspective of the health care system (with limited resources), equity and solidarity. Patient centredness is believed to enhance trust in the doctor – patient relationship, but the decisional authority given to patients in such approaches may hazard biomedical utility in the individual consultation and make prioritizing between tasks in the health care sector difficult. Conclusion: The consultation style of the GP has implications for the individual patient, for population health and for the cost of health care. This debate is unavoidable. [ABSTRACT FROM AUTHOR]

Objectives To develop and psychometrically assess the feasibility, reliability and validity of an assessment tool in which both doctor and patient perceptions of the communication that occurred in a single office visit are captured. Methods Two 19-item (5-point scale) questionnaires, with parallel content, were developed for doctor and patient completion following a visit. Both process and content were queried. Family doctors and specialists across Canada were recruited to provide data from 25 visits. We assessed feasibility by examining recruitment and percentages of people ‘unable to assess’ each item. Evidence for validity was examined through exploratory factor analysis, the correlations between doctor and patient data and linear regression. Reliability was assessed through internal consistency reliability and generalisability coefficient analyses. Results Data from 1845 doctor−patient dyads (91 doctors) showed similarly high ratings (> 4/5) for both doctors and patients, with few unable-to-assess items. There were low correlations between items and questionnaires. The principle components analysis indicated 2 factors, process and content, accounting for 52% and 7% of the doctor variance and 60% and 6% of the patient variance, respectively. The linear regression showed that only gender accounted for any of the variance in ratings. Cronbach's alphas for both doctor and patient questionnaires were ≥ 0.96. The G analysis provided a G = 0.98 and 0.40 (standard errors of 0.003 and 0.02) for doctors and patients, respectively. Conclusions The data suggest this is a feasible tool with which to assess communication skills and that there is evidence for its validity and reliability. [ABSTRACT FROM AUTHOR]

Objectives In 1998 we reported on the rise and fall of medical student communication skills during the 4 years of medical school. Since then, the University of Connecticut School of Medicine has completed a major curriculum renewal project with an emphasis on early clinical work, lifelong learning and more ambulatory training. The goals of this study were to compare students' interviewing and interpersonal skills in standardised patient (SP) assessments in the old and new curricula and to assess the success of the new curriculum in preventing a decline in student skills in this domain. Methods The clinical skills of 202 students were measured longitudinally during encounters with SPs in each of their 4 years of medical school. Students in this study and the earlier study were evaluated using the Arizona Clinical Interviewing Rating (ACIR) Scale. Results Compared with students from the previous curriculum, students on the new curriculum in this study showed an improvement in ACIR scores. Year 1 mean ACIR scores (1 = poor to 5 = excellent) were, respectively, 3.6 for the old curriculum cohort and 4.0 for the new curriculum group. In Year 4 the mean score for the old curriculum cohort was 3.7 and that for the new curriculum group was 3.8. Students on the new curriculum still showed a decline in ACIR scores from Years 1 to 4, but it was not as severe a decline as it had been previously. Conclusions Pre-clinical medical students perform better on measures of interpersonal communication than their clinical counterparts. The students who participated in the new curriculum demonstrated an earlier acquisition of and a less steep decline in interviewing and interpersonal skills during the course of medical school. [ABSTRACT FROM AUTHOR]

Purpose A substantial body of literature demonstrates that communication skills in medicine can be taught and retained through teaching and practice. Considerable evidence also reveals that characteristics such as gender, age, language and attitudes affect communication skills performance. Our study examined the characteristics, attitudes and prior communication skills training of residents to determine the relationship of each to patient–doctor communication. The relationship between communication skills proficiency and clinical knowledge application (biomedical and ethical) was also examined through the use of doctor-developed clinical content checklists, as very little research has been conducted in this area. Methods A total of 78 first- and second-year residents across all departments at Dalhousie Medical School participated in a videotaped 4-station objective structured clinical examination presenting a range of communication and clinical knowledge challenges. A variety of instruments were used to gather information and assess performance. Two expert raters evaluated the videotapes. Results Significant relationships were observed between resident characteristics, prior communication skills training, clinical knowledge and communication skills performance. Females, younger residents and residents with English as first language scored significantly higher, as did residents with prior communication skills training. A significant positive relationship was found between the clinical content checklist and communication performance. Gender was the only characteristic related significantly to attitudes. Conclusions Gender, age, language and prior communication skills training are related to communication skills performance and have implications for resident education. The positive relationship between communication skills proficiency and clinical knowledge application is important and should be explored further. [ABSTRACT FROM AUTHOR]

Multidisciplinary and interprofessional working is currently a priority in health care policy, in caring for patients and in health professional education. Realising multidisciplinary approaches presents challenges in the context of changes in doctors' and nurses' roles and the increased emphasis placed on communication with patients. In communication in consultations, explanations are employed in the service of numerous activities, including decision making, diagnosis and physical examination, but they have been little studied. This paper presents findings from a comparative study of doctors' and nurses' communication with patients in multidisciplinary health care, focusing on diabetes in primary care. Video- and audio-recorded consultations were subjected to conversation analysis. Output from discussion groups with patient representatives and health professionals underwent qualitative analysis. Distinctive features of explanations in nurses' and doctors' consultations with patients were identified. These can be understood by reference to patterns of communication. Nurses' communication was mediated by patients' contributions; doctors' communication gave an overarching direction to the consultation as a whole. While nurses' explanations began from the viewpoint of a patient's responsibility and behaviour, doctors' explanations began from the viewpoint of biomedical intervention. Their consultations lent different opportunities for patients' involvement. Nurses' and doctors' communications each exhibit their own distinct features. Specification of these features, when considered in the context of a particular consultation activity such as explanations, allows both recognition of the distinct contributions each profession can offer and identification of ways of combining these to maximum effect. This has implications for policy, for practice and for interprofessional education. [ABSTRACT FROM AUTHOR]

Problem: This teaching case presents the authors' experience planning, teaching, and evaluating a semester-long course within a computer science undergraduate program; the aim of this course was to develop soft skills that enable students to actively contribute within multicultural and transdisciplinary teams. Research question: How can an undergraduate-level course help computer science students better understand the multicultural and interdisciplinary scenarios that compose today's working environment? Situating the case: The literature review contextualizes the case as part of a broader group of literature concerned with curricular reforms that replace the traditional emphasis on memorization of fixed disciplinary knowledge with what have been called “21st Century Skills.” In addition, it builds a theoretical framework followed by the course that brings together Hofstede's Cultural Theory and Vygotsky's ideas regarding the social formation of the mind. Methodology: The researchers conducted two studies with a group of 62 students who participated in the course. The first one measured how students appropriated the concepts presented in the course and learning outcomes. The second one evaluated the students' perception of the course a year after they had enrolled in it. About the teaching case: Results show that the vast majority of students appropriate the concepts of the theoretical framework used throughout the course. In addition, most students perceive the courses' contribution to their professional lives positively—particularly regarding understanding cultural and transdisciplinary issues. A small group does not consider a course like the one proposed to be useful. Conclusions: The implication of this teaching case is that the ability to communicate effectively with a range of audiences is something that can be addressed directly by a specifically designed course within a computer science curriculum (rather than exclusively being a secondary outcome of other courses). The limitations of the study are that it presents the authors' own teaching experience (therefore, it is not a third-party report) and that it uses pretesting and posttesting as an asessment tool for multicultural and transdisciplinary abilities. Future work would show how similar experiences could be conducted across other cultural scenarios and possible ways in which to engage the small group of students who do not consider the course useful. [ABSTRACT FROM PUBLISHER]

It is essential to consider drivers' perceptions and reactions when building Vehicular Cyber-Physical Systems (VCPS) since the effectiveness and efficiency of VCPS will largely depend on how drivers could benefit from such a system. This paper considers, for the first time, novel service scheduling problems from a Human Factors (HF) standpoint by taking into consideration the following fact: a driver may not be able to receive more than one service in a short period of time, even if multiple services can be transmitted to the driver from the conventional communications and networking standpoint. We study a family of the HF-aware Service Scheduling (HFSS) Problems, where the goal is to deliver up to n services, each having a time-dependent (and possibly decreasing) utility to a subset of intended drivers so as to minimize the system-wide total utility loss due to unsuccessful delivery of some services. We show that such problems are different from all existing problems. We formulate the basic HFSS problem (BHFSSP) using Integer Linear Programming (ILP) and prove its NP-Completeness. We then propose efficient heuristics for BHFSSP and its more general versions, and present numerical results from large-scale test cases. We also address several practical issues related to wireless transmission failures, distributed implementation in the multisender scenario, and other HF related considerations. [ABSTRACT FROM AUTHOR]

Personal computing devices, such as smart-phones and PDAs, are commonplace, bundle several wireless network interfaces, can support compute intensive tasks, and are equipped with powerful means to produce multimedia content. Thus, they provide the resources for what we envision as a human pervasive network: a network formed by user devices, suitable to convey to users rich multimedia content and services according to their interests and needs. Similar to opportunistic networks, where the communication is built on connectivity opportunities, we envisage a network above these resources that joins together features of traditional pervasive networks and opportunistic networks fostering a new computing paradigm: opportunistic computing. In this article we discuss the evolution from opportunistic networking to opportunistic computing; we survey key recent achievements in opportunistic networking, and describe the main concepts and challenges of opportunistic computing. We finally envision further possible scenarios and functionalities to make opportunistic computing a key player in the next-generation Internet. [ABSTRACT FROM AUTHOR]