Search

Social network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook's versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.

Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition.

Universities and other research institutions are increasingly providing additional training in research integrity to improve the quality and reliability of research. Various training courses have been developed, with diverse learning goals and content. Despite the importance of training that focuses on moral character and professional virtues, there remains a lack of training that adopts a virtue ethics approach. To address this, we, a European Commission-funded consortium, have designed a train-the-trainer programme for research integrity. The programme is based on (1) virtue ethics, (2) the ethos of science, (3) learning by doing and (4) learner-centred teaching. The blended learning programme combines e-learning modules with participatory group sessions. Trainers are taught how to guide researchers through a series of structured exercises for fostering reflection on scientific virtues, and how to promote understanding and application of the European Code of Conduct for Research Integrity. Trainers are provided with adaptable tools and resources that can be used and combined in different ways. The programme implementation began in Spring 2020 and 470 trainers have participated to date. When trainers were asked to grade -- between 0 (very bad) and 10 (excellent) -- the e-learning modules and the participatory exercises, 60% scored a grade 8 or higher (median = 8, IQR = 2) for the e-learning modules, whereas 80% scored a grade 8 or higher (median = 9, IQR = 1) for the participatory exercises. A majority felt that the training helped them as a trainer to learn about ways to organise and teach a research integrity course (82%) and would recommend the interactive exercises to others (92%). Trainers have educated over 3300 researchers in Europe using our virtue-based approach. The VIRT[superscript 2]UE train-the-trainer programme fosters research integrity by providing trainers with exercises and tools which enable them to stimulate the development of "good" researchers across Europe.

Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: TwoPSTseachtaughtfour6-lessonfrisbeeunitsacrosstwodifferenthighschools.Feedbackonlessonplans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results: PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion: Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs' development of adaptive competence during school placements.

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research.

Although education is arguably one of the most central institutions in contemporary European societies, only recently scholars have started to study opinions that relate to the perceived legitimacy of education among the public at large. This paper contributes to this emerging literature. Based on data from the most recent wave of the European Quality of Life Survey (N = 23,073; 30 countries) we assess what individual- and country-level factors predict citizens' satisfaction with educational quality and the perceived fairness of/corruption in education. At the individual level, we find that indicators of one's material vs. educational position are inversely related to the perceived quality, fairness, and corruption of the education system. At the macro level, it turns out that in countries that perform better on PISA tests the perceived educational quality is higher and the perceived corruption lower. In the conclusion we elaborate on the implications of our findings.

The Parents' Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS: DM) and PEDS tools (i.e., the PEDS and PEDS:DM combined for use) are parent-reported screening tools frequently used to identify young children requiring early intervention. An ideal screening tool for all contexts would be brief, inexpensive with appropriate test items and good psychometric properties. A scoping review was conducted to review studies that used the PEDS, PEDS:DM, and PEDS tools to screen for the need for further referrals and evaluation through parent report. Thirty articles, ranging from 2003 to 2020, conducted in high-income countries (HICs) and lower-middle income countries (LMICs), were included from the 1,468 records identified. Studies conducted in HICs (n = 19) included screening of special population groups and comparing validated tools. LMIC studies (n = 11) focused on translations, combination of the PEDS tools, validations of tools, and use of an app-based tool (mHealth). High referral rates were obtained with PEDS (23-41%) and PEDS:DM (12-54%) in LMICs where at-risk populations are more prevalent and cultural differences may affect tool validity. A global dearth of research on PEDS:DM and PEDS tools exist; the review highlights factors that influence the validity and impact widespread use of the screening measures, especially in diverse populations and LMICs.

This paper was inspired by empirical encounters with students and teacher-administrators who engaged with an online European education initiative, which raised questions about whether and how their practices were situated as local, transnational, or national(ist) endeavors. The conceptual, theoretical, and methodological resources of social topology and critical border studies guided our inquiry by a focus on bordering practices and how these generate spatiotemporal forms and movements, and evoked a "typical national form" which is characterized as a singular, stable, linear, and flat "topography." An innovative methodology is deployed to scrutinize how practices with this online, European initiative continue, challenge or complement that typical national form. The findings demonstrate how the use of topographical indexes and tropes (re-)materialized characteristics of these typical national forms, while the combination with topological relations introduced multiplicities and "levels" in these forms. Moreover, spherical forms, bouncing movements, and tunneling movements challenged the singularity, stability, linearity, and flatness of the typical national form. Building on these findings, the paper sets forth the argument that this online European education initiative mainly challenges the enactment of nationalism in classrooms by encouraging learning and thinking through "translocalities," which accentuates distances and differences that are being crossed without appealing to the typical imaginary of the "nation" with linear, stable, flat borders.

Drawing on insights from a four-day online workshop, which explored geo-engineering and policy making with 13 youth participants, an academic and youth authorial team provide a guide to the co-creation of policy briefs. Drawing on excerpts from the policy brief at different stages of development and commentary provided by the authors during the workshops, we set out four stages including (1) Identifying the key message and audience, (2) Reading and critically engaging with examples of policy briefs during the drafting process, (3) Developing the policy brief text, and (4) Reviewing and revising the policy brief. We have developed this guidance with a co-creative, group work approach in mind and suggest that this has relevance for those working in and beyond the discipline of geography.

Many papers on international student mobility have analysed different macro factors influencing the decision making of international students. However, only a limited number of studies have considered the role of language distance on international educational choices. This paper aims to fill that gap by identifying the role of language proximity in international degree seeking student flows among 21 countries of the European Economic Area in the years 2005, 2010 and 2015. Our gravity models reveal a statistically significant influence of language proximity on student flows within these 21 countries. We argue that language proximity simplifies academic, cultural and socio-economic integration of international students in the destination country and as a result makes the process of their adaptation to a new environment easier and smoother. Future research should expand on the mechanisms of that influence.

The focus of this article is on deafblind people who are or have been involved with deaf signing communities and, when vision changes, transition to tactile reception of sign language. This brings about a disconnection with the signing community, exploration of (other) possibilities, and seeking or creating deaf blind spaces. In the United States, the protactile movement led to a more tactile-centric form of communication and to more autonomy for deaf blind people. In international settings, deaf blind people from diverse language backgrounds communicate in a mix of visual and tactile representations or conventions of concepts. At the academic level, deaf blind people have been studied by a variety of disciplines. Deaf blind studies benefits from multidisciplinary and insider perspectives to gain more insights into theory and research methods.

Purpose: The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach: Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning. Findings: Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development. Research limitations/implications: Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals' autonomy and decisions, which consequently impact on employees' practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters. Practical implications: Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals' voices and objectives in forming communities. Originality/value: This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.

Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the "context" affects the "process" of engagement and implementation and what to change ("content"). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.

This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multi-professional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called 'Linguistically Sensitive Teaching in All Classrooms' that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify 'critical moments' in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.

Purpose: Adapting the Health Promotion School (HPS) approach to context specifics is acknowledged as being essential for implementation and achieving optimal effectiveness. This study aims to explore implementation variations on seven HPS spectra (such as top-down to bottom-up involvement of stakeholders) on which implementation of the HPS approach can vary, and the factors that relate to navigation on these spectra. Design/methodology/approach: In 2020, fourteen HPS researchers and professionals from ten European countries participated in semi-structured interviews. Findings: Navigation variations on the HPS spectra occurred throughout most spectra. Further, a tendency was found towards spectrum extremes of addressing multiple core-components, implementing non-disruptive Health Promotion (HP) programmes, and evaluating the HPS approach through an action-oriented research approach. Important general factors were resources, staff capacity and time available to staff members for implementing the HPS approach. Some spectra required more specific factors like organisational skills, leadership or a certain level of democracy. Practical implications: The implementation of the HPS approach should be supported by implementation strategies addressing the spectrum-specific factors, but more generic factors such as staff capacity, resources and the level of democracy should also be considered. Originality/value: This study explores navigation variations throughout HPS spectra rather than the HPS approach in general. It also nuances implementation diversity across and within different European contexts.

In this randomized controlled trial (RCT), the digital socio-emotional competence training Zirkus Empathico was tested in 74 Central European children (5.1 (0.9) years; 34 females) within a longitudinal design (three time points: T1 = pre-training; T2 = immediately following 6-week training, T3 = 3-month follow-up). The pre-registered primary outcome was empathy, secondary outcomes included emotion recognition, prosocial behavior, and behavioral problem reduction; furthermore, children's neural sensitivity to facial expressions quantified with event-related potentials. Compared to controls (N = 38), Zirkus Empathico participants (N = 36) showed increases in empathy (d = 0.28 [-0.17, 0.76]), emotion recognition (d = 0.57 [0.01, 1.06]), prosocial behavior (d = 0.51 [0.05, 0.99]) and reduced behavioral problems (d = 0.54 [0.08, 1.03]). They also showed larger P3 amplitudes to happy vs. angry and neutral facial expressions post-training. Thus, Zirkus Empathico may be a promising digital training for social competence in preschoolers.

This study casts light on two online learning initiatives funded by the European Commission, and queries their role as policy actors in the long-term project of a "borderless" European Education Area and/or in the remediation of the so-called "refugee crisis." Particularly, the study aims to contribute to existing research on the policy enactment of European education spaces, while also addressing their implicated times. Social topology has guided a theoretical-conceptual focus on bordering practices, socio-technological architectures, and user interfaces, and their enactment of forms of Europe. This informed the methodology to center around "active navigations" on user interfaces of these online learning initiatives, based on the argument that these concretize bordering practices and forms of spaces-times. The findings, presented as re-constructions of the active navigations, stress multiple possibilities EC-funded online learning initiatives to evolve, including shifting responsibilities and differentiated learning trajectories. By highlighting these possibilities, the study aims to interpose the relatively short development of digitalization in (European) education, in which digital technologies have been positioned as "flexible" solutions in times of crisis. The study thereby stirs up discussions on how European online learning initiatives could integrate long-term visions with crisis remediations and, accordingly, could support continuously renewable educational spaces-times.

Satisfaction with the detection process of autism and its determinants was investigated using data from the Autism Spectrum Disorder in the European Union (2015-2018) network. A total of 1342 family members, including 1278 parents, completed an online survey collecting information about their experience and satisfaction with the early detection of autism in their child. Overall, the level of satisfaction varied considerably from one respondent to another. Difficulty in finding information about detection services, lack of professional guidance and support in response to first concerns, finding a diagnostic service on one's own, and a delay of more than 4 months between the confirmation of concerns and the first appointment with a specialist were all experiences individually associated with greater odds of being less satisfied. Using a dominance analysis approach, we further identified professional guidance and support in response to first concerns as the most important predictor of the level of satisfaction. These findings highlight the aspects of the process that need to be improved to enhance the experience of the detection process and are therefore relevant to guide health administrations toward actions to be implemented to this effect.

The European Open Platform for Prescribing Education (EurOP2E) seeks to improve and harmonize European clinical pharmacology and therapeutics (CPT) education by facilitating international collaboration and sharing problem-based, online, open educational resources. The COVID-19 pandemic forced teachers to switch to virtual modalities, highlighting the need for high-quality online teaching materials. The goal of this study was to establish the online problem-based teaching resources needed to sustain prescribing education during the pandemic and thereafter. A nominal group technique study was conducted with prescribing teachers from 15 European countries. Results were analyzed through thematic analysis. In four meetings, 20 teachers from 15 countries proposed and ranked 35 teaching materials. According to the participants, the most necessary problem-based-online teaching materials related to three overarching themes. Related to learning outcomes for CPT, participants proposed creating prescription scenarios, including materials focusing on background knowledge and resources on personalized medicine and topical/ethical issues such as the prescription's impact on planetary health. Second, related to teaching, they proposed online case discussions, gamification and decision support systems. Finally, in relation to faculty development, they recommend teacher courses, a repository of reusable exam questions and harmonized formularies. Future work will aim to collaboratively produce such materials.

With schools and universities closing across Europe, the COVID-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the COVID-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article's five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

Prior research suggests that secure base script knowledge is categorically distributed in middle childhood but becomes dimensionally distributed from late adolescence onward, potentially indicating a developmental shift in the nature of secure base script knowledge. Secure base script knowledge may initially be sparse, giving rise to categorical individual differences, while increased relational experiences later in development might contribute to more elaborated secure base script knowledge and dimensional individual differences. However, the cross-sectional nature of prior research limits inferences about developmental changes. To address this, we conducted a three-year, three-wave longitudinal study with a Western European sample transitioning from middle childhood to adolescence. At Wave 1 (n = 599, Mage = 10.30), secure base script knowledge was categorically distributed. By Wave 2 (n = 435, Mage = 11.30), distribution was ambiguous, and by Wave 3 (n = 370, Mage = 12.09), individual differences were dimensional. These results suggest a developmental shift in secure base script knowledge during the transition into adolescence. [ABSTRACT FROM AUTHOR]

This article analyses the intercultural competence of students from Turkey who participated in the EuRopean Community Action Scheme for the Mobility of University Students (Erasmus). Intercultural competence is an important aspect of 21st-century skills and lifelong learning. The study presented here also considered antecedent factors such as participants' cultural capital and home--host domains as well as identity-related issues. It aimed to understand the dynamics of relating to the new destination/culture: awareness of one's own culture/society/surroundings; availability of social networks and support; approach to learning (language, practical matters, relevant cultural information, etc.), and communication. The researchers' findings demonstrate constructive change in terms of learning, communication-connection, self-management and cultural awareness. They confirm the importance of various layers of friendship networks (but not necessarily ethnic ties), as well as a balanced composition of home and host domain resources. Regarding identity issues, students were observed to cling to universal identities, such as being an international/exchange student, and/or strategic personal ones, rather than religious, ethnic and national identities. The sojourn period can be defined as an academic but more notably a sociocultural engagement towards becoming more conversant in daily routines and personal gains in a transnational space. This highlights the importance of informal educational experiences.

The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 European countries (N = 20,593). Descriptives show that low-educated adults report the lowest need for training to exercise their job and indicate to be the least prevented from taking more training because of experienced barriers. We then analysed which barriers non-participating and participating adults were referring to. While medium- and high-educated non-participants indicate being prevented because of work and family responsibilities, low-educated non-participants chose family responsibilities but mainly and remarkably the option 'other' as their most important barrier. Contrary to medium- and high-educated adults, low-educated adults' most important barrier could not be defined. A possible explanation is that they experience more dispositional barriers (such as bad memories of education or low self-esteem), which were not included in the list. Our results point to the importance of targeting low-educated adults in participation research.

Background: Undetected ear and hearing problems negatively impact the quality of life of people with intellectual disability. Methods: This multicentre retrospective study describes the outcome of 10 years of ear and hearing screening in athletes with intellectual disability in seven European countries. The screening was conducted by a trained team using a strictly standardised protocol. Results: Of 15,363 screened athletes with intellectual disability, more than half (58.7%) needed referral for ear and/or hearing problems, ranging from 51.7% (<20 years old) to 81.4% ([greater than or equal to] 60 years old). The most commonly detected conditions were excessive/impacted earwax (40.3%), middle ear problems (30.1%) and hearing loss (27.0%), with significant differences between age groups and countries. Discussion: This study demonstrates an increased risk of ear and hearing problems in people with intellectual disability as compared to the general population. Considering the unawareness and impact of these problems, it is highly recommended to organise systematic screening. Follow-up for diagnostic elaboration, therapeutic management and long-term guidance should be provided.

Objectives: Care providers are key agents in the lives of individuals with an intellectual disability (ID). The quality of their support can be affected by manifestations of stigma. This scoping review was conducted to explore studies that provide indications of care providers' stigmatization of people with ID. Methods: A structured search was made in four databases to identify relevant studies in English-language peer-reviewed journals. Records were systematically and independently screened by the researchers. Results: The 40 articles included in this review were mainly conducted in Western countries and used Likert-type self-report measures of explicit attitudes. Stigmatization seemed more distinct concerning people with high support needs. The few studies on public stigma preliminary suggest that staff may also stigmatize people with ID based on other social identities. Regarding the support of structural stigma, staff reported skepticism regarding community inclusion for people with high support needs, and tended to be ambivalent about the protection-or-empowerment balance in the support of people with ID. Possible indications of stigmatization regarding sexuality were found on specific issues, such as self-determination and privacy. Agreement of staff with certain rights did not necessarily lead to staff acting in accordance with such rights. Conclusion: Indications of stigmatization of people with ID by care providers were found. Stigmatizing attitudes might affect the quality of care providers' support. Potential leads for future interventions concern creating awareness, sharing power, addressing diagnostic overshadowing, and providing explicit policy translations. Directions for future research concern strengthening the methodology of studies and enriching the studied topics.

Background: Knowledge about the quality of assessment methods used in the support of people with profound intellectual and multiple disabilities (PIMD) is scarce. This study aimed to provide an overview of the assessment methods used in practice and to examine whether these instruments were studied for their psychometric properties for people with PIMD. Method: Professionals (N = 148) from three European countries completed a survey on assessment practices. We performed a literature search to find information about the psychometric properties of the instruments that were identified in the survey. Results: Of the participants, 78.1% used assessments that were not developed for people with PIMD. Documentation on psychometric properties was found for 8 out of 116 instruments. Conclusions: Most of the instruments in use were not designed for people with PIMD, and information about their quality is lacking. Guidelines are needed regarding the use and development of assessment methods for people with PIMD.

African PhD fellows who are interested in completing (part of) their research in Europe cannot always afford to leave their place of residency for prolonged periods of time. Yet, young researchers from African countries might be searching for particular guidance from experts in their field that might not be accessible in their home countries. Consequently, both PhD fellows and universities and postgraduate research institutes require more flexible educational formats that cater for these circumstances. With the growing availability and potential of online tools and methodologies, it is possible to choose from a range of options for PhD education. Communities of Learning (CoL) have emerged as an approach to support the exchange of knowledge and experience among participants on the Internet. Participants can collaborate in developing research skills, while at the same time creating a feeling of belonging, which helps individuals to establish personal ties and relations. The paper introduces the research and educational project: Community for Learning for Africa (CoLA). It was designed to help participating actors from Africa and Europe to get and to stay connected online, to collaborate in joint training activities and projects, as well as to openly exchange ideas and thoughts, all in relation to underlying PhD research trajectories via the Internet. The paper offers results from a needs assessment undertaken in spring 2015, among PhD fellows and supervisors in Africa on what they would need CoLA to include, as well as template of what CoLA could include.

This special issue started years ago as part of a collective reading group on the public sphere with colleagues at the University of Groningen, the Netherlands. A significant portion of our initial time was dedicated to understanding Jurgen Habermas' (1989 [1962]) foundational contributions, which established the basis for a wide-ranging and complex field of study. This field spans social and political theory, media and communication studies, sociology, and philosophy. Since then, scholars from diverse disciplines have responded to and critiqued Habermas' concept, contributing to the development and refinement of its analytical potential by challenging the implicit normativity of Habermas' initial notion. These critical reactions have further enriched the theoretical landscape by expanding its scope and applications. One point on which Habermas' initial work was opened significantly related to the exclusionary nature of the historical practice described by Habermas by exposing the historical situatedness and specificity of his concept of the public sphere. [ABSTRACT FROM AUTHOR]

We compared different LLMs, notably chatGPT, GPT4, and Google Bard and we tested whether their performance differs in subspeciality domains, in executing examinations from four different courses of the European Society of Neuroradiology (ESNR) notably anatomy/embryology, neuro-oncology, head and neck and pediatrics. Written exams of ESNR were used as input data, related to anatomy/embryology (30 questions), neuro-oncology (50 questions), head and neck (50 questions), and pediatrics (50 questions). All exams together, and each exam separately were introduced to the three LLMs: chatGPT 3.5, GPT4, and Google Bard. Statistical analyses included a group-wise Friedman test followed by a pair-wise Wilcoxon test with multiple comparison corrections. Overall, there was a significant difference between the 3 LLMs (p < 0.0001), with GPT4 having the highest accuracy (70%), followed by chatGPT 3.5 (54%) and Google Bard (36%). The pair-wise comparison showed significant differences between chatGPT vs GPT 4 (p < 0.0001), chatGPT vs Bard (p < 0. 0023), and GPT4 vs Bard (p < 0.0001). Analyses per subspecialty showed the highest difference between the best LLM (GPT4, 70%) versus the worst LLM (Google Bard, 24%) in the head and neck exam, while the difference was least pronounced in neuro-oncology (GPT4, 62% vs Google Bard, 48%). We observed significant differences in the performance of the three different LLMs in the running of official exams organized by ESNR. Overall GPT 4 performed best, and Google Bard performed worst. This difference varied depending on subspeciality and was most pronounced in head and neck subspeciality. [ABSTRACT FROM AUTHOR]

Streptococcus suis, a zoonotic bacterial pathogen circulated through swine, can cause severe infections in humans. Because human S. suis infections are not notifiable in most countries, incidence is underestimated. We aimed to increase insight into the molecular epidemiology of human S. suis infections in Europe. To procure data, we surveyed 7 reference laboratories and performed a systematic review of the scientific literature. We identified 236 cases of human S. suis infection from those sources and an additional 87 by scanning gray literature. We performed whole-genome sequencing to type 46 zoonotic S. suis isolates and combined them with 28 publicly available genomes in a core-genome phylogeny. Clonal complex (CC) 1 isolates accounted for 87% of typed human infections; CC20, CC25, CC87, and CC94 also caused infections. Emergence of diverse zoonotic clades and notable severity of illness in humans support classifying S. suis infection as a notifiable condition. [ABSTRACT FROM AUTHOR]

Population‐based organised repeated screening for prostate cancer has been found to reduce disease‐specific mortality, but with substantial overdiagnosis leading to overtreatment. Although only very few countries have implemented a screening programme on a national level, individual prostate‐specific antigen (PSA) testing is common. This opportunistic testing may have little favourable impact, while stressing the side‐effects. The classic early detection protocols as were state‐of‐the‐art in the 1990s applied a PSA and digital rectal examination threshold for sextant systematic prostate biopsy, with a fixed interval for re‐testing, and limited indication for expectant management. In the three decades since these trials were started, different important improvements have become available in the cascade of screening, indication for biopsy, and treatment. The main developed aspects include: better identification of individuals at risk (using early/baseline PSA, family history, and/or genetic profile), individualised re‐testing interval, optimised and individualised starting and stopping age, with gradual invitation at a fixed age rather than invitation of a wider range of age groups, risk stratification for biopsy (using PSA density, risk calculator, magnetic resonance imaging, serum and urine biomarkers, or combinations/sequences), targeted biopsy, transperineal biopsy approach, active surveillance for low‐risk prostate cancer, and improved staging of disease. All these developments are suggested to decrease the side‐effects of screening, while at least maintaining the advantages, but Level 1 evidence is lacking. The knowledge gained and new developments on early detection are being tested in different prospective screening trials throughout Europe. In addition, the European Union‐funded PRostate cancer Awareness and Initiative for Screening in the European Union (PRAISE‐U) project will compare and evaluate different screening pilots throughout Europe. Implementation and sustainability will also be addressed. Modern screening approaches may reduce the burden of the second most frequent cause of cancer‐related death in European males, while minimising side‐effects. Also, less efficacious opportunistic early detection may be indirectly reduced. [ABSTRACT FROM AUTHOR]

Cardiovascular disease (CVD) is the leading cause of morbimortality in Europe and worldwide. CVD imposes a heterogeneous spectrum of cardiac remodelling, depending on the insult nature, that is, pressure or volume overload, ischaemia, arrhythmias, infection, pathogenic gene variant, or cardiotoxicity. Moreover, the progression of CVD‐induced remodelling is influenced by sex, age, genetic background and comorbidities, impacting patients' outcomes and prognosis. Cardiac reverse remodelling (RR) is defined as any normative improvement in cardiac geometry and function, driven by therapeutic interventions and rarely occurring spontaneously. While RR is the outcome desired for most CVD treatments, they often only slow/halt its progression or modify risk factors, calling for novel and more timely RR approaches. Interventions triggering RR depend on the myocardial insult and include drugs (renin–angiotensin–aldosterone system inhibitors, beta‐blockers, diuretics and sodium–glucose cotransporter 2 inhibitors), devices (cardiac resynchronization therapy, ventricular assist devices), surgeries (valve replacement, coronary artery bypass graft), or physiological responses (deconditioning, postpartum). Subsequently, cardiac RR is inferred from the degree of normalization of left ventricular mass, ejection fraction and end‐diastolic/end‐systolic volumes, whose extent often correlates with patients' prognosis. However, strategies aimed at achieving sustained cardiac improvement, predictive models assessing the extent of RR, or even clinical endpoints that allow for distinguishing complete from incomplete RR or adverse remodelling objectively, remain limited and controversial. This scientific statement aims to define RR, clarify its underlying (patho)physiologic mechanisms and address (non)pharmacological options and promising strategies to promote RR, focusing on the left heart. We highlight the predictors of the extent of RR and review the prognostic significance/impact of incomplete RR/adverse remodelling. Lastly, we present an overview of RR animal models and potential future strategies under pre‐clinical evaluation. [ABSTRACT FROM AUTHOR]

The Common European Framework of Reference for Languages (CEFR) has long been considered a global policy in language education. It has been borrowed and adopted by different polities across the world. However, it is still not clear why the CEFR, intended for European usage, has become a ubiquitous tool for overhauling the quality of teaching and learning English in many education contexts. In this paper, we examine the CEFR in Vietnam in order to gain an understanding about the underwritten socio-economic and political conditions, which induced the employment of this global language education framework. The paper proposes to consider the borrowing of the CEFR in Vietnam as a socially constituted phenomenon to elucidate the historical and social background of its local adoption. We argue that the Vietnamese authorities' decision to adopt the CEFR can be explicated on the basis of at least three sociocultural conditions: (1) recent changes in English language policy; (2) need for concrete economic and political innovations, and current efforts to reform higher education; and (3) the current tendency for administrators to look outwards for solutions to domestic issues in contemporary Vietnam.

Purpose: The Farmer Field School (FFS) has been used to enable farmers to adapt their farming decisions according to the field situation. This paper explores the methodological state, challenges and lessons learned, of the FFS around the World. Design/methodology/approach: We used a 52-item questionnaire to capture issues of design, implementation and evaluation of the FFS. Completed questionnaires were received from 57 ongoing or recent FFS programmes. Data were analysed using descriptive statistics. Findings: FFS programmes have diversified, including multiple crops and livestock. Farmer involvement in the design and planning of interventions was found to be critical. FFS programmes increasingly relied on farmers as FFS facilitators. Short training duration for FFS facilitators raised concern about FFS quality. Even though mechanisms for monitoring and evaluation were mostly in place, capacity for data analysis and data utilization were a concern. Practical implications: Results highlight strengths and shortcomings in design, implementation and evaluation of the FFS. The information acquired can be used to support the quality of ongoing and future programmes. Theoretical implications: This research contributed to understanding that the educational foundations of the FFS should be reflected in programme design and evaluation. Originality/value: Many studies of the FFS exist, but this is the first global overview on how farmer field school programmes are carried out, with various lessons learned.

Notwithstanding the growing importance of university-business cooperation (UBC), our understanding of education-driven UBC remains nebulous, so does our knowledge of facilitators of academic engagement in such cooperation. This research explores psychological facilitators underlying academic engagement with business in education-driven activities such as student mobility, curriculum design and delivery. Drawing on a self-determination theory (SDT), it investigates the factors facilitating academic engagement in these activities with a specific focus given on their UBC autonomy, competence and relatedness. Based on an extensive and wide-reaching European survey, this research shows that academic autonomy does not only play an important role in teaching and research, but also in facilitating academic engagement in education driven UBC, with UBC competence and relatedness being highly relevant too. This research contributes to the literature by shedding light on education-driven UBC and by applying SDT framework of need satisfaction in this context.

Captured under the umbrella term Open Education, a wide range of educational initiatives has been popping up in the educational landscape. This study aims to offer empirical ground for understanding how Open Education introduces new forms of education. It does so by focusing on one initiative, namely the Interactive Open Online Courses included in the Erasmus+ Virtual Exchange. Social topology is taken up as a theoretical vantage point, with a dedicated focus on infrastructuring practices. The empirical accounts show how infrastructures stabilize "forms" of practices, while interplays with infrastructuring practices enact "formations," i.e., constantly changing practices. The study finally discusses these interplays, labeled as bouncing and enfolding, as "typical" to this Open Education initiative. The study concludes by emphasizing how studying this initiative through a social topological lens enabled a position "in between" positive and negative hyperboles on Open Education, and how this allowed theorizing this movement in terms of continuity and change.

Contemporary perspectives on gender highlight the multilevel processes that maintain the gender system, from the hegemonic cultural beliefs embedded in state institutions to the gendered interactions that occur in everyday life. This study investigates immigration as a source of diversity and adaptation in the gender system. Using data on immigrant and native adolescents in the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), we examine the intergenerational transmission of attitudes about the domestic division of labor. Our results show a strong association between mother's gender attitudes and child's gender attitudes among both immigrants and natives, with no significant difference between the two groups. The persistence of beliefs grounded in family culture results in significantly higher levels of gender traditionalism among adolescent children of immigrants as compared to their native peers. These results underscore the centrality of families as a relational context that contributes both to the reproduction of cultural beliefs about gender and the slow pace of shifts in hegemonic gender beliefs in response to social change. [ABSTRACT FROM AUTHOR]

Although diverse European welfare states have institutionalized an extensive infrastructure of public welfare services to redistribute resources, governments have been confronted with barriers in realizing the social rights of certain groups of citizens. Decentralization and increasingly local welfare provision has been promoted as a strategy to substantially realize social rights. In that sense, the vital role of frontline social work has been stressed in local welfare systems, being considered as dynamic arrangements in which local policymakers and professional social work actors are involved in the substantial realization of social rights. These trends have been frequently studied from a social policy perspective, but the role of professional social work on the frontline level has received much less attention. In this study, we accordingly rely on neo‐institutional theory to explore how frontline social workers employ their professional discretion during processes of local social policy implementation, related to the broader circumstances in which they operate. Our qualitative study aims to tease out whether their strategic actions might transform and/or change the rules of the local institutional game. The qualitative analysis is based on policy documents and qualitative interviews with key actors in two municipalities in Belgium. Our research findings reveal three central fields of tension: (1) Rescaling of responsibilities to the local welfare system and community level versus in‐built spatial concentrations of social problems and inequalities, (2) Efficient local welfare system organization versus wicked social problems, and (3) Fast local welfare system logics versus slow realities. [ABSTRACT FROM AUTHOR]

Discrete-time multistate life tables are attractive because they are easier to understand and apply in comparison with their continuous-time counterparts. While such models are based on a discrete time grid, it is often useful to calculate derived magnitudes (e.g. state occupation times), under assumptions which posit that transitions take place at other times, such as mid-period. Unfortunately, currently available models allow very few choices about transition timing. We propose the use of Markov chains with rewards as a general way of incorporating information on the timing of transitions into the model. We illustrate the usefulness of rewards-based multistate life tables by estimating working life expectancies using different retirement transition timings. We also demonstrate that for the single-state case, the rewards approach matches traditional life-table methods exactly. Finally, we provide code to replicate all results from the paper plus R and Stata packages for general use of the method proposed. [ABSTRACT FROM AUTHOR]

Background: Although principles of the health promoting school (HPS) approach are followed worldwide, differences between countries in the implementation are reported. The aim of the current study was (1) to examine the implementation of the HPS approach in European countries in terms of different implementation indicators, that is, percentage of schools implementing the HPS approach, implementation of core components, and positioning on so‐called HPS‐related spectra, (2) to explore patterns of consistency between the implementation indicators across countries, and (3) to examine perceived barriers and facilitators to the implementation of the HPS approach across countries. Methods: This study analyzed data from a survey that was part of the Schools for Health in Europe network's Monitoring Task 2020. The survey was completed by HPS representatives of 24 network member countries. Results: Large variations exist in (the influencing factors for) the implementation of the HPS approach in European countries. Observed patterns show that countries with higher percentages of schools implementing the HPS approach also score higher on the implementation of the core components and, in terms of spectra, more toward implementing multiple HPS core components, add‐in strategies, action‐oriented research and national‐level driven dissemination. In each country a unique mix of barriers and facilitators was observed. Conclusion: Countries committed to implementing the HPS approach in as many schools as possible also seem to pay attention to the quality of implementation. For a complete and accurate measurement of implementation, the use of multiple implementation indicators is desirable. [ABSTRACT FROM AUTHOR]

Objectives Widowhood has been shown to decrease surviving spouses' economic well-being. However, previous research has focused mostly on income-related outcomes, and has been less attentive to the importance of wealth, the processual nature of spousal death, and cross-national variation. In this study, we assessed how total, housing, and nonhousing wealth changes over the process of widowhood across 11 European countries. Methods Individual fixed-effects regressions and longitudinal data from the Survey of Health, Ageing and Retirement in Europe were used to estimate how household net total wealth, housing wealth, and nonhousing wealth changed 3 years prior and 6 or more years after spousal death relative to 4 or more years prior to widowhood in 11 European countries. Results In all countries, household net wealth stayed relatively constant across the widowhood process, except for Austria, the Czech Republic, and Poland, where wealth declines were observed especially in the years following death. However, we found declines in housing wealth over the widowhood process, including prior to spousal death, across most countries in our sample, particularly in Austria, France, Denmark, the Czech Republic, and Poland. Declines in housing wealth were generally not reflected by changes in nonhousing wealth but coincided with leaving homeownership and downsizing. Discussion Widowhood is associated with lower wealth, especially housing wealth, even in the years before spousal loss. Future research should focus on adjudicating the mechanisms behind country differences and exploring the implications of lost wealth following widowhood for surviving spouses' well-being and intergenerational transfers. [ABSTRACT FROM AUTHOR]

Mourning the murder of Nahel Merzouk by the French police and the drowning of 750 human beings by the Greek coastguard's recklessness, we argue that the erosion of human rights at the EU's external borders is being co-constituted by an analogous erosion within its internal borders. To establish this connection, we re-conceptualise the EUropean b/ordering regime as a network of fractal borderscapes characterised by a selective criminalisation of mobility that reproduces longstanding racist prejudice along socio-spatial borderlines. We argue that the proliferation of these spaces of exception is degenerating into a state of exception: a polity's self-destructive tendency to replace the rule of law for legalised despotism. Such autoimmune reaction, we claim, is rooted in borderism: a spectacle that misshapes geography into spurious antagonisms epitomised by national and civilisational dichotomies ("friends" and "foes"), thus creating a hyperreality that breeds racism, spatialises apartheid and exacerbates animosity. [ABSTRACT FROM AUTHOR]

Officially branding local heritage through recognised labels is a strategy that regions can use to promote economic development. Regions increasingly seek more sustainable tourism development, which can be captured by the quality of local tourist service development. This paper examines whether the UNESCO World Heritage Site (WHS) label is associated with local tourism development of a higher quality and offers the first comparative study across European regions. Using TripAdvisor reviews of over 38,000 European locations, our results reveal a positive correlation between WHS labelling and measures of perceived quality and breadth of local tourist services. [ABSTRACT FROM AUTHOR]

Background Loneliness is described as the subjective experience of unfulfilled personal and social needs, with emotional and social domains. Frailty is a state of vulnerability to stressors, which is often characterised by impairment in the physical, psychological and/or social domain. Objective This study aims to examine the bidirectional association between loneliness and frailty across the different domains. Methods The study included 1735 older adults from the Urban Health Centres Europe project. Loneliness was assessed using the six-item De Jong Gierveld Loneliness Scale. Frailty was assessed by the Tilburg Frailty Indicator. Multivariate linear regression and cross-lagged panel models were used to explore the associations between the social and emotional loneliness dimensions and overall, physical, psychological and social frailty. Results A bidirectional association existed between overall loneliness and overall frailty (loneliness to frailty: β = 0.09, 95% CI: 0.03, 0.15; frailty to loneliness: β = 0.05, 95% CI: 0.004, 0.10). Higher levels of overall loneliness at baseline were associated with higher levels of psychological frailty at follow-up (β = 0.05, 95% CI: 0.00, 0.10). The reverse association was not significant. A bidirectional association existed between overall loneliness and social frailty (loneliness to social frailty: β = 0.05, 95% CI: 0.01, 0.10; social frailty to loneliness: β = 0.05, 95% CI: 0.00, 0.09). Conclusion This study confirms the importance of addressing loneliness among older adults. Interventions that increase social support, exercise engagement and promote healthy behaviours may be effective in reducing the risk of frailty among older adults and simultaneously preventing loneliness. [ABSTRACT FROM AUTHOR]