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A large number of individuals are suffering from suicidal ideation in the world. There are a number of causes behind why an individual might suffer from suicidal ideation. As the most popular platform for self-expression, emotion release, and personal interaction, individuals may exhibit a number of symptoms of suicidal ideation on social media. Nevertheless, challenges from both data and knowledge aspects remain as obstacles, constraining the social media-based detection performance. Data implicitness and sparsity make it difficult to discover the inner true intentions of individuals based on their posts. Inspired by psychological studies, we build and unify a high-level suicide-oriented knowledge graph with deep neural networks for suicidal ideation detection on social media. We further design a two-layered attention mechanism to explicitly reason and establish key risk factors to individual's suicidal ideation. The performance study on microblog and Reddit shows that: 1) with the constructed personal knowledge graph, the social media-based suicidal ideation detection can achieve over 93% accuracy; and 2) among the six categories of personal factors, post, personality, and experience are the top-3 key indicators. Under these categories, posted text, stress level, stress duration, posted image, and ruminant thinking contribute to one's suicidal ideation detection., Comment: Accepted to IEEE Transaction on Multimedia

Purpose This paper aims to analyze the lived experience of seeking justice and reparations related to conceiving a peacekeeper-fathered child. Design/methodology/approach Based on 18 semi-structured qualitative interviews conducted across Haiti in 2017, the authors mapped the experiences of Haitian mothers of peacekeeper-fathered children onto the ecological framework, proposing prevention/response strategies at the micro, meso and macro levels. Findings The findings mainly focus on reporting and access to support. Reporting was sometimes discouraged by the peacekeeper fathers due to the fear of being reprimanded. Among women who did report, some were told that nothing could be done, as the peacekeeper returned to his home country. Disclosure fatigue was common among participants who formally reported their pregnancies/peacekeeper-fathered children, particularly when promises of employment or child support failed to materialize. Overall, there was widespread distrust and disillusionment with the UN’s reporting and support system. Originality/value To improve the UN’s sexual abuse and exploitation prevention/response system at the micro level, the authors propose addressing personal knowledge/attitudes/beliefs through scenario-based and contextually relevant peacekeeper training and addressing the sexual/reproductive health needs of women and girls in proximity to peacekeeping bases. At the meso level, the UN should improve trust in reporting. Efforts to do so should include mandatory third-party deoxyribonucleic acid testing and banking, streamlined reporting mechanisms and removing the practice of automatically repatriating implicated peacekeepers. At the macro level, the authors recommend investments to improve educational and economic opportunities for women and girls, as well as revamping policies that contribute to impunity and absolve peacekeepers and troop-contributing countries of their responsibilities to provide child support.

PurposeThis paper aims to examine differential perceptions of lenders and investors on (1) the use, perceived usefulness, importance and adequacy of annual reports, (2) the importance of qualitative characteristics (QCs) and (3) the perceived impact of International Financial Reporting Standards (IFRS) on financial reporting quality (FRQ) in Sri Lanka.Design/methodology/approachA questionnaire survey study of practising professionals consisting of Sri Lankan investors (N = 214) and lenders (N = 235).FindingsIn relation to (1), lenders and investors rank three out of ten information sources ahead of the remaining seven: both include annual reports and personal knowledge. However, the highest average response for lenders is direct communication with clients, and for investors, it is stock market publications. Within annual reports, both decision-makers identify financial statements as the most useful part. Concerning (2), they both identified understandability as the most important QC followed by timeliness. Relevance ranked last, surprisingly. In relation to (3), both groups perceived that the new IFRS reporting environment improved the FRQ compared to the previous Sri Lanka Accounting Standards regime.Practical implicationsRanking understandability as the most important QC in terms of decision usefulness contradicts IASB's categorisation. The authors provide empirical data on the perceived degree of success of adopting IFRS in a developing economy.Originality/valueThe authors design a decision-oriented (lending vs investing) and context-specific (IASB's financial reporting framework) questionnaire to examine the perceptions of key capital providers separately on the issues mentioned above in “Purpose” within a developing economy. The survey fits into two aspects of the decision-useful theory: useful to make what decisions and useful to whom.

Sexual child abuse is involving, persuading, or forcing a child to take part in sexual activities or encouraging the child to behave inappropriate sexual contact, and this is a frequent phenomenon. The purpose of this study was to identify the effect of using the application “si pesek” on personal safety skill knowledge in preschool children at Manba’ul Huda, Bekasi, West Java. The research design used was the equations experimental non equivalent control grop design with 30 respondents divided into two groups, intervention dan control. The result showed that the ads were the effect of giving the application “si pesek” on personal knowledge of safety skill with a p value 0.000 (0.05). There is an effect of confounding factors on children knowledge, namely age with p value 0.04 (0.05), environment with p value 0.04 (0.05), socio cultural with p value 0.04 (0.05) and information is the most significant with p value 0.02 (0.05). Based on the research results the application “si pesek” can be recommended as an educational tool in child nursing services to prevent sexual violence in preschoolersKeywords: Preschool children, sexual education, sexual abuse

As a result of the rapid pace of economic and technological development, previously recognised competences have proved outdated and the demand for new competences has increased. In order to effectively function in the changing realities and to efficiently use both one’s own resources and those of the environment, one needs access to information and knowledge. Contemporary concepts of knowledge emphasise that knowledge is abruptly expanding and, thus, that it is exigent to continually analyse, evaluate and organise knowledge. Therefore, the fostering of attitudes of commitment to knowledge not only among young learners but above all among adults is prerequisite for the further development of knowledge, its high quality and continued relevance. Given this, education, guidance and counselling facilities must dedicate themselves to supporting their clients in taking responsibility for their ow knowledge. Additionally, the role and significance of knowledge in the prosperity of individuals, organisations and entire societies are increasing, as knowledge is becoming a valuable resource (capital) which is subject to management processes. This position is adopted and developed by the modern concept of knowledge management (Nonaka & Konno, 1998) and its latest iteration, i.e. personal knowledge management. Replete with educational merits, the latter concept is explored in my paper in the context of changes in conceptualising what knowledge actually is.

This article explores the ontology of personal knowledge that algorithms on digital media create by locating it on two axes: historical and theoretical. Digital platforms continue a long history of epistemic media—media forms and practices, which not only communicate knowledge, but also create knowledge. As epistemic media allowed a new way to know the world, they also facilitated a new way of knowing the self. This historical perspective also underscores a key difference of digital platforms from previous epistemic media: their exclusion of self-reflection from the creation of knowledge about the self. To evaluate the ramifications of that omission, I use Habermas’s theory of knowledge, which distinguishes critical knowledge from other types of knowledge, and sees it as corresponding with a human interest in emancipation. Critical knowledge about the self, as exemplified by psychoanalysis, must involve self-reflection. As the self gains critical knowledge, deciphering the conditions under which positivist and hermeneutic knowledges are valid, it is also able to transform them and expand its realm of freedom, or subjectivity. As digital media subverts this process by demoting self-reflection, it also undermines subjectivity.

Mathematical creativity is considered beneficial for learning mathematics. However, research studies that provide empirical evidence of students’ mathematical creativity in regular mathematics classrooms are relatively scarce. This study explores the idea of mini-creativity (mini-c), which is defined as the creative processes involved in the construction of personal knowledge and understanding. The aim of the study is the identification and characterization of mini-c instances when students are first introduced to the arithmetic mean concept. In total, 97 Grade 6 students participated in a technologically enhanced instructional program which was developed according to the principles of the theoretical framework ‘personalised mathematics and mathematics inquiry’ (PMMI). The analysis of the results suggests that the learning environment supported the development of mini-c. From students’ worksheets and classroom observations, three categories of mini-c instances were identified and characterized, as follows: (a) building insight and abstractness of a mathematical concept; (b) creating, manipulating, and connecting representations; and (c) expressing flexible thinking.

Being an Arab lecturer in a Jewish academic institution under fire has challenged me as a professional, a researcher, and a lecturer. Social workers often function in the context of conflicts, but the practice focuses on normative social problems such as domestic violence, poverty, and crime rather than the effects of the conflict on social workers and their clients. In my academic institution, which for years has been in a conflict area and under fire, students are not equipped with relevant knowledge and skills. This article analyzes my personal narrative documented during three of Israel’s wars with the Gaza Strip.

BackgroundReason is one of the main elements of criminal proceedings. Historically, criminal justice systems are usually divided into two general types: in the first type, called the "legal evidence system", the reason is only what is stated in the law, and therefore the judge has the right to document his sentence other than It does not have. In the second category, which is called the "system of persuasion of the judge", in addition to the evidence permitted by law, the judge can study other evidence and even evaluate, injure and modify the evidence presented, but the issue that is important and is very important from a legal and moral point of view is the basis of the judgechr('39')s knowledge and how to achieve it. Therefore, the purpose of this article is to analyze science and knowledge from a philosophical-ethical perspective from the perspective of evidence of criminal litigation to provide the conditions for explaining the knowledge of the judge and ways to achieve this knowledge as the most important evidence of litigation.ConclusionThe knowledge of the judge is one of the positive reasons in criminal cases that obtained as a result of examination, exploration, and investigation of the judge in the referral cases for him. Science can be valid and cited when the reasons for achieving it are legal and in accordance with judicial ethics. Therefore, personal knowledge that does not have a rational and legal basis and origin cannot be a criterion and document for issuing a judgechr('39')s verdict.

Objective In the aftermath of fires which swept through a regional community in 2013, community leaders were thrust, unprepared, into the disaster recovery arena. The objective of this research was to investigate the subsequent lived experience of these community leaders and, based on this information, develop a guide to meet the challenges for their personal preparation in the context of disaster. Design Ethical approval for the overarching Community Connections project was provided by Charles Sturt University (H2014073). The project design was informed by an interpretivist paradigm and the methodology embraced participatory action research and thus engaged community members and leaders as research partners. This paper reports on the community leader component of the overarching project. Setting Blue Mountains, New South Wales, Australia. Participants There were 7 interview participants in both 2014 and 2018; 5 participated in both years. Participants were either managers of a local non-government organisation, peak body, school, emergency service or large relief organisation with a local presence. Main outcome measure The development of a guide for the personal preparation of community leaders. Results The stress of community leaders escalated after the disaster, resulting in a debilitating blurring of professional and personal boundaries, heightened demand on personal knowledge, networking relationships and communication strategies. Conclusion The guide is practical and far reaching; the researchers could not locate anything similar to guide community leaders in their personal planning and preparation for work in disaster recovery.

There are certain obstacles to the development of the research capacity of Ukrainian universities, which can be classified as belonging to one of the two groups: «external» and «internal». If the former include more obvious things like insufficient funding for national science and higher education, as well as the imbalance of teaching and research activities of the academic staff, the latter relate to the values, interests and motivations of the researchers. It is argued that a possible way to overcome the first type of obstacles is to rethink the role of the university teacher, who from a translator of knowledge becomes a mediator helping students to acquire the ability for life-long self-education and the constant creation of own knowledge. The competition to traditional universities presented by non-formal education emphasizes the benefits of the individual approach and personal communication between teachers and students and the special value of the personal knowledge as a result of own research. The article argues that in the absence of internal motivation for scientific research and a tendency to recognize the principles of scientific ethos, the attempt to «force» creativity leads only to the profanation of scientific activity, in particular to mass violations of academic integrity by students. Really effective research can be based only on the moral imperative of each human person as an autonomous subject of values and responsibility, and the most important factor in the development of university science is the democratization of higher education, which returns to the humanistic ideal of the Enlightenment that considers each person as capable of creative and independent thinking. Such democratization contributes to the implementation of lifelong learning and effective activities of university graduates in a volatile and complex world, and also corresponds to the ideas of the open science concept as one of the most important ways for increasing the research capacity of Ukrainian universities.

With the advent of technology, many have shown the benefits of data-driven learning (DDL), i.e., using corpus data to improve second language writing accuracy. Despite the increase in DDL studies, some gaps still exist. Previous studies tended to examine learners’ corpus use without looking into other correction methods (e.g., Google, dictionaries, or personal knowledge). Little has been documented regarding whether an error was really corrected by corpus concordancing or if it was based on students’ linguistic knowledge. Moreover, although prior research has indicated that shorter class periods would be enough for basic corpus training, how learners are involved in DDL for error correction over an extended period of time has rarely been documented. This study aims to bridge the gaps by examining not only students’ use of corpus tools, but also how they use other methods for error correction over an 18-week semester. Four corpus tools were introduced: Corpus of Contemporary American English, Just the Word, Netspeak, and Google (targeting the use of quotation marks “ ”). Adopting a mixed-method approach, data sources included students’ essay drafts and revision logs, retrospective interviews, as well as a questionnaire. The findings showed that the majority of the corrections were based on learner knowledge, while corpus-based corrections remained limited. Nevertheless, the students were able to draw on various reference resources including the four tools for error correction, and 70% of marked errors were corrected successfully. Qualitative analysis of the survey and interview data revealed that the participants perceived DDL for error correction as beneficial, although some seemed to have difficulties using these tools. Among the tools, Netspeak and Google with quotation marks were consulted more frequently because they provide easy access to search results with the frequency of the target word/phrase, while COCA appeared to be more complicated. This paper concludes with a discussion of pedagogical implications and limitations of the study.

Purpose The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project. Findings Participants’ perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas. Originality/value These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction.

The article aims at considering the characteristics of the Anthropocene era from a broader perspective and emhasizing the possibilities of pedagogy to reduce the current unsustain-ability of higher education. The relationships between human and nature are affected by the wicked problems. In particular, they are influenced by intermingling of anthropocentrism, egocentrism and egoism, which affect these relationships by causing changes in the human being, i.e., changes in sensitivity and sensibility occur that are naturally necessary for human adaptation to the environment. For the case study, we have used the processes taking place at the phenomenon level, which are known as the first-person perspective (1PP) characterized by an active and dynamic connection with the environment. It should be noted that 1PP cannot be observed from a distance, as there are a number of interrelated processes that begin with the effects of the environment, the formation of the “self” and the formation of the self-image. It follows that complex consciousness in the 1PP is implemented within an egocentric reference system, where experience is structured according to the image of the human body. The article will present the findings of 1PP study obtained by performing two tasks: (1) development of a personally significant view of a 1PP researcher on the phenomenon of sustainability from an egocentric perspective and (2) involvement of the 1PP researcher in adaptive learning suitable for pandemic conditions. We would like to stress that the case study has been developed as our reaction to the intensification of unsustainable development in the relationship between nature and human, which has been initiated and maintained by the tangle of Anthropocene problems. From the pedagogical perspective, we looked for an opportunity to use the basis of the natural origin of human and nature relations to maintain more integrated activities and more personal knowledge, so that the development of more sustainable higher education could be promoted by means of personal experience. Through the pedagogical lenses of phenomenology, we identified the need to reduce the impact of the Anthropocene tangle through the use of more natural methods. We also recognized the need to use the 1PP and adaptive learning opportunities more carefully. In this way, pedagogy can gain new experiences for a more holistic understanding of individual experience and enhance the use of the unique abilities of adaptive learning to prototype more personal knowledge in order to build more sustainable higher education.

Integrating market knowledge in the architecture of product platforms can be a challenge for firms. In this study, we draw on knowledge-based theory to propose the importance of bilateral knowledge: a marketer's knowledge of product platforms and a platform architect's knowledge of the market opportunity for securing marketing involvement and platform success. Along with these two personal coordination mechanisms, we examine the impact of a marketing department's level of product platform knowledge as a structural coordination mechanism and account for its moderating effects on these personal mechanisms. To test our model, we conducted a survey at a multinational electronics company, with the architects of product platforms as key informants. Our results show that an architect's knowledge of market opportunities for the product platform fuels marketing's involvement and improves financial performance, as does the marketer's knowledge of product platforms, although this is entirely mediated by marketing's involvement. A marketing department's product platform knowledge has a strong, direct and moderating impact; it acts as a substitute for the individual marketer's personal knowledge, yet enhances the impact of the architect's knowledge of the market opportunity. Therefore, innovation managers are advised to foster their marketing department's understanding of product platforms.

Background: Personal Knowing (PK) is an expression of self-knowledge concerning others. Besides, PK is the most difficult as well as the most essential pattern of knowing in nursing. The current study aimed to explore how nurses apply personal knowledge in patient care. Methods: This qualitative study was performed based on the grounded theory method. The study was performed in different hospital wards of Tehran City, Iran. The required data were generated using semi-structured interviews and clinical observations. Finally, 15 interviews and 8 sessions of observation were included in the data analysis. Strauss and Corbin’s constant comparison method (2008) was used to analyze the collected data. Results: The obtained findings suggested that nurses use the PK pattern in 3 forms of the therapeutic use of self, self-centering, and elimination of therapeutic communication. The therapeutic use of self was accompanied by kindness and amiability; efforts to strengthen the patients’ spirit; giving comfort and hope; humor; talking in a friendly manner, and gaining the patient’s trust and cooperation. Self-centering was characterized by establishing silence in the ward, strict enforcement of the rules, setting more rules, and developing rules for the method of care provision. Eliminating the therapeutic communication was accompanied by the referral of patients to others, avoidance, reluctance, and mechanical care. Conclusion: The obtained findings added to the knowledge of the patterns of knowing in nursing. The therapeutic use of self leads to a positive outcome of care as well as the satisfaction of nurses and patients. However, a self-centering and eliminating therapeutic relationship will raise an inappropriate image of nursing.

Atlikta teorinė analizė atskleidė mokslinės literatūros ir empirinių tyrimų trūkumą, nagrinėjant andragoginės lyderystės raiškos galimybes edukaciniu aspektu, todėl straipsnyje gvildenamas probleminis klausimas, kaip pasireiškia andragogo lyderystė edukacinėje veikloje? Straipsnyje atskleidžiamos andragogo lyderystės raiškos galimybės edukaciniame procese (kokybiniu tyrimu) ir andragogo lyderio savybių svarba šio proceso dalyviams (kiekybiniu tyrimu). Tyrimo reikšmingumą atskleidžia jo rezultatų panaudojimas, siekiant veiksmingesnės andragogo lyderio veiklos edukaciniame procese, skatinant andragogo lyderio savybių raišką. Straipsnyje akcentuojama, kad andragogo lyderystė – svarbus edukacinės veiklos veiksnys, jeigu andragogas savo asmeninėmis savybėmis, dalykinėmis žiniomis ir turimomis kompetencijomis daro teigiamą įtaką besimokantiesiems, skatina juos veikti, kad pasiektų užsibrėžtus tikslus. Andragogo lyderystės svarba ir įtaka besimokančiųjų grupei nepaneigiama, ji pasireiškia nuolat bendraujant. Besimokantieji ne tik kaupia žinias, bet ir telkiami į bendruomenę, taip mažinama jų socialinė atskirtis ir skatinamas bendradarbiavimas. Atliktas tyrimas atskleidė: besimokančių suaugusiųjų ir andragogų ekspertų požiūriu bei vertinimu yra nemažai svarbių andragogų lyderių tipų, savybių ir bruožų, kurių nepakanka andragogams lyderiams. Todėl straipsnyje pateikiamos rekomendacijos, kokias andragogo lyderio savybes reikia ugdytis, kokios galimos šių rekomendacijų įgyvendinimo galimybės. The theoretical analysis carried out showed that there is a lack of scientific literature and empirical research in examining the possibilities of expression of andragogy leadership in the educational aspect, and therefore there is the research question: how does andragogic leadership show up in educational activities? The object of the research – the expression of andragogy’s leadership in the educational process. The aim of the research – to analyze and empirically reveal the possibilities of expression of andragogy’s leadership in educational aspect. The research tasks: 1) in a quantitative study find out how and why the participants in the educational process are important andragog leader’s qualities; 2) in a qualitative research to reveal the possibilities of expression of andragogy’s leadership in the educational process. The research methods: questionnaire survey, semi structured interview. In order to find out how andragogical leadership manifests itself, what are its possibilities of expression in educational activities, what is the importance of andragogue leader traits for learners. From October 2017 to April 2018, an empirical study was carried out, integrating different research methods and various data sources providing versatile information on the subject of the study. The quantitave set of quantitave research consisted of 86 learners of 3 institutions involved in adult education programs. These are students of Šilutė Youth and Adult Education Centre, students of the language courses of Šilutė Translation Bureau, students of Šilutė Takoskyra adult education centre, which provides informal retraining courses. The majority were women aged 30–45, participants in formal and non – formal education / training programs. [...] Theoretical and practical significance of the research – the theoretical and empirical analysis reveals and evaluates the possibilities of expression of andragogy’s leadership in the educational process and the importance of andragog leader’s qualities for the participants in this process. The practical significance of quantitative research reveals the use of research results in the effectiveness of andragog leader’s activities in the educational process and the expression of leadership qualities. Qualitative and quantitative research has confirmed that andragogical activity if the leader of andragogy positively influences learners with their personal qualities, subject knowledge and competences, and will encourage them to act in order to achieve their goals. [...] Quantitative research has shown that the ability of andragogy’s leadership to express itself in the educational process depends on the personality of andragog. A suitable example of andragogue can inspire, motivate, involve in the active teaching / learning process and learners. For adult learners, the most important andragog leader’s competencies and collaboration, team work and creativity. Andragog’s vision of leadership is more closely linked to andragogical research, where personal experiences of learners can be used. A qualitative research reveals that the field of andragogy’s leadership is educational, research and management, the most important of which is educational. Andragog’s leadership is not just related to performing roles or responsibilities, but also related with a variety of activities and interactions in educational activities. The study revealed that there are a number of important andragog leader types, attributes and features that are not enough for andragogue leaders to be considered and evaluated be adult learners and andragogue experts. [...] The leadership of Andragog’s leader during educational activities will be revealed by promoting cooperation, helping to solve teaching / learning problems by giving time to reflection. The respect of the Andragog leader for learners will be revealed through the development of respectful, polite, business relations based on the internal rules of the educational institution. Taking Andragog’s leadership into the learner’s opinion will prove to explain their teaching / learning needs, focusing on their opinions on the issues analyzed, giving more responsibility, helping to solve teaching / learning problems, sharing experiences in methodological working groups. An andragogue leader will develop emotional stability by observing, managing and controlling his emotions by regularly updating his knowledge of the subject. The objective andragogue leader will unveil by developing effective assessment / self-assessment systems, participating in seminars on this topic, and sharing teaching / learning experiences with other andragogues. [...] Andragogue leaders must promote and initiate the implementation of qualitative education changes in adult education institutions by providing and developing various projects, in cooperation with other institutions; strive to actively foster leadership in teaching / learning processes, creating favorable taechning / learning environments, updating teaching / learning content, and so on. Heads of adult education institutions and education politicians must give the andragogues working in the institutions more freedom and informal leadership by providing them in employment contracts, job descriptions or other legislation; to apply a variety of andragogue leadership promotion measures; to allocate sufficient investment for andragogy training and development, planning the need for qualification and professionalization of employees in the educational institution.

The modern educational process is focused on the training of a specialist who is able to think critically and creatively solve problematic situations, constantly raising the level of his education. Education as the most important social institution reacts sharply to the processes taking place in society. Actively developing distance learning is quite popular today, but there are different kinds of questions related to its implementation and the significance of a personal example, personal contacts in the learning process is one of the questions that is analyzed in this article. Would the distance learning be complete if it was deprived of subjectivity by definition? The educational system is understood to be a tradition in the article. The authors stress two types of traditions: verbalized and non-verbalized. The specificity of pedagogical activity does not allow many of its significant components to be explicated. The attention is focused on non-verbalized traditions existing in the form of implicit knowledge. Specific examples (V.I. Vernadsky, V.V. Dokuchaev, P.V. Ototsky) reveal the necessity of personal knowledge in the educational process. The article concludes that personal communication between the lecturer and the student is necessary as a conscious movement against deindividuation in modern society.

Background. Premarital sexual behavior among adolescents tends to increase. There has been an increase in cases of premarital sexual behavior among adolescents in Jember, namely 47 cases in 2015 and 52 cases in 2016 and cases for the period January-March 2017, data obtained from the Jember Police were 17 cases of premarital sexual behavior by adolescents, so they need to be handled early through the prevention of premarital sexual behavior by adolescents. The purpose of this study is a continuation of the research results of the research dissertation with the findings of a family-based youth character education model in the prevention of premarital sexual behavior, it is necessary to test the model that has been produced in rural areas in the prevention of premarital sexual behavior. This research method used experimental design (pre-experiment) with a one group pretest-postest design. The research was conducted in collaboration with schools in rural areas of Jember Regency in preparing all resources to conduct model trials with training activities for adolescents. The results showed that the training of adolescent character education models significantly (sig = 0,000) was able to increase knowledge of adolescent personalities, was able to increase adolescent morality (sig = 0.002), was able to increase the prevention of premarital sexual behavior (sig = 0.006). Conclusion: model trials in rural areas by conducting youth character education model training can increase adolescent personal knowledge, adolescent morality and prevention of premarital sexual behavior. and next it is suggested to try out the youth character education model in urban areas in Jember Regency.

Background: Personal attitudes and beliefs toward mental illness set the stage for how they interact with mental illness people, provide opportunities, and support a person with mental illness. Attitudes and beliefs about mental illness are shaped by personal knowledge about mental illness, interacting or knowing someone with mental illness, and cultural pattern about mental illness. The general population tends to choose primary care physicians as their entry point to mental care. The present study was aimed at assessing the attitudes of primary care physicians towards patients with mental illness in Medina, Saudi Arabia. Methodology: A cross-sectional study was carried out. The study population included all primary health care center (PHC) consultants, specialists, and family medicine residents in Madinah, Saudi Arabia. A total of 41 PHC practice sites were involved. The study tool comprised of three main sections using the Social Distance Scale and Dangerousness Scale. Result: The number of individuals who cooperated with the study and responded to the research application were 134 doctors. Majority of them (51.5%) were males, the study show there were no significant differences of the attitudes among the primary care physicians based on gender, country of origin, medical degree, years of experience, and no significant differences were observed in the dangerousness scale by age group but show substantial differences in the Social Distance Scale by age group. Conclusions: In conclusion, the attitudinal level of primary care physicians toward patients with mental illness in Saudi Arabia was acceptable, and authors strongly recommend the need of future educational involvement and interventions.

In this work, the mathematical competence of a future technical specialist is understood as the ability to use their mathematical knowledge in solving practical and theoretical problems that arise in their professional activities, expressing both fundamental mathematical knowledge and unified personal knowledge based on practical skills. The article goals, objectives, content, forms and methods are an integral system aimed at the formation of mathematical competence in University students, determined by the professional and creative training of future specialists. The analysis of ways to achieve the quality of mathematical training, in particular, ways to form mathematical competencies, taking into account the evolution of second- and third-generation standards, shows that these ways have changed significantly. The concept of competence includes a person’s possession of appropriate competence, attitude to the subject of activity. Several researchers noted that concept of competence is close to the concept of readiness. Source competence is a set of general methods of action that allow a person to understand the situation, achieve results in personal and professional life in the context of specific professional and social partnerships. Preparation is a complex psychological structure in addition to the necessary knowledge, skills, abilities, and adequate requirements.

Introduction There is a paucity of data on educational interventions that prepare students to mitigate the stigma or burden of alcohol use disorder. The objectives of this study were to (1) assess the impact of an interprofessional symposium on personal knowledge and stigma of alcohol use disorder and (2) inform future educational models. Methods The symposium highlighted the impact of alcohol at one private Midwestern university and reviewed the pharmacology of alcohol, diagnostic criteria for alcohol use disorder, and treatment for alcohol use disorder. Prior to and after the symposium, participants were given nine statements (two knowledge-based and seven stigma-based) about alcohol use disorder. Agreement with each statement was measuring on a five-point rating scale, and responses were collapsed into three categories: 1 = low stigma/high understanding, 2 = neutral, and 3 = high stigma/low understanding. Change between response categories before and after the symposium were analyzed using a Wilcoxon signed-ranked test (W). Results A total of 87 responses were collected pre-symposium and 45 responses were collected post-symposium. Both knowledge-based statements showed an increase in individual respondent understanding of alcohol use disorder as a disease. All stigma-based statements conveyed a decrease in individual respondent stigma of alcohol use disorder as a disease. Test statistics (Z) for significant items raged between Z = 3 to 5, P Conclusions The symposium was successful at conveying positive changes in attitudes toward alcohol use disorder.

The article highlights the main transformation processes of the modern world – the transition to a new civilizational structure as an informational and globalization processes that unfolded at the end of the twentieth century. The main approaches to understanding the essence and main directions of globalization are characterized in a concentrated concise form. It is noted that the theoretical concepts of this process considered the desire of the subjective factor, and natural factors were not predicted. This one-sidedness in explaining globalization was perceived only when a "pitfall" – Covid -19 – arose in this process.Covid-19 is explained as a natural pathogen, as a global "quantum" of negative impact on the sphere of material and spiritual production. The concept of "quantum" in the article is used to research and understand the basis of most medical macros. It is indicated that such "quanta" in the history of mankind were epidemics, diseases, today Covid -19, arising from the predatory strategy of environmental management. Revealed its destructive impact on the spiritual life of society, its basic component of education. In the context of this goal, the main directions of the crisis that is emerging now are revealed. Objective substantiation is attributed to them and received: a decrease in the level of personal knowledge; decline in the practical training of future specialists, due to the transition to distance learning. Attention is focused on the complexity of the formation for a worldview through the termination of the connection between the teacher and the student. The problems with the formation of the mentality are characterized, the essence of the mental field is explained, its components are highlighted. The statement of the problem of the relationship between education and morality is emphasized.

This article suggests that the religious epistemology of John Henry Newman can be enhanced if read through the philosophical lens of Gabriel Marcel. After briefly describing Newman’s epistemology as it appears in his most philosophically mature work, An Essay in Aid of a Grammar of Assent, and with particular attention paid to the illative sense, the charge of relativism will be considered. The answer to this concern of relativism is found in embryo in the pages of the Grammar itself, when it highlights not only the personal nature of assent but also suggests a communal dimension. To make this point explicit, I suggest reading Newman’s epistemology through the lens of Marcel’s philosophy. While being akin to Newman in terms of what constitutes genuine knowledge and one’s attainment of it, Marcel provides a richer philosophical story as to why our knowing is both personal and communal. To this end, the Marcelian understanding of situated existence and testimony will be explored. In sum, a Marcelian optic helps to supplement Newman’s epistemology while not detracting from it.

This study was designed to 1) measure the effect of knowledge integration and e-learning on lecturers’ performance and 2) examine the effect of work procedures and information technology on the performance of lecturers at State University of Malang, Indonesia. Anchored by a survey study and document analysis, the present study revealed that knowledge management indirectly affects lecturers’ performance. Our findings also uncovered that there is a significant influence between personal knowledge on work procedures, and the most dominant factor affecting their performance is information technology. Based on the findings, this study can be a catalyst for improving the quality of higher education through the application of knowledge management on e-learning. Furthermore, the results are worthwhile to be used as lecturers’ performance enhancement in university levels.

Consumer understanding and acceptance of health claims are influenced by a variety of factors including personal knowledge and familiarity with the information, characteristics of the product (such as the ingredients) and the way the claim is presented (e.g. wording and visual aids such as symbols). The official wording of authorised EU health claims is set by the European Commission (EC), though there is some flexibility, in that food companies can change the wording to aid consumer understanding of the claim as long as the original meaning is retained and the modified version does not mislead. An EIT Foodfunded project with the consumer-facing title Health Claims Unpacked, consists of an international consortium aiming to develop a digital toolkit to investigate consumers’ responses to health claims and aid their understanding thereof. Developed firstly in English (and now also in other EU languages such as German, French and Polish), the toolkit is informed by research in linguistics, design, nutrition science, technology and behavioural economics as well as focus groups with consumers and interviews with the food industry. The format of the toolkit is an interactive web app comprising activities which are used to gather data regarding consumers’ responses to different kinds of linguistic, semiotic (signs and symbols) and marketing cues related to health claims and how these cues impact their understanding of the relationship between nutrients/food components and health, trust in the message and willingness to pay for products. The data will be used to provide information on the preferences of different demographic groups on the wording of health claims and to provide recommendations for stakeholders aiming to enhance the communication of health claims on food and drink labels.

Members of an online community peer-produce digital artifacts by negotiating different perspectives and personal knowledge bases. These negotiations are manifested in the temporal evolution of the peer-produced artifact. In this study, we conceptualize the evolution of a digital artifact as a trajectory in a feature space. Our theoretical frame suggests that, through negotiations, contributors’ actions “pull” the trajectory and shape its movement in the feature space. We hypothesize that the type of contributors that work on a focal article influences the extent to which that article’s trajectory explores alternative positions within that space, and that the trajectory’s exploration is, in turn, associated with the artifact’s quality. To test these hypotheses, we analyzed the trajectories of wiki articles drawn from two peer-production communities, Wikipedia and Wikia, tracking the evolution of 242 paired articles for over a decade during which the articles went through 536,745 revisions. We found that the contributors who are the most likely to increase the trajectory’s exploration are those that (1) return to work on the focal artifact and (2) are unregistered members in the broader online community. Further, our results show that the trajectory’s exploration has a curvilinear association with article quality, indicating that exploration contributes positively to quality, but that the effect is reversed when exploration exceeds a certain level. The insights derived from this study highlight the value of an artifact-centric approach to increasing our understanding of the dynamics underlying peer-production.

Background To develop a questionnaire to facilitate the inventorying of women’s expectations for the assessment and treatment of recurrent urinary tract infection (UTI) in secondary care. Methods Semi-structured interviews were conducted among women with recurrent UTI referred to our urology department. The interviews were conducted by one interviewer, recorded, transcribed verbatim, and analyzed thematically by two researchers. We first developed 35 questions to identify potential themes, and we then tested them among women with and without recurrent UTI. Changes were made according to the feedback received. Results Six interviews were conducted before saturation was reached. Thematic analysis identified three themes: patient pathway, personal knowledge, and social implications. All respondents had received multiple antibiotic courses but no prophylactic antibiotic therapy, and although all were aware of some preventive measures, they wanted more information about their disease. However, some women were afraid to access information for fear of what they might learn. Recurrent UTI also significantly affected the daily lives all respondents. Some women expressed fears over frequent antibiotic use, and others felt that there must be something wrong with their body to have so many UTIs. Women expected the urologist to provide an explanation and to start adequate therapy for their recurrent UTI. We created a 32-item questionnaire based on these themes Conclusion This study not only developed a questionnaire for use when assessing patient expectations of recurrent UTI management in secondary care but also provided novel insights into the thoughts, opinions, and expectations of women who are referred.

Purpose Personal knowledge management (KM) lends new emphasis to ways through which individual knowledge workers engage with knowledge in organizational contexts. This paper aims to go beyond an organizational approach to KM to examine key personal KM and knowledge building (KB) practices among adult professionals. Design/methodology/approach This paper presents a summary of the findings from interviews with 58 consultants from 17 managing consulting firms. Participants were selected based on their knowledge-intensive roles and their willingness to share information about their knowledge practices. Data analysis was inductive and revealed multiple personal KM activities common among research participants, and the way these are supported by informal ties and various technologies. Findings This work highlights ways in which “shadow information technology” undergirds personal knowledge infrastructures and supports KM and KB practices in the context of management consulting firms. The results uncover how personal knowledge infrastructures emerge from personal KM and KB practices, and the role of informal social networks as well as social media in supporting personal KM and KB. Research limitations/implications This study contributes an overall conceptual model of factors that help knowledge workers build a personal knowledge infrastructure. By affording an understanding of socially embedded personal KM activities, this work helps organizations create a balance between KM strategies at the organizational level and personal knowledge goals of individual workers. Originality/value Much of the previous research on KM adopts organizational approaches to KM, accentuating how organizations can effectively capture, organize and distribute organizational knowledge (primarily through KM systems).

PurposeThe purpose of this paper is to examine the role of capacity building in reverse mentoring as an enabling routine in bringing about changes in cognitions and capabilities for strategy formulation/implementation and organisational change.Design/methodology/approachThis paper is based on an action research case study of a reverse mentoring initiative for digital transformation in a large metal multinational based in India. The capacity-building action research was carried out during a consultancy project.FindingsTop management team (TMT) change does not always provide the route to change in managerial cognition. Sometimes the TMT has to develop cognitive changes and new cognitions through learning and engage in way-finding to formulate/implement a strategy. Such learning requires routines, here digital reverse mentoring with capacity-building intervention, to enable development of personal knowledge (Eraut, 2000), along with cognitive changes, leading to development of capabilities. Such capacity-building routines serve as the enabling processes that facilitate learning and cognitive change.Research limitations/implicationsThis study demonstrates the value of enabling process routines to facilitate learning and cognition change in bridging strategy implementation and change. It also suggests the need to look at a strategy as way-finding in order to better understand the gap between strategy formulation, implementation and change.Practical implicationsThe study suggests the need for development of learning and cognition change routines as enabling processes in firms and provides insights into how old economy firms may adapt to digital era.Originality/valueThis study documents the routine of digital reverse mentoring as an enabling process for strategy development/implementation.

This study aimed to identify elements of personal knowledge that were hypothesized to underlie within-person, across-context variations in students’ appraisals of self-efficacy for coping with challenges encountered in Science, Technology, Engineering, and Mathematics (STEM) education. Freshman in a college of engineering completed assessments of (a) 4 elements of personal knowledge regarding themselves and their educational resources; (b) their subjective beliefs about links between these 4 personal and social qualities and each of 32 specific educational challenges; and (c) perceived self-efficacy for successfully handling each of the 32 challenges. Individual students’ self-efficacy appraisals commonly varied substantially within-person, across contexts. This variability was predictable. Students displayed relatively high (low) self-efficacy within subsets of situations they subjectively linked to positively (negatively) valenced knowledge that they possessed, a finding consistent with the knowledge-and-appraisal model of personality architecture that guided the research. Additional analyses demonstrated that students with similar overall academic self-efficacy scores may display markedly different profiles of self-efficacy appraisal across context. Students’ narrative accounts enriched understanding of these profile patterns. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Learning experiences which take place at virtual environments became one of the most important sources of the learning. Enabling individuals to take screenshots continuously at regular intervals and access these screenshots via an efficient method, make these individuals to retrieve their previous experiences on virtual environments, recollect and evaluate them. In this study a tool, which capturing learning experiences at virtual environments and enables us to search them by using full text keywords, has been used and evaluated by fourteen different users as a case study. When findings of the study are evaluated, it is seen that saving their life experiences via a life logging system that takes screenshots continuously enables users to capture these experiences in detail and re access them with the help of the keywords. Enabling life long learners to access their previous online learning experiences can provide them opportunities for retrieving details of these experiences, interpreting them, creating a personal knowledge base, learning from these experiences, planning these experiences, monitoring them and evaluating them.

Purpose To evaluate response process validity evidence for clinical competency committee (CCC) assessments of first-year residents on a subset of General Pediatrics Entrustable Professional Activities (EPAs) and milestones in the context of a national pilot of competency-based, time-variable (CBTV) advancement from undergraduate to graduate medical education. Method Assessments of 2 EPAs and 8 milestones made by the trainees' actual CCCs and 2 different blinded "virtual" CCCs for 48 first-year pediatrics residents at 4 residency programs between 2016 and 2018 were compared. Residents had 3 different training paths from medical school to residency: time-variable graduation at the same institution as their residency, time-fixed graduation at the same institution, or time-fixed graduation from a different institution. Assessments were compared using ordinal mixed-effects models. Results Actual CCCs assigned residents higher scores than virtual CCCs on milestones and one EPA's supervision levels. Residents who graduated from a different institution than their residency received lower milestone ratings than either group from the same institution; CBTV residents received higher ratings on one milestone (ICS4) and similar ratings on all others compared with non-CBTV residents who completed medical school at the same institution. Conclusions First-year residents who graduated from CBTV medical school programs were assessed as having the same level of competence as residents who graduated from traditional medical school programs, but response process evidence suggests that members of CCCs may also draw on undocumented personal knowledge of the learner to draw conclusions about resident competence.

Epistemology is at the heart of the intelligence analysis profession. Michael Polanyi’s concepts of ‘tacit knowing’ and ‘personal knowledge’ offers a more precise account for understanding the taci...

This study will analyze the use of the 'al-Isyārah' and 'al-Ibārah' diction in the perspective Sufi expressions of Ibn Athāillah as-Sakandary, as well as analyzing the influence of the diction on the technical terms in the discipline of Sufism. The technical term used by Sufis in their books has been criticized by ulama from other disciplines, because Sufis use technical terms that are rarely used and seem strange. Sufis prefer a cryptic language called 'isyārah', but in some cases they also use a clear language commonly called'al-Ibārah'. Ibn Athāillah (d. 709 h) has an interesting description of this topic and places it proportionally. Both ‘isyārah’ and ‘ibārah’ are basically a form of method for expressing intuitive knowledge about the secrets of God. ' al-Ibārah' can be used if a Sufi does have certain capabilities. Also, it can be used as a form of education for the sālik. Apart from these two things, a Sufi can express it with 'al-Isyārah' and 'rumziyyah' or choose to store it as personal knowledge. The way this disclosure impacts the technical terms used. Sufis choose metaphorical or technical expressions that differ from philosophical, kalam or tasawuf traditions. Thus, despite using such expressions, their technical term does not come out of the scientific standard.

As an essential step, design ideas generation is a process rooted in personal knowledge with a precedent-based type of reasoning, where knowledge is constantly transformed to develop new insights. ...

Introduction. This article aims to literacy of the indigenous community of Sengeti village in passing the indigenous values of Jambi Malay culture. The purpose of this research is to know how the community ability Sengeti Village in accessing, evaluating, and using and communicating information Tradition Seloko. Data Collection Method. The research method used in this research is descriptive in the form of a case study which aims to explain the literacy of the traditional seloko adat of the Sengeti Village community. The technique used in this research is qualitative, while the approach is in phenomenology Data Analysis. Qualitative analysis in communication research departs from a phenomenological approach, on the grounds that phenomenological analysis is more appropriately used to parse the problems of human subjects who are generally disobedient, changeable and so on. Result and Discussion. This result of research has depicted that; firstly, community ability Sengeti Village in accessing information this is optimally, it can be seen from the findings in the field that the community is able to define the information needs and understand the meaning of Tradition Seloko. Secondly, Then the ability to evaluate information not yet optimal can be seen from sub components of assessment and information settings, they rarely do information analysis, which is more dominant is done check and filter information. Thirdly, The community ability of Sengeti village to use and disseminate information could have been optimal. It can be seen they are using it as personal knowledge and spreading it as a frie nd and the person who is deemed to need information about Tradition Seloko. Conclusions. Activities to access information are carried out by participating in the traditional seloko training, asking people who know more about traditional seloko, looking for information on the internet. Information is evaluated by analyzing information, checking information, and filtering in search of the information needed. Information is used by applying the information obtained to life, making videos, articles, and YouTube vlogs that contain information about Seloko Adat for promotional needs and information sharing. From these activities, it is hoped that the community will be more careful in evaluating information and need the involvement of the younger generation to participate in preserving the traditional seloko.

The article considers the main stages of the education system development, revealing the presence of an ecological component in it, reveals the relationship between environmental culture and environmental education. It is established that the education system still does not include as particularly important goals of personal knowledge and skills that shape its environmental culture, although the role of the latter in the formation of the value system of modern society is becoming increasingly important. The key to the formation of ecological culture is the education system, which, accumulating the achievements of science and practice, is able to change the way of life, human activity and society as a whole in accordance with the changes taking place in the biosphere. The effect of advancement in environmental education includes a number of basic characteristics, the implementation of which will result in an increase in the overall level of environmental culture. Environmental education is initiated by UNESCO (“Planet Survival Program”), the process of “landscaping” receives a theoretical basis and implementation in pedagogical practice, the credo of which is “to prepare people for dialogue with nature”. The public, concerned about the weakening of public attention to environmental education, is taking steps to change the situation to strengthen general environmental training in secondary and higher education, as an integral part of raising the level of environmental culture of the younger generation. It is proved that the family is the main center of society, the ecological component of which can be realized as parents, other family members are open to environmental problems. Preschools are designed to continue to perform the same function. With a favorable course of the process up to 5‒6 years, children form an idea of the relationship of natural phenomena with human activities. Underestimation of the role of this stage of the educational process distorts the perception of environmental problems in the future. New opportunities are concluded in the next stage of environmental education ‒ school and university. This is the main unit of the environmental education system.

This is an essay about philosophy and the application of philosophy for social and educational practitioners on a daily basis. It argues that philosophy as social practice, as a way of living, is the great absence in formal education at all levels in many countries around the world. Philosophy is not to be taught in schools but is to be lived through curriculum, pedagogy and assessment. Unfortunately, the institutionalised learning of children is often complicit with neoliberal economic and political dictates (Harvey 2007). This is particularly so when schooling is taken to be primarily concerned with the transmission of knowledge already known. According to the American pragmatist, Dewey (1916), education can be seen as philosophy and philosophy as education when citizens and children actively confront the issues in their own lives and act in such a way as to convert an uncertain situation into one with more certain intent. Personal and collective reflection on the effects of such experience produces human knowledge and, over time, principles and values of mutual historical benefit, for peace and justice. Many neoliberal systems of schooling do not operate in accord with this general proposition. While there is international consensus regarding the central role of primary schooling in supporting the literacy and language development of young children, there is less agreement on the purpose of secondary schooling including subject content to be encountered and outcomes regarding post-school options. Radical reconstruction of the organisation of schooling and approaches to personal knowledge formation are urgently required. Following a brief discussion of current issues to illustrate dominant neoliberal requirements, this paper outlines some key ideas arising from the history of Greek philosophy, considers the significance of American Pragmatism for schooling today and then proposes a philosophical model and approach to curriculum, pedagogy and assessment that fundamentally redirects the purpose of education for all children regardless of socio-economic background. It takes a stand in opposition to pernicious neoliberalism.

The coverage of the fifth-generation network has increased steadily since the network was introduced in 2019. However, public protests around the globe against the construction of 5G network base stations have continued to occur for fear that electromagnetic (EM) waves emitted from the stations would cause adverse health effects. To identify factors that have contributed to such increased risk perception, we conducted a cross-sectional study using data obtained from a survey that assessed Korean adults' risk perception of EM wave-related objects. We found that female gender, high level of perceived exposure to EM waves, evaluation of public policies as ineffective, and high level of objective knowledge on EM waves were associated with increased risk perception. Furthermore, we found that higher ratings on a few risk characteristics such as "personal knowledge," "seriousness of the risk to future generations," "dreadfulness," and "severity of consequences" were also associated with increased risk perception as well. Bioelectromagnetics. © 2020 The Authors. Bioelectromagnetics published by Wiley Periodicals LLC on behalf of Bioelectromagnetics Society.

Objective To explore and describe exposure to suicidality in healthcare providers (HCP) working with oncological patients. Special emphasis was put on five central aspects from the HCPs perspective: Exposure, Confidence, Expertise, Distress, and Education. Methods A 48-item online questionnaire was developed and distributed to HCPs working with cancer patients. Three hundred fifty-four answered questionnaires were analyzed. Results Overall 83.3% of HCPs reported to have encountered at least one suicidal patient in the last year. Feeling confident in talking about suicidality was reported by 72.1% of HCPs, with 71.2% of nurses reporting feeling insecure compared with only 5.1% of psychotherapists. Similarly, 22.3% of HCPs felt overwhelmed when confronted with a patient who substantiated his suicidality during consultation. A lack of personal knowledge concerning suicidality in general and in oncological patients in particular, was reported by 39.6% and 49.8%, respectively. In total, 88.1% of HCPs reported feeling distressed when confronted with suicidality, while 81.1% of participants wanted further education regarding suicidality in cancer patients despite that 73.2% had already received some sort of psycho-oncology education. Conclusions Despite the well-documented fact of elevated suicide rates in cancer patients, there remain deficits in knowledge, which induce feelings of insecurity and helplessness in HCPs. There is a demand for further education concerning the treatment of suicidal cancer patients. Therefore, special curricula addressing this topic should be devised. A general debate about suicidality in cancer patients could help raise awareness of this problem and generate means of prevention.

Although only a decade in age separates each one from the next, the women whose life stories are discussed here represent three distinct Holocaust generations of Hungarian-speaking women. I aim to examine the recently published memories/memoirs of these three women whose narratives are all centered in the Holocaust when the deportations began in Hungary in 1944. Their personal stories are placed within a larger socio-historical context, but treat matters which come within the personal knowledge of the writer and therefore offer precisely the kind of alternative micro-history often provided by women’s narratives. All three authors also have in common that they left their homeland as young adults and hence their stories arguably belong more broadly to the most important subgenre of life writing today. While such writing is produced by both genders, writing by females predominates. My aim is, in part, to examine in the texts under discussion the three autobiographers as self-historians in their retrospective and crafted stories told (and retold) in different contexts, so that their life stories are not merely a recapitulation of past events but rather their creation of personal narrative identities.

Among the variety of synonymously similar scientific concepts used in psychological research (cognitive overload, sensory overload, knowledge overload, information fatigue syndrome, cognitive information load, information overload, cognitive load), we chose the concept of “information overload” for categorical analysis, because it defines the most holistically and complete the corresponding psychological phenomenon, meaningfully reflecting and naming significant realities. The essential signs of this phenomenon are: the external one – “what caused the state of tension” (informational message) – and the internal one - “what mental state appears as a result” (overload). Information overload is defined as a state of an individual’s mental stress caused by received excessive information messages; this excessiveness is experienced subjectively as a stressful situation associated with worsened efficiency of the individual’s cognitive mental processes and causes a mental protective blocking of high-quality deep intellectual processing of incoming information and its transformation into full-fledged personal knowledge. In the context of multi-sensory perception by a media consumer of modern informational sources, two processes are important: coding by an addressee and decoding by an addressee of an information message; accordingly, in the process of media-perceptual communication, information overload becomes a barrier to knowledge formation by an individual perceiving certain information flows. The content and nature of information overload as a psychological phenomenon is revealed in the measurement of the four aspects we have identified: cognitive, behavioral, emotional-motivational and competence. At the cognitive aspect, information overload is considered in the context of an individual's cognitive activities, affected by the functional limitations of cognitive processes (perception, attention, memory, thinking), and is determined through an individual's cognitive style. At the psychological dimension of the behavioral aspect, information overload is interpreted as a way for mass consciousness manipulating with the political or consumer-related context for individuals’ behavior modeling, in particular, during decision making. At the emotional-motivational aspect, information overload is defined as the emotional state of mental stress associated with unexpected and unfavorable informational influences, accompanied by a deterioration of an individual’s professional efficiency. At the psychological dimension of the competence-based aspect, information overload is interpreted as a psychological threat to an individual’s mental health and is defined as underdeveloped media literacy, as a result of used ineffective strategies by a media consumer in modern mediacommunication. As for counteraction, it is necessary to form media literacy of information consumers, increase their personal self-efficacy.

International scientific partnerships are key to the success of strategic investments in plant science research and the farm-level adoption of new varieties and technologies, as well as the coherence of agricultural policies across borders to address global challenges. Such partnerships result not only in a greater impact of published research enhancing the career development of early and later stage researchers, but they also ensure that advances in plant science and crop breeding technologies make a meaningful contribution to society by brokering acceptance of emerging solutions to the world problems. We discuss the evidence showing that despite a lack of funding, scientists in some African countries make a significant contribution to global science output. We consider the criteria for success in establishing long-term scientific partnerships between scientists in developing countries in Southern Africa (“the South”) and developed countries such as the UK (“the North”). We provide our own personal perspectives on the key attributes that lead to successful institutional collaborations and the establishment of sustainable networks of successful “North-South” scientific partnerships. In addition, we highlight some of the stumbling blocks which tend to hinder the sustainability of long-term “North-South” scientific networks. We use this personal knowledge and experiences to provide guidelines on how to establish and maintain successful long-term “North-South” scientific partnerships.

Organizations are challenged by the need to transform Dynamic Knowledge, embedded in each worker, into Static Knowledge, rooted in factual documental information. However, innovation and knowledge creation seem to be facilitated by the personal knowledge and life experiences of people, which appear to be dynamic. The tensions between Dynamic and Static Knowledge in facilitating the transfer and sharing of knowledge arise as compelling research as well as practical topic for organizations. Our paper aims to investigate such tensions by employing a case study. We decided to deepen such dynamics in the healthcare field, given its importance for business and society. In more detail, we analyzed one Emergency Room (ER) department through a series of interviews. Our findings highlight the importance of the right balance between Static and Dynamic Knowledge. On the one hand, the healthcare organization recognized the need to incorporate knowledge into practical and tangible instruments. On the other hand, the flows of Dynamic Knowledge must be fostered through a culture of knowledge translation and sharing, and the development of soft skills. info:eu-repo/semantics/publishedVersion

This article analyses some major developments in the forensic investigation of suicide in early modern Flanders by focussing on the two main roles that medical practitioners played in suicide proceedings. First, they were asked to examine the corpses of alleged suicides in order to establish the actual cause of death and possibly unmask murders that were staged as suicides by hanging — a much-debated topic in the early modern medico-legal literature. Second, physicians and surgeons were increasingly required to attest to the mental state of suicides prior to their death, and in this way they underpinned the growing judicial leniency that eventually culminated in the official decriminalisation of suicide in 1782. Although medical evidence of insanity was frequently employed in eighteenth-century suicide trials, it never became a routine feature of all Flemish suicide proceedings. Medical practitioners only testified regarding this matter if they possessed personal knowledge of a suicide’s mental condition sufficient for giving a proper opinion as to his or her purported madness. Hence, while Flemish physicians and surgeons generally linked suicide to mental derangement, they were not the major driving force behind the final decriminalisation of self-murder.