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This European Heart Rhythm Association (EHRA) Scientific Initiatives Committee, EHRA Young Electrophysiologists, Association of Cardiovascular Nursing and Allied Professionals, and European Society of Cardiology (ESC) Council on Stroke joint survey aimed to assess the interpretation of the CHA2DS2-VASc score components and preferred resources for calculating the score. Of 439 respondents, most were general cardiologists (46.7%) or electrophysiologists (EPs) (42.1%). The overall adherence to the ESC-defined scoring criteria was good. Most variation was observed in the interpretation of the significance of left ventricular ejection fraction and brain natriuretic peptide in the scoring for the 'C' component, as well as the 'one-off high reading of blood pressure' to score on the 'H' component. Greater confidence was expressed in scoring the 'H' component (72.3%) compared with the 'C' (46.2%) and 'V' (45.9%) components. Respondents mainly relied on their recall for the scoring of CHA2DS2-VASc score (64.2%). The three most favoured referencing resources varied among different professionals, with pharmacists and physicians relying mainly on memory or web/mobile app, whereas nurses favoured using a web/mobile app followed by memory or guidelines/protocol. In conclusion, this survey revealed overall good adherence to the correct definition of each component in scoring of the 'C', 'H', and 'V' elements of the CHA2DS2-VASc score, although the variation in their interpretations warrants further clarifications. The preferred referencing resources to calculate the score varied among different healthcare professionals. Guideline education to healthcare professionals and updated and unified online/mobile scoring tools are suggested to improve the accuracy in scoring the CHA2DS2-VASc score. [ABSTRACT FROM AUTHOR]

Transfer is an important outcome of science and engineering education, but little work has explored factors that facilitate transfer of science concepts from engineering tasks. The transfer literature suggests that noticing deep structure is critical for transfer, but students often fail to do so in engineering tasks. This case study investigates how four pairs of high school students engage with features and structures during an engineering activity that incorporates physics concepts. Videos, transcripts, and student worksheets from the engineering task were analysed to identify critical differences between pairs who were more and less successful on a transfer posttest. While both high and low transfer pairs noticed the deep structure of the task, high transfer pairs more effectively focused on the deep structure of the problem, by choosing to engage with it over time and determining its importance for task success. Focusing processes found in high but not low transfer pairs included co-constructive dialoguing, referencing resources to identify features to integrate into their designs, and systematically testing those features. Results imply that scholars should consider the distinction between noticing and focusing when exploring factors that influence transfer. Focusing processes may help students transfer science concepts from engineering activities to non-engineering situations. [ABSTRACT FROM AUTHOR]

Text corpora provide authentic material for language instruction and an insight into the development of learner language use. This pedagogical potential can be enhanced by accompanying user-friendly text analysis tools designed for researchers, teachers, and learners alike. We introduce the Estonian Language Learning and Analysis Environment (ELLE) that combines a growing corpus of Estonian learner writings (Estonian Interlanguage Corpus - EIC) with various applications for linguistic analysis and automated text evaluation. The toolkit can be employed to analyse EIC and other corpora as well as study materials or users' own texts. ELLE's ongoing implementation follows a prototype which was created using interaction and participatory design methods, involving members of different target groups. The paper outlines the system architecture and presents the functionalities of each tool, highlighting their unique features compared to alternative web applications. [ABSTRACT FROM AUTHOR]

This study proposes assessing the quality and completeness of references included in scientific articles by applying a rule-based system supported by the use of regular expressions. Referencing resources used is sometimes seen as a secondary task or a simple requirement in the publication process, ignoring the impact and importance of proper writing, author’s credits, communications, bibliometric indicators, and collaborations. A rule-based system is created with the ability to extract citations from articles published by journals, which allows to evaluate references to scientific articles, books, and book chapters in APA and IEEE styles. It is concluded that the system contributes to improving the quality of the editorial process by allowing editors to check the current citation status of their journals while assisting in their decision-making process by ensuring proper citations. [ABSTRACT FROM AUTHOR]

Preventing plagiarism is an ongoing issue for higher education institutions. Although plagiarism has been traditionally seen as cheating, it is increasingly thought to be the result of poor referencing, with students reporting difficulties citing and referencing bibliographic sources. This study examined the academic knowledge, attitude, skills, and confidence of students in a school of nursing to understand poor referencing. A cross-sectional quantitative and qualitative survey was distributed to postgraduate (Preventing plagiarism is an ongoing issue for higher education institutions. Although plagiarism has been traditionally seen as cheating, it is increasingly thought to be the result of poor referencing, with students reporting difficulties citing and referencing bibliographic sources. This study examined the academic knowledge, attitude, skills, and confidence of students in a school of nursing to understand poor referencing. A cross-sectional quantitative and qualitative survey was distributed to postgraduate (N = 1,000) certificate, diploma, and master's students. Quantitative data gathered demographics, cultural and linguistic background, and use of technology. Thematic analysis discovered patterns and themes. Results showed participants understood requirements for referencing; half indicated poor referencing was due to difficulty referencing Internet sources or losing track of sources, and many lacked confidence in key referencing tasks. Despite this, 50% did not make use of referencing resources. Overall, these data suggest incorrect referencing is rarely intentional and predominantly caused by skills deficit. [ABSTRACT FROM AUTHOR]

Purpose -- This paper seeks to report the initial phase of a cross-institutional screencasting project designed to provide digital, multimedia support for referencing skills. Use of screencasting software, with strong educational design, has the potential to reach all learners asynchronously, regardless of mode of study, and this paper focuses on the transferability of the principles and skills in this project to other contexts and institutions. Design/methodology/approach -- The referencing tutorial makes use of dual coding theory to provide an aligned visual and auditory learning experience and is discussed in reference to the current literature. The foundation of the project was collaboration between the academic libraries and lecturers in the field of academic learning skills. The pedagogical and technical design and challenges are discussed, with a view to incorporating feedback into further iterative development stages. Findings -- This paper finds that screencasting has been used to effectively support the development of referencing skills across a diverse student cohort, but recognises that further, in-depth analysis will be required to determine the impact of the project. It also provides an example of a low-cost project which could be replicated by other institutions to positively frame referencing within the context of broader academic writing. Originality/value -- The paper provides an overview of a short project to collaboratively develop a screencast and add value to existing referencing resources (which are predominantly text-based). The design approach situates referencing within an academic writing continuum seeking to explicitly provide a rationale for the mechanics of referencing, whilst also acknowledging the challenges presented by a rapidly changing information environment. [ABSTRACT FROM AUTHOR]

Background: A detailed knowledge of the distribution of the main Anopheles malaria vectors in Kenya should guide national vector control strategies. However, contemporary spatial distributions of the locally dominant Anopheles vectors including Anopheles gambiae, Anopheles arabiensis, Anopheles merus, Anopheles funestus, Anopheles pharoensis and Anopheles nili are lacking. The methods and approaches used to assemble contemporary available data on the present distribution of the dominant malaria vectors in Kenya are presented here. Method: Primary empirical data from published and unpublished sources were identified for the period 1990 to 2009. Details recorded for each source included the first author, year of publication, report type, survey location name, month and year of survey, the main Anopheles species reported as present and the sampling and identification methods used. Survey locations were geo-positioned using national digital place name archives and on-line geo-referencing resources. The geo-located species-presence data were displayed and described administratively, using first-level administrative units (province), and biologically, based on the predicted spatial margins of Plasmodium falciparum transmission intensity in Kenya for the year 2009. Each geo-located survey site was assigned an urban or rural classification and attributed an altitude value. Results: A total of 498 spatially unique descriptions of Anopheles vector species across Kenya sampled between 1990 and 2009 were identified, 53% were obtained from published sources and further communications with authors. More than half (54%) of the sites surveyed were investigated since 2005. A total of 174 sites reported the presence of An. gambiae complex without identification of sibling species. Anopheles arabiensis and An. funestus were the most widely reported at 244 and 265 spatially unique sites respectively with the former showing the most ubiquitous distribution nationally. Anopheles gambiae, An. arabiensis, An. funestus and An. pharoensis were reported at sites located in all the transmission intensity classes with more reports of An. gambiae in the highest transmission intensity areas than the very low transmission areas. Conclusion: A contemporary, spatially defined database of the main malaria vectors in Kenya provides a baseline for future compilations of data and helps identify areas where information is currently lacking. The data collated here are published alongside this paper where it may help guide future sampling location decisions, help with the planning of vector control suites nationally and encourage broader research inquiry into vector species niche modeling. [ABSTRACT FROM AUTHOR]

Non-binary people simultaneously identify outside the binary and experience the consequences of living in societies that embrace the gender binary to varying levels. The current study used a qualitative, interpretative phenomenological analysis (IPA) approach to understand how non-binary people experience sexual objectification, which historically has focused on binary gender assumptions and populations. A sample of 10 non-binary people in the United States participated in 45–90-minute individual semi-structured interviews related to their sexual objectification experiences (SOE). Three broad categories of findings emerged from the analysis: (1) the intersectional and ubiquitous nature of SOE; (2) the embodied and burdensome impact of SOE; and (3) individual and communal acts of resistance against SOE. Participants highlighted difficulties navigating multiple marginalized identities through SOE, such as racialized fetishization and being perceived as women. Participants offered vivid descriptions of what SOE does to them physically, such as increasing chronic pain, anxiety, and dissociation. Individuals and communities reclaimed their bodies and built community in resistance to SOE. Understanding the unique SOE experiences of non-binary people may provide information for counseling psychologists to build affirming interventions that are tailored to non-binary people managing SOEs. Implications for future research on the experiences of SOE among non-binary people are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, Knowledge Graphs (KGs) are important and developing in different areas. However, there is a lack of genuinely interoperable datasets representing mathematics that allow for information exchange between datasets in the Web ecosystem. In this paper, we address this matter based on the Mizar Mathematical Library (MML), a collection of articles written in the Mizar language. MML includes definitions and theorems with proofs to which authors can easily refer from newly written Mizar articles. However, extracting information directly from Mizar scripts by external projects is not very straightforward. Therefore, we propose a new data storage and retrieval approach based on the Knowledge Organization System (KOS) model and the KG concept that provides a way to organize and access knowledge. We present Mizar Mathematical Library Knowledge Graph (MMLKG), a thesaurus for describing mathematical objects. MMLKG supports semantic interoperability and allows linking data from different sources, e.g., Wikidata. Moreover, it satisfies the FAIR data principles. The data is publicly available via a Cypher endpoint. [ABSTRACT FROM AUTHOR]

Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas. [ABSTRACT FROM AUTHOR]

A common method for quantifying the interdisciplinarity of a publication is to measure the diversity of the publication's cited references based on their disciplines. Here we examine the criteria that must be satisfied to develop a meaningful interdisciplinary measure based on citations and discuss the stages where uncertainty or bias may be introduced. In addition, using the Rao-Stirling diversity measure as an exemplar for such citation-based measures, we show how bootstrapping can be used to estimate a confidence interval for interdisciplinarity. Using an academic publication database, this approach is used to develop and assess a reliability measure for interdisciplinarity that extends current methods. Our results highlight issues with citation analysis for measuring interdisciplinarity and offer an approach to improve the confidence in assessing this concept. Specific guidelines for assessing the confidence in the Rao-Stirling diversity measure and subsequently other similar diversity measures are presented, hopefully reducing the likelihood of drawing false inferences about interdisciplinarity in the future. [ABSTRACT FROM AUTHOR]

Teaching music can be very stressful. The music education literature includes investigations of sources of stress and suggestions for stress relief, although it lacks a consistent underlying conceptual framework for stress. Role stress—a framework for understanding stress related to workplace dynamics—has the potential to provide structure while accounting for the nuance and complexity of organizations. The purpose of this study was to adapt and develop psychometrically sound questionnaires and then collect data to test a model to determine relationships among role stressors, role stress, and other variables of interest. Participants (N = 1,576) responded to items related to six hypothesized role stressors, specialization and teaching loads, holding multiple jobs, years taught, job satisfaction, organizational commitment, and intent to leave the current job. I analyzed the data using descriptive statistics, factor analysis, and structural equation modeling. Key findings included (a) strong relationships among role stress and negative occupational outcomes, (b) confirmation of four known role stressors but nonseparation of role conflict and role ambiguity in statistical models, and (c) weak relationships between role stress and model covariates (years teaching, within-specialization teaching, and having multiple jobs). These results have implications for current and prospective secondary music teachers, music teacher educators, and school administrators. [ABSTRACT FROM AUTHOR]

In today's educational landscape, many researchers note that providing students with high-quality books is essential to learn about other cultures and practices. This promotes empathy in students and increases their critical thinking. Empathy induces prosocial behavior in students and adolescence is a time for emotional growth. To address that, the unit in this article operationalized culturally relevant and sustaining pedagogies. This manuscript details a widely known book pass method in a Florida secondary English language arts classroom. Students chose a novel to read and analyzed it as they read. They also answered questions created to address state standards for reading. Finally, they created visuals using technology that addressed the 21st- century skills that all students should have. The manuscript provides a window into this classroom with details so that other teachers can replicate it if they choose. [ABSTRACT FROM AUTHOR]

Studies indicate that young people are more prepared to engage in pro-environmental behavior if they are interested in nature and recognize it as worthy of protection. However, a reliable instrument to measure adolescents' interest in nature is still lacking. Therefore, we developed a new metric, the Scale of Interest in Nature (SIN). It consists of 18 items, is based on Item-Response-Theory and was validated using the known group approach (N=351 adolescents). Results indicate that adolescents' interest in nature correlates positively with their connection with nature, their intention to preserve nature and engagement in pro-environmental activities in their free time. Bivariate Pearson correlations between the SIN and the Connectedness to Nature Scale (INS), as well as the Environmental Values model (2-MEV) demonstrated the scale's construct validity. Hence, the SIN scale provides an economical way to measure adolescents' interest in nature in research contexts or environmental and sustainability education settings. [ABSTRACT FROM AUTHOR]

While extant research shows a curvilinear relationship between aspiration performance gaps and innovation input, we know far less about how vocational experiences of key firm decisions makers may shift this relationship. We propose the concept of executives' vocational socialization and explore how it influences the relationship between firms' aspiration performance gaps and innovation input from the perspectives of the behavioral theory of the firm and upper echelons theory. We theorize that two aspects of executives' vocational socialization, namely, executives' technical career experience and firm tenure, strengthen the inverted U‐shaped relationship between the negative aspiration performance gap and innovation input and weaken the U‐shaped relationship between the positive aspiration performance gap and innovation input respectively. We test these hypotheses using a panel dataset of 1158 listed firms in China from 2008 to 2017, and the empirical results from switching regression and fixed‐effect models support our hypotheses. Our study contributes to research on the aspiration performance gap, innovation input, and behavioral theory of the firm. [ABSTRACT FROM AUTHOR]

The sociopolitical context for immigrant‐origin (I‐O) youth's civic development in the U.S. has dramatically shifted in the years following the 2016 election (e.g., heightened xenophobia). I‐O children comprise 26% of young people in the U.S. and include those born outside the U.S. (first generation) and those with at least one parent born outside the U.S. (second generation). Using a qualitative approach, this study examined how I‐O youth (N = 65, M = 16.22 years) experienced and engaged with the phenomena of the 2020 election season amidst recent economic, political, and social consequences from the pandemic and the current social movements against systemic racism. Findings expand our understanding of how I‐O youth engage as political actors by examining the processes surrounding their sociopolitical development. [ABSTRACT FROM AUTHOR]

Alcohol use among people living with HIV (PWH) has been increasingly recognized as an important component of HIV care. Transdiagnostic treatments, such as Acceptance and Commitment Therapy (ACT), that target core processes common to multiple mental health and substance-related problems, may be ideal in HIV treatment settings where psychological and behavioral health comorbidities are high. In advance of a randomized clinical trial (RCT), the overall objective of this study was to systematically adapt an ACT-based intervention originally developed for smoking cessation, into an ACT intervention for PWH who drink at hazardous levels. Consistent with the ADAPT-ITT model, the adaptation progressed systematically in several phases, which included structured team meetings, three focus group discussions with PWH (N = 13), and in-depth interviews with HIV providers (N = 10), and development of standardized operating procedures for interventionist training, supervision, and eventual RCT implementation. The procedures described here offer a template for transparent reporting on early phase behavioral RCTs. [ABSTRACT FROM AUTHOR]

Teaching students about book trailers provides interesting insights into the use of technology to promote reading, to engage students and to facilitate collaborative learning and teaching. It raises issues about sourcing and referencing resources for real world contexts. Book trailers show how Web 2.0 technologies can facilitate learning. Recent advances in accessing Creative Commons and other licence resources enhance opportunities for students to publish their work for authentic audiences. [ABSTRACT FROM AUTHOR]

In civil and construction engineering education research, a focus has been on using 3D models to support students' design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students' understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry. [ABSTRACT FROM AUTHOR]

The CHA2DS2-VASc score is a guideline-recommended stroke risk stratification scheme for patients with atrial fibrillation (AF). Accurately calculating the CHA2DS2-VASc score and recognizing the stroke risk in AF patients is the foundation of optimal anticoagulation therapy. This survey aims to obtain a comprehensive understanding of perceptions and knowledge gaps on CHA2DS2-VASc scores among Chinese medical professionals for future education programs. A cross-sectional survey was conducted among clinicians, including cardiologists, neurologists, emergency physicians (EPs), general practitioners (GPs) and clinical pharmacists (CPs) using a self-administered questionnaire on the Chinese mainland. The survey contained 21 questions in combination with single-choice questions, multiple-choice questions, and an open-ended question, which was distributed online via e-mail or social media. A total of 562 participants (40.9% cardiologists, 19.2% neurologists, 8.5% EPs, 10.3% GPs, and 21.0% CPs) completed the survey. Most respondents across all specialties reported skills requiring improvements in the CHA2DS2-VASc score. In general, cardiologists, neurologists, and CPs had a relatively better understanding than GPs and EPs about the application of CHA2DS2-VASc score. Considering 'H' and 'D' components, more than 90% of respondents chose the correct answer in single-choice questions, whereas the correctness rate declined concerning detailed scoring criteria. Regarding 'C,' 'A2,' 'S2,' and 'V' components, partly correct answers were commonly observed in most multiple-choice questions. The majority of cardiologists believed themselves to be very familiar or at least familiar with the score and its components, while around 70% of EPs and GPs felt relatively unfamiliar with the CHA2DS2-VASc score. Mobile apps, AF guidelines and notebooks/handbooks were popular referencing scoring tools for respondents. Chinese medical professionals, especially EPs and GPs, revealed a lack of knowledge and insufficient skills for CHA2DS2-VASc scores and their components. Improvements in the awareness of the CHA2DS2-VASc score and its detailed scoring criteria are urgently needed for Chinese medical professionals. Therefore, education programs concerning the introduction of stroke risk evaluation for AF patients and the development of referencing scoring tools are necessary. [ABSTRACT FROM AUTHOR]

COVID-19 exposed and tested many dimensions of the support system for vulnerable groups and communities. The convergence of racial, political, and economic upheaval amplified and complicated the effects of the pandemic. Social science demonstrated impressive responses in data collection, real-time analyses, and policy guidance. Articles in this volume demonstrate many of these innovations in data and methods. Despite their diversity, these articles also demonstrate consistent themes in the geographical and population targeting of the pandemic, the underlying social vulnerability of particular groups and communities, and the residual population consequences that will occupy researchers and policy-makers for the foreseeable future. Long-term social and economic impacts, from the mental health consequences of death and tragedy to the setbacks in education, job mobility, household financial security, and health, need to become the focus of an ongoing program of research and policy development. [ABSTRACT FROM AUTHOR]

Student plagiarism has always been a concern for nursing faculty. Faculty have noticed an increase in graduate student plagiarism during COVID-19. While research regarding plagiarism and graduate nurses and occupational stress and plagiarism is sparse, neurobehavioral research on decision-making provides some clues for faculty concerned about graduate nurses working and attending school during a pandemic. [ABSTRACT FROM AUTHOR]

The main theme of this study was to explore the status of college libraries in the District Karak, Khyber Pakhtunkhwa, Pakistan. The study aimed to identify the services, reading materials, and technological resources in the college libraries. Structured questionnaire was used to collect data. The researchers personally visited the population cites, and distribute the questionnaire to collect data from the librarians of two Degree Colleges. The data was analyzed manually with the help of MS Word to draw the results. The findings of the study revealed that these libraries provide many of the services such as cataloging, classification, reference services, current awareness services, and user education. Furthermore, these libraries have least number of reading materials, and Information, and Communication Technology-based resources. Recommendations were made upon the findings of the study. [ABSTRACT FROM AUTHOR]

Academic literacies research emphasizes the importance of social context for understanding student writing development in higher education. In particular, students' choices of textual practices are shaped by perceptions of disciplinary norms and institutional expectations. In contemporary online learning environments, however, student writing is increasingly guided by advice from digital products – referred to in this paper as 'third-party products'. These are developed by commercial providers external to students' disciplines and institutions and include machine-based tools for analyzing texts, content-based courses on writing, and person-based services connecting students to writing tutors via online platforms. These products appear to offer universities the opportunity to outsource the task of developing student writing, however, they position writing as a technical process and elide the role of social context in determining what 'good' writing is. This paper locates third-party products within theories of academic writing, discussing implications for student writing development in 'distributed' university learning environments. [ABSTRACT FROM AUTHOR]

The study examined the ICT literacy skills of undergraduates in selected academic libraries in the use of electronic resources. All over world, including developing countries, there is a shift in preferences in academic libraries towards e-resources, which are found to be less expensive and more useful for easy access. The literacy skills needed to retrieve accurate and current information from electronic resources is still a matter of debate in some academic libraries. The research adopted the survey method, using stratified random sampling technique to gather data. The sample size was 359 undergraduates in the selected universities. However, out of the 359 questionnaire administered only 350 were retrieved and analysed. The findings revealed that the ICT literacy skills of the undergraduate students in the selected universities was high. But there were challenges of inadequate ICT infrastructure and electricity supply which could impede electronic resources' access and utilization. Therefore, management of academic libraries should expand ICT infrastructure and ensure regular supply of electricity to enhance the use of electronic resources in academic libraries. [ABSTRACT FROM AUTHOR]

Knowledge of the full target space of drugs (or drug-like compounds) provides important insights into the potential therapeutic use of the agents to modulate or avoid their various on- and off-targets in drug discovery and precision medicine. However, there is a lack of consolidated databases and associated data exploration tools that allow for systematic profiling of drug target-binding potencies of both approved and investigational agents using a network-centric approach. We recently initiated a community-driven platform, Drug Target Commons (DTC), which is an open-data crowdsourcing platform designed to improve the management, reproducibility and extended use of compound–target bioactivity data for drug discovery and repurposing, as well as target identification applications. In this work, we demonstrate an integrated use of the rich bioactivity data from DTC and related drug databases using Drug Target Profiler (DTP), an open-source software and web tool for interactive exploration of drug–target interaction networks. DTP was designed for network-centric modeling of mode-of-action of multi-targeting anticancer compounds, especially for precision oncology applications. DTP enables users to construct an interaction network based on integrated bioactivity data across selected chemical compounds and their protein targets, further customizable using various visualization and filtering options, as well as cross-links to several drug and protein databases to provide comprehensive information of the network nodes and interactions. We demonstrate here the operation of the DTP tool and its unique features by several use cases related to both drug discovery and drug repurposing applications, using examples of anticancer drugs with shared target profiles. DTP is freely accessible at http://drugtargetprofiler.fimm.fi/. [ABSTRACT FROM AUTHOR]

This article draws attention to online discourse of children's participation in decision-making. The participation of children is located in one of the core principles of the Convention on the Rights of the Child (CRC). This study examines the right of the child to express his/her opinion and the participation of the child in matters affecting his/her interests. This paper aims to compare Poland and Russia results in the search process in the Google global search engine, level from 2004 to 2019 using Google Trends. We discover that there are connecting discourses among legal policies in Poland and Russia. There are also differences between clusters of arguments about existence of children's rights in practice. [ABSTRACT FROM AUTHOR]

This paper explores the potential of using chatbots to improve the academic research experience for university students with a literature-based discussion reflecting on a prototype being developed at the University of Technology Sydney (UTS). The paper proposes that information professionals need to adapt emerging technologies such as chatbots to innovate, improve and support library services. Designing a positive experience for the user is essential to ensure that such technological solutions are sustainable. In this exploratory paper, we argue that it is important that librarians engage with the conversational design of the library chatbot in collaboration with the technology developers in order to make it useful, friendly, trustworthy, and customisable for university students. [ABSTRACT FROM AUTHOR]

Support for adaptive learning with respect to increased interaction and collaboration over the educational content in state-of-the-art models of web-based educational systems is limited. Explicit formalization of such models is necessary to facilitate extendibility, reusability and interoperability. Domain models are the most fundamental parts of adaptive web-based educational systems providing a basis for majority of other functional components such as content recommenders or collaboration widgets and tools. We introduce a collaboration-aware lightweight domain modeling for adaptive web-based learning, which provides a suitable representation for learning resources and metadata involved in educational processes beyond individual learning. It introduces the concept of user annotations to the domain model, which enrich educational materials and facilitate collaboration. Lightweight domain modeling is beneficial from the perspective of automated course semantics creation, while providing support towards automated semantic description of learner-generated content. We show that the proposed model can be effectively utilized for intelligent processing of learning resources such as recommendation and can form a basis for interaction and collaboration supporting components of adaptive systems. We provide the experimental evidence on successful utilization of lightweight domain model in adaptive educational platform ALEF over the period of five years involving more than 1,000 real-world students. [ABSTRACT FROM AUTHOR]

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

Designing clean, reusable, and repeatable experiments for a research paper does not have to be difficult. We report on our efforts to create an integrated toolchain for running, processing, and including the results of computer experiments in scientific publications. [ABSTRACT FROM AUTHOR]