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This special issue comprises papers presented at the 7th International Entomophagous Insects Conference (IEIC7), in Buenos Aires, Argentina, in 2023. Entomophagous insects, which prey on or parasitize other insects, play a pivotal role in ecosystems and are widely utilized as biocontrol agents. This special issue includes two review articles and nine research papers covering diverse subjects such as ecology, physiology, behavior, genetics, chemical ecology, and biological control, which reflects the diversity of topics presented and discussed during the conference. [ABSTRACT FROM AUTHOR]

We simulated intraspecific usurpation in two species of paper wasps at a field site in Michigan to compare the species' treatment of foreign brood. Queens of Polistes fuscatus, a species that commonly uses intraspecific usurpation as an alternative reproductive tactic, destroyed significantly fewer large larvae and significantly more small larvae than queens of P. dominulus, a sympatric species that rarely usurps. The pattern of brood destruction exhibited by P. fuscatus was consistent with the previously published findings that P. fuscatus usurpers destroy reproductive-destined brood (eggs and small larvae), but not worker-destined brood (large larvae and pupae) that are subsequently used by a usurper to raise her own reproductives. The pattern of brood destruction displayed by P. dominulus differed from that of Polistes species that frequently engage in intraspecific usurpation. The brood destruction pattern in P. dominulus may have been shaped by nest adoption, a common alternative reproductive tactic in this species. If so, it is not clear why P. dominulus would destroy large, worker-destined larvae. [ABSTRACT FROM AUTHOR]

Someone acts in a morally worthy way when they deserve credit for doing the morally right thing. But when and why do agents deserve credit for the success involved in doing the right thing? It is tempting to seek an answer to that question by drawing an analogy with creditworthy success in other domains of human agency, especially in sports, arts, and crafts. Accordingly, some authors have recently argued that, just like creditworthy success in, say, chess, playing the piano, or archery, creditworthy moral success is a matter of getting things right by way of manifesting a relevant skill. My main aim in this paper is to bring out an important structural difference between moral creditworthiness and creditworthiness in sports, arts, and craft, undermining attempts to use examples of the latter as a model for understanding the former. As an alternative, I propose an account of morally creditworthy action, according to which such action is a matter of manifesting virtue, not skill—a claim that's based on an important, but underappreciated, difference between the sorts of excellences constituting virtues and skills. The paper thus contributes to a more nuanced picture of normative achievements across different domains of human agency, highlighting largely overlooked structural dissimilarities among them. [ABSTRACT FROM AUTHOR]

Background: The aim of many interventions used by speech and language therapists (SLTs) is to change behaviours related to communication and interaction. Parent‐led language interventions for children in the early years (0–5 years) rely on SLTs supporting parents to change their behaviour in child‐focused interactions to effect a change in the child's communication. Therapeutic techniques used by SLTs in parent‐led language interventions are largely underspecified, impacting on intervention reporting, replication, trialling and development. The Behaviour Change Technique Taxonomy Version 1 (BCTTv1) offers a method of describing intervention techniques developed for use in public health interventions, but with several examples of its application to speech and language interventions. Aims: To identify behaviour change techniques (BCTs) from the BCTTv1 occurring in parent‐led language interventions for children in the early years. Methods & Procedures: A literature search identified relevant descriptions of parent‐led language interventions. These were coded using the BCTTv1. A reliability check was carried out on 10% of the descriptions. To confirm the use of identified BCTs in clinical practice, results of the literature search were triangulated with an online survey of SLTs, and observations of SLTs delivering parent‐led language intervention. Outcomes & Results: A total of 84 papers containing descriptions of 45 interventions were coded; 62 SLTs responded to the survey and three SLTs were observed delivering parent‐led language intervention. A total of 24 BCTs were identified in the literature search, replicated in the observations and verified by SLTs in the survey. BCTs were identified at two levels: Level 1 SLT implemented to change parent interactive behaviour; and Level 2 parent implemented to change child communicative behaviour. Conclusions & Implications: The BCTTv1 is a useful starting place for describing parent‐led language interventions. With some additions and adjustments, BCTs identified in this study were immediately recognized by practitioners and can easily be adopted into practice. WHAT THIS PAPER ADDS: What is already known on this subject: Techniques used in SLT interventions are often not clearly described. The BCTTv1 has been used to clarify technique descriptions with success in a small number of SLT disciplines, but not yet in parent‐led language interventions for preschoola children. What this paper adds to the existing knowledge: This paper constitutes the first research into quantifying the techniques used in parent‐led language interventions using the BCTTv1. What are the potential or actual clinical implications of this work?: This paper provides a clear list of techniques used by SLTs implementing interventions for preschool children, which can be immediately adopted and used in practice. It also highlights potential adjustments and gaps in the BCTTv1 in relation to SLT which can contribute to future iterations. [ABSTRACT FROM AUTHOR]

The context of this paper is family situations where young people are experiencing significant behavioural and emotional problems. Based on a qualitative study, it offers an empirical and theoretical contribution to the understanding of family‐related factors that promote or hinder behaviour change. Data were collected through face‐to‐face, semi‐structured group interviews with nine families (28 participants), all of them mandatory recipients of child welfare services in Croatia. Thematic analysis comprised primary coding designed to elicit information about individual family members' capacity for change and secondary coding of family‐level phenomena. The results indicated 10 phenomena that were judged to represent factors that helped or hindered change. The discussion section suggests three broad categories of capacity to change at family level (Goals and Priorities; Problem solving dynamics; and Development of role relationship). This analysis is offered as the basis for an examination of the concept of family capacity for change. [ABSTRACT FROM AUTHOR]

Background: Dysphagia affects over half of adults after stroke. Dysphagia rehabilitation aims to improve swallowing and reduce negative outcomes for these adults. However, significant variability exists in dysphagia rehabilitation. Research is needed to explore the underlying clinician‐specific and workplace factors that contribute to variability in dysphagia rehabilitation after stroke. Aim: To explore factors influencing speech pathology practice in dysphagia rehabilitation after stroke. Methods & Procedures: We used a phenomenological approach with an interpretivist perspective. Twenty speech pathologists working in dysphagia rehabilitation participated from different workplace settings around Australia. Five semi‐structured focus groups were conducted online. Data were inductively analysed using thematic analysis with a coding reliability method. Outcomes & Results: Four themes were discussed within focus groups: (1) relationship between experienced and less experienced clinicians: 'Following what other people have done', (2) need for collaborative learning: 'A safe space to share and train', (3) variation between settings impacts on continuity of care: 'There's a difference between community and acute', and (4) working effectively with multidisciplinary teams (MDT): 'An MDT which can listen to the voice of speech pathology'. Conclusions & Implications: Relationships between senior and junior speech pathologists, within speech pathology and MDT, and across inpatient and community settings influenced speech pathology practice. Flattened hierarchies in speech pathology, collaborative learning in workplaces, mutual respect within teams and connection across inpatient and community settings could improve the quality and consistency of dysphagia rehabilitation after stroke. WHAT THIS PAPER ADDS: What is already known on this subject: Dysphagia rehabilitation can improve swallowing after a stroke. However, dysphagia rehabilitation is characterised by variability in clinical practice. Clinician‐specific and workplace factors influence clinical practice and may contribute to variability in dysphagia rehabilitation. What this study adds: Professional relationships influence speech pathologists' clinical practice, including relationships between senior and junior clinicians, between inpatient and community settings and with peers and multidisciplinary teams. Workplace norms and hierarchies, poor continuity of care between settings and competing priorities from other disciplines can hinder dysphagia rehabilitation. However, collaborative learning, positive workplace cultures and respectful transdisciplinary care can improve the quality and consistency of clinical practice. What are the clinical implications of this work?: Flattening hierarchies in the workplace can foster a safe learning space. Further, questioning workplace norms and seeking out peer learning within and across settings can build clinical skills and confidence. Developing positive workplace cultures that support continuous development may be key for empowering speech pathologists to provide high‐quality and consistent dysphagia rehabilitation. [ABSTRACT FROM AUTHOR]

With increasing attention to climate change and biodiversity loss, conservation social science research on land management practices is burgeoning. Researchers have broadened their focus from protected areas to diverse types of land management to support conservation and climate mitigation. But, developing effective strategies for these issues requires an in‐depth understanding of both the socio‐psychological factors that guide landholders' decision‐making and global trends in land management practices and literature. To assess the trends and status of land management behavior research, we systematically reviewed research published between 2010 and 2020 in five seminal conservation journals. Of 11,607 articles reviewed, we identified 100 articles about land management behavior. We assessed theoretical groundings, measurement methodology, land‐use terminology and practices, ecosystem type, and geographic distribution. We identified strengths and significant gaps and weaknesses across land management research. For example, 52% of articles made no meaningful connection to theory, only 14% of papers used observed behavioral data, 86% of studies uses non‐experimental methods and researchers disproportionately measured land management behavior in developed nations (66%). We also find that language used to describe land management behavior is very heterogeneous, making it difficult to summarize land management research using traditional systematic review methods. Conducting a limited systematic review can help summarize research and also identify trends across disciplines that might otherwise missed. Results from our limited systematic review can guide future research and support the development of evidence‐based policies to mitigate climate change and biodiversity loss. [ABSTRACT FROM AUTHOR]

Mobile Health (m‐health) technologies, such as wearables, apps, and smartwatches, are increasingly viewed as tools for improving health and well‐being. In particular, such technologies are conceptualized as means for laypersons to master their own health, by becoming "engaged" and "empowered" "managers" of their bodies and minds. One notion that is especially prevalent in the discussions around m‐health technology is that of empowerment. In this paper, I analyze the notion of empowerment at play in the m‐health arena, identifying five elements that are required for empowerment. These are (1) knowledge, (2) control, (3) responsibility, (4) the availability of good choices, and (5) healthy desires. I argue that at least sometimes, these features are not present in the use of these technologies. I then argue that instead of empowerment, it is plausible that m‐health technology merely facilitates a feeling of empowerment. I suggest this may be problematic, as it risks placing the burden of health and behavior change solely on the shoulders of individuals who may not be in a position to affect such change. [ABSTRACT FROM AUTHOR]

Background: Despite the many advantages of flipped learning, it is challenging for educators to ensure that students complete the pre‐class learning assignments before the in‐class session. Objectives: Using a learning analytics approach, this study analysed students' pre‐class video‐watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video‐watching. Methods: For the empirical study, three types of data (i.e., log data, survey and exam) were obtained from 70 undergraduate students who were enrolled in pre‐service teacher program designed in a flipped classroom including pre‐class videos and in‐class session. Results and conclusions: The findings showed significant differences between the non‐procrastination group and procrastination group in their video watching time and resource management strategies. Those who watched the pre‐class videos at home/dorm greatly outnumbered those who did not, and they performed better than students who watched the pre‐class videos in other locations. What are the major takeaways from the study?: This finding highlights the importance of resource management strategies in terms of the time and study environment to promote success in flipped learning courses. However, the number of times students accessed the pre‐class videos or watched the videos before class was not correlated with learning achievement. The reason for re‐watching pre‐class videos is a suggested future direction so instructors can design effective flipped learning courses. Lay Description: What is already known about this topic?: Flipped learning is a type of blended learning that combines two teaching and learning modes: face‐to‐face learning and online learning. The effectiveness of flipped learning has also been demonstrated in many empirical studies and meta‐analyses.Despite the many advantages of flipped learning, it is challenging to ensure that students complete the pre‐class materials before class.Data‐driven decisions based on the learning analytics approach can help instructors revise the in‐class activities more adoptively and individual learners can be more engaged in flipped learning. What this paper adds?: Using a learning analytics approach, this study analysed students' pre‐class video‐watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video‐watching.We also examined the correlations among pre‐class video‐watching behaviour variables and learning achievement.This study highlights the following: (1) The no‐procrastination group had better resource management strategies than the procrastination group; (2) students who watched pre‐class videos at home outperformed those who watched them in other locations: (3) the number of times students accessed pre‐class videos was not correlated with learning achievement; and (4) whether or not students watched pre‐class videos prior to the in‐class sessions was not correlated with learning achievement. Implications for practise and/or policy: Although flipped learning gives students considerable autonomy in terms of when and where to watch pre‐class videos at their convenience, it is necessary to help students develop resource management strategies by providing role models, best practises, and statistics in previous flipped learning classes.Research findings suggest that instructors should provide guidelines and learning strategies on how to review or repeat the pre‐class videos to improve the quality of learning.To encourage students to repeat the videos, the pre‐class videos should be short and concise. [ABSTRACT FROM AUTHOR]

Recent authors hold that the role of historical scholarship within contemporary philosophical practice is to question current assumptions, to expose vestiges or to calibrate intuitions. On these views, historical scholarship is dispensable, since these roles can be achieved by nonhistorical methods. And the value of historical scholarship is contingent, since the need for the role depends on the presence of questionable assumptions, vestiges or comparable intuitions. In this paper I draw an analogy between scientific and philosophical practice, in order to float one role for historical scholarship that is nonreplicable and noncontingent. It has long been acknowledged that cognitive values – features of theories that facilitate understanding, such as ontological parsimony, ideological simplicity, computational ease and fecundity – play a key role within science. The role of some of these values within philosophy also has received attention but left understudied are the values of novelty and conservativeness. These values influence theory choice, the selection of methodology, the setting of research agenda, and the presentation of results; and are best assessed with a historically informed evaluation. This role for historical scholarship is not replicable by nonhistorical methods, and is not contingent on the presence of questionable assumptions, vestiges or comparable intuitions. [ABSTRACT FROM AUTHOR]

What are rules? In this paper I develop a view of regulative rules which takes them to be a distinctive normative kind occupying a middle ground between orders and normative truths. The paradigmatic cases of regulative rules that I'm interested in are social rules like rules of etiquette and legal rules like traffic rules. On the view I'll propose, a rule is a general normative content that is in force due to human activity: enactment by an authority or acceptance by a community. Rules are unlike orders in being not necessarily communicative, not an expression's of the giver's will, not evaluable for sincerity, and in that they have propositional content. And they're unlike normative truths in that they're themselves not even truth‐evaluable (though their contents are). This is because rules qua things that are in force are not like constatives which have a mind to world direction of fit, but more like performatives. Furthermore, they differ from normative truths in that their normativity is isolated from their background justification and is therefore not dependent on contributory notions like reasons coming together in a weighing explanation. As such, they occupy a middle ground between orders and normative truths, much like in H. L. A. Hart's opinion law occupies a middle ground between "coercion" and "morality" (Hart 1961/1994). I also illustrate the virtues of this understanding of rules by showing how proper appreciation of how they differ from normative truths helps us defuse a common objection to Hart's practice theory of rules. [ABSTRACT FROM AUTHOR]

An important cause of stunting is limited consumption of complementary foods, in terms of both quantities and nutrients. Although existing studies show a positive association between fathers' engagement and children's diet, programmes designed to improve complementary feeding practices often only target mothers. In response to this, maternal behaviour change communication (BCC), paternal BCC and food voucher programmes were designed and implemented in Ethiopia using a clustered randomized controlled trial design. The paternal BCC programme included gender‐equal messages to increase fathers' participation in childcare, household labour and decision making. The research reported in this paper is an examination of the BCC programmes, characterizing the behavioural, normative and control beliefs of both mothers and fathers in BCC households compared to those in control households. In this study, a total of 40 participants were included, with 13 mother–father pairs in the BCC + food voucher group, and seven pairs in the control group. Each participant was interviewed separately. We found that BCC mothers showed more gender‐equal tendencies than the control mothers despite being more rural in location. By contrast, the beliefs of BCC and control fathers were similar overall, suggesting men are more resistant to gender‐equal BCC. More work is needed to develop and test effective methods for changing fathers' beliefs and practices. Key messages: Mothers in behaviour change communication (BCC) group mothers held more gender‐equal beliefs than control mothers, while BCC and control fathers shared similar views, suggesting a male resistance to gender equality.Mothers found fathers' involvement in childcare socially acceptable but often perceived them as inexperienced, which limited their participation.Control mothers' traditional view on household chores maintained the conventional labour division, influencing fathers' involvement.Fathers typically resisted maternal control of resources; however, they agreed that the more knowledgeable should lead decision‐making. BCC mothers showed greater confidence in making household decisions as effectively as fathers. [ABSTRACT FROM AUTHOR]

Vaccination is vital in combating infectious diseases, including COVID‐19. Nevertheless, vaccine hesitancy poses a substantial obstacle to achieving high vaccination rates. This study investigated the determinants of vaccine hesitancy using behavioral change theories and proposes a comprehensive conceptual framework to address this challenge.The paper conducted a review of several behavior change theories relevant to understanding vaccine hesitancy. The health belief model (HBM) highlighted the importance of individuals' perceptions of the effectiveness of health behaviors and their perceived susceptibility to illness. The social cognitive model (SCT) underscored the role of personal experiences, environmental factors, and social support in shaping health behaviors. The theory of reasoned action and planned behavior (TRA) suggested that attitudes and subjective norms are crucial in determining behavioral intentions. The transtheoretical model (TTM) outlined stages of behavior change, while the socio–ecological model (SEM) considered factors at individual, relationship, community, and societal levels. Comprehending vaccine hesitancy is essential for developing effective strategies to promote vaccine acceptance. This study, which examined vaccine hesitancy through various behavior change theories, sought to shed light on the factors influencing vaccine hesitancy among Filipinos. The resulting conceptual framework offers guidance for future interventions aimed at addressing vaccine hesitancy and ultimately improving vaccination rates. [ABSTRACT FROM AUTHOR]

Background: Exact quantification of research conducted by dietitians and tracking the effectiveness of interventions or training programs to increase either evidence‐based practice (EBP) or research behaviours have been hampered by the variety of tools used to measure these constructs. Methods: In this narrative review, we identified and classified the various tools previously used to measure constructs related to research and/or EBP in the dietetics profession, and to summarise estimates of the constructs measured. Results: We identified and classified 15 scored tools that had been used at least once in the dietetics profession and extracted tool parameter estimates from 22 resulting papers. We also identified six unscored tools and three qualitative studies. The most frequent constructs measured were attitudes and behaviours. Very few tools measured objective knowledge (skills). No objective measures of research outputs were identified. Several tools were closely related to one another. Conclusions: Even when tools were used across multiple papers, reporting method varied making comparisons difficult. This review should encourage future researchers to utilise existing tools when possible, and encourage the development or adaptation and testing of tools that fill identified gaps. The constructs measured by the tools identified may also provide a starting point for the development of educational interventions aiming to increase research or EBP skills among dietitians. Only by using consistent tools will the dietetics profession be able to track the progress in increasing research conduct and EBP implementation over time. Key points: In this narrative review, we identified 15 scored tools and nine unscored or qualitative tools for assessing research and/or evidence‐based practice knowledge and or conduct by dietitians. No tool was identified as a gold standard. Many tools measured overlapping constructs and/or had evolved over time. Few tools had objective measures of knowledge or behaviour. Researchers should strive to use consistent tools, and develop additional objective measures of these constructs. [ABSTRACT FROM AUTHOR]

Maternal ratings of overt and covert forms of aggression were collected for two samples of children ranging in age from 2 through 12 years. It was hypothesized that longitudinal analyses would show the slope scores for these two forms of aggression to be quite different from each other. The data were consistent with this hypothesis. An effort was made to find alternative explanations for the negative slope for overt antisocial behavior. Alternatively, it was hypothesized that the more extreme cases would not show this negative slope. It was also hypothesized that careful examination of intraindividual curves would identify a significant number of individuals growing from normal to clinical levels of overt antisocial behavior. The findings led to the rejection of both alternative hypotheses. It was hypothesized that overt and covert scores would correlate significantly for first grade boys. It was also assumed that both covert and overt scores would show moderate stability over the 5-year interval. The findings were consistent with both of these hypotheses. Aggr. Behav. 00:1–12, 2005. © 2005 Wiley-Liss, Inc. [ABSTRACT FROM AUTHOR]

Summary: Physical activity and self‐regulation are important predictors of pediatric overweight and obesity. Young children (0–5 years) with lower physical activity levels and poorer self‐regulation skills are at greater risk for overweight. Despite growing evidence that the two constructs are interrelated, their association remains unclear in young children. This review systematically summarized associations between physical activity and self‐regulation in early childhood and explored the directionality of associations. Searches were run in six electronic databases. Forty‐seven papers met inclusion criteria. Only three studies investigated all three domains of self‐regulation (behavioral, cognitive, and emotional). Overall, findings were inconclusive; studies reported weak to moderate positive associations (n = 17), inverse associations (n = 5), mixed associations (n = 15), null association (n = 2), and negative (n = 1) between physical activity and self‐regulation. Compared with the emotional and cognitive domains, physical activity was most consistently positively associated with behavioral self‐regulation. Only one study assessed bidirectional associations, reporting a positive association. The three studies that included global self‐regulation showed contradicting findings. There is some evidence that physical activity dose and sex potentially confound these associations; however, further research is needed given the paucity of studies. This review highlights the need for more in‐depth investigation of the complex association between physical activity and global self‐regulation. [ABSTRACT FROM AUTHOR]

The Kenyan Ministry of Health (MOH) and a consortium of nutritionists, researchers and communication, and design specialists developed a novel approach to create an evidence‐based recipe book promoting complementary feeding (CF) in Kenya. The ADAPT approach includes five steps: applied research (A), dialogue with stakeholders (D), adapted behaviour change communication (BCC) theories (A), purpose‐driven visual communication (P), and tailoring to priority audiences (T). Through this approach, the recipe book addresses key knowledge gaps using behaviour change theories and visual communication best practice to increase accessibility, acceptability, retention and motivation for behaviour change. The book addresses barriers to CF identified through formative applied research. Dialogue with stakeholders helped ensure cultural appropriateness and the book's alignment with MOH recommendations and key messages. The book uses behaviour change theories to approach the reader in a respectful way that motivates behaviour change. The use of consistent, purpose‐driven visuals helps ensure key messages are easily understood and accessible to all caregivers regardless of literacy level. The book's tone and content are tailored to its audiences’ attributes, needs and preferences. This five‐step process inspired the development of ADAPT, a novel approach that integrates behaviour change and visual communication for greater impact. This paper outlines how the consortium used the ADAPT approach to develop an evidence‐based book that thoughtfully and holistically addresses a wide range of barriers, provides practical solutions and increases self‐efficacy around CF. It offers a blueprint for public health practitioners from any field who are interested in using visual behaviour change communication to promote healthy behaviour. [ABSTRACT FROM AUTHOR]

The Health Belief Model (HBM; Rosenstock, 1966) is the most widely used psychological theory of health- related behaviours but its applicability to non-Western, especially Asian, populations has not been systematically studied. The main objective of the current study was to examine the effects of components of the HBM and dispositional optimism on preventive intention in two separate samples of 220 Hong Kong Chinese adults and 340 Hong Kong Chinese adolescents. Two HBM variables, benefits and barriers, were experimentally manipulated for an imaginary flu outbreak and a hypothetical vaccine. Optimism in the two samples was assessed using the Chinese revised Life Orientation Test (Lai et al., 1998). Participants indicated their intention to take the hypothetical vaccine after reading information for each of the treatment combinations defined by the two HBM variables. The order of the presentation of each of the six treatment conditions was counterbalanced. Results of ANOVA showed that the effects of the two HBM variables were similar in the two groups. Higher benefits and lower barriers were associated with stronger behavioural intention to take the vaccine. The two HBM variables interacted significantly in the adolescent but not the adult sample. Among the adolescents, the difference in intention scores between low and high barriers became larger when the benefits of taking the vaccine increased. In addition, optimism had significant effect on preventive intention only among the adolescents. These findings suggest that age may be an important factor moderating the effects of HBM components as well as optimism on preventive intention in Hong Kong Chinese. Implications of these findings to future research among Chinese were discussed. [ABSTRACT FROM AUTHOR]

The article offers information on the XXVI INTERNATIONAL CONGRESS OF PSYCHOLOGY as of June 1996. Topics discussed include stereotyping the outgroup: effects of perceived ability on estimated task performance with similar and different others; examination of complex behaviors using genetic strategies; and analysis of circadian behavioral rhythms using genetically altered mice.

Grooming is a commonly observed behavior in many animals. One function of grooming is to clean the body of debris and parasites. An additional function may be to homogenize chemical cues present on the body. This latter purpose is especially likely in species in which contact-based chemical communication occurs, such as in eusocial insects. In this study we address the context, sequence, frequency and duration of 683 acts of self-grooming performed by the paper wasp,Polistes dominulus. In general, individuals groomed heads after cell inspections, and abdomens after sitting, suggesting that grooming serves to remove debris from the body. Although no differences were observed in the total amount of time spent grooming, foundresses groomed significantly more often than did workers. Wasps were equally likely to groom thoraces or abdomens following heads, but were more likely to groom abdomens after thoraces and heads after abdomens. Interestingly, the appendages used to groom individual body parts were highly specific (e.g. the prothoracic legs were used for the head), thus indicating that grooming is not used to homogenize chemical cues across the body surface of the wasp. [ABSTRACT FROM AUTHOR]

Background: Video‐based training has been widely adopted by private organizations and public authorities to educate occupants on various types of building emergencies. However, the effectiveness of video‐based training for preparing occupants for building emergencies has not been rigorously studied nor has the impact of emergency type been investigated on training effectiveness. Objectives: This study examines whether video‐based training is an effective method to prepare occupants for building emergencies and how the effectiveness differs in the context of different building emergencies. Methods: We simulated fire and active shooter emergencies in a virtual office building and conducted evacuation experiments to examine participants' emergency responses using both objective and subjective metrics. A total of 108 participants were recruited and responded to the fire or active shooter incident with or without video‐based training. Results and Conclusions: The results revealed that participants with video‐based training more often chose to follow other recommendations when responding to building emergencies instead of simply following others. Results from ANOVA showed that training increased participants' self‐efficacy significantly, especially for those in the active shooter group. Moreover, participants in the active shooter simulation had a higher level of response efficacy than those in the fire emergency simulation. Our results also demonstrated the influence of emergency type on participants' final decisions and considerations of the recommendations. Implications: Our results suggested that video‐based training is effective in improving participants' emergency preparedness and changing their behaviour patterns to a certain extent such as reducing following behaviour and encouraging safe evacuations. Additionally, statistically significant interactions between video‐based training and emergency types suggested that training effectiveness should be considered in accordance with the emergency type. Lay Description: What is already known about this topic: People can behave differently in different types of building emergencies. Understanding human behaviours in building emergencies is essential for developing emergency preparedness strategies.Emergency training is important for building occupants and video is a widely used media for emergency training. However, its training effectiveness needs to be evaluated. What this paper adds: We used virtual environments to investigate evacuation behaviour.The effectiveness of video‐based training and human responses in building emergencies were studied on both subjective responses and objective measurements.Video‐based training significantly reduced the occurrence of following behaviours.The different natures of the fire emergency and active shooter incidents shape the effectiveness of video‐based training. Implications of study findings for practitioners: Video‐based training can improve building occupants' emergency preparedness to a certain extent.Emergency training media should be designed considering the influence of emergency type. [ABSTRACT FROM AUTHOR]

The cost of reproduction is the core driver of life history evolution in animals. This paper demonstrates that the cumulative distance moved and the duration of movement of sexually immature abalones, Haliotis discus hannai, kept in various male and female groups, were significantly higher than those of sexually mature individuals, except when kept in mixed cultures of mature males and females. After mixed‐culture, sexually mature males moved significantly further and for a longer duration than mature female abalones, and even more so than mature male abalones of any other group. Examination of the LC‐MS metabolomics of mature males cultured with sexually mature females (AM) and those cultured with sexually immature females (JM) showed that cyclic adenosine monophosphate (cAMP) acted as a differential metabolic biomarker. After 24‐h uninterrupted sampling, the concentration of 5‐HT and the expression levels of the 5‐HT2 and 5‐HT6 receptors in AM were significantly higher than those in JM. After further injection of 5‐HT2 and 5‐HT6 receptor antagonists, the concentrations of cAMP and PKA rose again, but the cumulative movement duration and distance of male abalones decreased significantly, showing that 5‐HT was involved in the regulation of movement behavior of male abalones through the 5‐HT2 and 5‐HT6 receptor‐activated cAMP‐PKA pathways. The results demonstrated a significant increase in the movement endurance of mature male abalones cultured with mature females, providing a theoretical basis for understanding the adaptive life history strategies of abalones and suggesting ways to protect diverse benthic resources for abalones during the reproductive stage. [ABSTRACT FROM AUTHOR]

This paper has two main goals. The first is to defend a particular account of answerability according to which a person is (morally or criminally) answerable for their conduct if it is (morally or criminally) wrongful under the same description under which it is imputable to their agency. Negating defences in law aim to defeat criminal answerability by negating some element of the charged offence while their moral analogues aim to defeat moral answerability by defeating the aptness of the description under which an action is imputed. In contrast, affirmative defences and their moral analogues aim to defeat the move from answerability to liability to sanction by offering an exculpatory explanation for the wrongful conduct. The second goal of this paper is to argue that there are important differences between the way that ignorance functions in negating defences and their moral analogues and affirmative defences and their moral analogues. Specifically, when ignorance functions to defeat answerability, it need only be sincere, but it is typically limited to matters of fact, whereas both moral and non‐moral ignorance can excuse one from liability but only if non‐culpable. [ABSTRACT FROM AUTHOR]

Background: Definitions of recovery from an eating disorder (ED) have generally been formulated around clinical conceptualisations, rather than based on the views of patients. This paper therefore asked those with lived experience of ED for their own definitions of recovery. Method: Data were collected as part of an online study looking at EDs, autism and relationships. About 173 participants identified as recovered from ED and gave free‐response definitions of recovery. Responses were subject to thematic analysis. Results: Seven major themes were identified: Weight restoration, lack of ED behaviours, thoughts and behaviours, cognitions, emotional responses, getting on with life, and ongoing challenges. Conclusions: Many definitions of recovery given by those who have lived experience of ED echoed those used by clinicians and researchers. There were also points of divergence around the ongoing challenges of recovery. Our findings highlight the need for continuing support post‐weight restoration to facilitate the successful long‐term recovery for those with ED. Key points: Definitions of recovery from ED have traditionally relied on clinical, rather than patient, priorities.Both autistic and non‐autistic people with a history of ED reported similar definitions of recovery, including weight restoration, lack of ED behaviours and cognitions, improved emotional responses around food and weight, the ability to get on with life, and the fact that they had ongoing challenges.The paper highlights that patients often think about recovery in ways which map on to clinical definitions, with some additional factors which could be utilised to support patients in this phase of illness. [ABSTRACT FROM AUTHOR]

This essay examines the relevance of dynamical ideas for cognitive science. On its own, the mere mathematical idea of a dynamical system is too weak to serve as a scientific theory of anything, and dynamical approaches within cognitive science are too rich and varied to be subsumed under a single “dynamical hypothesis.” Instead, after first attempting to dissect the different notions of “dynamics” and “cognition” at play, a more specific theoretical framework for cognitive science broadly construed is sketched. This framework draws upon not only dynamical ideas, but also such contemporaneous perspectives as situatedness, embodiment, ecological psychology, enaction, neuroethology/neuroscience, artificial life, and biogenic approaches. The paper ends with some methodological suggestions for pursuing this theoretical framework. [ABSTRACT FROM AUTHOR]

Background: The growth of teaching practices conducted to promote cognitive activation and active participation in the classroom in recent years has become the epicentre of an active debate regarding their effectiveness. Objectives: This study is aimed to shed some light on this topic by empirically analysing the causes and consequences of more modern strategies in Spanish secondary schools. Methods: The database used in the study was PISA 2018. In order to analyse the causes behind the teaching style followed by teachers, a logit model was used. Likewise, to analyze the consequences that a modern teaching style has on students at the age of 15, we used propensity score analysis techniques. Results and Conclusions: Regarding the results obtained through a logit model, it is shown that the likelihood of a modern teaching style decreases if teachers work for a state school or if they usually apply traditional strategies. Similarly, this series of practices are shown to be more common in schools where teachers and students make greater use of digital devices. The second section of results, focused on analysing the effect this type of teaching strategies has on cognitive, non‐cognitive and wellbeing among students, show that, on the one hand, modern teaching style negatively affects students' performance in mathematics, science or language. On the other hand, modern teaching style has been shown to contribute to improving the students' well‐being, motivation and cooperation, only being significant the latter. Moreover, this teaching style contributes to reducing bullying among students. Lay Description: What is already known about this topic: Modern teaching style is gaining increased popularity.Teaching style is determined by students characteristics, performance and characteristics of the teacher and the class in general.There is not an agreed‐upon hypothesis on the impact of a modern teaching style on the academic results obtained by students. What this paper adds: This study analyses empirically the factors that explain modern teaching practices at secondary schools.Modern teaching practices are negative associated with more traditional practices, being more common this style between teachers that work at private school or use more digital services, among others.Reports the first analysis, taking into account teacher and students responses about teacher style, on the effects of modern teaching practice on cognitive, non‐cognitive and wellbeing among students. Implications for practice and/or policy: Knowing the factors behind the teaching style followed by teachers can be useful in trying to adapt teaching strategies to the needs of students.Modern teaching style can be good ally to promote collaborative practices among students.Modern teaching style should be complemented with traditional practices, like summaries previous class or advice students to achieve goals, which the literature has demonstrated to be effective to improve mathematics or reading competences.Teaching style adopted by the teachers can be decisive in improving the educational system as a whole. [ABSTRACT FROM AUTHOR]

Perhaps the most popular definition of psychology is the science of mind and behavior. However, the interrelation between mind and behavior is one of continuing controversy. The present paper examines this enduring issue from the perspectives of George J. Romanes, an early comparative psychologist, Edwin G. Boring, an influential experimental psychologist, and Howard Rachlin, an estimable recent behaviorist. Their respective positions shed considerable light on both the theory and practice of behavioral psychology. [ABSTRACT FROM AUTHOR]

In 1948, Skinner described the behavior of pigeons under response‐independent schedules as "superstitious," and proposed that the responses were reinforced by contiguous, adventitious food deliveries. Subsequently, response‐independent schedules have been of interest to both basic and applied researchers, first to understand the mechanisms involved, and later, as "noncontingent reinforcement" (NCR) to reduce undesirable behavior. However, the potential superstitious effects produced by these schedules have been challenged, with some researchers arguing that antecedent variables play a significant role. This paper examines the evidence for adventitious reinforcement from both laboratory and applied research, the results of which suggest that antecedent, nonoperant functions may be important in fully understanding the effects of NCR. We propose an applied‐basic research synthesis, in which attention to potential nonoperant functions could provide a more complete understanding of response‐independent schedules. We conclude with a summary of the applied implications of the nonoperant functions of NCR schedules. [ABSTRACT FROM AUTHOR]

Individuals often need to be proactive in order to successfully navigate their career development journeys. To what extent one is vocationally proactive has critical implications for his or her attitudes, behaviors, and other outcomes in career and work‐related settings. However, research in career proactivity has been accumulating from divergent perspectives, resulting in a substantially fragmented literature that has not been comprehensively, objectively synthesized to guide the field to move forward. To advance the domain of career proactivity, this paper synthesizes theoretical and empirical literatures using two major bibliometric analyses. We first analyze the intellectual basis of the career proactivity literature by performing document citation analysis. We then review the developmental trends of main conceptual themes in career proactivity literature using a temporal co‐word analysis. Informed by these bibliometric findings, we propose a roadmap for future research highlighting the need to clear up concepts, account for context, develop new meso‐level theories, and bridge the domains of organizational behavior and vocational development. [ABSTRACT FROM AUTHOR]

Background: The need for dignity and compassion in healthcare is enshrined in policy, but is often difficult to enact in practice and what is precisely meant by these concepts is unclear. In this paper, we have explored theoretical underpinnings which form the basis of a lifeworld‐led approach which was used in a research study to support the humanity of service providers and users alike. Aim: In this article, we share our analysis of what we have learnt after undertaking an innovative appreciative action research project with patients and staff in a stroke ward with the aim of exploring if a novel phenomenologically driven and philosophically derived humanising framework could be applied in health care. Following the research, we wanted to develop a theoretical understanding of the processes occurring during the research in order to provide a framework and language which could be used to support practical lifeworld developments in the future. We analysed the approach through Participatory and Appreciative Action Reflection. Findings: As researchers, we found that the approach was underpinned by four key existential principles. The first principle was recognising a mutually arising reality rather than a reality 'out there'. The second was recognising a reality which was constantly changing rather than 'fixed'. The third was recognising that we needed to work from within, as part of a human living system rather than trying to control reality from the 'outside'. Finally, we recognised that this reality could only be accessed through human knowing, including embodied knowing rather than intellectual knowing alone. These principles challenged many of the usual ways of thinking and working within research and healthcare contexts. Conclusion: Understanding the processes and reality in this way gave new perspectives; enhancing our understandings and views of ourselves, what is important and most importantly what is possible in caring systems. [ABSTRACT FROM AUTHOR]

Problem: Children with chronic conditions often have difficulties with emotions, concentration, and behaviors (ECB) and are not recognized and treated adequately. In this paper, long‐term medication use (LTM) was adopted as a proxy for chronic illness due to the lack of consistent and standardized diagnostic criteria for chronic illnesses in children. Methods: Children (8–12 years) were selected from the California Health Interview Survey (2017) based on: (1) households with children (<12 years), (2) parent/adult caregivers report about child's health indicating "yes" to, (3) "does your child require prescription medicine for a health condition that has lasted or is expected to last at least 12 months or more," and (4) "difficulties with ECB in past 6 months." Findings: A total of 1600 children were included by the CHIS data set, and children whose parental report had met the selection criteria were children with LTM (n = 144; 7.4 ± 2.9 years), ECB (n = 233; 8.16 ± 2.14), and both LTM + ECB (n = 62; 8.61 ± 1.81). Children with LTM+ ECB were Caucasian (56.4%), Hispanic (19.3%), and males (64.5%). Children with both LTM + ECB had two to three (33.87%) or at least four (53.2%) physician visits, and/or receiving special therapy (45.1%). Children with LTM had prescription delays (n = 144; 5.6%) and were not able to get medical care due to lack of insurance (n = 144; 6.9%). The majority of the children with LTM (54.2%) and LTM + ECB (43.5%) had parental employment‐based insurance. More children that have both LTM and ECB (48.4%) than children with LTM, No ECB (32.9%) were on Medi‐Cal/Medicaid. Conclusion: Children with LTM need further evaluation for difficulties with ECB. Future studies are required to examine health status, healthcare use, and access for children with LTM and ECB. [ABSTRACT FROM AUTHOR]

Psychologist Clifford Scott compares psychoanalysis and analytical psychology in relation to the detailed behaviour of analysts. This is essential because behaviour determines, to a large extent, both the data produced and the field of study in which analysts are engaged. Among the changes in behaviour is one not sufficiently appreciated in his paper. A good many analytical psychologists have found out that there are advantages to be gained by using the couch, and, while not making it conditional for analysis to take place, they use it more often than the chair. Again, though it still is current practice to `ask patients to concentrate on an image and see what happens', or, for that matter, to concentrate on dreams by writing them down and reporting them in the session, a growing number of analytical psychologists follow a practice nearer to the one Scott indicates as characteristic of psychoanalysis: they do this because the dialectic between them and their patients is furthered and made more alive.

Much to the liking of many geographers, I Forbes Magazine i 's contributor and professor in meteorology at the University of Georgia, J. Marshall Shepherd, wrote in early March 2020 an op-ed titled 'Why Geography is a key part of fighting the COVID-19 Coronavirus outbreak'. The aim of this special issue of I Tijdschrift voor Economische en Sociale Geografie i ( I TESG i ) is to present the initial investigations of geographers and socio-spatial scientists into the emerging spaces of the effects of the COVID-19 pandemic. Future papers on COVID-19 will also be added to a I Virtual Special Issue i , which will consist of all papers published in this issue together with new papers on the geography of the pandemic. [Extracted from the article]

The aim of the paper is to examine the commuting behaviour of self‐employed workers in Spain as well as its relationship with satisfaction with jobs and housing. According to our results although conventional estimations indicate that commuting trips are shorter among the self‐employed, the differences with employees vanish when the potential endogeneity of self‐employment is controlled for. We also show that the job and housing satisfaction levels of the self‐employed are less sensitive to commuting than those of employees, and that in fact no significant effect is observed for relevant segments of the former group, what gives partial support to the theoretical model that we propose where imperfect information problems affect the employees but not the self‐employed. [ABSTRACT FROM AUTHOR]

This paper outlines why a move towards a complex adaptive systems model of behaviour is required if the goal is to generate better understanding of how individuals and groups interact with their environment in a disaster setting. To accomplish this objective, a bridge must be built between the broader social sciences and behavioural economics to incorporate discipline‐specific insights that are needed to move towards complexity. This is only possible through a deeper understanding of behaviour and how the environment in which they occur can influence actions. It is then that one can counteract the poor behavioural predictions, flawed policies based on myth, inefficient design, and suboptimal outcomes that have flourished in the absence of a complex adaptive systems model. This paper provides a conceptual framework that draws on concepts from across the natural and social sciences, such as behavioural economics, endocrinology, psychology, sociobiology, and sociology in order to build an interactive theory of disaster behaviour. [ABSTRACT FROM AUTHOR]

The flow of electric current through the conductor has a far‐reaching effect on its corrosion behavior. In this paper, the effect of current on the corrosion behavior of Cu is investigated. The accelerated corrosion test of Cu with various external currents from 1 A to 5 A are carried out in 5% NaCl neutral salt spray environment. The results show that the samples with external current exhibit a faster corrosion rate than those without current. The corrosion kinetics and underlying mechanism are also discussed in this paper. [ABSTRACT FROM AUTHOR]

The increase in electric vehicles as a low‐carbon mobility option has driven interest from many workplaces and local governments to offer charging services for employees, customers and visitors. However, the lack of incentives to limit over‐consumption in shared charging resources has led to congestion issues. In this paper, we use high‐frequency data to study two deterrence mechanisms implemented at one of the largest workplace charging programs in the United States. We study both price and nonprice interventions that encourage adoption of workplace norms and charging etiquette for resource sharing in charging stations. To study these mechanisms, we use a dynamic regression discontinuity design to separately identify treatment effects with digital platform data. Our findings provide new evidence that group norms can play an important role in driving behavioral compliance when setting EV access policies. We also find that workplace norms are complements to dynamic pricing policies. We discuss the implications of this data discovery for the effective management of common pool resources in the context of workplace charging and space‐constrained environments. This article met the requirements for a Gold‐Gold JIE data openness badge described at http://jie.click/badges. [ABSTRACT FROM AUTHOR]

This is Paper 1 in a 27‐paper series on the history of the development of the Woodward‐Hoffmann rules, also known as the Principle of Conservation of Orbital Symmetry. In addition to presenting an outline of this series, this manuscript provides a short overview of the chemical problem eventually solved by the Woodward‐Hoffmann rules. [ABSTRACT FROM AUTHOR]

Background: With the increasing popularity of distance education, how to engage students in online inquiry‐based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just‐in‐time instruction based on students' real‐time science practices. Objectives: The goal of this research is to investigate the impact of a non‐centralized remote lab on students' cognitive and behavioural engagement. Methods: A mixed‐methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non‐centralized model of remote inquiry that can enact more interactive hands‐on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses. Results and Conclusions: We found approximate synchronizations between student–teacher–lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real‐time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels. Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just‐in‐time instruction. Implications: Telelab offers a model of remote labs 2.0 that can be easily customized to live stream hands‐on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry‐based laboratories online. Lay Description: What is currently known about the subject matter: Engaging students in inquiry‐based laboratories is challenging for science teachers.Remote labs represent good approximations to physical labs and can broaden participation in distance learning.Most remote labs follow a centralized model for users to interact with predefined parameters.Backend logs recording user clickstream provide means to study behavioural engagement. What this paper adds: Providing an instructional model to facilitate synchronous student–teacher–lab interactions on remote labs 2.0.Visualizing collective and individual behavioural engagement patterns about the teleinquiry instructional cycles.Disengaged participation during live stream lab is a strong predictor for students' lowered learning gain.We corroborated behavioural engagement patterns with survey responses. Implications of study findings for practitioners: Telelab offers a non‐centralized model of remote labs 2.0 that allows users to live stream hands‐on teleinquiry easily.Teleinquiry Instructional Model enhances student–teacher–lab interactions and gives participants a sense of telepresence.Identifying common engagement patterns during teleinquiry activity may be a valuable signal for early intervention.Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry‐based laboratories online. [ABSTRACT FROM AUTHOR]

Covid‐19 pandemic has caused a massive transformation in K‐12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K‐12 teachers who have been using a specific LMS as part of their regular teaching before the Covid‐19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self‐report questionnaire was administered to 196 teachers (nexperienced = 127; ninexperienced = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self‐efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self‐efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools. Lay Description: What is already known about this topic: Covid‐19 pandemic has caused an unprecedented shift towards online education in K‐12 schools.Learning Management Systems (LMS) are common platforms for online teaching.Unified Theory of Acceptance and Use of Technology is a prominent framework for studying teachers' technology acceptance. What this paper adds: Acceptance of LMS during Covid‐19 pandemic differs among teachers with and without prior LMS experience.The impact of performance expectancy and effort expectancy on LMS satisfaction is different for the experienced and inexperienced teachers.Performance expectancy has the most influence on behavioural intention to use LMS regardless of prior experience.Support is a significant predictor of behavioural intention to use LMS only for the inexperienced teachers. Implications for practice and/or policy: LMSs can be designed with less complex features for the inexperienced teachers.Support can be faded as the teachers gain experience in using LMS. [ABSTRACT FROM AUTHOR]

This paper explores how multi‐agency response teams communicate and coordinate in different phases of a simulated terrorist incident. Procedural guidelines state that responders should coordinate their response to a major emergency across two phases: 'response' (when the incident is ongoing) and 'recovery' (when the threat has subsided, but the legacy of the incident is ongoing). However, no research has examined whether these phases map to the behaviours of responders in situ. To address this, we used measures of communication and coordination to examine how behaviours evolved during a simulated terrorist incident in the United Kingdom. We grounded our approach within the theoretical literature on multi‐team systems. It was found that the current response/recovery classification does not fit the nuanced context of an emergency. Instead, a three‐phase structure of 'response/resolve/recovery' is more reflective of behaviour. It was also found that coordination between agencies improved when communication networks became less centralized. This suggests that collaborative working in multi‐team systems may be improved by adopting decentralized communication networks. Practitioner points: To better prepare responders for emergencies, we recommend a three‐phase structure of 'response/resolve/recovery' is introduced in place of the current guidelines that outline a two‐phase structure of response and recovery.A three‐phase structure more accurately describes the behaviours of responders during emergencies and accounts for the shift in urgency between an ongoing incident (response) and shortly afterwards when the immediate threat has subsided (resolve).Given the cognitive load on focal agencies, decentralized communication structures should be introduced in the early phases of an emergency to increase collaborative decision‐making across inter‐agency partners. [ABSTRACT FROM AUTHOR]

This paper describes the results of a rapid evidence assessment that aimed to identify the characteristics and efficacy of interventions that aimed to or reportedly changed personal or social identity. Following a rapid but systematic search of the published, peer‐reviewed research on identity change, 400 studies or reviews were screened for eligibility for inclusion in the review, and 22 were retained. The interventions and samples were diverse and studies came from a broad geographic area. The quality of the research varied, but the majority was assessed as carrying a low weight of evidence. Just under two‐thirds of the studies were qualitative, and most explored, retrospectively, participants' perceptions of, or applied theoretical frameworks to, identity change sometime after an intervention. Quantitative studies provided little evidence of the effectiveness of interventions in changing identity. Qualitative studies most commonly applied and then supported the Social Identity Theory of Identity Change to explain perceived changes in identity. Implications for research are discussed. [ABSTRACT FROM AUTHOR]

Accessible Summary: Positive behaviour support is used by staff to help people with different disabilities, but we do not know what helps staff to keep using positive behaviour support.We looked at all the reports that people have written about using positive behaviour support to find out what helps staff to keep using it.We used a special way of putting everything together and found groups of important things to do with positive behaviour support, the people who use it, and things happening around them. These things can help staff use positive behaviour support better and for longer. Background: It is necessary to understand which variables successfully contribute to the adoption of positive behaviour support (PBS) in disability services if people with disability are to experience meaningful outcomes. Methods: A systematic review of the disability support literature was undertaken, and meta‐aggregation was used to synthesise the findings. The study applies ENTREQ statement criteria, and diffusion of innovations theory was used to analyse and interpret the results. Results: Twenty‐seven papers were included in the analysis, from which over 300 findings were extracted. Forty‐one aggregated findings generated a final set of 26 principles which informed the development of a conceptual framework for the adoption of PBS in disability services. Conclusion: The conceptual framework and supporting principles will assist those interested in introducing PBS into disability services for successful adoption and are applicable to researchers, managers, and practitioners alike. Recommendations are made to expand research on the application of PBS in specific disability contexts and to broaden the application of PBS beyond challenging behaviour. [ABSTRACT FROM AUTHOR]

I have spent over 40 years studying the behavior of our closest living relatives, the apes. In this paper, I review my research on the spacing, mating, and vocal behavior of gibbons and orangutans (Pongo pygmaeus) and the vocal and social behavior of chimpanzees (Pan troglodytes). I devote special attention to results derived from a 25‐year‐long study of a remarkable and extraordinarily large group of chimpanzees that has recently fissioned at Ngogo in Kibale National Park, Uganda. I conclude with some advice for the next generation of field primatologists. Research Highlights: I review the results of my field research on gibbons, orangutans, and chimpanzees.My findings provide insights into the spacing, mating, and vocal behavior of gibbons and orangutans and the vocal and social behavior of chimpanzees. [ABSTRACT FROM AUTHOR]

Social interactions through online social media have become a daily routine of many, and the number of those whose real world (offline) and online lives have become intertwined is continuously growing. As such, the interplay of individuals' online and offline activities has been the subject of numerous research studies, the majority of which explored the impact of people's online actions on their offline activities. The opposite direction of impact—the effect of real‐world activities on online actions—has also received attention but to a lesser degree. To contribute to the latter form of impact, this paper reports on a quasi‐experimental design study that examined the presence of causal relations between real‐world activities of online social media users and their online emotional expressions. To this end, we have collected a large dataset (over 17K users) from Twitter and Foursquare, and systematically aligned user content on the two social media platforms. Users' Foursquare check‐ins provided information about their offline activities, whereas the users' expressions of emotions and moods were derived from their Twitter posts. Since our study was based on a quasi‐experimental design, to minimize the impact of covariates, we applied an innovative model of computing propensity scores. Our main findings can be summarized as follows: (a) users' offline activities do impact their affective expressions, both of emotions and moods, as evidenced in their online shared textual content; (b) the impact depends on the type of offline activity and if the user embarks on or abandons the activity. Our findings can be used to devise a personalized recommendation mechanism to help people better manage their online emotional expressions. [ABSTRACT FROM AUTHOR]

This paper documents a community of eastern chimpanzees (Pan troglodytes schweinfurthii Giglioli, 1872) inhabiting three relict forest fragments situated on the Lake Albert escarpment, down the Ituri highlands, of eastern Democratic Republic of the Congo (DRC). The area explored had a combined forested surface of ±18.15 km2 in 2017, shrinking by 1.2% per year between 2010 and 2015. Between 2015 and 2017, we found 160 chimpanzee nests along 37.6 km of pilot walks, some up to 2,000 m altitude. Another 123 nests logged along 6.7 km transects led to an estimate of chimpanzee density of 4.62 weaned individuals per square kilometer of forest habitat. Camera‐trap images and direct observations revealed that this community is comprised of a minimum of 42 weaned individuals, which translates into an estimated density of 2.3 chimpanzees per square kilometer. The increasing rate of forest degradation threatens to erode the cultural and genetic diversity of nonhuman primates in eastern DRC; the local people however exhibit willingness to establish a community managed reserve. We hope that this report will lead to the recognition of this site as a Chimpanzee Conservation Unit, facilitating further research in these "Relict Altitude Forests Fragments of the Albert Lake Escarpment" (or RAFALE landscape) and the Ituri highlands where other undocumented chimpanzee communities occur. [ABSTRACT FROM AUTHOR]

Human behavior plays a central role in all domains of public health. Applied behavior analysis (ABA) research and practice can contribute to public health solutions that directly address human behavior. In this paper, we describe the field of public health, identify points of interaction between public health and ABA, summarize what ABA research has already contributed, and provide several recommendations for how ABA research and practice could continue to promote public health outcomes. A clearer focus on behavior and widespread adoption of research designs and interventions informed by the ABA literature could lead to better public health outcomes. Reciprocally, better integration of public health goals and strategies into ABA research, harnessing of technology, and more collaboration would help diversify and disseminate our applied science and could yield more effective and scalable interventions to prevent and treat public health problems. [ABSTRACT FROM AUTHOR]

A shot‐peened specimen with a precrack exhibits the following peculiar fatigue fracture behaviour. (1) Precracks can be rendered harmless by peening, even though the precrack reduced the fatigue limit by approximately 20%–60% of the nonpeened specimen. (2) When shot‐peened specimens were fractured at a higher stress than the fatigue limit, most specimens were fractured from outside the precracked part. (3) In most run‐out specimens, stage II (tensile type) nonpropagating cracks were observed. Why were nonpropagating cracks initiated and arrested? To explain the above fatigue behaviours, a new threshold stress intensity factor range (ΔKthR) equation is necessary. In this paper, a ΔKthR equation as a function of crack size was proposed using a nonlinear zone size criterion. By using the equation, the above peculiar fatigue fracture behaviours (1) and (2) and the stage II nonpropagating crack arrest condition could be evaluated quantitatively. Stage II nonpropagating crack initiation could be explained by considering the microdistribution of residual stress due to peening. [ABSTRACT FROM AUTHOR]

Purpose: Behaviour change techniques are fundamental to the development of any behaviour change intervention, but surprisingly little is known about their properties. Key questions include when, why, how, in which contexts, for which behaviours, in what combinations, compared with what, and for whom behaviour change techniques are typically effective. The aims of the present paper are to: (1) articulate the scope of the challenge in understanding the properties of behaviour change techniques, (2) propose means by which to tackle this problem, and (3) call scientists to action.Methods: Iterative consensus (O'Connor et al., 2020, Br. J. Psychol., e12468) was used to elicit and distil the judgements of experts on how best to tackle the problem of understanding the nature and operation of behaviour change techniques.Results: We propose a worldwide network of 'Centres for Understanding Behaviour Change' (CUBiC) simultaneously undertaking research to establish what are the single and combined properties of behaviour change techniques across multiple behaviours and populations. We additionally provide a first attempt to systematize an approach that CUBiC could use to understand behaviour change techniques and to begin to harness the efforts of researchers worldwide.Conclusion: Better understanding of behaviour change techniques is vital for improving behaviour change interventions to tackle global problems such as obesity and recovery from COVID-19. The CUBiC proposal is just one of many possible solutions to the problems that the world faces and is a call to action for scientists to work collaboratively to gain deeper understanding of the underpinnings of behaviour change interventions. [ABSTRACT FROM AUTHOR]