Search

We investigate the sub-networks involved in education policy in Israel in recent years, using Mixed Methods Social Networks Analysis - drawn from combined analysis of qualitative and quantitative data. Our objective was to comprehensively explore the Israeli education policy network to deliver an understanding of its structure, actors, and relationships. Our research offers a descriptive, analytical, and interpretive account of the contemporary Israeli education policy sector, including the actors involved, central policy sub-networks and organizations, and their relationships. We analyze dependence relations within the sub-networks using Resource Dependency Theory and Policy Networks Typology. Our findings contribute to understanding the dynamics of Israeli education policy networks and their perceived influence on policy-making and enactment processes. To the international field of educational policy-related research, we introduce a novel category of policy network actors, previously unaddressed as a distinct type. We have termed this category 'Ethos networks' to characterize this group of actors and elaborate on its significance within the field. Additionally, we underline the importance of considering external societal and political factors in education policy-making.

This research aims to identify some patterns of author (as user) generated tags to the papers of library and information science field in Academia.edu. The research method is typically based on text analysis and word frequency distribution. The population contains over 6000 papers tagged in Academia.edu, and their abstracts were extracted from 159 English journals of the library and information science (LIS) field in the Scopus database. The growth of different types of tags in terms of the number of their words (one-word, two-word, three-word, and four-word and more), as well as the total number of tags over time, appeared as a logistic curve. It was also found that two-word tags had the most matching (54.92%) and four-word tags or more the least matching (1.76%) with different sections of papers (title, abstract, and authors' keywords). The total tags matched 7.5% with the title, 76.61% with the abstract, and 15.89% with the authors' keywords. Regarding the reuse of tags, it was revealed that on the one hand, 38.8% of the tags had been reused; on the other hand, 16% of the tags were reused in the first year, and more than 50% of the tags were reused in the first three years. Finally, it can be said that the users' consensus on specific terms can identify the new patterns of users' tagging at least partially compatible with professional indexing concepts, and by focusing on the most widely used tags and their sustainable distribution, the weighting of indexing terms and even classification schemes may be achieved. [ABSTRACT FROM AUTHOR]

In an era overwhelmed by academic big data, students grapple with identifying academic papers that resonate with their learning objectives and research interests, due to the sheer volume and complexity of available information. This study addresses the challenge by proposing a novel academic paper recommendation system designed to enhance personalized learning through the nuanced understanding of academic social networks. Utilizing the theory of social homogeneity, the research first constructs a sophisticated academic social network, capturing high-order social relationships, such as co-authorship and advisor–advisee connections, through hypergraph modeling and advanced network representation learning techniques. The methodology encompasses the development and integration of a hypergraph convolutional neural network and a contrastive learning framework to accurately model and recommend academic papers, focusing on aligning with students' unique preferences and reducing reliance on sparse interaction data. The findings, validated across multiple real-world datasets, demonstrate a significant improvement in recommendation accuracy, particularly in addressing the cold-start problem and effectively mapping advisor–advisee relationships. The study concludes that leveraging complex academic social networks can substantially enhance the personalization and precision of academic paper recommendations, offering a promising avenue for addressing the challenges of academic information overload and fostering more effective personalized learning environments. [ABSTRACT FROM AUTHOR]

This paper is focused on the development of a didactic proposal for English students in the Basque Country. Specifically for students in the 1st year of "Bachillerato" with Spanish and Basque as their L1 and English as their L2 which aims to improve their communication skills, especially oral abilities and pronunciation, through the use of didactic dubbing. This proposal is framed within a project-based learning (PBL), in which the final project is the creation of a vertical video dubbed in English. For this purpose, six sessions have been designed with different group activities that will culminate with the presentation of the video. This didactic unit revolves around social networks and seeks to meet the requirements of current regulations in terms of objectives, contents, competences and evaluation criteria. In addition, transversal elements such as the appropriate use of social networks, fears or interpersonal relationships are worked on. The use of videos in vertical format meets the increasing demand for creating content in this format that adapts to the new mobile devices.

Reading is considered a non-intuitive, cognitively demanding ability requiring synchronization between several neural networks supporting visual, language processing and higher-order abilities. With the involvement of technology in our everyday life, reading from a screen has become widely used. Several studies point to challenges in processing written materials from the screen due to changes in attention allocation when reading from a screen compared to reading from a printed paper. The current study examined the differences in brain activation when reading from a screen compared to reading from a printed paper focusing on spectral power related to attention in fifteen 6-8-year-old children. Using an electroencephalogram, children read two different age-appropriate texts, without illustrations, presented randomly on the screen and on a printed paper. Data were analyzed using spectral analyses in brain regions related to language, visual processing, and cognitive control, focusing on theta vs. beta waveforms. Results indicated that while reading from a printed paper was accompanied by higher energy in high-frequency bands (beta, gamma), reading from the screen was manifested by a higher power in the lower frequency bands (alpha, theta). Higher theta compared to the beta ratio, representing challenges in allocating attention to a given task, was found for the screen reading compared to the printed paper reading condition. Also, a significant negative correlation was found between differences in theta/beta ratio for screen vs paper reading and accuracy level in the age-normalized Sky-Search task measuring attention and a positive correlation with performance time. These results provide neurobiological support for the greater cognitive load and reduced focused attention during screen-based compared to print-based reading and suggest a different reliance on attention resources for the two conditions in children. [ABSTRACT FROM AUTHOR]

Numerous studies have documented the transition difficulties that health care students experience when they move into paid professional practice. Addressed in this paper are three questions that challenge post-secondary educators. (1) What might a successful transition look like for a "new" health care professional? (2) What individual actions could we, as educators, initiate to promote successful transitions for our students? Should we accept mentoring as an effective strategy to support students' transition, and if so (3) What might demonstrate effective mentorship? The evidence suggests that the process of transition into professional life for health care workers may be facilitated when post-secondary education experiences include the development of strong professional networks, the provision of supportive learning opportunities, supports for developing self-confidence in their new roles are provided and mentoring continues after graduation. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

In recent years, the establishment of a substantial amount of academic groups on scientific social network has brought new opportunities for the collaboration among researchers. In this situation, conducting paper recommendation to these academic groups is of terrific necessity in that it can further facilitate group activities. However, when producing group recommendation, existing methods fail to make full use of the abundant group information, from which a great deal of valuable information can be inferred to facilitate the recommendation performance. In addition, those methods tend to assign an equal weight to each group member when aggregating their recommendations, which is unreasonable in practice. Although some improvements have been made to remedy this problem by assigning different weights to group members, they fail to take into account the reliabilities of group members. Therefore, a group-oriented paper recommendation method based on probabilistic matrix factorization and evidential reasoning (GPMF_ER) is proposed in this article to tackle these problems. More specifically, the group and paper content information are integrated into the probabilistic matrix factorization model to enhance the accuracy of individual recommendation. Afterward, evidential reasoning rule is introduced in the aggregation step to consider both the weights and reliabilities of group members. Extensive experiments have been conducted on the real world CiteULike dataset and the results demonstrate the effectiveness of the proposed method. [ABSTRACT FROM AUTHOR]

The paper presents a theoretical framework of four digital learning spaces: Individual space, Working group, Community of interest, and Open connections. The theoretical framework aims to highlight the unique potentials of digital technologies to expand learning activities. More specifically, the framework contributes with descriptions of specific learning activities that highlight the learning potentials of different social forms as well as learning potentials of digital technologies. The paper highlights learning potentials of digital technologies within each learning space; digital technologies as cognitive partners, collaboration tools, sharing tools, and as network relations and network effects. The framework is developed on the shoulders of existing educational frameworks, and contributes to learning technology research by combining conceptions of social forms, learning theory, and digital technology studies. Further, the framework is directed towards educational practice as a tool to develop learning activities, and to design digital learning spaces. The framework intends to function as a guiding framework that can help teachers and developers to focus on different levels of learning spaces and specific learning activities. Finally, the paper argues that digital technologies have the potential to expand opportunities for learning: specifically, to expand individual agency (within the individual space), collaborative knowledge building (within the working group), transparency (within a community of interest), and interaction with the outside world (through open connections).

Abstract: Aims: In the scientific community no consensus exists regarding the question whether excessive smartphone use (ESU) should be considered as a behavioral addiction. This position paper summarizes relevant aspects of previous research on ESU with respect to content and methodology. From this, recommendations are derived as to which approaches should be given greater consideration in future research work. Conclusions: Our recommendations include the following points: 1. Development and consistent use of smartphone-based measuring instruments that allow the collection of real-time usage data and the submission of time-controlled questionnaire, 2. Validation of these instruments in large representative samples in Germany, 3. Using real-time smartphone user data to address the question whether ESU can become addictive in nature, 4. Clarification of the central question of the extent to which ESN is specific (i. e., use of specific smartphone functions such as social networks) or generalized (in terms of a behavioral pattern of general smartphone overuse). In the long term, further studies on the neurobiology and long-term stability of ESN should be carried out before the classification of ESN as a behavioral addiction can be recommended. [ABSTRACT FROM AUTHOR]

Based on the traditional four-element theory and the discussion of social platform duty, this paper analyzes the source of the obligation of recommending matching social platforms involved in telecommunication network fraud. Through case analysis, this paper analyzes whether the subjective fault and objective measures of social platform cases fully fulfill the duty of care. On the negation of the reasonable duty of care on the crime of refusing to fulfill the management obligation, subjective and objective methods are used to discuss whether the platform constitutes the crime of refusing to fulfill the management obligation. The result of the study has revealed the reasonable obligation of care involved in telecommunication network fraud involving recommending matching social platforms so as to urge the relevant departments to strictly supervise such platform cases and the platform to fully fulfill the duty of care in form and substance. [ABSTRACT FROM AUTHOR]

This paper reports on a study that examined the process of two international doctoral students' academic socialisation in Chinese universities. Drawing on the concept of academic socialisation and social network analysis, we analysed multiple types of data, including study-abroad social network questionnaires, concentric circles interviews, reflective journals, and observational field notes over six months. The analysis of findings revealed that doctoral supervisors acted as the most influential agents in guiding the participants' academic socialisation. The participants also enacted agency to engage in a self-directed socialisation process during which they strategically appropriated resources to cope with various challenges. By unpacking the multi-layered relationships in the participants' networks, this study provides insights into the dynamic and intricate processes of international research students' academic socialisation. Implications are briefly addressed to support international students' experiences in postgraduate research programmes for successful academic socialisation.

Teach for Australia was announced by the Australian Government in 2008, at a corporate dinner sponsored by Swiss multinational investment bank UBS, hosting New York Schools Chancellor Joel Klein. Conceptualising Teach for Australia as a polycentric policy network anchored in venture philanthropy, this paper examines how networks mobilise major government reform, drawing upon both market and state. As an organisation founded, staffed and registered by a major global consultancy firm (Boston Consultancy Group), the paper critiques and questions representation, divisibility and immutability. By drawing upon network ethnography, following people and policy, the paper traces the beginnings of Teach for Australia through inaugural founders, focusing upon co-affiliations. Mapping a heterarchical and polycentric network of non-state and state actors, it highlights indivisible flows of people, money and policy. Thus, this paper seeks to indicate how policy networks embedded in venture philanthropy mobilise policy, whilst being reliant upon formal bureaucracies. This is governance with government. Teach for Australia highlights the nexus between private and public, and fuses together critical connections between market and state, bolstering a major venture philanthropic network that chiefly impacts public schools.

Learning in higher education while being at war is the topic of this paper. The investigation on the management of one's own learning processes by students living war conditions has been addressed through a survey that was conducted on a sample of 1,685 students at the Igor Sikorsky Kyiv Polytechnic Institute in Kiev during February-March 2023, one year after the Russian invasion. The aim is to understand the strategies adopted by students to oppose and counteract the informal learning processes that are produced by the war. Findings of the study show that, although people are immersed in adverse conditions, they can autonomously direct their own learning processes and defend themselves against the learning valencies of the war to counteract its effects. This is a possibility that might depend on the educational quality of social relations and the networks each student has and was able to build. The possibility to be trained represents the most common concern among students. It is more widespread than the precariousness of material living conditions. However, this attitude is not generalised. According to the authors, the different positions expressed by the students could be attributed to the different level of the capacity each student developed to control the learning processes they are exposed to in their daily life. Based on this capacity of control of their own informal learning processes it is possible to activate autonomous self-directed learning and tackle the challenges the war poses.

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

French-as-a-second-language (FSL) teacher candidates' French proficiency and confidence are key indicators of recruitment and retention of FSL teachers. This paper outlines a pilot project, the Conversation Club, that was used to address linguistic insecurity and proficiency in FSL teacher candidates at one university. The Conversation Club was a drop-in 1-hour session conducted over 5 weeks where participants conversed, played games, and participated in dramatic activities entirely in French. The findings from this pilot project demonstrate how linguistic confidence of FSL teacher candidates can be improved with only a few short sessions in French. Further, participants developed their pedagogical knowledge and skills through experiential learning by participating in activities that they could in turn implement in their FSL classrooms. Last, participants developed a social network of support. Findings support the benefit of implementing low-pressure, game-focused drop-in French-language support group within FSL teacher preparation programs to support FSL teachers' linguistic confidence and, potentially, FSL teacher retention. An outline of the club and suggestions for implementation are included in the appendices of this article.

In relational event networks, the tendency for actors to interact with each other depends greatly on the past interactions between the actors in a social network. Both the volume of past interactions and the time that has elapsed since the past interactions affect the actors' decision-making to interact with other actors in the network. Recently occurred events may have a stronger influence on current interaction behavior than past events that occurred a long time ago--a phenomenon known as "memory decay". Previous studies either predefined a short-run and long-run memory or fixed a parametric exponential memory decay using a predefined half-life period. In real-life relational event networks, however, it is generally unknown how the influence of past events fades as time goes by. For this reason, it is not recommendable to fix memory decay in an ad-hoc manner, but instead we should learn the shape of memory decay from the observed data. In this paper, a novel semi-parametric approach based on Bayesian Model Averaging is proposed for learning the shape of the memory decay without requiring any parametric assumptions. The method is applied to relational event history data among socio-political actors in India and a comparison with other relational event models based on predefined memory decays is provided.

The release of millions of financial documents, which has been known as the 'WikiLeaks' of the financial world (a.k.a. 'Panama Papers'), has dragged global attention in how highly structured means applied by some of the elite to conceal their financial assets. Consequently, significant financial corruption allegations were raised. We concentrate on a somewhat overlooked region, the Middle East and North Africa (MENA) region. This study aims to use social network analytics to study the information contained in these documents. We are checking the major players in the MENA's trends and patterns to determine if it matches the known economic powers. The analysis reveals that while the constructed network enjoys some typical characteristics, many interesting observations and properties are worth discussing. Specifically, using the extracted network consisting of 62 987 nodes and 84 692 edges, our social network analysis finding shows that, perhaps surprisingly, the nodes or the social network are not necessarily directly correlated with perceived economic influence. [ABSTRACT FROM AUTHOR]

This essay examines early modern alba amicorum as collections of social and intellectual networks, personal memories, and other textual and visual materials. In what way are these 'paper worlds' related to collections of objects, and to networks of connections? How do they interact with other book and manuscript genres, such as the emblem and the costume book? Taking the album of the Dutch collector Bernardus Paludanus (1550-1633) as a case study, an argument will be made regarding the conceptual and material kinship of alba with other forms of manuscript and print collections. The intermediality and materiality of friendship books will be shown to be crucial aspects for understanding how this medium functioned within early modern cultures of collecting and the communal production of memory and knowledge. [ABSTRACT FROM AUTHOR]

This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled "Undergraduate students' experiences of learning with digital multimodal texts." The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants' written tweets and reflections.

Humans have always been lured by the idea that they can use data to understand a phenomenon and make predictions about it. Learning analytics, in this sense, promise to understand and optimize learning and the environments in which it occurs by collecting data from learners and learning contexts. In this regard, this study systematically examines research on learning analytics through bibliometric, data mining, and analytics approaches. This paper argues that research interest in learning analytics is increasing steadily; some countries, higher education institutions, and researchers have a specific research agenda that indicates their intention to specialize in that field. It is also noted that there is a need for more interdisciplinary studies on learning analytics and a further need to merge technological capabilities with pedagogy. Based on the findings of text-mining and social network analysis, the following themes were identified: (1) learning analytics to improve teaching and personalize learning, (2) hegemony of data-driven teaching and learning practices, (3) multimodal learning analytics as the next generation practice, (4) learning design for learning analytics, (5) formative assessment through learning analytics, (6) learning analytics for social online learning spaces, and (7) privacy and ethical concerns to overcome. This paper suggests focusing on issues such as ethics and privacy and warns researchers to pay attention to the risks of both an educational panoptic society and quantified decision-making processes. Furthermore, rather than relying on algorithms, it is suggested to incorporate social values and center the learners in the learning analytics processes. Finally, this paper asks the following: "If we quantify the learning processes, how can we benefit from the carpe diem of educational processes and then seize the beauty of teaching and learning?"

Tweets are used as alternative metrics (altmetrics) to measure the impact or attention of research. However, Twitter data can only be used for research evaluation purposes, if biases do not influence tweet decisions on papers. The existence of biases can only be reasonably investigated using an experimental design with controlled (marginal) manipulations. In this comment, we propose to undertake an experimental approach to study the decision of scientists to ‘tweet’ on a paper. We describe the design of a study that might allow the experimental investigation of tweet decisions including randomized variations and theoretically derived mechanisms for explaining the empirical results. The described study design should be adaptable to other social media platforms (e.g., Facebook or ResearchGate). This comment is intended to be a plea for using an experimental design to investigate biases in tweet decisions. It is an advantage of tweets –in contrast to citations– that an experimental approach can be applied to investigate the decision of scientists to communicate on papers. [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem 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.)

Hub4Everybody is a one-of-a-kind solution for publishing, sharing and cooperative management of geographical datasets, such as professional data and measuring, results of research projects or student papers, educational materials, emotional maps, visualization of in-field research and other maps, tables, or databases. You can easily upload or update your data as well as adjust the parameters of sharing among different audiences. Hub4Everybody is an alternative tool combining online office software with an editorial system for spatial data. It is also an Open-Source alternative to already existing commercial solutions, while offering additional extending options. Hub4Everybody offers all usual functions of geoportals (working with a map, linking of external data and services) but on top of that it offers a possibility to link desktop and mobile solutions for geographical data processing, data visualisation in form of storyboard and communication components via social networks. The solution is scalable and fully adaptable to the end-user needs. You can store your data directly on Hub4Everybody cloud or in your own infrastructure. All technologies used for Hub4Everybody are open source, which enables you to communicate with all kinds of users all over the world while no costs are necessary. The paper describes not only the current system, but also the history of development and potential utilization. An intensive testing and development using a series of INSPIRE Hackathons are an important part of development. [ABSTRACT FROM AUTHOR]

This paper describes forms of online youth civic engagement that center the experiences of youth with historically marginalized identities and documents ways that youth are civically engaged. Twenty U.S.-based, digitally active youth ages 16 to 21 years old were interviewed. Seven participants (35%) identified as female, nine (45%) as male, and four (20%) as gender nonbinary. Twelve (60%) identified as a first or second generation immigrant. Youth were recruited through youth-led movement accounts on Twitter and contacted via Direct Messaging. Semi-structured interviews were conducted with youth between March and September 2020, a period spanning the outbreak of COVID-19 and rise in participation in the Black Lives Matter movement. Inductive Constant Comparative Analysis was used to document forms of youth civic engagement on social media and understand how youth ascribed meaning to their civic engagement. Framed by literature on critical consciousness and psychopolitical resistance to oppression, findings highlight three forms of online youth civic engagement: Restorying, Building Community, and Taking Collective Action. These findings indicate that, for youth with identities that have historically been marginalized, social media is an important context to be civically engaged in ways that resist oppression and injustice.

This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants' sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants' initial mathematical discourse and documented two emergent sociomathematical norms, namely "explaining why" and "emergent shape discourse." When participants "explained why," they used specific quantities or symbolic representations of functions to justify why function graphs have particular visual features. When participants engaged in "emergent shape discourse," they coordinated change between covarying quantities to justify why function graphs behave in certain ways. This study provides evidence that online settings can provide context for mathematics teachers engaging in legitimate collaborative mathematical activity and that activity can be enhanced by participation in discourse featuring specific sociomathematical norms. We discuss conjectures regarding the potential of reflective discussion activities paired with the Notice and Wonder Framework to support the emergence of generative sociomathematical norms. We also discuss potential relationships between characteristics of participants' mathematical discourse and their membership with the core and periphery of a social network.

The emergence of digital communication channels has transformed faculty development, offering new opportunities for networking and collaboration. This paper explores successful practices for promoting connection and belonging among faculty members through platforms like Slack and Discord. Key strategies include creating dedicated channels for academic discourse, facilitating cross-departmental collaboration, encouraging informal networking, and promoting mentorship and professional development. By leveraging these digital forums, institutions can overcome geographical barriers, foster interdisciplinary projects, and build a supportive academic community. This approach enhances faculty members' professional networks and provides a robust framework for their growth and engagement in academia.

Background: Cancer is a major public health challenge globally. However, little is known about the evolution patterns of cancer research communities and the influencing factors of their research capacity and impact, which is affected not only by the social networks established through research collaboration but also by the knowledge networks in which the research projects are embedded. Methods: The focus of this study was narrowed to a specific topic – 'synthetic lethality' – in cancer research. This field has seen vibrant growth and multidisciplinary collaboration in the past decade. Multi-level collaboration and knowledge networks were established and analysed on the basis of bibliometric data from 'synthetic lethality'-related cancer research papers. Negative binomial regression analysis was further applied to explore how node attributes within these networks, along with other potential factors, affected paper citations, which are widely accepted as proxies for assessing research capacity and impact. Results: Our study revealed that the synthetic lethality-based cancer research field is characterized by a knowledge network with high integration, alongside a collaboration network exhibiting some clustering. We found significant correlations between certain factors and citation counts. Specifically, a leading status within the nation-level international collaboration network and industry involvement were both found to be significantly related to higher citations. In the individual-level collaboration networks, lead authors' degree centrality has an inverted U-shaped relationship with citations, while their structural holes exhibit a positive and significant effect. Within the knowledge network, however, only measures of structural holes have a positive and significant effect on the number of citations. Conclusions: To enhance cancer research capacity and impact, non-leading countries should take measures to enhance their international collaboration status. For early career researchers, increasing the number of collaborators seems to be more effective. University–industry cooperation should also be encouraged, enhancing the integration of human resources, technology, funding, research platforms and medical resources. Insights gained through this study also provide recommendations to researchers or administrators in designing future research directions from a knowledge network perspective. Focusing on unique issues especially interdisciplinary fields will improve output and influence their research work. [ABSTRACT FROM AUTHOR]

Reproduction provides direct fitness benefits; therefore, it is important to determine why in some societies certain individuals have disproportionate access to reproductive opportunities. The social interactions that underlie reproductive hierarchies can occur in multiple situations, yet they are rarely studied in unison. The reproductive heir in the social wasp Ropalidia marginata is cryptic to human observers until the queen dies or disappears. To determine whether a reproductive heir can be identified through her behaviour, we examined four types of social situations: aggression, spatial overlap, trophallaxis and exchange of solid food. We asked whether accounting for all four social situations in a multilayer network provides more information about the structure of the society than examining each situation on its own or in an aggregate network that does not distinguish between social situations. We found that the reproductive heir had the most social interactions in the multilayer network but not in each of the social situations when considered separately or when all situations were lumped together. Our work demonstrates that multilayer networks can uncover new insights on social organization by explicitly considering the links between multiple situations of social interactions. • Social status is determined by synergies among interactions in multiple situations. • We use a novel multilayer network approach to identify a cryptic reproductive heir. • We test whether centrality in four social situations can predict an heir's identity. • Multilayer networks outperformed single or aggregate networks. • Multifaceted analysis of sociality provides previously unknown information. [ABSTRACT FROM AUTHOR]

The presence of cyberspace in the lives of young people is such that we can no longer distinguish between online and offline spheres. They live a process of onlife development that is not always equitable in terms of gender. This paper aims to account for the online behaviour of Spanish adolescents according to gender and age, the decisions they make when constructing their virtual identity, and the effects that this has on them. A quantitative study has been carried out at a national level (N=2,076, 12-18 years old) following a non-experimental ex post facto design by means of a survey study. The results show that there are gender differences in the preference for one or other social network. A high percentage of girls make different choices when it comes to their online presence. Unlike boys, girls state that their virtual self and their behaviour significantly influence the opinion that they have of themselves and their need to feel integrated. In conclusion, the decisions that adolescents make when creating their virtual selves do not only have negative consequences derived from poor management, but are also plagued by mandates and stereotypes that determine how they should be and what they should do online; something that is especially pressing for girls.

The paper studies the emergence of venture philanthropy in public schools in Australia, focusing on policy networks and policy mobility. It seeks to analyse how policy is mobilised and leveraged via networks, focusing on the initiative of a national education charity with deductible gift recipient status, and a national research education institute. By drawing on network ethnography, and following people, things, and money, the paper studies the restructuring of traditional government and its relationship "to," and "with," policy networks. Policy networks, as shown in this paper, are highly diverse in shape and form, consisting of powerful human actors, but also influential non-human actors that take on lateral scope including government reports, policy documents, and parliamentary legislation. The restructuring of the state apparatus is not a hollowing out of the state, but rather the state performs a central node within a policy network, challenging the notion that non-state actors supersede the role of the state. Policy networks represent highly valuable commodities and tend to be characterised by their reproductive values. These networks are tangibly reshaping the way money and commodities are circulated, offering a transactional currency and commodity within a marketplace, and reaching into public schools.

A central concern of the cognitive science of language since its origins has been the concept of the linguistic system. Recent approaches to the system concept in language point to the exceedingly complex relations that hold between many kinds of interdependent systems, but it can be difficult to know how to proceed when "everything is connected." This paper offers a framework for tackling that challenge by identifying *scale* as a conceptual mooring for the interdisciplinary study of language systems. The paper begins by defining the scale concept--simply, the possibility for a measure to be larger or smaller in different instances of a system, such as a phonemic inventory, a word's frequency value in a corpus, or a speaker population. We review sites of scale difference in and across linguistic subsystems, drawing on findings from linguistic typology, grammatical description, morphosyntactic theory, psycholinguistics, computational corpus work, and social network demography. We consider possible explanations for scaling differences and constraints in language. We then turn to the question of *dependencies between* sites of scale difference in language, reviewing four sample domains of scale dependency: in phonological systems, across levels of grammatical structure (Menzerath's Law), in corpora (Zipf's Law and related issues), and in speaker population size. Finally, we consider the implications of the review, including the utility of a scale framework for generating new questions and inspiring methodological innovations and interdisciplinary collaborations in cognitive-scientific research on language.

This research paper explores how preservice teachers engaged with the transmodal place-based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place-based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID-19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place-based digital poetry can be a unique way to draw together place-based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline.

In this paper, a key node mining algorithm of entropy-CRITIC combined weighted GRA-TOPSIS method is proposed, which is based on the network structure features. First, the method obtained multi-dimensional data of students' identities, seating relationships, social relationships, and so on to build a database. Then, the seating similarity among students was used to construct the in-class social networks and analyze the structural characteristics of them. Finally, the CRITIC and entropy weight method was introduced for obtaining the combined weight values and the GRA-TOPSIS multi-decision fusion algorithm to mine the key student nodes that have negative impact. The experiments showed that the algorithm of this paper can evaluate students objectively based on their classroom social networks, providing technical support for process-oriented comprehensive quality education evaluation.

Purpose: The purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces "synthesizing" as a core, power-laden facilitation practice that brought together network members from disparate institutions to converge on a shared network aim and theory of improvement. Design/methodology/approach: This study is situated within a teacher preparation improvement network. Forty-four teacher educators from seven university-based teacher preparation programs participated in the network. Guided by practice theory (Feldman and Orlikowski, 2011), the author collected and analyzed network meetings and artifacts to unveil facilitation practices and their relation to power. Findings: Synthesizing emerged as a central facilitation practice. Facilitators' engagement in this practice produced power by constraining and enabling how network members participated. Finally, facilitators were systematically and advantageously positioned to prioritize some network members' perspectives while peripheralizing others'. Practical implications: This paper offers a concrete, detailed window into a core facilitation practice in a network and problematizes it to enable network leaders to be deliberate about facilitation decisions. Originality/value: Facilitation is a central component of effective networks (Rincón-Gallardo and Fullan, 2016) and is considered central to the work of networked improvement (Bryk "et al.," 2015), but there exists a dearth of research that offers insights into how facilitation comes to be enacted in practice. This study offers detailed insights into one such facilitation practice.