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Purpose: The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local community. In reflecting on the way this project enabled local knowledge exchanges between different age groups, the paper examines the way intergenerational interactions become pedagogical and make public and public pedagogy visible. Design/methodology/approach: This research paper employs the theoretical and methodological framework of performance (Charman and Dixon, 2021) to read the author's experience with the intergenerational maps project. Insights gained from performance framework are shared to illuminate the complexity of public pedagogy and its entanglement with place, public and knowledge. Findings: The critical reflection on the author's encounter with a pedagogical event points to the importance of using a new theorisation of public pedagogy (Charman and Dixon, 2021) as a useful generative method to guide the reading, learning and research within the fields of public pedagogy and intergenerational relations. Practical implications: The practical implications of this paper centres on its deployment of a new theorisation of public pedagogy as a useful framework for studying intergenerational interactions. This places these intergenerational interactional dynamics in the field of public pedagogy and can be practically applied to further develop desirable public pedagogical practices within the arena of public pedagogy. Originality/value: The paper offers a subjective interpretation of the author's experience with an intergenerational interaction project and presents an application of a theoretical framework to read events as pedagogical performances that brings insights into the pedagogical potential of these public performances.

Web development is a domain with rapid growth along with speed evolution in recent years, driven by the ever-expanding digital landscape. In today's age, there are web applications for almost all purposes, from having education and knowledge to booking flight tickets, web technologies have been part of all markets now. Websites, to talk in terms of a consumer, make many things easier and faster with lower efforts. We use them daily for various purposes. Irrespective of our differences, age groups, genders, interests, and goals, websites have something to offer for all categories. This made web technologies favorable, adaptable, and still evolving. It has evolved continuously and taken over many other domains defining its position as a key aspect of digital platforms. Web technology has helped enhance features available digitally as well as has led to being the source of various advanced web-based applications. This survey paper goes over the evolution of web development over the years and discusses its life cycle. It aims to analyze different domains of web development and goes over the differences in some of the most widely used languages and frameworks in each giving a slight idea of them with the help of comparison tables and graphs. Then it focuses on the main issues faced in respective domains considering the technological challenges and available options for them. Then the issues of merging web technologies with other technologies are discussed too. The paper’s main initiative is to identify and categorize key challenges of their vivid domains. [ABSTRACT FROM AUTHOR]

Children frequently respond differently to therapies compared to adults. Differences also exist between paediatric age groups for pharmacokinetics and pharmacodynamics in both efficacy and safety. Paediatric pharmacovigilance requires an understanding of the unique aspects of children with regard to, for example, drug response, growth and development, clinical presentation of adverse drug reactions (ADRs), how they can be detected and population‐specific factors (e.g., more frequent use of off‐label/unlicensed drugs). In recognition of these challenges, a group of experts has been formed in the context of the conect4children (c4c) project to support paediatric drug development. This expert group collaborated to develop methodological considerations for paediatric drug safety and pharmacovigilance throughout the life‐cycle of medicinal products which are described in this article. These considerations include practical points to consider for the development of the paediatric section of the risk management plan (RMP), safety in paediatric protocol development, safety data collection and analysis. Furthermore, they describe the specific details of post‐marketing pharmacovigilance in children using, for example, spontaneous reports, electronic health care records, registries and record‐linkage, as well as the use of paediatric pharmacoepidemiology studies for risk characterisation. Next the details of the assessment of benefit–risk and challenges related to medicinal product formulation in the context of a Paediatric Investigation Plan (PIP) are presented. Finally, practical issues in paediatric signal detection and evaluation are included. This paper provides practical points to consider for paediatric pharmacovigilance throughout the life‐cycle of medicinal products for RMPs, protocol development, safety data collection and analysis and PIPs. [ABSTRACT FROM AUTHOR]

Improved global access to novel age‐appropriate formulations for paediatric subsets, either of new chemical entities or existing drugs, is a priority to ensure that medicines meet the needs of these patients. However, despite regulatory incentives, the introduction to the market of paediatric formulations still lags behind adult products. This is mainly caused by additional complexities associated with the development of acceptable age‐appropriate paediatric medicines. This position paper recommends the use of a paediatric Quality Target Product Profile as an efficient tool to facilitate early planning and decision making across all teams involved in paediatric formulation development during the children‐centric formulation design for new chemical entities, or to repurpose/reformulate off‐patent drugs. Essential key attributes of a paediatric formulation are suggested and described. Moreover, greater collaboration between formulation experts and clinical colleagues, including healthcare professionals, is advocated to lead to safe and effective, age‐appropriate medicinal products. Acceptability testing should be a secondary endpoint in paediatric clinical trials to ensure postmarketing adherence is not compromised by a lack of acceptability. Not knowing the indications and the related age groups and potential dosing regimens early enough is still a major hurdle for efficient paediatric formulation development; however, the proposed paediatric Quality Target Product Profile could be a valuable collaborative tool for planning and decision making to expedite paediatric product development, particularly for those with limited experience in developing a paediatric product. [ABSTRACT FROM AUTHOR]

The condition and health of large oil-immersed power transformers' insulation have a direct impact on the safety and stability of the power grid. Therefore, it is crucial to investigate the aging characteristics of oil–paper insulation in power transformers. In this study, we developed a computational model for reclosing current calculation and multiphysics coupling models for magnetic-circuit-force, electrostatic field, and temperature field simulations. The calculated aging resulted in a mechanical stress of 8.71 MPa, an electric field strength of 2.26 × 106 V/m, and a temperature of 113.7 °C. We conducted combined electrical–thermal–mechanical aging tests on the oil–paper insulation and measured various insulating paper performance parameters at different aging stages. Our study revealed that both the mechanical and electrical properties of the insulating paper deteriorated in both aging groups. However, the changes were more pronounced in the electrical–thermal–mechanical aging group compared to the electrical–thermal aging group, indicating that mechanical stress accelerated the aging process of the insulating paper. In the early stages of aging, the rate of performance changes in the electrical–thermal aging group was similar to that in the electrical–thermal–mechanical aging group. However, as the aging time increased, the degradation of performance induced by mechanical aging became more significant. This suggests that the insulating paper's resistance to mechanical damage, specifically short-circuit resistance, noticeably decreased after prolonged aging. [ABSTRACT FROM AUTHOR]

Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that influence IT working Professionals to adopt paid MOOCs using the UTAUT 2 model. Based on a survey conducted on 250 respondents, the study uses multiple regression to understand the significance of factors affecting the intention to adopt paid MOOCs. A multigroup analysis was also done to understand the differences among different age groups and genders. The results establish that social influence, facilitating conditions, brand credibility and price value are significant in the adoption of MOOCs. Performance expectancy, effort expectancy, and curiosity were found to be insignificant. Based on the research findings, the implication of the study and future scope for research have been suggested.

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed.

Vergence‐Accommodation Conflicts (VAC) occur in neareye displays when the binocular disparity of the 3D rendered content (vergence) does not match the display focal distance (accommodation). VAC has been shown to reduce perceptual image quality, cognitive performance, and oculomotor coordination. In this study, we aimed to investigate the impact of VAC on visual performance in augmented reality (AR). Specifically, we quantified the impact of AR VAC on the 'Time to Focus' (TTF); when the user switches focus between real world content and worldlocked AR rendered content. Our results show that TTF increases exponentially with VAC. The increase is more pronounced at closer vergence distances in displays with focal distance of 1 D or longer. Finally, we showed that VAC may have a differential effect across age groups; specifically, older users may be affected more in closer focal and longer vergence distances 186‐189. [ABSTRACT FROM AUTHOR]

Background: Road traffic accidents in Iran are a critical issue that hinders economic development and one of the main threats to the health and safety of people in the community. The statistics indicate that after cardiovascular diseases, traffic accidents are the second leading cause of death in different age groups, which reflects the necessity of prediction in this area. Materials and Methods: The present study investigated the data of the traffic-accident injured people between April 2009 and March 2012 in Golestan, Mazandaran, Guilan, and Ardebil provinces, presented to forensic medicine. We used the Box-Jenkins method as one of the most advanced methods in prediction and future studies in the field of health systems, to estimate the number of injuries by province, for the years 2016 to 2019. Results: The obtained results suggested the appropriate time series patterns for predicting injured people in Golestan Province with Autoregressive Integrated Moving Average (ARIMA) (4, 2, 4), Mazandaran Province with ARIMA (3, 1, 5), Guilan Province with ARIMA (3, 1, 4), and Ardabil Province with ARIMA (5, 1, 2). Furthermore, the mean percentages of absolute error for different provinces were as follows: Golestan Province, 0.114; Mazandaran Province, 0.064; Guilan Province, 0.078; and Ardabil Province, 0.1250. These data demonstrate the high precision of the Box-Jenkins method in predicting the number of traffic-accident injured people, especially in Mazandaran and Guilan provinces. Estimated values for 2016 to 2019 indicate that the road traffic injuries are increasing in Golestan Province and decreasing in Mazandaran, Guilan, and Ardebil provinces. Conclusion: The high precision of the Box--Jenkins method makes it an appropriate way for experts and authorities to predict traffic accident injuries in Golestan, Guilan, Mazandaran, and Ardebil provinces. The reduced number of casualties in Mazandaran, Guilan, and Ardebil indicate a progressive improvement in the transportation system conduct in these provinces. Moreover, Golestan Province is moving towards an increase in traffic accidents, requiring replanning to reduce accidents there. [ABSTRACT FROM AUTHOR]

While enrollment in Catholic schools is rising in the global south, it is declining in many Western countries. Providing a quality and holistic education experience remains essential in both developed and developing countries, especially for disadvantaged groups. But in addition, in developed countries, trade-offs may have to be confronted to stem the decline in enrollment that affects the financial sustainability of schools. Building on a presentation made at the closing plenary of OIEC's World Congress in New York, this paper focuses on the United States where enrollment in Catholic schools has been dropping for more than 50 years. In the absence of state support for Catholic schools and in a context of rising operating costs and therefore tuition, the decline in enrollment is due in part to a lack of affordability of schools given high out-of-pocket costs paid by parents. But other factors related to perceptions about Catholic schools also play a role. To stem the decline in enrollment, market research can help, including to assess how favorably Catholic and other types of schools are perceived in the population. The paper relies on data collected for the National Catholic Education Association to compare favorability ratings by type of schools and assess factors associated with these perceptions.

The purpose of this study is to investigate the career adaptability of Turkish teachers working in special education schools in terms of psychological well-being and job satisfaction. The study group consist of 214 Turkish teachers working in the special education training in Istanbul. Personal Information Form, Career Adaptability Scale, Minnesota Satisfaction Questionnaire and Psychological Well-Being Scale were collected in the study. In the analysis of the findings obtained in the study, multiple regression analysis, t-test and ANOVA techniques were used. When the research findings are examined, female Turkish teachers working in special education schools have higher career adaptability than male Turkish teachers. Besides, Turkish teachers in the age range of 36-40 have more career adaptability than other age groups. According to the results of the research, job satisfaction and psychological well-being are important variables explaining career adaptability of Turkish teachers working in special education schools. [This study was presented as an oral presentation at II. International Academic Research Congress.]

This paper reports an experiment that investigates interpretive distinctions between two different expressions of generalization in Spanish. In particular, our aim was to find out when the distinction between generic statements (GS) such as "Tigers have stripes" and universally quantified statements (UQS) such as "All tigers have stripes" was acquired in Spanish-speaking children of two different age groups (4/5-year-olds and 8/9-year-olds), and then compare these results with those of adults. The starting point of this research was the semantic distinction between GS and UQS in that the former admit exceptions, unlike the latter. On the other hand, several authors have observed a Generic overgeneralization effect (GOG) consisting in allowing for UQS to be felicitous in the face of exceptions, thus proposing that this "error" stems from GS being defaults (simpler, more easily learned and processed). In the current paper we aimed to test the "Generics as Default" (GaD) hypothesis by comparing GS and UQS in three different age ranges. Our data show that, overall, the accuracy of GS is greater than the accuracy of UQS. Moreover, we also confirm a hypothesized interaction between age and NP type (GS vs UQS). Further, we present several data points that are not predicted by the GaD, including an observed decline in the accuracy of GS in the older group of children as well as in adults, and that children fail at rejecting statements that are not considered to be true generalizations.

This paper presents an innovative narrative data analysis approach, used in a narrative research project exploring student values. The work of three different authors was drawn upon to create a novel, rigorous and synergistic analysis tool. A novel approach to data analysis, using the stories told by one Generation Z (Gen Z) student and the personal values elicited, which are drawn from Schwartz's theory of universals in basic human values is presented. This leads to a restorying of the data, from which the reader finds meaning. The participant was interviewed at the beginning of their first year as undergraduate and is presented as an example from the larger study of seven Gen Z students. How this approach is effective is examined, demonstrating that combining theory and the narrative analysis approach enabled the values of self-direction, security, benevolence and power to be exposed within the resulting restorying. This is a new and innovative approach to narrative analysis that can be applied in a wide range of contexts internationally and utilised in future studies.

Although the new economic paradigm is based on the rapid evolution of technology, it is not clear if this evolution is only dependent on a spectacular transformation of human resources or if the evolution of human resources has imposed major changes at a technical level as well. The main focus of this paper is to identify how to cope with these new technologies as educational actors, using a diagnosis of contemporary generation characteristics. The fourth industrial revolution (Industry 4.0) imposes a rapid evolution (or revolution) of the human resources paradigm in engineering: iMillennials should adapt to that paradigm, and the paradigm should be adapted to them. The research objectives were to identify some relevant characteristics of iMillennials' technological background and to create a map of the abilities of this generation as required by the evolution of new technologies. For a batch of students with a technical background, two psychological inventories that describe emotional intelligence and motivation acquisition were applied. Each inventory used focuses on certain features that describe motivational achievement (AMI) or emotional intelligence (EQ-I). Besides the motivational features, the AMI questionnaire also refers to socio-emotional abilities. A correlation between the parameters of the two inventories occurred. Three correlated parameters (assertiveness, reality testing, and commitment) were identified. Based on these results, a constellation map of soft skills was designed to match characteristic features of iMillennials with necessary competencies for an Industry 4.0 environment. Furthermore, this paper proposes a tool for educational actors to cope with these transformations based on the new technologies of Industry 4.0 and the characteristics of the iMillennials generation.

This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled "Teaching Science and Mathematics in Preschool Education." The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The study included a thematic content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and look blocks. In the following weeks, they learned more about Scratch and used different blocks.

• At steady-state excitation, the transient electric field distribution in typical multi layer oil-paper insulation at different aging stages was obtained. • The equivalent model of polarization conductivity was proposed, which characterized the nonlinear phenomena at different polarization voltages. • Based on the charge escape trap model, the mechanism of the nonlinear phenomenon of response current in the process of dielectric polarization was revealed. The oil-immersed transformer plays a pivotal role in the power network. Its insulation stability is essential. At present, the application of time-domain dielectric response technology in insulation detection of oil-immersed equipment is relatively mature. However, there is a contradiction between increasing the test excitation amplitude to improve the test accuracy and the nonlinear response characteristics of the test dielectric at high-voltage excitation. The assessment theories all depend on the laboratory test results, and inaccurate test results will affect the assessment results. Therefore, this paper prepared several groups of insulation-scaled aging models in the laboratory and studied the effects of temperature and test excitation amplitude on the polarization and depolarization characteristics of the models. During the polarization process, the electric intensity variation was calculated. Meanwhile, at the time-varying electric field, the influence mechanism of electric intensity on the response current caused by the charge escaping from the trap during the polarization process was obtained. This paper quantified the relationship between the aging state and the height of the interfacial polarization barrier. The study of nonlinear dielectric response in the time domain will help to improve the accuracy of test results when diagnosing the insulation performance of oil-immersed transformers. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine mobile games in the context of their content and to evaluate the situations faced by children through document analysis in terms of age-rating, game score, access permissions, the inclusion of advertisements, in-game purchases, encouraging consumerism, the inclusion of violence, bad habits, and educational value. The review and rating data of the games which can be found in Common Sense Media and Google Play Store were included in the study. These data were analyzed by descriptive content analysis using frequency (f) and percentage(%) values. According to our findings, it was revealed that 92% of the games involved in the study included in-game purchases and 75% of them included advertising. As a result of the investigations, it was also found that mobile games requested a lot of access permissions during installation. In addition, it was concluded that 90% of mobile games encouraged consumerism and 50% contained violence and fear elements. We think that the results are important in the way that they reveal the possible risks encountered by young people while they are playing mobile games and also in terms of increasing the awareness on the subject for both the users and their parents. [This study was presented as a paper at the International Computer and Instructional Technologies Symposium (ICITS-2019) (13th, Kirs¸ehir, May 2-4, 2019.]

The purpose of this biographical paper is to reflect generational changes in the landscape of educational sciences during the last 20 years. Rapid change within the educational science generations on the one hand, and in the gap between the research-generations has been observed in the last years at the international level. Despite this fact, the intergenerational collaborative research has had impact on carrier advancement of younger research generations. Therefore, this paper aims to find out the evidence on what we can learn in intergenerational research collaboration. The theoretical background of the current paper is based on the human collaboration concept in the form of transfer and transforming the best practice patterns and developing self-experience with new knowledge, skills, and attitudes (špona, 2018: 18). The ethnomethodology of ex-post-facto 'inner-dialogue' was chosen to find answers to the research question, targeted on reflecting on collaboration as social life impact on selected different researcher generation cases with the career advancement from school teacher to scientific institute director as a method of analysis of the human collaborative practice of perceiving people, places and events as "categories" of "collaboration," and to use these to explain collaborative actions. The evidence of scientific, social and practical impact of intergenerational collaboration, and the sustainability of collaborative research will be explained, based on experience with the excellent team of West-Timisoara University. Biographical intergenerational collaboration stories of three research generations have impacted research career advancement and will contribute to the international discussion on what we can learn from intergenerational collaboration in research.

This paper describes the design and development of ERAS, an experiential role-playing aging simulation. This webbased tool was designed for psychology students to engage in a role-playing experience that serves to increase individuals' empathy toward the elderly, as they learn about aging. In ERAS, the learners take on the role of aging individuals. The aging individuals vary in their ethnicity and ages. Successful completion of the scenarios requires the learners to perform a series of role-playing and perspective-taking activities related to the daily life of the aging individual. In this paper, we described the contextual framework, design, development, and review processes. The paper also provides a reflection on the successes and challenges experienced by the design team. Overall, the paper discusses the critical design elements and decisions made by the team.

Civil engineering, specifically transport engineering, is a continually evolving profession. Recent developments in technology have resulted in more automated and visual problem-solving techniques, involving the use of computer programs and simulation, as practitioners and researchers move away from traditional pen and paper approaches. Accordingly, teaching undergraduate university students the basic principles of transport planning, traffic engineering, and highway design effectively is fundamental to the sustainability of the profession. It also is a challenging and dynamic task for educators because enhanced accessibility to technology has changed the way students understand and learn the material being delivered at tertiary education institutions. This paper presents the development of, and feedback from, the implementation of a series of blended learning initiatives (interactive polling exercises, online quizzes, supplementary learning videos, and authentic real-world design project) within an introductory large class-size transport planning and geometric design subject. The process of developing the blended learning initiatives was documented to clearly highlight the benefits and challenges in the transformation process. In addition, qualitative student feedback and student performance between 2016 and 2018 were reviewed to understand the impacts of the transformation. The initiatives were well received; students valued self-paced learning and the exposure to real-world design exercises. From an educator's perspective, blending made it feasible to deliver complex content whilst offering tailored learning opportunities across the cohort. Although further comprehensive experiments and statistically oriented research are necessary, this case study adds to a growing body of literature that indicates the potential value of blended learning initiatives, especially in the context of large class-size university subjects.

Language education evolves and is shaped by the needs of the generations as well as the contemporary realities of the world. Today, humanity faces with rapid developments and innovations in technology and science. These realities shape the society and each community in the world. In this regard, the term Generation Z (Gen Z) has emerged. Gen Z has its own dynamics and realities which, in turn, entails new issues in learning and teaching. It is not possible to implement classical and obsolete techniques and ways while teaching English to Gen Z. Current paper is an attempt to investigate the theoretical and practical issues of teaching English to Gen Z.

Critics like to call students in Generation Z (those born in 1995 onward) "coddled" and resistant to ideas that they disagree with. A series of high profile protests at universities have led to the impression that Generation Z is political intolerant of those who they disagree with. At the same time, Generation Z is a more diverse, more educated, and more active political generation. Given political polarization, teaching Generation Z students about political tolerance presents challenges. This paper presents an approach to teach political tolerance in an Introduction to Politics course. Grounded conceptually in the cognitive and neurosciences, the course helps students understand the limitations of rational decision-making in politics and the centrality of emotion and identity. The paper presents a day-by-day recount of an approach to teaching political tolerance including an original survey that measures student political tolerance. The survey indicates that only 30% to 34% of the 69 Generation Z students completing the survey were politically intolerant using a variation of the "least preferred" approach. Additionally, the students were more tolerant of progressive speech, books, and teachers. The paper draws conclusions about teaching political tolerance to Generation Z students and includes suggestions for future research.

Purpose: This paper aims to explore the career aspirations of individuals belonging to the Gen Z cohort, i.e. born between 1995 and 2012. Design/methodology/approach: This paper is a systematic review of the literature. The authors accessed four databases to collect literature for review. The databases included were Academic Search Ultimate, Business Source Ultimate, ERIC and Google Scholar. Keywords used to conduct the search process were as follows: career development, career aspiration, generation Z, Gen Z and iGen. The authors imported all articles to RefWorks, read article abstracts and decided on whether to include or exclude the article in the review. Findings: Based on this systematic review, the authors found that intrinsic and extrinsic factors determine Gen Z's career aspirations. Further, based on past studies' predictions, the authors concluded that Gen Z has well-defined career expectations and career development plans. Research limitations/implications: Gen Z is the newest generation to enter the workforce. With limited research on this cohort, this study synthesized the existing knowledge of Gen Z students' career aspirations and their future employers' expectations. All research around Gen Z is currently focused on students, and hence, it is challenging to predict their workplace behavior. In this work, the authors provided organizations and practitioners guidelines to be prepared with Gen Z's expectations as they enter the workplace. Originality/value: This systematic literature review synthesizes empirical research from around the world on career aspirations related to Gen Z.

Introduction: Developing children's skills in producing oral narratives can reflect their linguistic and cognitive abilities. However, to evaluate these abilities appropriately, it is necessary to find and apply an efficient narrative assessment tool. This study primarily aimed to assess the reliability and validity of a picture story, as a narrative eliciting tool, based on Persianspeaking children's narratives. This assessment is going to be done at the microstructure and macrostructure levels. Furthermore, to evaluate the power of the assessment tool, we explored the effect of age and gender variables on using different narrative elements at the microstructure and macrostructure levels. Materials and Methods: We used a picture story, "Frog, where are you?" to elicit oral narratives in 48 subjects, including 7-, 9-, and 11-year-old boys and girls. The reliability and validity of the tool were respectively assessed by test-retest and factor analysis. Results: The findings indicated a significantly high correlation between the evaluated features based on test-retest. Besides, factor analysis revealed four categories: sentence structures, references, conjunctions, measures of story length. They were valid indicators for assessing Persian-speaking children's narratives. The results also showed a statistically significant difference among different age groups, but an insignificant effect of gender on using discursive features in the tales. Conclusion: The picture story "Frog, where are you?" can be used as a reliable and valid narrative eliciting tool for Persian data at the microstructure and macrostructure levels. Also, the age factor, but not the gender one, affects the stories recited by Persian children. [ABSTRACT FROM AUTHOR]

The paper's primary goal was to analyze and find interactive piano learning systems using the Suzuki method. The sample of respondents engaged in the investigation was made up of 200 students from the [Zhejiang Conservatory of Music]. The estimated Cohen's kappa coefficient determined the level playing field of control and experimental groups at the start of training, as the coefficient was equal to 0.08. The survey measured the control and experimental group members' awareness of the Suzuki method. 29% of students in the control group and 18% of students in the experimental group were somewhat aware of the Suzuki method and relevant theoretical background. The training program was based on: learning sheet music by listening with Modartt Pianote app; developing fine motor skills using Garritan; teamwork based on YOUSICIAN (for the experimental group) and Ding Talk (for the group of children); regular homework using Native Instruments GarageBand (for the experimental group) and WeChat (for children) mobile apps. After a year of study, 54% of students learned to comprehend melodies of varying complexity by ear with further playing on the piano. 58% of control group members learned to play sophisticated tunes using musical notation. During the second phase, which involved 5-7-year-old children, most of group 3 members acquired strong knowledge. Involvement of 5-7-year-olds was done to compare the effectiveness of the developed program for different age categories.

Research has found that the new-age learner, Gen Z, is different from his/her predecessors and hence educators need new age pedagogical interventions to cater to this group of learners. With a change in the way the new age learner learns, the education system needs to revamp to incorporate tools that suit the need of the learner. The paper reviews the use of Gamification as a tool for motivation and engagement for Gen Z in higher education with the help of peer-reviewed research literature from research databases predominantly from Scopus and Web of Science. The purpose of this paper is to provide suggestions on how to create an engaging and meaningful learning environment in Higher Education for Gen Z by providing relevant insights on Gamification with the help of secondary research. As this is an emerging field of study, this paper will help policymakers, educators and academicians to design and implement relevant interventions to use Gamification as an effective tool for Gen Z learners in the field of higher education.

Youth-Creative Action Research (Y-CAR) is a variant of participatory action research specifically suited for exploring and developing evidence-informed innovations to address complex social challenges such as climate change. In this paper, we present an overview of Y-CAR and explore its core defining features, potential for application in research and action, and connection to other action-oriented research methodologies. We draw on a range of examples of this emergent methodology that illustrates its evolution and core principles in action and show how it has been implemented in research. We conclude the paper by examining key learnings, future leverage points, and limitations to applying Y-CAR in practice.

The Bekker-Nielsen Dunbar and Held paper shows the importance of incorporating changes in population contacts into the description and prediction of disease spread. Formally, the two papers cannot be compared, since the Bekker-Nielsen Dunbar and Held paper aims at counterfactual inference about school closures (although estimation of Rt would be possible) while the Pellis et al. paper is a review and discussion of modelling/statistical COVID-related work, mainly in GB. Each paper contains many interesting points, for instance the Pellis et al. paper discusses the concept of Rc, the reproduction number of an infection in the presence of interventions but not accounting for the level of immunity of the population. [Extracted from the article]

The rising costs of recruiting and hiring workers and the seismic shift of age demographics in the United States workforce has created much stir around the concept of generational cohorts. Although much has been done by researchers and practitioners alike to attempt a better understanding of each generational group's leadership preferences, confusing and contradictory results has attracted much criticism. This critique has inspired efforts to look at the concept of leadership and followership preference through an alternative lifespan developmental lens. Because leadership influences are inherently social influences, a person's overall lifespan development level may potentially provide a deeper perspicacity of the phenomenon than examining it from the more conventional generational cohort perspective. However, specific research into this area is lacking. This paper adds to the literature by uncovering what we are missing in research and practice when we look at age-related leadership phenomena solely from a generational cohort perspective. A review of the contradicting literature on generational cohorts and leadership is offered. Next, specific lifespan developmental theories are examined, and propositions and implications of such research are extended.