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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.

Birthday cards are a ceremonial token that may purposefully or unintentionally transmit stereotypes about the ageing process. In the current study, the authors examined 150 age-specific paper birthday cards sold in retail outlets located in a small metropolitan area. Results suggest that a greater proportion of the cards' textual messages represented ageing in a negative manner (66.7%). Further, the negativity of these written messages did not appear to vary as a function of the intended recipient's chronological age or sex. The findings are compared to those of previous studies conducted in this area. As well, limitations and directions for future research are outlined.

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.

The article presents information on calcium phytate in the treatment of corrosion caused by iron gall inks. Iron gall inks, developed later than carbon ink, became steadily more common and widespread during the middle ages. The carbon inks in use up until that time had the invaluable quality of not being reactive, due to the stability of carbon. They were not subject to chemical alteration and did not contain any substances that would damage the support. It seems that the instability of carbon ink may have encouraged the practice of adding small quantities of ferrous sulphate.

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.

Employers increasingly seek employees with more sophisticated technical skills to meet the changing global marketplace. A significant portion of political science graduates do not pursue advanced degrees, instead entering the job market and holding an array of occupations in organizations using social media, websites, and digital political marketing. While political science instructors are adept at fostering oral and written communication, emphasis on cultivating digital skills appears somewhat less common. This shortcoming may be a disservice to our graduates. Based on reflections from instructors teaching political science at two public universities, this paper describes pedagogical approaches to building digital fluency skills among Generation Z learners using platforms beyond learning management systems to align with learning outcomes that emphasize new and emerging technologies. This pedagogical approach facilitates content retention through higher order learning while building practical skills. Through innovative course assignments students learn new platforms thereby improving their digital fluency. To mitigate potential obstacles to implementation, we offer reflections on these assignments along with advice to facilitate student success.

Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes.

This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated timeframe. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.

In the 21st century, the School Resource Centre (SRC) is essential as an innovative educational practice that supports teaching-learning in the digital age. Previous studies have highlighted the beneficial roles of an SRC in terms of collections, SRC programs, and the provision of a conducive learning environment to school communities. However, due to the meaningful impact of technology, SRCs need to transform their traditional roles to more modern roles in the digital age in order to bring knowledge that is alive, interesting and relevant to meet users' needs and demands, especially the millennials. The millennial generation is comprised of digital immigrants who are very competent in using technology devices but still lack information literacy skills and are marked by uncertainty because they face information overload due to the high dependency on the Internet and inability to solve real-life problems. In this study, the millennial generation was narrowed to secondary students aged between 13-17 years old. This paper aims to determine the type of activities held in SRCs that give impact on students' civilization and support them in developing life-long learning habits which will enable them to be knowledgeable and responsible citizens in a civilized society. A survey was distributed to secondary students, and findings show that there is a positive indication with a 4.21 mean value (with Likert scale ranging between 1 to 5) on civilization for the use of SRCs. Education itself is evolving through changes in the curricula and use of enhanced technology which have changed the way students access information and interact with others in the civilized society. It is hoped that other than becoming information literate and knowledgeable persons, students can also show evidence of moral and intellectual advancement by being humane, ethical and reasonable as well as have the capabilities of leading an improved life and social wellbeing.

Is it possible to track the revitalization of the Maori language statistically? Different large-scale statistical collections (censuses and surveys) in New Zealand effectively have different definitions of speaker because they ask different questions. This paper compares trends in numbers of Maori speakers as estimated from responses to questions about conversational ability, first language, and level of speaking proficiency, with particular reference to the 2013 Census and Te Kupenga (Maori social survey) 2013. One might expect estimates based on these responses to align closely, but they do not. This paper explores the relationships between the different estimates for different birth cohorts. Data on first language from at least four surveys provide strong evidence of a resurgence in intergenerational language transmission, which is not clearly apparent from the other indicators. Patterns of response to conversational ability and speaking proficiency questions are found to vary according to first language and birth cohort. It is argued that the apparent inconsistencies between the indicators reflect the real complexity of revitalization processes, as well as varying interpretations of the language questions, and that the New Zealand census language question on conversational ability is of questionable value as an indicator for tracking Maori language revitalization.

This paper explores the impact of selection by ability in schooling systems on individual lives. It draws on narratives collected with a group of 18 people (accessed through a local U3A group) who were at school in Britain in a period from the 1940s through to the 1960s. This period saw significant changes in society and to schooling following the 1944 Education Act and the so-called tripartite school system which ensued. Drawing on the concept of the 'sociological imagination', the 'personal troubles' of individuals are drawn together with the 'public issue' of a national schooling system that segregated children by ability. Analysis of the narratives reveals the selection tests based on ability (the 11+) to be a key fulcrum in all their lives. The paper contributes to ongoing debates about selection, equity and social justice in contemporary schooling systems.

We present the development of a novel smart ink pen instrumented with force and motion sensors designed for the quantitative and ecological assessment of daily-life handwriting. This work aims at testing the pen’s sensors and algorithms and the use of the smartpen to detect age-related changes in writing and tremor parameters during daily-life handwriting. A comparison against reference instruments was carried out to validate the pen tip force during static and dynamic conditions, the pen’s tilt angle, and the algorithm for the segmentation of the force signal into strokes. The smartpen was tested on 43 healthy adults divided into three age groups (young, middle-old, and old) during unconstrained handwriting on paper. The validation of the pen’s sensors and algorithms reported excellent results. A solid test–retest reliability was found in the writing and tremor indicators extracted from both young and old adults. As for the age-related analysis, the older age groups were characterized by an increase of temporal writing measures, a more uniform writing pressure, and more repetitive and predictable tremor oscillation components. The greatest accomplishment of our smart ink pen is the ability to combine the advantages of the digitizing tablet technology with the natural “feel,” the ease of use, and the ecological validity of the traditional pen-and-paper approach. The proposed solution represents an important step toward a simple, ecologically valid, reliable quantitative assessment of daily-life handwriting. Our smartpen is particularly suitable for daily-life telemonitoring applications in a number of important health-related fields. [ABSTRACT FROM AUTHOR]

The study assessed the significance of difference of consumers' perception towards various factors (Risk, Delivery time, Convenience, Charges, Offer, and Privacy) of online shopping on the basis of consumer attributes such as age group, educational qualification, and monthly income. The primary data collected with the help of questionnaires. Researchers circulate 500 questionnaires in the selected area during stipulated time. In these 500 questionnaires researcher did not reject any Questionnaires on the basis of the incompleteness of data. Finally researcher gets 500 questionnaires for completing his research part. Data from Books, Websites, Reports, Journals, Conference papers, Audit reports, Magazines and other published and unpublished data from government and nongovernment sector was utilized for the research. The study indicates that there is no significant difference in consumers' perception towards various factors of online shopping on the basis of age group of consumers and educational qualification of the consumers. It stated that the respondents whether they belong within the age group or between the age group his perception towards online shopping is same. It stated that the respondents whether they belong within the educational qualification or between the educational qualification his perception towards online shopping is same. The study further indicates that there is a significant difference in consumers' perception towards various factors of online shopping on the basis of monthly income of consumers. [ABSTRACT FROM AUTHOR]

Objective: We conducted a trial embedded within the German National Cohort comparing the responses to study invitations sent in recycled envelopes of grey color vs. envelopes of white color. We analyzed paradata for reactions to the invitation letters by potential subjects, the duration between mailing date of the invitation and active responses, and study participation. Results: Grey envelopes only slightly increased the chance of active responses (OR 1.16, 95% CI 0.83, 1.62) to the invitation letter. Potential study subjects with German nationality (OR 3.75, 95% CI 2.07, 7.66) and age groups above 50 years (50–59: OR 1.78, 95% CI 1.19, 2.69; 60–69: OR 2.25, 95% CI 1.48, 3.43) were more likely to actively respond to the invitation letter. The duration between mailing date of the invitation and active response was not associated with envelope color, sex, nationality, or age. Our trial replicates previous observations that the color of the envelope of a study invitation does not influence the likelihood of an active response or study participation. [ABSTRACT FROM AUTHOR]

This paper addresses the issue of individual entrepreneurship orientation (IEO) and entrepreneurship education (EE), which are both important for modern economic development. Intergenerational differences in these areas were discussed, especially characteristics of Generations Y and Z. The results of research conducted among 757 Polish students showing their IEO are presented. 80% of respondents displayed high levels of proactivity (primarily directed at meeting their own needs), whilst only 56% exhibited innovativeness and only 47% risk-taking. On the basis of the research results, the authors formulated recommendations for entrepreneurship education, aimed at strengthening IEO among representatives of Generations Y and Z.

In her thoughtful examination of the complexities of identity in the article "Political and Metaphysical: Reflections on Identity, Education, and Justice" (EJ1277341), Lauren Bialystok provides a full and incisive vocabulary for thinking through the tensions among authentic, political, and social recognition-requiring aspects of identity. It is a welcome article, adeptly bridging the concerns of those who find identity claims hopelessly contradictory and the concerns of those whose lives are circumscribed by misrecognitions. In this article, the author will address what is seen as strategic and complex forms of authenticity. This article is meant to continue the conversation, not contest Bialystok's excellent points.

Current comprehensive changes in the field of higher education in Uzbekistan have a potential impact on the overall enrollment in higher education (PP-4359, 2019). Rigid admission quotas in Uzbekistan are slowly conceding to a more market-based admissions and student recruitment to support reforms implementation. Cursory glance at the reforms fails to explain unprecedented growth of application numbers to higher education in 2019/20 (PP-4359, 2019; "STC comments on the delay of test results publication", 2019) or conjecture about future application patterns. Research presented in this paper aims to investigate the trends in higher education admissions in Uzbekistan through document analysis. It further draws on the effects of the government policy and legislation changes on the admission numbers in Uzbekistan and attempts to shed light on the future dynamics of student recruitment in higher education. The findings suggest that profound all-encompassing reforms in Uzbekistan have, firstly, precipitously increased relevant-age application numbers for 2019/20 academic year, but analysis suggests that this trend is unlikely to continue in the future.

Objectives: To compare and evaluate the occlusal variability/discrepancy recorded using qualitative (articulating paper) and quantitative (T-scan) techniques in partially edentulous implant-supported restorations. Materials and Methods: A total of 20 patients in the age group of 25-61 yrs participated in this study. All the patients had more than one tooth replaced with implant-supported prosthesis. After three months of restoration, occlusion reevaluated was carried out using qualitative (articulating paper) and quantitative (T-scan). T-scan data were used to measure implant occlusion time, occlusion time, and the relative occlusal force (ROFs) on implant prosthesis. And the data were statistically evaluated. Results: The T-scan values showed high points on the implants in most of the patients, which could not be evaluated by that of articulating paper outcomes. Conclusion: The occlusal harmony achieved from using qualitative analysis of articulating paper was not supported by the finding of the quantitative analysis (T-scan). Also the T-scan provided the time interval of occlusion of the implant-supported restorations, which would help in better defining the implant-protected occlusal. Clinical Relevance: The T-scan occlusal analysis system provides ROF and time intervals of occlusal contact. This allows accurate occlusal equilibration of implant-supported restoration according to implant protected occlusal concept. [ABSTRACT FROM AUTHOR]

This paper reports on the first stage of an Italian national project, Access Thorough Text (ACT henceforth), designed to respond to issues related to reading strategies, textual barriers and online access to web texts in English in educational environments, with specific reference to English as a Foreign Language (EFL). The first stage of the work has been focused on the theoretical foundation on which the project is based, in particular giving suggestions about how digital literacy for learners aged 6-18 can be encouraged and facilitated in web-based multimodal platforms (Jones, Hafner 2012). An inventory of integrative systems has been created to account for a range of devices that help break down barriers in texts (Baldry, Gaggia, Porta, 2011; Gaggia 2012; Porta 2012). The second section of this paper presents the design and administration of a needs analysis for the identification of specific needs for the three targeted age groups of EFL learners (group 1: 6-10, group 2: 11-14; group 3: 15-18). The survey also investigates which best practices can be adopted with regard to a) ease of access; b) awareness of sociocultural and genre-related textual barriers, and c) language problems for EFL learners. This paper will focus on Group 3, i.e. learners aged 15-18, and on how New Travel websites (NTWs) can be used in educational environments through task-based activities. Preliminary findings have shown that the text barriers identified in NTW can be ascribed to different socio-semiotic, multimodal and linguistic areas. Multimodal corpora have been created and annotated for the purpose of unpacking and tackling text barriers. The rationale of corpora selection (Baldry, O'Halloran 2010), replicability of the experiment, issues in categorization and taxonomies involved in NTWs will be discussed, with the final goal of providing guidelines for teachers, parents and other stakeholders in the field of digital literacy.