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Background: Malaria infection can present with a wide variety of symptoms, ranging from mild to severe. Plasmodium falciparum isolates in uncomplicated and severe malaria infections may have different parasite genetic profiles. This study was conducted to assess differences in genetic diversity and allelic frequencies in P. falciparum isolates according to malaria severity and age of patients in the Gublack area, northwest Ethiopia. Methods: Cross-sectional health facility-based study conducted in Gublak, Ethiopia between July, 2017 and October, 2017. Symptomatic P. falciparum malaria patients with microscopically-confirmed infection were enrolled. Parasite DNA was extracted from filter paper blood spots and the polymorphic regions of the msp-1 and msp-2 genes were genotyped using allele-specific nested-PCR with fragment analysis by gel electrophoresis. Results: A total of 118 patients were enrolled including 95 (80.5%) with uncomplicated infection and 23 (19.5%) with severe disease. In msp-1, the K1 allelic family was similarly prevalent in uncomplicated 42 (44.2%) and severe disease 12 (52.2%). In msp-2, FC27 was detected in 55 (57.9%) of uncomplicated infections and IC/3D7 in 14 (60.9%) of severe infections. 76 (64.4%) of the 118 isolates contained multiple genotypes; 56 (58.9%) in uncomplicated infections and 19 (82.6%) in severe infections. The overall of multiplicity of infection was 2.2 (95% CI 1.98–2.42) with 1.4 (95% CI 1.23–1.55) and 1.7 (95% CI 1.49–1.86) for msp-1 and msp-2, respectively. Multiplicity of infection was significantly higher in severe than uncomplicated infections (3.0 (95% CI 2.61–3.47) versus 2.0 (95% CI 1.83–2.23), respectively, p = 0.001). There was no difference in multiplicity of infection across age groups (p = 0.104). Conclusion: Patients with severe malaria were more likely to have multiclonal infections. Further studies are needed to describe the association between P. falciparum genotypes and malaria severity in different malaria transmission areas. [ABSTRACT FROM AUTHOR]

Indoor air quality (IAQ) has attracted a lot of attention due to its complexity and direct effect on human health. Indoor settings in libraries entail various volatile organic compounds (VOCs) linked to the aging and degradation of print material. The effect of the storage environment on paper life expectancy was investigated by targeting the VOC emissions of old and new books using headspace solid phase micro extraction-gas chromatography/mass spectrometry (HS-SPME-GC/MS) analysis. "Sniffing" of book degradation markers showed both ubiquitously and infrequently occurring VOCs. Old book "degradomics" revealed mostly alcohols (57%) and ethers (12%), whereas new books resulted mainly to ketones (40%) and aldehydes (21%). Chemometric processing of the results with principal component analysis (PCA) corroborated our initial observations and was able to discriminate the books by age into three groups: very old books (from the 1600 s to mid-1700), old books (from the 1800s to the early 1900s), and modern books (from the mid-twentieth century onwards) based on their gaseous markers. The measured mean concentrations of selected VOCs (acetic acid, furfural, benzene, and toluene) were below the respective guidelines set for similar places (i.e. museums). The applied non-invasive, green analytical methodology (HS-SPME-GC/MS) can assist librarians, stakeholders, and researchers to evaluate the IAQ, as well as the degree of degradation, and take the appropriate measures for book restoration and monitoring protocols. [ABSTRACT FROM AUTHOR]

Today colleges and universities are working with students who are younger than the Internet. They were born at the end of the last century, and are referred to as millennials or the Net Generation. Their learning style and time management preferences may respond better to continuous tasks and constant feedback. This paper examines the statistical effects of requiring students to take an assessment as part of their grade in "Principles of Financial Accounting"; specifically, this paper attempts to identify the effects on both student performance and student satisfaction during the semester and at the end of their college career. The increase in students' performances is translated into cost savings for the institution.

The starting point of this paper is the Scottish School Grounds Survey of 2005, which provided nationwide insight into the extent to which school grounds were being used as learning environments for children in nursery, primary, secondary and special schools in Scotland. Reflecting specifically on provision for play and the way in which play facilitates formal and informal education, and considering developments in Scotland's school estate over the last decade, this paper argues that Scotland's school grounds are not yet play-full and playful learning environments. The paper concludes by reflecting on ways in which Scotland's school grounds could and should be positioned more centrally in school education.

This research aims to portray the way young adult people interact with news and how their consumption is affected by advertising and personal data sharing. "Digital News Report Spain 2018", a questionnaire on the consumption of digital media undertaken by a national panel of 2,023 Internet users, is used as a main source. Among the users mentioned, there were 293 young people from 25 to 34 years old who belong to the Millennial generation. Data from this report was completed with a qualitative study in which two focus groups were held, featuring people of that age frame residing in Navarre. The paper concludes that young adult people are generally interested in news, which they access mainly via mobile devices. Their interest grows when the content affects them directly, but also if they empathize with the topic. On the other hand, their familiar background and social routines shape the way they receive information. Young adult people still make use of traditional media, although they consider it ideologically biased. Advertising is something annoying, although they generally have little knowledge and even less intention to use ad-blockers. Finally, their review of the personalized services is negative, but they tend to give away personal data to media if this facilitates their news access.

Purpose: The purpose of this paper is to estimate the effect the five different generations and the key financial inclusion indicators of gender, education and location (rural–urban) in exacerbating disparities in financial inclusion in Kenya. This paper considers whether the five generational cohort groups in Kenya differ on the financial inclusion determinants and behaviour as predicted by common generational stereotypes. Design/methodology/approach: The authors applied a multinomial logistic regression approach to nationally representative household survey data from Kenya to estimate the effect that key financial inclusion indicators have on belonging to one of the five generations: Z, Y, X, baby boomers and traditionalists. Findings: The authors found significant links between all tested variables and financial inclusion. The authors found an access gap between Generations X and Y, with the latter being more prone to access and use financial services and products. These differences are compounded by gender and rurality. People in rural locations and women generally were found to have less access to financial services and products, thus causing significant exclusion of a large proportion of the population. Practical implications: The research has important implications for governments, financial institutions and educational providers, notably on targeted policies and programmes that strategically aim to eliminate disparities and promote greater financial inclusion, denoting the value of such variables as generational differences and gender inclusivity. Originality/value: This paper deepens the understanding of differences that can divide generations on financial inclusion. [ABSTRACT FROM AUTHOR]

This paper examines Egypt's labor market transition dynamics post-Arab Spring based on the two most recent rounds of the Egypt Labor Market Panel Survey conducted in 2012 and 2018. In addition to providing disaggregated level analysis by examining labor market transitions by gender, education, and age groups, our paper provides a cross-country perspective by comparing Egypt's labor market transitions with Jordan's. Regression analyses focusing on transitions to and from the dominant absorbing labor market states in Egypt – public sector employment for both genders, non-participation for women, and the informal sector for men – show that having a post-secondary education is associated with a lower probability of remaining out of the labor force (OLF) for women who were already OLF at baseline, while being married at baseline is found to be a significant predictor for women to stay out of the labor force if they were already so. As for men, the better educated are found to be more likely to secure formal employment, be it in the public or in the private sector, and also more likely to keep their public formal jobs once they secure them. [ABSTRACT FROM AUTHOR]

This paper evaluates the influence of the classmates' age on individual academic achievement. The identification strategy explores a mechanism for the division of classes based on age homogeneity, with cutoff value determined by the Brazilian law of age at school entry. Fuzzy regression discontinuity estimates a local average treatment effect of 2.34 standard deviations favorable to students assigned to class with older peers, in comparison to those allocated to classes with younger classmates. The empirical estimations use a unique educational dataset originated from the Brazilian Ministry of Education, which provides a large information set related to the student's scholar environment.

The notion that the famous French anatomist and surgeon, Jean-Joseph Sue, was the first to study quantitatively the proportions of the human body is generally accepted. This paper quotes details from Sue's treatise read in 1750 before the Académie Royale des Sciences in Paris. [ABSTRACT FROM AUTHOR]

Background: Despite malaria, malnutrition and anaemia being major public-health challenges in Cameroon, very little has been reported on the interaction between these interconnected health determinants. This study therefore sought to investigate the relationship between malaria, anaemia, nutritional and socio-economic status amongst under—ten children living in six localities within two health districts in the North Region of Cameroon. Methods: Accordingly, a cross- sectional survey was conducted during the peak malaria season in November 2014, in Pitoa and Mayo-Oulo Health Districts. Three hundred and sixty eight children aged 6months—10 years were enrolled. Structured questionnaires were used to assess socio-economic status. Anthropometric indices were taken using standard methods and nutritional status assessed by calculating Height for Age (HA), Weight for Age (WA) and Weight for Height (WH) z-scores to determine stunting, underweight and wasting respectively. Finger-prick blood samples were used to prepare thin and thick blood smears for microscopy. Whole blood was collected to determine the PCV and blood spots on filter paper were used to extract plasmodium DNA for speciation by PCR. Results: Overall prevalence rates of malaria, malnutrition and anaemia were 32.9%, 54.1% and 20.6% respectively. Stunting, underweight and wasting were detected in 56.9%, 63.5% and 34.8% of the children respectively. There was a significant association between malaria and malnutrition [OR = 1.89, (95% CI: 1.12–3.19); (p = 0.017)]. Malnutrition was also strongly associated with malaria status [OR = 2.07, (95% CI: 1.22–3.53); (p = 0.007)]. The prevalence rates of mild, moderate and severe anaemia were 8.1%, 9.2% and 3.3% respectively. Both malaria status and anaemia correlated with development index [OR = 0.75, (95% CI: 0.58–0.99); (p = 0.042)] and [OR = 1.45, (95% CI: 1.05–2.00); (p = 0.023)] respectively. Conclusion: Our findings show a synergistic relationship between malaria and malnutrition. Effective collaboration between malaria control and nutrition intervention programmes is essential for proper case management and improved socio-economic status. [ABSTRACT FROM AUTHOR]

This paper discusses the connection between age and strategies for learning new technology related tasks. Many users have to learn about new devices and applications on a frequent basis and use a variety of strategies to accomplish this learning process. Approaches to learning new technology related tasks vary and can contribute to a user's success or failure in mastering these tasks. Little research exists on how this affects older users actively pursuing education. This study focuses on how learning strategies, types of errors, and attitude can vary among users of different age groups. A survey was administered to two user groups, one was a group of traditional age students taking introductory general education courses at a Mid-Atlantic comprehensive university, the other was a group of members of the Osher Lifelong Learning Institute at the same university. The results of this study highlight the importance of considering age related changes in learning styles, types of error, and attitude when introducing new technology related tasks. The paper concludes with a summary of considerations for content delivery and plans for future research.

Concerns over the supply of highly-skilled (HS) science, technology, engineering and maths (STEM) workers are well established and have been a feature of policy discourse in the UK for more than 50 years. Since the 2016 referendum on leaving the European Union, these concerns have been exacerbated by uncertainty about the movement of labour between UK and Europe. More recently, the COVID-19 pandemic has highlighted the importance of STEM skills in a wide range of areas. However, despite continued government investment in initiatives to address these concerns, the evidence base for shortages is neither well-established nor compatible with economic theories of labour supply. In order to fill a gap in the current evidence, we report on a unique analysis following the career destinations of STEM graduates from the 1970 British Cohort Study. While only a minority of STEM graduates ever work in highly-skilled STEM jobs, we identified three particular characteristics of the STEM labour market that may present challenges for employers: STEM employment appears to be predicated on early entry to the sector; a large proportion of STEM graduates are likely to never work in the sector; and there may be more movement out of HS STEM positions by older workers than in other sectors.

How do archives start and who are they for? The Caribbean Social Forum, based in Woolwich in the Royal Borough of Greenwich, London, are currently considering these questions as they look to preserve the stories of over 600 Caribbean members who the media have framed as 'the Windrush Generation'. The paper argues that co-created projects, where the lead is de-centered away from the university institution itself, might begin to decolonise knowledge paradigms and allow for new forms of knowledge exchange.

Snowsports education is crucial to the sustainability of the snowsports industry as it connects the participants to the sport through formal instruction. Investing in the development of snowsports education professionals who have the skills and knowledge can contribute to creating lifelong participants. The purpose of this study is to understand what is known about snowsports education in an effort to guide future research toward a more thorough theoretical, practical, and interdisciplinary understanding. Through a scoping review, this paper summarizes the current body of knowledge and identifies gaps in extant literature. Primary findings suggest snowsports education programs and instructors have significant impacts on a participant's attitude toward snowsports and toward their skill acquisition. A notable gap is that while researchers have suggested instructor-participant interactions are valuable to the snowsports education experience, few studies have explicitly explored such interaction. Guided by the current knowledge and existing gaps, potential research opportunities are discussed.

Research Findings: Many policy efforts designed to improve the quality of early care and education (ECE) settings in the United States have focused on increasing teachers' education levels, despite the weak evidence linking education to quality. Much of this evidence comes from studies with single-sector samples (e.g., only child care, Head Start, or state pre-k) and typically does not include programs serving toddlers. This paper addresses these limitations using statewide data from Louisiana to estimate whether teacher education and the quality of teacher-child interactions differ by sector and age, and whether differences in education level may explain differences in quality. We find that both education level and the quality of teacher-child interactions is greater in more highly regulated sectors, and that differences in education explain part of the by-sector differences in interaction quality across age groups. Policy or Practice: Findings support recent calls to increase ECE teacher education at all ends of the education spectrum (e.g., including AA and CDA), and suggest future research on the causal link between education and quality is warranted. Researchers should continue to find ways to leverage data from Quality Rating and Improvement Systems to ask key first-order questions about quality in ECE.

Purpose: Employee engagement literature pertaining to professional salespeople has revealed several antecedents and consequences that lead to greater performance and turnover reduction. However, engagement literature in the field of human resource development (HRD) does not account for Generation Z (Gen Z), the latest in the workforce who has been noted to be vastly different from previous generations. This study aims to explore how to engage Gen Z in the context of professional selling by identifying the antecedents and consequences of employee engagement based on individual characteristics and organizational needs of this group. Design/methodology/approach: A systematic literature review was conducted. In total, 21 papers relevant to employee engagement, professional selling and Gen Z were critically analyzed. Findings: Findings indicate that Gen Z's organizational need for mentoring and their individual characteristic of wanting job control and ownership are vital antecedents that could increase employee engagement. In addition, competitive rewards are important consequences that could improve individual sales performance. Practical implications: HRD practitioners and organizational leaders must understand the unique characteristics of Gen Z to effectively engage them in the workplace. For sales organizations, there is a critical need to offer mentoring opportunities and competitive rewards from the start of Gen Z salespeople's employment. Originality/value: This research expands current engagement literature by addressing an emerging, under-explored issue -- how to engage the newest workforce, Gen Z, in the context of professional selling.

Aim/Purpose: This paper presents the preliminary findings of a pilot survey that sought to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations of Generation Z students enrolled at a minority serving institution in the United States Mid-Atlantic region. Background: Students entering college today are part of Generation Z born in the late 90's through 2016. Known for their short attention spans and heightened ability to multi-task, they already outnumber millennials and are the first true digital natives born during the age of smart phone. Methodology: In the fall of 2017, an online student perception survey was piloted with students enrolled at a mid-Atlantic minority-serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered electronically using the Survey Monkey system to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career. The data was subsequently exported to Microsoft Excel and SPSS where descriptive statistical analyses were conducted. Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enrolled in a minority-serving institution enjoy computer classes, feel that using computers comes easy to them; and perceive themselves as experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. Participants also reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most respondents also believe that their career will require them to analyze information to inform decision making. Additionally, most stated that information security will be important to their future career. Finally, the results affirmed that college computing courses remain important and that college students recognize that technology will play a crucial role in their career with employers wanting to see job applicants with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow's workplace. Students in this study overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.

This paper explores patterns in participation in adult education and training (AET) by comparing five countries with high participation rates (the Nordic countries and the Netherlands) with three countries with significantly lower participation rates (France, Poland and the Slovak Republic). Using PIAAC data the paper examines differences in the levels of demand for AET as well as variations in barriers to AET participation between the two groups of countries. The demand for AET is higher than the actual participation rate since it includes those who do not participate although they wish to. The demand for AET is substantially higher in countries with high participation rates. Further, the structure and level of barriers is quite similar in the two groups of countries. Countries with low AET participation rate do not have a higher proportion of individuals reporting barriers to AET participation; that they do not participate in AET although they wish to. In both groups of countries demand for AET is strongly associated with the individuals' educational level. The findings are discussed by drawing on previous studies on drivers of and barriers to participation in AET.

Purpose: The purpose of this paper is to gain a better understanding of the challenges to the emergence of a learning organization (LO) posed by a context of generational diversity and an enterprise social networking system (ESNS). Design/methodology/approach: This study uses a qualitative methodology based on an analysis of 20 semi-structured interviews in a high-tech organization and internal company documents relating to the introduction of a new, centralized ESNS. Findings: This study uncovers fundamental differences between Generation X and Y employees regarding their ESNS adoption and use. While Xers take more time to adopt the new centralized ESNS introduced into the company, their use seems in line with the company culture and corporate norms of behavior. At the same time, even if Yers are faster ESNS adopters, they use it as they use Facebook disregarding the hierarchy and organizational boundaries. This creates tensions between Generation X and Y and undermines the formation of the LO. Research limitations/implications: As conclusions are specific to a context of a single organization, the authors recommend other case studies, to enrich the findings. Originality/value: By highlighting how the use of social networks modifies who has the power and the control over knowledge in an organization, this paper enriches the theory on the LO. It has implications for managers wishing to design LOs in the context of intergenerational diversity.

Inspired by scholarly calls to focus more intently on the influence of context on leaders' construction and negotiation of identity, this paper draws on evidence from our Economic and Social Research Council (ESRC) project in London, New York City and Toronto. Throughout the paper, we strive to illuminate how the city-based context influences how race/ethnicity is experienced and described. We use social identity theory, organisational fit and in-group prototypes to frame school leaders' explicit discuss race/ethnicity when reflecting on identity. We describe our data gathering process using our Professional Identity card-sort Tool, which guided leaders' reflections on identity. The analysis details how we extracted and interpreted evidence from leaders who were explicit about the interrelationship between their own personal racial/ethnic identification and its alignment or misalignment with their school-level communities. We explore how different city contexts influence leader experience of in-groups and out-groups and the related leadership challenges and opportunities. In conclusion, we reflect on the influence that structures, policies and communities have on how leaders experience identity and the possible implications for their work. We also explore the value of attending to potential context-based identity-driven experiences for school leader development and support.

This paper is about the millennial generation. Much has been written about the generation: their character; beliefs; motivations; values; and future potentialities. This literature has gained momentum as marketers, employers, and educators seek to understand the generation as they come of age and enter into positions of social responsibility. The purpose of this paper is to examine the claims made about the Millennials, determine who are making these claims and why, and discuss the utility of such claims for teacher educators. This paper argues that teacher educators should be cautious about accepting and adopting popular discourses about the generation as a basis for the designing and developing millennial appropriate educational practices and pedagogy.

Background: Anaemia is a major public health problem in elderly persons which is often overlooked. With rising urbanization and world is facing demographic transition, there is a need to increase focus on elderly residing in urban slums. Aim: The present study aims to find the prevalence of anaemia and its associated factors among the elderly population in an urban slum of Meerut. Methodology: The present study conducted in an urban slum of Meerut from November 2017 to January 2018. The sample size was calculated as 396, considering the prevalence of anaemia as 45.5% in this age group. Haemoglobin levels were estimated using paper chromatography method by hemo-check rapid diagnostic kit. Data were compiled and analyzed using epi info software version 3.7.2. Results: 49.5% of the elderly residing in urban slums were found to be anaemic. The anaemia in the elderly was found to be significantly associated with employment, socioeconomic status and chronic diseases like COPD, hypertension and Tuberculosis. [ABSTRACT FROM AUTHOR]

The paper explores the opportunities and challenges of combining media literacy and social-emotional literacy to promote mental health and well-being in school curricula. It describes the implementation of an experimental module within the program "Crescere insieme What's Up" (Growing up together What's Up). This upstream prevention and health promotion program, from the Friuli-Venezia Giulia region (north-eastern Italy) is designed to harness the protective effects of developing and strengthening life skills to move beyond risk factors to prevent youth suicide, fostering connections and support between school and mental health institutions, peers and adults. The program activities involved role plays and reflection activities, collaborating in project group work, consulting and producing media (such as articles, YouTube videos and PowerPoint presentations) for peer-to-peer education. It adopted an experiential approach enabling active engagement of high school students, their parents and teachers, and 'learning by doing' with agency and responsibility. Qualitative feedback from students and teachers, study limitations and further implications are discussed.

Millennials are "digital natives." They were born in a connected, perpetually communicating environment and thus they are accustomed to finding all the information they need by a simple web query. This feature, corroborated with the increasing competition between universities in their attempt to attract students, stresses the need to find an answer to the following questions: how should academic representatives reach millennials, in order to promote their educational offers? What communication strategy should they follow? What tone of voice and media channels should they use? In order to find an answer to any of the above questions, I think the first step is to analyze the public and their decision-making process. And that is what I will try to do in the first part of the present paper, based on which I later make a clear proposal of a communications strategy.

Mental rotation is the ability to rotate objects in one's mind. Large age-related decreases in accuracy and processing time are often found in studies using paper-and-pencil or computerized mental rotation tests. For older participants, these tests are often too difficult. In the present study, real models consisting of cube figures were used to assess the mental rotation performance of middle and older aged adults. It should be investigated whether these tests were comparable to paper-and-pencil or chronometric tests and if very old participants were able to solve them. Eighty-four participants (49 females) between 40 and 90 years took part and were divided into middle (40–68 years) and older aged (69–90 years) and groups with higher (with college degree) and lower education (without college degree). For accuracy, main effects of gender and age group as well as interactions of age group and education were found. Younger participants outperformed older ones only in the group with lower education. For processing time, a main effect of age group as well as an interaction of age group and education was found. The age-related cognitive decline in the higher educated group was moderate, while a large effect appeared for the group without college degree. Age and gender effects of our new test with real objects were comparable to paper–pencil and computerized tests. Furthermore, a protective effect of education on the cognitive decline in mental rotation performance is discussed. [ABSTRACT FROM AUTHOR]

We carried out experiments to evaluate the readability of tablet devices and e-paper under staged illuminance conditions. In the experiments, we measured reading time and conducted subjective evaluations. In this study, we carried out experiments with a reading test to evaluate the visibility of tablet devices and e-paper under various illuminance conditions by those age groups with cataracts. [ABSTRACT FROM AUTHOR]

Generation Y can be taken to be the group of people born between 1977 and 2000. The aim of this paper is to investigate the initial career entry and long-term career employment expectations of UK undergraduate Generation Ys, in order to inform employability skills development in higher education. The empirical research comprises 26 focus groups with 172 undergraduates of this generation in 2 universities in the UK. The focus group participants are found predominantly to have high expectations of their employment in enjoyment, opportunity and progression. Overall, the respondents appear enthusiastic and optimistic, with a positive work ethic and healthy mindset. Fundamentally, recognising and appreciating undergraduate Generation Ys' opinions on their employment expectations enables development of their employability skills while they are in university. The paper sets out implications for higher educational stakeholders including students, graduates and employers on the development of employability skills.

Purpose: This paper aims to explore the intersection of generational traits of millennial teachers, multiculturalism and teaching in an era of Uncertain Times. Uncertain Times, as a framework for the paper, characterizes changing aspects of the current era in which we live, such as the rise of the internet and interconnectivity, globalization and demographic diversity. The examination of millennial traits works to conceptualize how millennial teachers' generational traits are always in a reciprocal relationship with Uncertain Times. Design/methodology/approach: This paper draws upon life history (Cole and Knowles, 2001; Goodson and Sikes, 2001) and narrative methodologies (Bruner, 2002; Clandinin and Connelly, 2000; Mishler, 1990; Reissman, 2008) as methods appropriate for investigating how millennial teachers understand multicultural teaching in Uncertain Times. In presenting the analysis, a case-centered analysis with the aim of theorizing from the case (Stake, 1995) is pursued. Findings: The paper highlights the complexity of millennial teachers' openness to diversity and multiculturalism. Three themes are illuminated within the findings: the significance of millennial teachers' generational ethos in their response to multiculturalism; a commitment to teaching "all students"; and teacher education's role in re-framing multiculturalism in Uncertain Times. Research limitations/implications: Millennial teachers may understand diversity and culture through internal processes (belief systems, inclusion, thoughts and feelings) and may also process how the external realities play a part in shaping understandings of diversity. Yet, it may be difficult for them to place the external and the internal in relationship to each other. The paradox that Castells (2010) articulates--of diversity as a uniting but also a dividing force--may be a site of struggle for millennial teachers. Practical implications: The paper recommends that teacher educators and teacher education programs re-frame multiculturalism in relationship to Uncertain Times, thereby providing novice teachers with ways to nuance their understanding of and commitment to multicultural education today. Social implications: Teacher educators and teacher education programs must work to prepare novice teachers for understanding the salience of diversity. This means going beyond an understanding of diversity and multiculturalism as merely honoring difference. Instead, it means placing these concepts in relation to the external context of Uncertain Times. This will assist novice teachers with recognizing the reciprocal relationship between one's generational ethos and the external context in which one lives. Originality/value: Throughout this paper, the external context in which teachers live and work is characterized through a framework of Uncertain Times, which depicts changing aspects of the current era in which we live. The following factors have been noted as significant: the rise of the internet and interconnectivity, globalization and demographic diversity. This paper considers how millennial teachers (those entering the teaching force today) consider the salience of multiculturalism in Uncertain Times.

Today's society consists of individuals who belong to different generations. Natural change will lead to the fact that a new generation of individuals will take up most of the society's structure, at the same time raising questions about behaviour in virtual space changes. Assimilation of new technologies in society greatly depends on consumer attitudes that are determined by the psychological characteristics of consumers. Purpose of the paper is to form a conceptual psychological profile of generation Z, which would create preconditions to adapt the electronic service solutions for the youngest generation of society. Features of the Theory of generations and psychological characteristics of the generation Z will be analysed in order to achieve this goal. Guidelines of information technologies (IT) solutions for adaptation for generation Z will be given due to established profile. This paper is based on analysis of scientific and practical literature, systematisation, comparison, graphical representation of information.

Analyses the 1293 Indian publications in cataract research during 2002-2011, with a focus on contribution and citation impact of 15 most productive countries, India's overall contribution, its growth, citation impact, the share of international collaborative papers, identification of significant countries in India's international collaboration, different types of cataract research, analyses of research by subfields and different population age groups, productivity, and impact of leading Indian institutions and authors and pattern of communication of Indian output in most productive journals. The Scopus Citation Database has been used to retrieve the data for 10 years (2002-2011). Indian publications increased from 87 papers in 2002 to 195 papers in 2011, witnessing an annual average growth rate of 10.03%, registering an average citation impact per paper of 3.26 and international collaborative share of 21.58% during 2002-2011. Suggest that the government should encourage the decision makers and ophthalmologists and allied persons involved in ophthalmic services to make serious efforts in reducing the burden of cataract disease by increasing the R&D, strengthening of national and international collaboration and improve the existing training programs for ophthalmologic professionals. [ABSTRACT FROM AUTHOR]

The market power of monopolies can severely restrict citizens' freedom of choice. In the case of utilities, often portrayed as natural monopolies, such power may result in high prices and unreliable or absent services, especially in marginalized communities such as low-income neighborhoods or remote rural villages. While government regulation has been the traditional remedy to curb natural monopolies' power, in this paper, we address a different solution: monopoly bypassing through collective action. We present two types of monopoly bypassing—partial and complete—through the lens of civic wealth creation (CWC): the generation of social, economic, and communal endowments that benefit communities. Through our analysis of three water and sanitation utility services cases, we demonstrate how CWC is used to catalyze the collective action of engaged citizens to effectively bypass monopoly power. The cases highlight the three stakeholder categories involved in CWC initiatives—communities, enterprises, and regimes of support—and illustrate how they act collectively to provide credible market-based solutions. [ABSTRACT FROM AUTHOR]