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Effective integration of learning technology tools in classrooms is a key component of 21st century higher education classrooms. The goal of the position paper is to provide a discussion from the results of the research study and to uncover the faculty members’ views and perceptions about implementing learning technology tools. Insights from this study revealed that it is a teaching technique and style of the faculty members in the use of these learning technology tools that determined the nature of their perception of success rather than the learning tools themselves.

The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively reached in the educational literature. There is nonetheless a dearth of studies on students' rubric use in second/foreign language contexts. And fewer studies have investigated the factor affecting rubrics' effectiveness for promoting student learning. The paper Reports a classroom-based inquiry unto students' perceptions of rubric use in self-assessment in English as a foreign language context and the factors moderating its effectiveness. Eighty students at Chinese university participated in the study. The data collected included their reflective journals and six case study informants' retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students' self-regulation by guiding them through the stages of goal-setting, planning, self- monitoring and self-reflection. Both within-rubric and rubric-user factors were identified as affecting the rubric's effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics implications are drawn for formative rubric use in student self-assessment

This research investigates the use of Data-driven learning (DDL) tasks in the teaching and learning of acronyms in a specialised corpus. Our target population is professional military staff (n=16). The researchers collected and analysed the Salvage and Rescue of Submarines Corpus (SAR) where the patterning of acronyms, neglected in English for Specific Purposes (ESP), plays a substantial role. Using a mixed-methods methodology, this research looked at the students’ interaction with DDL, as well as at the subsequent interviews with the students. Deductive and inductive paper-based DDL tasks with concordance lines of acronyms were used with two groups of students of different rank. Both groups found the tasks challenging and showed mixed reactions towards concordance lines. While there has been a much-needed emphasis on tools and corpus methods training in DDL, we suggest that conversations with adult, professional students about the nature of instructed language learning and language patterning are absolutely essential to promote a more active learner role in DDL approaches.

Positive psychology has fully examined the flourishing among healthy people but neglected to understand how “optimal human functioning” can apply to the life experiences of a vulnerable person. Considering methodological issues, this article gives a brief overview on how the conceptualization of mental health and mental disorders affects the consideration of strengths along with the presence of dysfunction with the emergence of positive psychology. First, we summarize the shortcomings of the applicability of clinical positive psychology, focusing especially on Hungarian clinical practice. Second, we discuss the problems with the conceptualization of mental health in positive psychological framework. Third, we propose a model, the Maintainable Positive Mental Health Theory based on capacities and competences. Finally, we conclude with methodological questions and present a research protocol. The key finding of our review is that the opportunity exists for psychiatrists and psychologists to embrace disability as part of human experiences and to show how people with vulnerabilities can be supported to recover.

This position paper expresses current and future concerns about the use of robots in nursing. This statement reflects integration of humanoid nurse robots (HNRs) in nursing education, practice, and research. It is imperative nurses be directly involved in decisions about the design, implementation, and evaluation of the use of HNRs in healthcare. As questions arise about the ethical use of robots in nursing situations, caring theories will inform the implementation of HNRs in nursing to ensure the we protect the safety and the dignity of those entrusted to our care.

This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE’s effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research.

Background: Journal articles published by Iranian dental school faculty members have followed an upward trend Since 2000, based on: (1) the global growth rate; (2) the increase in the number of country’s dental schools and their relatively higher number of faculty members; and (3) the health ministry’s emphasis on research and scientific publications. Hence, it is important to keep ourselves up to date about the trend of scientific articles published by Iranian dental schools. Objectives: This study aimed to extract the number and quantitative value of articles authored by faculty members of Iranian dental schools that are indexed in three databases of SCOPUS, PubMed, and the Web of Science (WoS/ISI) from 2015 to 2019. Methods: A five-year cross-sectional study was conducted on the above-mentioned databases, using a similar strategy for all databases. Words “Iran” and “dent*” were searched in affiliations. The obtained results were investigated in-depth. The details of search results were checked out one by one. Only those articles with at least one author genuinely affiliated to an Iranian dental school were included for further assessment. The “number of articles” authored by at least one author and those with the “first author” affiliated to an Iranian dental school were counted. Then, the “quantitative value” or share of each author was calculated by dividing one by the number of authors of the article. The three variables were compared among databases, dental schools, and study years. Results: A total of 3922, 2473, and 2345 articles were retrieved from SCOPUS, PubMed, and WoS, respectively. Concerning SCOPUS and WoS databased, all three study variables had an increasing trend from 2015 to 2018 but decreased in 2019. In PubMed, however, the decline started from the beginning of the study period. Conclusions: The observed decline in the number of scientific papers produced or published at the end of the study period is worrying. The novel variable of “quantitative value” that was calculated in this study can be regarded as an appropriate and feasible indicator to determine the number of scientific papers published by individuals, dental schools, and the whole country’s dental research society, compared to other variables. Policymakers should rethink facilitating publication in accredited journals, especially those indexed in PubMed.

배경 및 목적: 본 연구는 언어발달지연 아동의 한국판 수용 · 표현 어휘력 검사에서 컴퓨터 기반(태블릿 PC) 매체와 종이 기반 매체를 이용하여 매체의 변화가 아동의 언어 수행력에 차이를 보이는지 알아보고자 하였다. 방법: 연구의 대상은 생활 연령이 만 3-7세의 언어발달지연 아동 27명을 대상으로 하였다. 언어발달지연 정도와 통합언어연령에 따라 각각 두...

There is a growing interest in the health professionals’ performance sustenance and work- related attitudes research. This is primarily because health professionals experience on daily basis some undesirable variables like fatigue, `well-being, stress, emotional drain, psychological need frustration and job dissatisfaction which affect performance and its sustenance. Health managers quest to resolve issues of performance sustenance, have resulted in difficulties in their attempt to motivate health professionals to be highly functional and effective to sustain performance. In a lower-middle income country like Ghana, there has not been a lot of success in this regard considering the enormity of psychological challenges and the seemingly disturbing work environment health professionals engage their services in. These continue to affect performance fundamentally because they keep experiencing negative development psychologically. Additionally, it has been documented severally in the extant literature how these negative psychological developments affect the performance of healthcare professionals which unreservedly requires a new dimension in the way work environment is managed. A gap our study intends to address through the incorporation of positive psychological capital which we seek to use in moderating the work related attitudes that has the capacity to address the negativity that has engulfed work environment among healthcare professionals.

Since schools cannot use face-to-face tests to evaluate students’ learning effectiveness during the COVID-19 pandemic, many schools implement computer-based tests (CBT) for this evaluation. From the perspective of Sustainable Development Goal 4, whether this type of test conversion affects students’ performance in answering questions is an issue worthy of attention. However, studies have not yielded consistent findings on the equivalence of the scores of examinees’ answering performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) when taking the same multiple-choice tests. Some studies have revealed no significant differences, whereas others have exhibited significant differences between the two formats. This study adopted a counterbalanced experimental design to investigate the effects of test format, computerised presentation type, difficulty of item group, and administration order of item groups of different difficulty levels on examinees’ answering performance. In this study, 381 primary school fifth graders in northern Taiwan completed an achievement test on the topic of Structure and Functions of Plants, which is part of the primary school Natural Science course. The achievement test included 16 multiple-choice items. After data collection and analysis, no significant differences in the answering performance of examinees were identified among the PPT, CBT with single-item presentation, and CBT with multiple-item presentation. However, after further analysis, the results indicated that the difficulty of item group and the administration order of item groups of different difficulty levels had significant influences on answering performance. The findings suggest that compared with a PPT, examinees exhibit better answering performance when taking multiple-choice tests in a CBT with multiple-item presentation.

In a modern society, seniors want to be a part of the digital world and the research in progress seeks to present whether through Serious Games can help their learning process and understanding of cybersecurity when online browsing, namely, deciding which actions to make when facing an eminent threat. this position paper aims to presents a new research on how Serious Games can help seniors to become more aware in the cybersecurity theme and how to be more careful when search the web. In this research the methodology apply is the Action Research, by identifying the problem –lack of knowledge that seniors have on the online threats and promoting an action –the Serious Game played to teach and motivate the senior to become safer online.

AimTo discuss ethical issues related to a complex study (PROFID) involving the development of a new, partly artificial intelligence-based, prediction model to enable personalised decision-making about the implantation of an implantable cardioverter defibrillator (ICD) in postmyocardial infarction patients, and a parallel non-inferiority and superiority trial to test decision-making informed by that model.MethodThe position expressed in this paper is based on an analysis of the PROFID trials using concepts from high-profile publications in the ethical literature.ResultsWe identify ethical issues related to the testing of the model in the treatment setting, and to both the superiority and the non-inferiority trial. We underline the need for ethical-empirical studies about these issues, also among patients, as a parallel to the actual trials. The number of ethics committees involved is an organisational, but also an ethical challenge.ConclusionThe PROFID trials, and probably other studies of similar scale and complexity, raise questions that deserve dedicated parallel ethics and social science research, but do not constitute a generic obstacle. A harmonisation procedure, comparable to the Voluntary Harmonization Procedure (VHP) for medication trials, could be needed for this type of trials.

Mental stress and illness are common health problems in competitive sports that can reduce performance and have effects beyond the end of a career as sport-specific and unspecific disorders. The promotion of mental health and safe handling of mental problems and illnesses require appropriate education and train-ing. However, child, adolescent and adult psychiatrists with specific expertise in competitive sports (sports psychiatrists) are not yet an integral part of the structure of medical care provision in competitive sports. This position paper gives an overview about existing care structures in competitive sports for the promotion of mental health, and investigated them with proposals for the further development of sports psychiatric care in competitive sports. Sports physicians, sports psychiatrists, as well as interdisci-plinary and interprofessional collaboration, are at the center of mental health efforts in competitive sports. Further aspects that will be discussed are the education and training of athletes and the environment in competitive sports, as well as the promotion of coaches’ health. Key Words: Elite sports, Prevention, Mental health problems and disorders, Sports psychiatry, Sports Medicine

[EN] Human social relationships imply conforming to the norms, behaviors and cultural values of the society, but also socialization of emotions, to learn how to interpret and show them. In multiagent systems, much progress has been made in the analysis and interpretation of both emotions and norms. Nonetheless, the relationship between emotions and norms has hardly been considered and most normative agents do not consider emotions, or vice-versa. In this article, we provide an overview of relevant aspects within the area of normative agents and emotional agents. First we focus on the concept of norm, the different types of norms, its life cycle and a review of multiagent normative systems. Secondly, we present the most relevant theories of emotions, the life cycle of an agent¿s emotions, and how emotions have been included through computational models in multiagent systems. Next, we present an analysis of proposals that integrate emotions and norms in multiagent systems. From this analysis, four relationships are detected between norms and emotions, which we analyze in detail and discuss how these relationships have been tackled in the reviewed proposals. Finally, we present a proposal for an abstract architecture of a Normative Emotional Agent that covers these four norm-emotion relationships., This work was supported by the Spanish Government project TIN2017-89156- R, the Generalitat Valenciana project PROMETEO/2018/002 and the Spanish Goverment PhD Grant PRE2018-084940.

Feedback is integral to the process of education but is not a simple process and in mass education and global systems presents numerous additional challenges. This paper, which is intended as an informative awareness-raising paper, provides a review of recent literature on the challenges that educators and students face when feedback is given and received. It conceptualizes feedback as a process that requires multiple inputs and should support the partnership between educators and students through dialogue and engagement. Feedback literacy that incorporates the role of emotion is seen as a key aspect of professional and student development to motivate and engage students.

The number of citations a peer-reviewed article receives is often used as a measure of its importance and scientific impact. This paper identifies, describes and categorizes the highly cited papers in addiction research on cannabis, heroin, cocaine and psychostimulants. Highly cited papers were identified in the Web of Science Core Collection database. Several bibliometric indicators were calculated. Social network analysis was applied to draw groups of authors and institutions with the greatest number of collaborations and co-words. The number of citations for the top 100 cited articles ranged from 649 to 4,672. The articles were published in 40 journals. The subject category Substance Abuse included 10 papers. The United States was the most productive country (79 papers), followed by the United Kingdom (9). The main funding institutions were the National Institutes of Health in the United States. The network of collaboration between authors distributes the 352 researchers into 53 groups. The three most cited works address the neural basis of drug craving as an incentive-sensitization theory of addiction, the clinical and research uses of the Addiction Severity Index, and the neurocircuitry of addiction. Scientific literature on addictions is widely dispersed both in multidisciplinary and specific journals of neurology, psychiatry and addictions, with relatively few publications providing most of the citations. An ongoing challenge for this field is the concentration of highly cited papers coming from a select number of countries, with the United States being the research hub of the world, with the highest volume of publications and total citations., This work have been funding by Servicio de Drogodependencias (PMD/UPCCA-València). Concejalía de Sanidad y Consumo. Ajuntament de València.

Objective : Most systematic reviews of interventions focus on potential benefits. Common methods and assumptions that are appropriate for assessing benefits can be inappropriate for harms. This paper provides a primer on researching harms, particularly in systematic reviews. Study Design and Setting : Commentary describing challenges with assessing harm. Results : Investigators should be familiar with various terminologies used to describe, classify, and group harms. Published reports of clinical trials include limited information about harms, so systematic reviewers should not depend on these studies and journal articles to reach conclusions about harms. Visualizations might improve communication of multiple dimensions of harms such as severity, relatedness, and timing. Conclusion : The terminology, classification, detection, collection, and reporting of harms create unique challenges that take time, expertise, and resources to navigate in both primary studies and evidence syntheses. Systematic reviewers might reach incorrect conclusions if they focus on evidence about harms found in published reports of randomized trials of a particular health problem. Systematic reviews could be improved through better identification and reporting of harms in primary studies and through better training and uptake of appropriate methods for synthesizing evidence about harms.

The World Association for Infant Mental Health (WAIMH) decided to compose a position paper on infants' rights in wartime, as there is still a general lack of attention paid to the impact of war-related traumas on infants' development and psychological health. Though there are numerous areas of violent conflicts around the globe, there have been few published studies that relate specifically to infants. Consequently, humanitarian aid programs tend to overlook infants' psychological needs and to pay more attention to those of older children. This position paper first reviews the studies identified through a literature search, about the impact of war-related traumas during pregnancy and postnatal periods, then describes the existing recommendations that have been added to the Children Rights Convention and their implications for infant mental health clinicians.

Background : E-Learning or web-based technology can be used to train undergraduate medical students’ clinical reasoning skills. Currently, many learning methods are being developed using web-based environment to replace paper-based because they are more efficient in terms of paper usage and are flexible for a student in accessing materials. This study aims to explore student’s working durationaccess time and scores upon the usage of webbased test, to compare students’ scores to paper-based test scores, to explore the advantages anddisadvantages, and suggestions to improve the web-based learning method. Method : This study randomly enlisted 60 medical students of Universitas Gadjah Mada, Yogyakarta, Indonesia and divided them into web-based (n = 30) and paper- based test (n = 30) groups. Students answered 15 disaster management questions and completed a questionnaire. The scores and times needed to answer the questions were compared using the Mann-Whitney and Independent Sample tests. Results : The duration to answer in the web-based group was shorter than in paper- based group (p = 0.001), but the average scores difference was not significant (p = 0.169). In the web-based group, similar numbers of students accessed the website during and after working hours. Survey questionnaire results showed that most students realized the advantages of this program and gave appropriate suggestions. Conclusion : Practicing clinical reasoning skills using web-based learning method is more time-efficient compared to the paper-based test. Its high-accessibility improves the learning interest and motivation of the student, with an equal outcome to the paper-based test.

The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students’ behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners’ performances in reading activities in both contexts and sharing preliminary findings and students’ views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.

Background and purpose Spirometry is often technically challenging for patients. Previous studies have demonstrated the potential benefits of spirometry in the community pharmacy setting. This study compared pharmacy students' perceptions and attitudes toward performing spirometry, as well as implementing spirometry in clinics and community pharmacies through experiencing spirometry first-hand versus completing paper-based active learning exercises. Educational activity and setting First-year (N = 102) and second-year (N = 70) pharmacy students were provided with the same pre-class materials to learn about the spirometry process. During class, first-year (P1) students performed spirometry tests, while second-year (P2) students completed paper-based active learning exercises about spirometry without performing the test. A survey was provided to each group at the end of the class to: (1) compare students’ perception of the difficulty of performing spirometry, and (2) identify patient, clinic, and pharmacy barriers to implementing spirometry testing. Findings P1 students perceived performing spirometry as significantly more difficult compared to P2 students. Both P1 and P2 students perceived correct posture and breathing technique, and patient discomfort as the most difficult parts of performing spirometry. Significantly more P1 students (91.1%) perceived spirometry as a “helpful and noninvasive tool to screen for pulmonary diseases” than P2 students (54.1%). Summary Students who experienced spirometry perceived it to be more difficult than those who completed paper-based active learning exercises. Incorporating spirometry into a pharmacy curriculum could be an opportunity to increase students’ insight of the difficulty of performing spirometry and their appreciation for the clinical services pharmacists can provide.

Background A cross-sectional study (Miyara et al, 2020) conducted by French researchers showed that the rate of current daily smoking was significantly lower in patients with COVID-19 than in the French general population, implying a potentially protective effect of smoking. Objective We aimed to examine the dissemination of the Miyara et al study among Twitter users and whether a shift in their attitudes toward smoking occurred after its publication as preprint on April 21, 2020. Methods Twitter posts were crawled between April 14 and May 4, 2020, by the Tweepy stream application programming interface, using a COVID-19–related keyword query. After filtering, the final 1929 tweets were classified into three groups: (1) tweets that were not related to the Miyara et al study before it was published, (2) tweets that were not related to Miyara et al study after it was published, and (3) tweets that were related to Miyara et al study after it was published. The attitudes toward smoking, as expressed in the tweets, were compared among the above three groups using multinomial logistic regression models in the statistical analysis software R (The R Foundation). Results Temporal analysis showed a peak in the number of tweets discussing the results from the Miyara et al study right after its publication. Multinomial logistic regression models on sentiment scores showed that the proportion of negative attitudes toward smoking in tweets related to the Miyara et al study after it was published (17.07%) was significantly lower than the proportion in tweets that were not related to the Miyara et al study, either before (44/126, 34.9%; P Conclusions The public’s attitude toward smoking shifted in a positive direction after the Miyara et al study found a lower incidence of COVID-19 cases among daily smokers.

Background and aims Children with autism spectrum condition often have specific difficulties with narrative comprehension, a skill which has a strong association with both concurrent and longitudinal reading comprehension. A better understanding of narrative comprehension skills in autism spectrum condition has the potential to provide insight into potential later reading comprehension difficulties and inform early targeted intervention. In the current study, the main objective was to investigate how differences in the medium of story presentation (paper-book vs. e-book) and differences in story narration (adult narration vs. in-app narration) would influence narrative comprehension in general, and between groups (autism spectrum condition and a receptive language-matched control group). We were also interested in how task engagement (visual attention and communication) differed between group and conditions and whether task engagement was related to narrative comprehension. Method Forty-two children with autism spectrum condition and 42 typically developing children were read a story either via a paper-book or an e-book with interactive and multimedia features. The e-book was either narrated by the experimenter (adult narrated iPad condition) or narrated by an in-app voiceover (e-book narrated iPad condition). Children’s behaviour during storybook reading was video recorded and coded for engagement (visual attention and communication). They then completed two measures of narrative comprehension: multiple-choice questions (measuring recall of literal information) and a picture ordering task (measuring global story structure). Results Contrary to predictions, we did not find any significant group or condition differences on either measure of narrative comprehension, and both groups demonstrated a similar level of narrative comprehension across the three conditions. We found differences in engagement between conditions for both groups, with greater visual attention in the e-book conditions compared to the paper-book condition. However, visual attention only significantly correlated with narrative comprehension for the typically developing group. Conclusion Overall, this study suggests that children with autism spectrum condition are just as able as language-matched peers to comprehend a narrative from storybooks. Presenting a story on an iPad e-book compared to a paper-book does not influence narrative comprehension, nor does adult narration of the story compared to in-app narration. However, on-task engagement is linked to narrative comprehension in typically developing children. Implications: Taken together, our findings suggest that e-books may be more successful than paper-based mediums at encouraging visual attention towards the story, but no better at supporting narrative comprehension and eliciting communication.