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\"A volume devoted explicitly to the subtle and multidimensional phenomenon of background knowing that has to be recognized as an important element of the triad mind-body-world. The essays are inspired by seminal works on the topic by Searle and Dreyfus, but also make significant contribution in bringing the discussion beyond the classical confines\"-- Provided by publisher.

With the unveiling of the 2025 FCS Body of Knowledge one question raised was regarding use of the term Lifespan Progression rather than human development or lifespan development. Here is a little bit about what led to that decision. The job given to the BOK Taskforce was essentially to engage in a revisioning process to convey an updated Body of Knowledge that would take us into the next decade and beyond. Lifespan development has been used for decades to focus on human development, but not for family stages and transitions. It was for that reason that consideration was given to finding a term that addresses both. The term \"lifespan progression\" offers a nuanced and integrative lens that is especially well-suited for Family and Consumer Sciences (FCS), because it captures both individual development and family evolution across time.

PurposeThis paper aimed to introduce a systematic body of knowledge via a scientometric review, guiding the sustainable transition from conventional construction to prefabricated construction. The construction industry currently faces a challenge to balance sustainable development and the construction of new buildings. In this context, one of the most recent debates is prefabricated construction. As an emerging construction approach, although existing knowledge makes contributions to the implementation of prefabricated construction, there is a lack of a comprehensive and in-depth overview of the critical knowledge themes and gaps.Design/methodology/approachThis study uses the scientometric analysis to review the state-of-the-art knowledge of prefabricated construction. It retrieved data from the Web of Science core collection database. CiteSpace software was used to conduct the analysis and visualization; three analysis methods identify the knowledge hotspots, knowledge domains and knowledge topics. Finally, according to integrating the hidden connections among results, a body of knowledge for prefabricated construction application can be inferred.FindingsThe results show that 120 knowledge hotspots, five critical knowledge domains and five prominent knowledge topics are vital for promoting implementation of prefabricated construction. Based on the afore analysis, a body of knowledge for prefabricated construction that can systematically cover a broad knowledge of prefabricated construction-related research and activities are integrated and proposed in this paper.Originality/valueBody of knowledge systematically covers a broad knowledge of prefabricated construction applications and is vital to guide researchers and practitioners to conduct related research and activities, thereby promoting the sustainable transition to prefabricated construction implementation.

Due to the increasing number of cyber incidents and overwhelming skills shortage, it is required to evaluate the knowledge gap between cyber security education and industrial needs. As such, the objective of this study is to identify the knowledge gaps in cyber security graduates who join the cyber security workforce. We designed and performed an opinion survey by using the Cyber Security Knowledge Areas (KAs) specified in the Cyber Security Body of Knowledge (CyBOK) that comprises 19 KAs. Our data was gathered from practitioners who work in cyber security organizations. The knowledge gap was measured and evaluated by acknowledging the assumption for employing sequent data as nominal data and improved it by deploying chi-squared test. Analyses demonstrate that there is a gap that can be utilized to enhance the quality of education. According to acquired final results, three key KAs with the highest knowledge gap are Web and Mobile Security, Security Operations and Incident Management. Also, Cyber-Physical Systems (CPS), Software Lifecycles, and Vulnerabilities are the knowledge areas with largest difference in perception of importance between less and more experienced personnel. We discuss several suggestions to improve the cyber security curriculum in order to minimize the knowledge gaps. There is an expanding demand for executive cyber security personnel in industry. High-quality university education is required to improve the qualification of upcoming workforce. The capability and capacity of the national cyber security workforce is crucial for nations and security organizations. A wide range of skills, namely technical skills, implementation skills, management skills, and soft skills are required in new cyber security graduates. The use of each CyBOK KA in the industry was measured in response to the extent of learning in university environments. This is the first study conducted in this field, it is considered that this research can inspire the way for further researches.

UAV photogrammetry plays an essential role in applications such as disaster management, food security, and mapping due to its adaptability, scalability, and accuracy in data collection. Consequently, the increasing popularity of the UAV photogrammetry domain has led to a growing demand for comprehensive education accessible through academic institutions. Meanwhile, the flexibility and freedom associated with online education have sparked significant demand for online learning programs. Different users actively seek online courses and materials to delve into the intricacies of UAV photogrammetry. However, the abundance of online resources in this area poses challenges in finding such reliable courses.To address this challenge, the ITC team from the UAV centre and EOS Department at the University of Twente investigated the current online education courses related to UAV Photogrammetry offered globally. They compiled an inventory of these courses, categorizing them according to different educational levels- introductory, intermediate, and advanced—to align with the needs of key photogrammetry user categories. The project also investigated the currently available UAV datasets and software packages supporting technical training and professional applications. Further details are available on the project website.Besides, the project gathers insights into gaps in UAV photogrammetry knowledge areas and UAV applications in geoscience by designing, distributing, and analysing a UAV Gap survey.

Extended Reality (XR) is a growing trend for personal use and in industries including fashion and interiors within Family and Consumer Sciences education. This article explores the application of XR in the apparel and interiors industry and education to prepare students for a world where they experience XR daily as students, consumers, and professionals. Readers will learn about XR and how it can be applied in different classroom settings to enhance learning. Along with its relationship to the FCS-BOK.

To support societal problem solving, transdisciplinary research (TDR) uses knowledge co-production focusing on relevance and validity in a studied case and its particular social–ecological context. In the first instance, the resulting situated knowledge seems to be restricted to these single cases. However, if some of the knowledge generated in TDR could be used in other research projects, this would imply that there is a body of knowledge representing this special type of research. This study used a qualitative approach based on the methodology of grounded theory to empirically examine what knowledge is considered transferable to other cases, if any. 30 leaders of 12 Swiss-based TDR projects in the field of sustainable development were interviewed, representing both academia and practice. The transferable knowledge we found consists of the following: (1) Transdisciplinary principles, (2) transdisciplinary approaches, (3) systematic procedures, (4) product formats, (5) experiential know-how, (6) framings and (7) insights, data and information. The discussion of TDR has predominantly been focusing on transdisciplinary principles and approaches. In order to take knowledge co-production in TDR beyond an unmanageable field of case studies, more efforts in developing and critically discussing transferable knowledge of the other classes are needed, foremost systematic procedures, product formats and framings.

Due to their unique nature, construction projects are considered one of the world’s most hazardous and incident-prone industrial sectors. The present study aimed to analyze health, safety and environmental (HSE) risks relating to construction projects based on the project management body of knowledge (PMBOK) and sustainability approach. This study was conducted with the participation of 30 experts, using the semi-quantitative risk assessment technique, in nine areas of the project management’s body of knowledge, based on the fuzzy analytic hierarchy process. Risk, in this study, was estimated using a two-dimensional matrix of incident probability and severity, each of which has four sub-parameters. The HSE risks pertaining to each of the nine areas of PMBOK were identified. After that, the two dimensions of risk, including incident probability and severity, were measured. Thirty-seven risk sources associated with nine areas of the PMBOK were identified. Risk analysis revealed that 20 sources were at an unacceptable risk level, and 17 risks were at a tolerable risk level. Identifying HSE-related risk sources in accordance with the nine areas of PMBOK, and using FAHP to assess the risk of these hazards in construction projects, can lead to a more realistic estimate of risk in construction projects. The presented method in the current study can create a novel perspective in terms of the construction industry’s risk management and assessment.