استكشف المجموعة الواسعة من العناوين المتاحة.

Research summary: Researchers have increasingly emphasized the need to better understand how context affects the value of experiential learning. We address this gap by investigating when corporate-level experience ca be leveraged across borders and when experience needs to be country-specific to be valuable. We test our hypotheses using a unique multi-source panel dataset of 379 large MNCs from 29 home countries and their subsidiaries in 117 host countries over a 10-year period, 1999–2008. In contrast to prior research, we find that the ability of a firm to leverage its experience with political risk across borders is limited by the type of risk involved. Experience with nonstate violent conflicts may be transferrable, but only country-specific experience appears to yield measureable benefits for conflicts involving the host country government. Managerial summary: Violent conflicts not only increase social unrest but also impose added costs of doing business. For managers who find themselves in the midst of violent conflicts or who wish to survive and potentially gain a competitive advantage in operating in such challenging environments, is it possible to learn to manage such a seemingly \"unmanageable\" problem? In contrast to studies that have examined other types of political risk, we find that the ability of a firm to leverage its experience with violent conflict risk across borders is limited. Specifically, only country-specific experiential knowledge about how the host government prepares and manages such conflict risks yields measureable economic benefits for MNCs and their subsidiaries operating in countries during conflict.

While there have been recent trends in investigating the role of leader support on technological integration, such research in educational settings is rare. Moreover, the attention paid towards investigating leadership support for the integration of technological changes in education has not led to the explicit specification of what support teachers would entail from their mid-level academic leaders regarding the current challenge of ITLTs-low uptake in developing countries. Therefore, the present study investigates the influence of leader support and integration of ITLTs among academicians of the selected Tanzanian universities, mediating the effect of the Technological Knowledge Level (TKL). A questionnaire was used as the main collection tool to collect data from 192 academic staff. The study used Structural Equation Modeling (SEM) to analyse the extent to which leader support influences the integration of ITLTs, mediated by the TKL when controlled for demographic factors such as age, gender, and ITLTs prior knowledge. The yielded results reveal that the integration of ITLTs among academics is positively influenced by leader support; the higher the support the academics receive from their leaders, the better the integration of ITLTs. Furthermore, the perceived leader support is also predictive of academicians’ technological knowledge level; however, no significant effect of technological knowledge level was found when mediating the two variables, indicating that leaders support strongly influenced the integration of ITLTs. This study, therefore, proves the inclusive findings and extends the research on the potential of mid-level academic leadership to bring about educational change in higher learning and thus, enhance the integration of ITLTs.

Oral and dental problems can also affect general health. The aim of this study is to evaluate the senior child development undergraduate students' knowledge on pediatric oral and dental health and to examine the changes in their knowledge levels after the training. A 24-item questionnaire was sent to the participating students, in which their demographic characteristics and their knowledge about children's oral health were questioned. Afterwards, 3-hour training was given and the same questionnaire was sent again at the end of the training. One-way Anova and Mann-Whitney-U tests were used to compare quantitative variables. Fortysix students participated in this study. The students' knowledge score was 7.65±1.95 before the training; it was calculated as 9.78±2.06 after training. The difference was statistically significant (p < 0.05). The majority of the incorrect answers before the training were given for fluoride toothpaste use (78.3%), tooth brushing start period (60.9%), first permanent tooth eruption time (43.5%), and treatment option of caries in primary teeth(41.3%). A significant decrease was observed in these rates after the training (p < 0.05). Child development students have a moderate knowledge on oral and dental health and their knowledge levels increase with training. In order to raise children with better oral health habits, the undergraduate education of the Child Development Department needs to be rearranged.

With the rapid advancement of information and communication technologies, e-learning has gained a considerable attention in recent years. Many researchers have attempted to develop various e-learning systems with personalized learning mechanisms for assisting learners so that they can learn more efficiently. In this context, curriculum sequencing is considered as an important concern for developing more efficient personalized e-learning systems. A more effective personalized e-learning recommender system should recommend a sequence of learning materials called learning path, in an appropriate order with a starting and ending point, rather than a sequence of unordered learning materials. Further the recommended sequence should also match the learner preferences for enhancing their learning capabilities. Moreover, the length of recommended sequence cannot be fixed for each learner because these learners differ from one another in their preferences such as knowledge levels, learning styles, emotions, etc. In this paper, we present an effective learning path recommendation system (LPRS) for e-learners through a variable length genetic algorithm (VLGA) by considering learners’ learning styles and knowledge levels. Experimental results are presented to demonstrate the effectiveness of the proposed LPRS in e-learning environment.

Cultivating talents with innovation ability is both the goal of higher vocational colleges and their responsibility given by the era. Focusing on improving the practical knowledge level of students means that students should be exposed to nature, society and problems through practical activities, thus providing the maximum space for them to think, explore, discover and innovate. As for existing studies on cultivating innovative ability of students and improving their practical knowledge level, they mainly have focused on ability evaluation and analysis of influencing factors, and few of them has involved analysis of their practical knowledge level characteristics. Therefore, this paper studied the characteristics and transformation mechanism of their innovative practice achievements. A multi-level comprehensive evaluation system was constructed, which aimed to evaluate the practical knowledge level of those students. The input dimension of quantized data of indexes was reduced in accordance with the principal component analysis (PCA). Then the quantized data of the low-dimensional indexes were mined by hierarchical clustering, and different training subsets were generated to participate in the evaluation model training. Based on the idea of clustering-prediction-integration, Gated Recurrent Unit (GRU) model was used for nonlinear integration of the output results of two-way Long Short-Term Memory (LSTM) model, which further fit the nonlinear characteristics in the quantized data of all indexes. By introducing Bootstrap-Data Envelopment Analysis (DEA) method, the transformation rate of innovative practice achievements of the students was collected and calculated in order to obtain a small calculation error. Experimental results verified the effectiveness of the proposed calculation method of the model.

In the age of information explosion, e-learning recommender systems (ELRSs) have emerged as the most essential tool to deliver personalized learning resources to learners. Due to enormous amount of information on the web, learner faces problem in searching right information. ELRSs deal with the problem of information overload effectively and provide recommendations by taking into consideration the learners' preferences such as learning styles, goals, knowledge levels, learning paths etc. In this paper, we propose a weighted hybrid scheme to recommend right learning resources to a learner by incorporating both the learners' learning styles (LSs) and the knowledge levels (KLs). Further, by elicitation of trust values among learners, we develop a scheme such that for a given active learner, the trustworthy learners having greater knowledge and similar learning style patterns as that of the active learner have greater weightage in recommendation strategy. Experimental results are presented to demonstrate the effectiveness of the proposed scheme.

أُجريت هذه الدراسة للتعرّف على مستوى معرفة طلبة الدراسات العليا بكلية التربية بجامعة السلطان قابوس للعام الأكاديمي (2022/2023) بالأوبئة، وعلاقته باتجاهاتهم نحو المواطنة الصحيّة، ولتحقيق أهداف الدراسة تم بناء اختبار المعرفة بالأوبئة، حيث تضمّن الاختبار ستة محاور: مفهوم الأوبئة، تاريخ الأوبئة، أسباب انتشار الأوبئة، الآثار المترتبة عن انتشار الأوبئة، طرق علاج الأوبئة، ودور السلطنة في مُكافحة الأوبئة، كما تم بناء مقياس اتجاه تضمن ثلاثة محاور: المعرفة بالمواطنة الصحيّة، الالتزام بسلوكيات المواطنة الصحيّة، المُشاركة في تعزيز قيم المواطنة الصحيّة، وللتحقق من صدق الأداتين تم عرضهما على محكمين من ذوي الخبرة، وكذلك تم التحقق من ثبات الأداتين من خلال تطبيقهما على عينة من خارج عينة الدراسة، وتم حساب معامل ثبات الاتساق الداخلي باستخدام معادلة (ألفا كرونباخ)؛ حيث بلغ في اختبار المعارف (0.60)، بينما بلغ في مقياس الاتجاه (0.82)، وتم تطبيق الأداتين على عينة مكوّنة من (66) طالبًا وطالبة. وتوصلت النتائج إلى أنًّ مستوى معرفة الطلبة بالأوبئة جاء متدنيًا جدًا، بينما جاءت مواقفهم نحو المواطنة الصحيّة إيجابيّة عالية، ولذلك أوصت الدراسة بضرورة وضع مساقات تربويّة تواكب التغيّرات المُتسارعة للارتقاء بمستوى معرفة طلبة الدراسات العليا بالأوبئة بما يُعزز لديهم قيم المواطنة الصحيّة.

HPV vaccine can prevent HPV infection effectively. The college student’s vaccination status is unclear in mainland China. We assessed the knowledge, practice, and attitude towards HPV vaccine and compared the differences between medical and nonmedical students. It was a cross-sectional study using self-administered anonymous questionnaires. Nine-hundred sixty full-time college students were recruited randomly at Peking University in China. The medical students had higher level of knowledge of HPV and its vaccine than the nonmedical students (p < 0.001). The vaccinated female students were 9.0%. The high-grade clinical students had a higher uptake rate than the nonmedical students (19.5 vs 8.6%, p < 0.05). Awareness of HPV (p < 0.01), awareness of the vaccine (p < 0.001), and vaccinated family members or friends (p < 0.001) were related to the nonmedical students’ vaccination. Vaccinated family members or friends were significant predictor for students’ vaccination status (p < 0.001). Medical students knew more about HPV and its vaccine than nonmedical students. Female students’ vaccinated rate was low, and the high-grade clinical students had a higher uptake rate than the nonmedical students.

In this article, we present a study on teachers’ perceptions about Artificial Intelligence (AI) as a tool to support teaching in Estonian K-12 education. Estonia is promoting technological innovation in education. According to the Index of Readiness for Digital Lifelong Learning (IRDLL), Estonia was ranked first among 27 European countries. In this context, our goal was to explore teachers’ perceptions about cutting-edge technologies (in this case, AI) and to contextualize our results in the scope of Fairness, Accountability, Transparency and Ethics (FATE). We carried out a survey with 140 Estonian K-12 teachers and we asked them about their understanding and concerns regarding the use of AI in education and the challenges they face. The analysis of the survey responses suggests that teachers have limited knowledge about AI and how it could support them in practice. Nonetheless, they perceive it as an opportunity for education. The results indicate that teachers need support in order to be efficient and effective in their work practice; we envision that AI can be used to provide this support. Furthermore, we identified challenges that relate to the socio-cultural context of the study: for example, teachers perceived AI as a tool to support them in accessing, adapting and using multilingual content. To conclude, we discuss the findings of this work in relation to ethical AI, and elaborate on the implications and future aspects of this work in the context of FATE and participatory design of learning environments.

هدفت الدراسة إلى استقصاء مستوى الحكم التأملي للمعرفة العلمية، وآليات تبريرها لدى عينة من معلمي العلوم ذوي الخبرة بسلطنة عمان، بلغ عددهم 23 معلمًا ومعلمة. وقد مزجت الدراسة بين المنهجية الكمية والنوعية، واستخدمت المقابلات الفردية شبه المقننة لجمع بيانات الدراسة. أبرزت نتائج الدراسة أن مستوى الحكم التأملي السائد لدى معلمي العلوم ذوي الخبرة هو مستوى الحكم شبه التأملي، مع ارتفاع نسبي في مستوى طبيعة المعرفة، وانخفاض في مستوى تبرير المعرفة. وقد أظهرت النتائج أن حوالي 20% فقط من معلمي العلوم لديهم تنوع في آليات تبرير المعرفة بداية من التعدد في البحث عن مصادر المعلومات، والمفاضلة بينها؛ لترجيح رأي دون آخر. وشملت آليات التبرير آليات تستند على سلطة خارجية، مثل؛ التخصص العلمي، والقرارات الحكومية، وآراء الخبراء، وآليات تستند على خبرات المعلم نفسه وممارساته. وأخيرًا، خرجت الدراسة بعدد من التوصيات؛ لتعزيز الحكم التأملي لدى معلمي العلوم.