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Aim: The paper examines the role of artificial intelligence (AI) in law enforcement training and highlights the benefits and challenges associated with its use. AI in training can provide law enforcement officials with real-time, customised feedback on their performance, which can help them improve their skills and knowledge. However, the use of AI in law enforcement training also raises several challenges, such as ethical concerns related to the use of personal data and potential biases in AI algorithms. Therefore, it is crucial to effectively prepare law enforcement personnel to utilise AI to its full potential while minimising potential harm.   Methodology: The paper also explores the new digital strategy of the European Union Agency for Law Enforcement Training (CEPOL) and how it incorporates AI technology into its training programmes to equip law enforcement authorities with the most up-to-date knowledge and skills. Additionally, the paper underscores the importance of research and science in identifying and developing new AI advancements and best practices. Findings: Finally, this article presents the identified gaps in digital skills and the use of new technologies in law enforcement training. Value: CEPOL periodically collects data to define strategic training priorities for law enforcement officials, emphasising digital skills and the use of new technologies. The need to increase the knowledge of law enforcement representatives on the rules of responsibility for artificial intelligence in the field of internal security remains a constant priority accompanying the development of technologies used in the work of law enforcement authorities.

Jefferson, with his childhood friend Donna, leads a tribe of teenagers in New York City on a dangerous quest to find an antidote for a mysterious illness that wiped out all adults and children.

In the process of software project development, completing tasks may require new skills that employees have not yet mastered due to factors such as requirement changes. However, existing studies on software project scheduling usually overlook such new skill demands. This paper designs the learning mechanism targeting the treatment of new skills for project employees, including how to select appropriate employees to learn new skills, the growth curves of new skill proficiencies and the adaptive dedication changes for the selected employees. Three common dynamic events are considered to establish a mathematical model for the dynamic software project scheduling problem considering the new skill learning. To solve the model, a multi-population coevolutionary algorithm-based predictive-reactive scheduling method is proposed in this paper. Three novel strategies are incorporated, which include a response mechanism to environmental changes, a population grouping strategy based on dual indicators, and a dynamic allocation of subpopulation size according to the variation trend of contribution. Systematic experimental results based on ten synthetic instances and three real-world instances show that when dynamic events occur, the proposed algorithm can quickly reschedule the tasks with a better duration, cost and stability compared with six state-of-the-art algorithms, helping project manager make a more informed decision.

Willa lives on the upper West Side of Manhattan with her divorced father and her younger brother and attends fifth grade with her best friend Ruby, and she likes things to be a certain way, because it makes life manageable even with her Sensory Processing Disorder; she certainly does not like surprises, and her father has just thrown her a big one: he has been dating Ruby's mother, and suddenly Willa's life seems to be spiraling out of her control--and part of the trouble is that she cannot even explain why she thinks this is a horrible idea, when everyone else thinks that it is wonderful.

Introduction: In 2013, the Red Cross in Bosnia and Herzegovina (BiH) opened two Centres for Home Care. 40% of clients asking for support have limited mobility or are bedridden. A German study showed that every fifth nursing home patient could be more independent if their mobility was purposefully promoted.To promote the mobility, prevent decubitus and falls of clients, as well as and to protect health of nursing staff and caregivers, Kinaesthetics was introduced in 2014.  The care staff were trained in basic and advanced Kinaesthetics. According to the clients’ satisfaction survey and the description of the nurses, newly acquired skills have had a positive impact on clients’ satisfaction and on the health of the nursing staff. To monitor the introduction of this new method in BiH and to find out if the mobility care competences of the nursing staff have increased, the evaluation was done, based on Kinaesthetics Competence Self-Evaluation (KCSE) scale developed by Heidrun Gattiger.    Theory/methods: The aim of the evaluation was to assess the competencies of the nursing staff and their further training needs in Kinaesthetics. The evaluation was done using KCSE questionnaires for self-evaluation and video taking for performances observation. The scale contains 28 statements divided in areas: (attitude, dynamic state, knowledge and skills). The knowledge-related statements were checked with additional explanation by participants. In the self-evaluation participated 18 nurses. Results: The evaluation showed that 66% of the nursing staff has developed a very good and 16% a good understanding of the Kinaesthetics role and importance in care. 16% of the nurses with less training hours and experience have limited understanding. All nurses are more aware of individual mobility needs and capacities. They are more concerned about their health and work in a healthier way. They stated that the exchange with colleagues increase their competencies. Eight nurses confirmed good knowledge and use Kinaesthetics every day, while ten of them have average knowledge level and partially use Kinaesthetics in their work. Higher results were associated with nurses who have more training hours and working experiences. Discussions: This evaluation provides evidence that Kinaesthetics influences positive changes in care and improves the competences of the nursing staff. It can be used as efficient tool to convince the health care management to buy-in further Kinaesthetics development. Conclusion: The Kinaesthetics application in the every-day work has shown that it is a challenging process and requires time and awareness change of the care staff. Having in mind that Kinaesthetics learning is experience-based learning, difference in knowledge level and its application among nurses is evident. The leadership needs to have the willingness to invest finances and time. Successful introduction is also related to the nurses’ involvement and willingness to change the attitude in care. Limitations: The evaluation looked only at changes that introduction of Kinaesthetics has brought for the nursing staff. Nothing can be said about the benefit for the clients. Suggestions for future research: There is a need to investigate the Kinaesthetics impact in clients’ mobility and autonomy.

Stuck at the bottom of the social ladder at \"pretty much the lowest level of people at school who aren't paid to be here,\" Maya Van Wagenen decided to begin a unique social experiment: spend the school year following a 1950s popularity guide, written by former teen model Betty Cornell. Can curlers, girdles, Vaseline, and a strand of pearls help Maya on her quest to be popular? The real-life results are painful, funny, and include a wonderful and unexpected surprise-meeting and befriending Betty Cornell herself.

PurposeThe prevailing literature argues the need for “new” skills to deliver energy-efficient buildings. The concept of new skills, however, has not been subject to empirical investigation. This paper aims to provide insight on the required new skills, and their development and application, for the successful delivery of energy-efficient school retrofit buildings.Design/methodology/approachThe research employed a case study approach of a school retrofit building project in the early stages of the adoption of energy-efficient measures. Through the application of the socio-technical network approach (STNA) as the data collection and analysis framework, data were collected through semi-structured interviews, observations and a review of relevant organisational documentation and were analysed using thematic coding.FindingsThe findings reveal key actors (i.e. the local authority, energy contractors and school end-users), their principal interests and the required communication, project management, energy management, technical and research skills during their interactions in the successful delivery of the school retrofit building project. The results further reinforce the crucial role of the local authority in driving energy performance improvement of school buildings.Originality/valueThis study demonstrates empirical evidence of the principal actors and skills required for the delivery of energy-efficient school retrofit buildings, contributes to new theoretical insights at the identification of key micro-level development of construction skills through the project network and evidences on how the STNA can be mobilised in construction skills research.

Seven high school students are stranded at their New England high school during a week-long blizzard that shuts down the power and heat, freezes the pipes, and leaves them wondering if they will survive.

Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.