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Social robots in public cultural venues, such as science museums, must engage diverse visitors through brief, one-off encounters where long-term user modeling is infeasible. This research examines immediately interpretable behavioral cues of a robot that can evoke a sense of personalization without storing or profiling individual users. First, a video-based observational study of expert and novice museum docents identified service strategies that enable socially adaptive communication. Building on these insights, three controlled laboratory studies investigated how specific cues from robots influence user perception. A video-based controlled study examined how recognition accuracy shapes users’ social impressions of the robot’s intelligence. Additional studies based on the Wizard-of-Oz (WoZ) method tested whether explanatory content aligned with participants’ background knowledge and whether explicit preference inquiry and memory-based continuity strengthened perceptions of personalization. Results showed that recognition accuracy improved social impressions, whereas knowledge alignment, explicit preference inquiry, and memory-based continuity cues increased perceived personalization. These findings demonstrate that micro-level personalization cues, interpretable within a short-term encounter, can support user-centered interaction design for social robots in public environments.

The development of the recreational use of forests demands a greater understanding of the profile, preferences and opinions of visitors to these forests. A questionnaire survey was hold in Cansiglio forest in northern Italy, which has become a very famous recreational area where many people come to spend their leisure time. The objective of this study is to ascertain specifics about forest visitors, their preferences of forest structure and shape, and their other opinions, eg about regional problems with red deer. Results showed among other that, almost 1/4 of respondents were bikers, the rest were hikers, and the majority was from nearby cities and villages. Most of respondents go to forests from six to eleven times per year, more than 1/2 of them are satisfied with this frequency of forest visits. Knowing which type of forest visitors generally look for, and what kind of activities they want to enjoy there is very important information and useful for management in research areas.

Introduction Non-communicable diseases have risen markedly over the last decade. A phenomenon that was mainly endemic in high-income countries has now visibly encroached on low and middle-income settings. A major contributor to this is a shift towards unhealthy dietary behavior. This study aimed to examine the complex interplay between people’s characteristics and the environment to understand how these influenced food choices and practices in Western Kenya. Methods This study used semi-structured guides to conduct in-depth interviews and focus group discussions with both male and female members of the community, across various socioeconomic groups, from Kisumu and Homa Bay Counties to further understand their perspectives on the influences of dietary behavior. Voice data was captured using digital voice recorders, transcribed verbatim, and translated to English. Data analysis adopted an exploratory and inductive analysis approach. Coded responses were analyzed using NVIVO 12 PRO software. Results Intrapersonal levels of influence included: Age, the nutritional value of food, occupation, perceived satiety of some foods as opposed to others, religion, and medical reasons. The majority of the participants mentioned location as the main source of influence at the community level reflected by the regional staple foodscape. Others include seasonality of produce, social pressure, and availability of food in the market. Pricing of food and distance to food markets was mentioned as the major macro-level influence. This was followed by an increase in population and road infrastructure. Conclusion This study demonstrated that understanding dietary preferences are complex. Future interventions should not only consider intrapersonal and interpersonal influences when aiming to promote healthy eating among communities but also need to target the community and macro environments. This means that nutrition promotion strategies should focus on multiple levels of influence that broaden options for interventions. However, government interventions in addressing food access, affordability, and marketing remain essential to any significant change.

Research indicates that motivation plays a central role in literacy development. Recent investigations have revealed that reading motivation begins to erode as early as second grade. Therefore, it can be suggested that motivation must be carefully considered during early literacy instruction. However, such motivating instruction can be effectively planned only when informed by data. Consequently, there is a need for a developmentally appropriate tool to assess reading motivation in kindergarten through grade two. The \"Me and My Reading Profile\" is intended to support the instructional efforts of primary educators.

IntroductionThe aim of the Common factors, Responsiveness and Outcome in Psychotherapy (CROP) study is to identify client and psychologist characteristics and therapeutic processes associated with the outcome of psychotherapy delivered by psychologists employed in the Danish primary sector or fully self-employed. The study addresses two main questions. First, how are specific characteristics of clients and psychologists related to the outcome of therapy and do these characteristics moderate the outcome of different psychotherapeutic approaches? Second, to what extent do therapists adapt their approach to client characteristics and preferences and how does such responsiveness impact the process and outcome of therapy?Methods and analysisThe study is a naturalistic prospective cohort study carried out in collaboration with psychologists in private practice in Denmark. Self-reported data are collected from the participating psychologists and their participating clients before, during (weekly and postsession) and after psychotherapy (at end of treatment and 3 months follow-up). The estimated target sample size is 573 clients. The data are analysed using multilevel modelling and structural equation modelling approaches to capture predictors and moderators of the effect and rate of change in psychotherapy as well as session-to-session changes during the therapy process.Ethics and disseminationThe study has been approved by the IRB at the Department of Psychology, University of Copenhagen (IRB number: IP-IRB/01082018) and the Danish Data Protection Agency. All study data are fully anonymised and all clients have given informed consent to participation in the study. The study findings will be presented in articles in international, peer-reviewed journals as well as to psychotherapy practitioners and other professionals across Denmark.Trial registration numberNCT05630560.

For most classroom teachers, recognizing when students are engaged in literacy activities – and perhaps more glaringly, when they are not – is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP‐R) and to engage in a discussion of how periodic, class‐wide administration of the MRP‐R can inform practices to support motivating classroom contexts.

Increasingly, school leaders recognize the need for writing instruction to become a schoolwide priority. The writers’ workshop approach that was popularized 30 years ago is still relevant; it is still important to give students protected time to write, opportunities to address topics and audiences that matter, and timely feedback. Recent research emphasizes that students also benefit from explicit instruction in the craft and structure of specific types of writing and from working toward clear images of good writing. Teachers can accelerate students’ growth by developing shared expectations for good writing and a common language for talking about writing. Clear goals are important for teachers, too. Shared knowledge of effective writing instruction and ways to track writing growth over time lift the level of instruction across a school, supporting teacher‐to‐teacher collaboration. When student growth is regarded as feedback to teachers on their teaching, assessment‐based instruction helps schools participate in continuous improvement.

We describe a case study of a third-year undergraduate class in Enterprise Education. A blended learning design in the form of a flipped classroom with a duration of one semester, was explored in two cohorts. The question was to explore how students experienced the flipped class for learning and how this approach presented the different presences in the Community of Inquiry (CoI), and its revisions. The online learning components represented the individual learning space, where the main resource was bespoke videos that replaced lectures and complemented the textbook and other learning material. The classroom hosted a business school-style seminar where students in small groups engaged in solving a new business case study, going through phases of developing a concept to presenting the group solutions to the class. It aimed at fostering active learning both inside and outside the class. Students participated in the activities to apply the theory in new cases. The teacher facilitated the sessions, provided direction and correction as needed. The research used mixed methods consisting of trace data, quantitative and qualitative student feedback to explore how suitable the flipped classroom in undergraduate education was towards developing deep learning. The online individual learning space yielded highly salient Teaching Presences, accompanied by evidence of Agency Presence, characterised by independent activity and personal learning preferences. Online videos and ICT resources helped with understanding the theory ahead of class meetings. Seminars in the collaborative space fostered deep learning of the theory, and enabled students to apply the prepared theory in case studies and solve problems. Integration and particularly Resolution in Cognitive Presence of CoI featured in the seminars, while Social Presence was the weakest. Suggestions are made to implement the flipped class principles in an online class.

Current scholarship suggests that many youths identify with hip‐hop, especially youths of color. Study of this artistic form has been suggested as a means of helping youths acquire and become fluent in literacy practices. This article explores how the use of a hip‐hop literacies curriculum addressed the literacy skills of urban ninth‐grade English students while helping them contextualize the significance of their in‐school and out‐of‐school literacy experiences. The article explains the connections between literacies and hip‐hop–based education, illustrates how hip‐hop can serve as a culturally responsive and rigorous pedagogical tool in the English classroom, and shares students' views on the use of such curriculum.