Societal Impacts of Cyber Security Assets of Project ECHO

Solutions on both consumer and state levels have become increasingly vulnerable to sophisticated cyberattacks by e.g. malware, phishing, machine learning and artificial intelligence. As the adoption and integration of information technologies are increasing and solutions are developing, the need to invest in cyber-security is at an all-time high. Investment in cybersecurity is a chief priority within the European Union, and project ECHO is a one initiative that put emphasis on devising, elaborating, implementing and enhancing a series of technological solutions (assets) to counteract cyber-attacks. The research problem of this study is what societal impacts do the ECHO assets have as product, as knowledge use, and as benefits to society. The literature review includes theory and practice from academic papers, EU innovation project and professional reports, and some ECHO project workflows. Relevant academic theoretical approaches that provide a basis for this task are: e-skills and training, Organisational Learning (OL), Societal Impact (SI), Societal Impact Assessment (SIA). This is a qualitative pilot study that evaluates the usefulness of employing a Product/ Knowledge/ Benefit Societal Impact framework to assessment of societal impacts. Data collection involved qualitative participatory observation of a co-creative expert hackathon workshop. This pilot study shows that the methodology path, where societal impact of ICT and AI solutions (e.g. the ECHO assets) are examined as these three elements (product, knowledge use, societal benefit). This pilot study serves as a step to validate this path and design and select practical, rigorous and relevant quantitative methodology to further the understanding of both societal impact assessment of cyber, e-, and AI-based solutions and services. To incorporate societal impacts with cyber and e-skills this study recommends developing and refining actual key performance indicators (KPI) to provide a basis for rigorous and relevant qualitative and quantitative questionnaire based inquiry of cyber, e-, and AI-based solutions and services.

A study of knowledge use effectiveness in IS department–A human agency perspective

PurposeInformation technology changes rapidly, and the market trend flow changes even faster. The information systems (IS) department in a technological oriented environment has to ensure that the plans or solutions made by the IS department can align with organizational strategy to avoid resources waste, and adaptability is a crucial issue for an IS department too. This study believes that adaptability and alignment of the IS department are ambidexterity. The concept of knowledge use effectiveness (KUE), based on the human agency theory, proposed a research model mainly founded on intellectual capital, human agency theory, and contextual ambidexterity, and used intellectual capital (including human, structure and relational capital) as a framework to find the antecedents of knowledge usage.Design/methodology/approachThis study conducts an empirical research method and collects 150 valid cases from the IS department employees in Taiwan.FindingsThe results of this study are: (1) KUE in an IS department significantly improves the ambidexterity; (2) intellectual capital has a positive influence on KUE; (3) despite human capital having no influence on iteration, iterational KUE has no influence on adaptability.Originality/valueFor academics, this study has developed KUE through a novel perspective and uses the concept of the human agency to articulate the characteristic of KUE, and thus has combined the intellectual capital, human agency and contextual ambidexterity into a research model. For managers, they should learn that KUE has a positive effect on the IS department ambidexterity, composed of alignment and adaptability. By knowing that, they can understand the concrete elaboration of KUE much better. Therefore, enhancing the process of knowledge usage can be a practical and useful way of improving an IS department performance.

Knowledge, Use and Practices of Licensed Dietitians Related to Dietary Supplements in Lebanon

Objective To evaluate Lebanese licensed dietitians’ (LDs) knowledge, prevalence of use and recommendation of dietary supplements (DS), and their associated factors. Design Cross-sectional survey. Setting Dietitians across Lebanon were contacted through the telephone and were asked to participate in the study. An online self-administered questionnaire was designed and sent to dietitians either by email or by WhatsApp, between March 4th and May 4th, 2020. Participants This study included 319 dietitians randomly selected from the dietitians’ list that was provided by Lebanese Ministry of Public Health. Results Around 75% of dietitians had a knowledge score above 50%. Overall, 73.7% of them have used DS and 46.1% have recommended them. Higher knowledge score was associated with less years of experience, using scientific articles as source of information on DS, and participating in research. Resorting to pharmacists was significantly associated with both nutrient supplements (NS) and herbal supplements’ (HS) use, whereas referring to health food stores was associated with HS use only. NS recommendation to patients was associated with personal NS use (OR=3.38, P<0.001), considering pharmacists as a source of information on DS (OR=2.29, P=0.01) and discussing DS with patients (OR=3.82, P=0.01). Having personally used HS (OR=12.23, P<0.001) and having discussed DS with patients (OR=8.51, P=0.01) increased the likelihood of recommending HS. Conclusions A proper DS education, the elaboration of national scientific guidelines and the implementation of concise laws regarding the regulations of DS would play a crucial role in supporting dietitians’ practices and improving the quality of patient care with respect to DS.

Developing a Hybrid Platform for Emergency Remote Education of Nursing Students in the Context of COVID-19

Due to the COVID-19 pandemic, many nursing students are being taught remotely. Remote learning has drawbacks, such as decreased motivation for learning and difficulties conveying the instructor’s intentions. Strategies that compensate for the shortcomings of remote learning should be identified. This study aimed to evaluate the understanding of the knowledge use and awareness of negotiation methods through cases and teaching tools in nursing student classes on environmental assessment and daily life support, and to examine whether supplementary assistance can compensate for the drawbacks of remote learning. This study used a mixed-method design, and included 59 second-year nursing students attending an environmental assessment course in 2021. Students’ knowledge use and awareness of negotiation methods were evaluated using self-assessment worksheets before and after the class. The pre- and post-class scores were compared using the Wilcoxon signed-rank test. The mean knowledge score increased significantly during the study period (p < 0.001). Students acquired awareness of how to use the knowledge gained during class and negotiation awareness by observing role play, factors that strengthen motivation when learning alone. This study provides insight into the potential of class supplements to compensate for the deficits of remote learning. Supplementing the shortcomings of remote learning should be a priority and may be a focal point of hybrid learning.

Development of Instructional Material for Practical Research 1

The study aimed to develop a framework for teaching Practical Research and to find out the most appropriate instructional design to use in the development of instructional material for Practical Research 1. It utilized a qualitative research design. The research instrument includes two (2) curriculum guides and forty-five (45) literature searches on the best practices in teaching Practical Research 1. Data analysis used document analysis and thematic analysis. The findings revealed the components of the framework. Among these components are the learning competencies, enhancement/ measurement of prior knowledge, use of instructional material, feedback, and research writing. The most appropriate instructional design for developing the module in Practical Research 1 is the use of 5Es. The 5Es instructional design is used in science instruction and anchored on the principles of constructivism which follows procedural application of knowledge suitable to teaching Practical Research 1 which is deemed science-related. The following recommendations were made: the module in Practical Research 1 should be implemented and evaluated by Grade 11 Practical Research 1 instructors and students; materials containing contents specific to the learner's strand be developed; it is ideal to develop and produce audiovisual materials to add convenience in teaching Practical Research 1, and Practical Research 1 should be taught by teachers who have at least postgraduate units.

Developing a Special Theory of Expert Knowledge Use with a view to Ensuring Information and Worldview Security in the Digital Environment

This paper substantiates the need to develop a new special theory of the use of expert knowledge in the framework of ensuring information and worldview security in the digital environment, aimed at analyzing and generalizing the possibilities of using a range of expert knowledge for the study of criminogenic information disseminated within the digital environment. For these purposes, conceptual frameworks have been developed, including the subject and the system of new expert theory, as well as other terms that are important for a holistic understanding of this area (such as "digital environment", "information (worldview) security", "value basis"). The involvement of persons with special knowledge is important due to the peculiarities of information disseminated in the digital environment (such as electronic form, hypertextuality, etc.). In this case, the question often arises about the need for a comprehensive expert analysis (for example, the use of special knowledge in the field of forensic speech and forensic psychology, special computer-technical knowledge, etc.). The result of the study is conclusion on the need to develop a new private expert theory; the paper defines its conceptual foundations in the form of a consideration of its subject and system.

Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study

Background Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized. Objective This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population. Methods An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed. Results A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8%). Conclusions This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice.

The role of local knowledge system in enhancing Peranakan Etawa goat farm

The local livestock knowledge system is seen as the contributor to agricultural and rural development but not all local knowledge has the opportunities to be explored, customized, and applied to follow developmental dynamics. This research aimed to analyze the local livestock knowledge system of Peranakan Etawa (PE) goats from its elements, roles, management, and knowledge dissemination. This study was conducted in Kaligesing Subdistrict, Purworejo Regency, Central Java using qualitative methods. The data were obtained through interviews, observation, and documentation. Participants were determined purposively which consisted of smallholder farmers. The data validity was checked using triangulation of data sources and methods. Data analysis included data collection, data reduction, data presentation, data interpretation, and data collection. The results indicated that the PE goat farming local knowledge system elements existed by the integration of traditional and scientific knowledge systems that were distributed and applied by the farmers’ community as a source of livestock knowledge. Management and dissemination of local knowledge use the combination of traditional and modern patterns.

Knowledge Use in Education for Environmental Citizenship—Results of Four Case Studies in Europe (France, Hungary, Serbia, Turkey)

The aim of the paper is to contribute to the research on education for environmental citizenship in a comparative perspective. The central concept of education is the complex issue of knowledge. In the present paper, different knowledge forms, knowledge use, and types of knowledge production in environmental education are analysed for two EU countries, France and Hungary, together with two candidate countries, Serbia and Turkey. We review the most important theories and publications, the research questions and the methods considered to be examples for our present work. The second part of the paper presents the case studies according to the theoretical priorities. Evidence-based papers on cases in different European countries illustrating and discussing the evaluation of the types of knowledge used in environmental education and sustainability projects, as well as analysing the power-related components of knowledge use are reviewed. In the final part, case studies are compared and conclusions are drawn.

Forming mathematical skills for gifted students

Teaching tasks and discussion solving process develop students' thinking when they are: motivating, well understood, appropriate to the achieved level of intellectually and related to real life problems. Thinking is a process of complex information processing, the end-result is "concepts-words" and "thinking-sentences." The teaching process involves empirical and theoretical thinking because it is a complete cognitive process through which students acquire the social and historical experience of humanity. Introducing the use of scientific methods for gifted students is an essential tool for attaining structural knowledge. Use of scientific methods and mental math can empower students’ knowledge and help them getting structural math skills and long-lasting knowledge. These methods are useful tools for creating long-lasting, structural knowledge among students. Keywords: Mathematical Skills, forming mathematical skills, mathematical tasks, gifted students