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Die hard:exploring the characteristics of resource users who persist in the tragedy of the commons
No full textThis field study investigates the characteristics and preferences of artisanal fishers who continue their profession in a lake afflicted by overfishing. We relate their economic preferences, fishing data, social networks, and socio-demographic information to their decision to either persist or discontinue fishing 4 and 15 years later. Our findings reveal that an increasing portion of fishers have chosen to cease fishing over time. We observe that the fisher's risk preference is an important factor for persistence: More risk-averse fishers are more likely to endure in their fishing endeavors. We also find evidence that better socially integrated, older, and less educated individuals are more persistent. In contrast, we do not observe any notable relationships between persistence and the individual extent of overfishing or social preferences. These insights offer valuable novel knowledge regarding the evolving dynamics of resource user groups. By understanding these factors, policymakers and managers can optimize their approach to designing effective management practices and policies.</p
Decolonizing and indigenizing the study of crime fiction
No full textAustralia’s Indigenous Voice Referendum (2023) and the adoption of a robustdecolonizing approach by Monash University provided an ideal background to explore representations of indigeneity in crime fiction, focusing on the Mexican novel The Uncomfortable Dead (What’s Missing Is Missing) by Subcomandante Marcos and Paco Ignacio Taibo, II
Vulgarity in online discourse around the English-speaking world
No full textThis paper takes a corpus-based approach to study vulgar language in online communication across 20 English-speaking regions based on the Global Web-Based English Corpus (GloWbE). The identification of vulgarity combines word lists used in profanity detection with regular expressions to identify a wide range of vulgar elements including spelling variants and obscured forms. The results show a notable trend for inner circle L1-varieties to exhibit higher rates of vulgarity online compared to outer circle and L2-varieties. The results also show that inner circle varieties have lower adapted corrected type-token rations which indicates that inner circle variety speakers use more varied English vulgar forms compared with speakers from other circle varieties. In addition, there is a general register difference with vulgarity being more common in blog data compared with general web content. Finally, the results show that different regions exhibit preferences for specific vulgar lemmas feck being preferred in Ireland, cunt, in Britain, and ass(hole) in the United States. The findings are interpreted to show that cultural differences are reflected in region-specific preferences for vulgarity and that the creativity observed in inner circle varieties is linked to norm-setting compared to norm-reception associated with outer circle varieties.</p
Digital learning initiatives forging inclusive education in post-conflict nations
No full textThe transition to a post-conflict nation presents numerous challenges for higher education. This study explores the advantages and impediments of implementing digital learning in Afghan higher education institutions (HEIs). Digital learning in Afghan HEIs currently falls short of stakeholder expectations and requirements. Authorities and key stakeholders, however, have taken measures to address these issues and ensure seamless integration of digital learning into HEIs. Efforts have been made to promote digital learning and improve access to higher education for disadvantaged groups, which could expand educational opportunities and foster diversity, equity, and inclusion, particularly among girls in Afghanistan. Our research employed an interpretive field approach, conducting interviews with 102 participants across 12 Afghan universities—eight public and four privates—to examine the challenges and opportunities associated with digital learning initiatives and inclusive education in a post-conflict setting. We also recommended ways to improve digital learning and promote inclusive education in the country. Our findings provide recommendations for digital and policy strategies to enhance the digital learning experience and promote inclusive education in post-conflict nations. The experiences and lessons learned from Afghan HEIs offer valuable insights for developing more accessible, engaging, and effective online education models.</p
Starting with the end in mind:recommendations to optimize implementation of a novel TBI classification from the 2024 NINDS TBI Classification and Nomenclature Workshop's Knowledge to Practice Working Group
No full textThe Knowledge to Practice Working Group (K2P WG) was one of six expert groups convened in early 2023 to plan the 2024 National Institute of Neurological Disorders and Stroke Traumatic brain injury (TBI) Classification and Nomenclature Workshop. Recognizing that implementation of revised classification systems is essential to achieve intended impact, the K2P WG’s key aims were to foster shared understanding of knowledge translation (KT), build capacity for implementation of a revised TBI classification system, identify and prioritize KT actions, implementation steps and audiences; and make recommendations to advance implementation. The cornerstone of this work was a focused survey to identify “who needs to do what differently,” while prioritizing potential implementation actions. Survey findings, dialogue with other working groups, stakeholder discussions, and public feedback were also utilized to support implementation of the revised Clinical, Biomarker, Imaging-Modifiers and retrospective TBI classification system. Forty researchers across five working groups responded to the survey (Response Rate = 59.7%). Fifty-two unique implementation actions were identified. The top 15 priorities across the five working groups comprised six pertaining to clinical practice (e.g., change Glasgow Coma Scale [GCS] assessment); seven focusing on research (e.g., develop tools for measuring psychological and environmental factors); and one each on lived experience (simplified language for patients and families) and other settings (insurance company support for biomarker testing). Twenty-seven stakeholder groups and 18 target settings were identified as being most impacted by the revised classification system. Key recommendations included: develop guidelines based on systematic reviews, clearly explain the rationale for the change, develop implementation toolkits with input from all stakeholders, and embed the new classification in a learning health system database to facilitate implementation strategies based on audits, feedback, and cost-effectiveness analyses.</p
Sensing Movement:Contemporary Dance Workshops with People who are Blind or have Low Vision and Dance Teachers
No full textDance teachers rely primarily on verbal instructions and visual demonstrations to convey key dance concepts and movement. These techniques, however, have limitations in supporting students who are blind or have low vision (BLV). This work explores the role technology can play in supporting instruction for BLV students, as well as improvisation with their instructor. Through a series of design workshops with dance instructors and BLV students, ideas were generated by physically engaging with probes featuring diverse modalities including tactile objects, a body tracked sound and musical probe, and a body tracked controller with vibrational feedback. Implications for the design of supporting technologies were discovered for four contemporary dance learning goals: learning a phrase; improvising; collaborating through movement; and awareness of body and movement qualities. We discuss the potential of numerous multi-sensory methods and artefacts, and present design considerations for technologies to support meaningful dance instruction and participation.</p
From strategic HRM to sustainable HRM? Exploring a common good approach through a critical reflection on existing literature
No full textThe emergence of sustainability discourse has provided new avenues and momentum for human resource management (HRM) scholars to extend existing lines of enquiry and to generate new ones. This has led to a surge of research interest in sustainability in the last decade, not least as a response to the growing environmental concerns and, more recently, to the Sustainable Development Goals launched by the United Nations in 2015. The rapidly emerging body of research is accompanied by confusion and critiques regarding what sustainable HRM entails, how it can be measured, and who may benefit. This perspective paper discusses these issues by focusing on common good HRM as the latest variant of sustainable HRM and identifies challenges as well as opportunities for research. It draws on stakeholder theory, legitimacy theory, cultural perspective, and HR ecosystem theory to illustrate how future studies can advance our knowledge of common good HRM by building on the existing strong body of HRM scholarship and embracing a broader range of stakeholders, epistemological perspectives, and methodological approaches.</p
Pytester:Deep reinforcement learning for text-to-testcase generation
No full textTest-driven development (TDD) is a widely-employed software development practice that mandates writing test cases based on a textual description before writing the actual code. While writing test cases is the centerpiece of TDD, it is time-consuming, expensive, and often shunned by developers. To address these issues associated with TDD, automated test case generation approaches have recently been investigated. Such approaches take source code as input, but not the textual description. Therefore, existing work does not fully support true TDD, as actual code is required to generate test cases. In addition, current deep learning-based test case generation approaches are trained with one learning objective, i.e., to generate test cases that are exactly matched with the ground-truth test cases. However, such approaches may limit the model's ability to generate different yet correct test cases. In this paper, we introduce PYTESTER, a Text-to-Testcase generation approach that can automatically generate syntactically correct, executable, complete, and effective test cases while being aligned with a given textual description. We evaluate PYTESTER on the public APPS benchmark dataset, and the results show that our Deep RL approach enables PYTESTER, a small language model, to outperform much larger language models like GPT3.5, StarCoder, and InCoder. Our findings suggest that future research could consider improving small over large LMs for better resource efficiency by integrating the SE domain knowledge into the design of reinforcement learning architecture.</p
A scoping review of the factors contributing to a sense of belonging in early career teachers
No full textTeacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.</p
Modelling the interactions between resources and academic achievement:an artificial neural network approach
No full textThe actiotope model of giftedness takes a systems approach to understand the development of exceptionality and, more broadly, the academic achievement of students. Focusing primarily on the interactions between environmental capitals and outcomes such as academic achievement, research has relied on methods such as structural equation modelling (SEM) to understand these interactions. However, such methods do not reflect the nonlinear interactions inherent within systems. Based on datasets obtained from students from one Australian school (n = 778), both SEM and artificial neural networks (ANNs) were created for school-assessed achievement scores (mathematics, english and science) and standardised test scores (mathematics, vocabulary, and reading). Using the optimal ANN for school-assessed achievement scores for mathematics, its potential to predict future scores based on hypothetical improvements to five of the 11 capitals was confirmed. With high quality data, the use of ANNs will allow researchers to better understand these interactions and support practitioners to implement evidence-based interventions.</p