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An integrated behavioral approach to understanding sociocognitive determinants and risk profiles of cannabis use in adolescents
No full textLa experimentación con el cannabis suele comenzar en la adolescencia, y se relaciona con el desarrollo de trastornos mentales y con un consumo habitual en la edad adulta. El objetivo de este estudio fue comprender los determinantes y las trayectorias de consumo de cannabis en adolescentes. Se realizó un estudio longitudinal con 1.051 adolescentes de 14 a 18 años que completaron una encuesta inicial y otra a los 6 meses, basada en el Modelo I-Change. Se realizaron dos análisis de regresión transversales y uno longitudinal para identificar qué determinantes están asociados al consumo de cannabis. Finalmente, las cinco trayectorias de consumo de cannabis que se identificaron se compararon mediante ANOVA con comparaciones post hoc de Tukey. Los resultados de este estudio muestran que, a los 6 meses de seguimiento, 669 adolescentes permanecieron como no consumidores, mientras que 187 adolescentes iniciaron el consumo de cannabis: 121 experimentalmente y 66 regularmente. El análisis de datos reveló la influencia en el consumo de cannabis de tener pareja, de querer buscar sensaciones nuevas, de no estar convencido de las desventajas del consumo de cannabis, de la influencia de los pares de iguales, y de tener una intención positiva de consumir cannabis en el futuro. Al inicio del estudio, los no consumidores difirieron de los consumidores consistentes en las percepciones sobre los factores sociocognitivos, pero no difirieron de los nuevos consumidores. Al comparar estos factores a los 6 meses, el escenario cambió, siendo los nuevos consumidores quienes mostraron mayores percepciones sociocognitivas a favor del cannabis. Considerar los determinantes del consumo de cannabis desde un enfoque conductual integrado puede ser útil para desarrollar campañas de prevención, donde se proporcionen alternativas saludables a la búsqueda de sensaciones, reforzar una actitud negativa hacia el cannabis, incidir en la influencia de los pares de iguales y en la autoeficacia del adolescente ante situaciones/emociones de riego que inviten al consumo
Gelaagde toekomst:De stad als palimpsest in De eerste hond in de ruimte (2010) en Gebied 19 (2023)
No full textHoe wordt het einde van de stad verbeeld in hedendaagse Nederlandstalige toekomstromans? LetterkundigenMarieke Winkler en Marjolein van Herten analyseren De eerste hond in de ruimte (2010) van Jeroen van Rooij en Gebied 19 (2023) van Esther Gerritsen vanuit de literary urban studies. Hierbij kijken ze naar de (toekomstige) stad als een palimpsest: een ruimte waarin oude en nieuwe lagen van tijd en betekenis elkaar voortdurend beïnvloeden. Wat onthullen deze lagen over de toekomstige stad, en wat blijft er over van een stad, zonder geschiedenis? Dit artikel nodigt uit tot een reflectie op de stedelijke toekomst als een dynamisch proces van geheugen, representatie en transformatie
The semantical structure of conditionals, and its relation to formal argumentation
No full textConditionals, i. e. expressions of the logical form “if A, then B”, have been a central topic of study ever since logic was on the academic menu. In contemporary logic, there is a consensus that the semantics of conditionals are best obtained by stipulating a subset of possible worlds in which the antecedent is true, and verifying whether the consequent is true in those worlds. Such a subset of possible worlds can represent, for example, the most typical worlds in which the antecedent is true. This idea has proven a fruitful basis, allowing for many systematic characterisation results as well as for making connections to other topics, such as belief revision and modal logic. In formal argumentation, the potential of these semantical ideas has not gone unnoticed in the last years, and many works have attempted to bridge the worlds of conditionals and arguments on the basis of these ideas. In this article, we give a thorough introduction to the semantics of conditionals and survey the adaptions of these semantics in the literature on computational argumentation, including structured argumentation and generalisations of abstract argumentation such as abstract dialectical frameworks. Furthermore, we highlight opportunities for future research on this topic.</p
Instructional videos and deeper processing:Insights and applications
No full textInstructional videos have become a vital part of modern education, offering an engaging way for students to learn. They are widely used ranging from traditional courses to massive open online courses. This growing reliance has prompted researchers to explore the benefits of instructional videos for learning, leading to design guidelines for optimally designing instructional videos to foster learning outcomes. This special issue shifts the focus from theoretical design principles to practical applications of learning with instructional video, addressing a gap in current research. The six papers in this special issue examine two key aspects of instructional video learning: (1) the presence and characteristics of presented teachers, and (2) the role of supportive prompts and engagement strategies when the teacher is absent. Together, the contributions in this special issue offer new insights into video-based learning, impacting both educational practice and research.</p
An Alternative Theory of Stable Revision for Nondeterministic Approximation Fixpoint Theory and the Relationships
No full textApproximation fixpoint theory (AFT) is a robust and popular mathematical framework that characterizes many nonmonotonic semantics, where the construction of stable fixpoints, called stable revision, plays a central role. Nondeterministic AFT is a recent development that redefines AFT for a nondeterministic setting to capture disjunctive semantics. This theory departs from traditional AFT by introducing distinct definitions, thus raising the question of whether deterministic AFT can be adopted directly to define nondeterministic stable revision. This work proposes such an alternate theory and creates a new way to study disjunctive semantics in terms of normal (non-disjunctive) knowledge bases. To demonstrate the viability of our framework, we show how to capture stable and partial stable models for disjunctive logic programs. We then study the relationships between this alternative theory and the state-of-the-art nondeterministic AFT.</p
A Critical Review of Using Learning Analytics for Formative Assessment: Progress, Pitfalls and Path Forward
No full textBackground: While formative assessment is widely regarded as essential for improving teaching and learning, it remains difficult to operationalize due to systemic misalignment with other instructional practices, limited teacher capacity, low feedback quality, inferential uncertainty, domain-general approaches, and validity concerns. Objectives: This editorial introduces a special issue that critically examines how learning analytics can contribute to advancing formative assessment by addressing persistent challenges in its design and implementation. Results and Conclusion: The twelve studies featured in this issue demonstrate several innovations such as adaptive feedback, multimodal analytics, predictive modeling, dashboard design, and evidence-centered assessment frameworks. Collectively, these studies demonstrate how learning analytics can enhance formative assessment by personalizing feedback, scaling dialogic feedback, understanding the nature of feedback, improving assessment validity, automating assessment, uncovering deeper learning patterns, and improving assessment alignment with instructional goals. However, the issue also highlights several underexplored gaps, including the limited disciplinary adaptation of analytics tools, a lack of ongoing student involvement in feedback design, insufficient attention to ethical concerns and the physiological and motivational dimensions of assessment, and a limited understanding of the role of emerging technologies, in particular, Generative AI (GenAI). This editorial argues for a more critical, inclusive, and context-sensitive approach to learning analytics in formative assessment—one that centers pedagogy, teacher and student agency, and long-term educational value. The contributions of this special issue lay essential groundwork for future research, policy, and practice aimed at transforming formative assessment through learning analytics
Exploring the Role of Sexual Creativity in Enhancing Sexual and Relationship Satisfaction:An Intervention Study
No full textMeasures Contributing to the Success of DevOps Processes:Development of a Reference Model to Actively Stimulate Customer Involvement
No full textTo implement DevOps processes of Continuous Integration, Continuous Delivery or Continuous Deployment (CI/CD-processes), the software industry tries to tackle a plethora of challenges. Specific characteristics of CI/CD-processes emphasize the importance of customer involvement. Although it would appear obvious to involve the customer more closely into CI/CD-processes, literature seems to underexpose the exact role of the customer. The involvement of customers needs more attention to fit the goal of CI/CD-processes. Therefore, measures concerning the aspect of customer involvement contributing to the success of CI/CD-processes found in literature need more empirical evidence. This study aims to contribute to the success of CI/CD-processes by developing a relevant reference model of measures to actively stimulate customer involvement. We followed three phases. In the first phase, we conducted a systematic literature review to find potential customer-oriented measures. We applied in the second phase a metaplan method to classify the potential measures per CSF. This resulted in a baseline model of six wide-ranging CSFs and seventeen potential customer-oriented measures. Since we needed a reference model of measures which actively stimulate customer involvement we conducted a multiple case study in the third phase. We used the baseline model to collect data to be able to develop the reference model. We asked for real-life examples of measures and corresponding explanations on why the taken measures stimulate customer involvement. Next, we classified the explanations found. Based on the classified explanations, we developed a reference model of measures to actively stimulate customer involvement. This study extends the literature by a structured reference model of measures to actively stimulate customer involvement. In addition, we showed that our methodology enabled the development of a model exclusively focused on measures of customer involvement from a wide-ranging yet
