Interrogating stories: How teachers think they learned to teach

An open-ended set of stimulus questions was presented to 19 student teachers at the end of their one year preservice course. This resulted in over 300 pages of personal narrative describing how these beginning teachers learned to teach. Reflections on lessons taught provided the stimulus for the narratives. Quantitative and qualitative measures were used on the 19 narratives to construct four "reductions". The reductions consolidated the main elements from the collection of narratives. Pragmatic orientations by novice teachers were found in these reductions

Internet of things in disaster logistics productivity

It is possible to carry out logistics operations in a highly efficient and reliable manner with internet of things technologies. These technologies increase the added value of logistics activities and expand their benefits in the supply chain. Logistic activities are a sine qua non of disaster management. The active use of internet of things during disaster preparedness stage, during disaster, and after disaster, in warehouse and material management, fleet and transport management is an important technological milestone which will greatly increase productivity. Right place, right time, right quantity, right quality, and right price rule is known as 5 Right rule in logistics. In disaster logistics, only the price is excluded from these rules because it does not matter if human life is concerned. Strategic approaches, which are provided by IoT technology, are key to efficiently carry out 5 Right rule in disaster logistics. © 2020, IGI Global

A case for using blended learning and development techniques to aid the delivery of a UK cybersecurity core body of knowledge

This article explores the UK's current approach in addressing the cybersecurity skills gap championed by the National Cyber Security Strategy. There have been progressive and elaborate steps taken in the UK toward professionalization of the cybersecurity field. However, cybersecurity knowledge has been labelled as inconsistent when a cybersecurity Chartered status is being proposed. The objective of this analysis was to apply an academic lens over the UK's voyage towards the establishment of a cybersecurity profession. It has been an ambitious but complex endeavor that at times has had alterations of course. Learning from this experience, a blended learning and development approach is now recommended underpinned by an overarching core knowledge framework. Such a framework could join up the existing silos of learning and development activities to benefit from, and build upon, a coherent core knowledge-base for the community. It is argued that this will provide a more satisfactory outcome to enhance the UK's cybersecurity capability on the road to a cybersecurity profession

Review of Agent Based Modelling of Social Attachment in Crisis Situations

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