Internet-based relapse prevention for anorexia nervosa: nine- month follow-up

To study the longer term effects of an internet-based CBT intervention for relapse prevention (RP) in anorexia nervosa

IaaS, PaaS, or SaaS? The Why of Cloud Computing Delivery Model Selection – Vignettes on the Post-Adoption of Cloud Computing

Most large-scale organizations adopted Cloud Computing (CC) on a company level in recent years. Managers now face the challenge to appropriately implement CC operationally , i.e., for information systems (ISs). We refer to this as post-adoption, addressing the extent of technology usage after adoption. Specifically, managers need to choose among the CC delivery models Infrastructure-as-a-Service (IaaS), Platform-as-a-Service (PaaS), and Software-as-a-Service (SaaS). We differentiate the determinants of this post-adoption decision for IaaS, PaaS, and SaaS. Based on this analysis, we derive criteria that guide managers\u27 delivery model selection: Adopt 1) IaaS for ISs requiring flexibility and reduced time to market, 2) PaaS to access specialized resources, and 3) SaaS to focus on core competencies. Moreover, we analyze the impact on the CC strategy and postulate them as recommendations: I) acknowledge the interplay between governance and time-to-market, II) realize cost savings on company level, and III) consider strategically important ISs for CC

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students’ achievement outcomes. Consequently, the potential impact of DI on students’ socio-emotional outcomes has, till now, received very little attention. In order to address this gap in the research, the current researchers seek to investigate the effects of DI on school students’ well-being, social inclusion and academic self-concept. Survey participants in this study included 379 students from 23 inclusive and regular classes in secondary schools in Austria. Following multilevel analyses, the results have indicated that students’ rating of their teachers’ DI practice is positively associated with their school well-being, social inclusion and academic self-concept. However, a t-test for dependent samples demonstrated that students perceive their teachers’ DI practice to be infrequent. Implications of the results along with further lines of research are also presented in this paper.Peer Reviewe

Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the COVID-19 Pandemic

The COVID-19 pandemic has led to far-reaching changes in various aspects of students’ lives. In the particular case of the educational field, classroom teaching was drastically shifted to a distance learning format. Consequently, students needed to deal with a completely different everyday school life. Learning was carried out online, which implied that students could not see some of their regular, important social contacts such as teachers, classmates or friends. It is already proven that such social distancing measures had impacts on students’ emotional experiences during the lockdown. Following a mixed-methods concurrent single-phase design, this study examined students’ perceptions of social distancing and their emotional experiences during the first school lockdown in Austria. Data from an online survey (n = 263 students) and from qualitative interviews (n = 56 students) were analyzed. The results show that distance learning drastically reduced interaction among students and between students and their teachers. Furthermore, the results indicate negative emotional experiences due to less social contact, increased learning pressures, and less structure. However, findings revealed that students also experience and perceived positive emotional experiences during distance learning because of more freedom, autonomy, and to some extent, less performance pressure. Based on the findings, the present study discusses possible perspectives on how to support students during and after distance learning, as well as further lines of research.Peer Reviewe

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

The aim of the study was to illustrate the impact of teachers’ implementation of differentiation and individualization (perceived by students) on students’ perception of their inclusion regarding their social inclusion, emotional wellbeing and academic self-concept. The study sample comprised 824 third-to-eighth-grade students [255 males (31%) and 569 females (69%)]. Around 10% of the sample (82) had special educational needs (SEN). Students’ perceived inclusion levels and academic self-concept were examined with the Arabic version of the Perceptions of Inclusion Questionnaire (PIQ-S-AR). Students’ ratings of inclusive practices in their classroom were examined using the Arabic version of the Inclusive Teaching Practices Scale (ITPS). SEN students expressed lower perceived social inclusion, emotional inclusion, and academic self-concept in comparison with non-SEN students. Moreover, high levels of inclusive teaching practices strongly predicted students’ perceived emotional inclusion, social inclusion, and academic self-concept. The results of the study supported the importance of school-level inclusive teaching practices and their relation to students’ school experiences. It also highlighted the need for schools and teachers to work towards improved school-level inclusion experiences for SEN students

Exploring inclusive education in times of COVID-19: an international comparison of German, Austrian and Portuguese teachers

With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined.info:eu-repo/semantics/publishedVersio

The Influence in Airforce Soldiers Through Wearing Certain Types of Army-Issue Footwear on Muscle Activity in the Lower Extremities

The objective of the study was to analyse the influence of the shape and material of the military footwear worn by soldiers on muscle activity in the lower extremities, and whether such footwear could explain specific strain complaints and traumatic lesions in the region of the lower extremities

Effects of Wearing Different Personal Equipment on Force Distribution at the Plantar Surface of the Foot

Background. The wearing of personal equipment can cause specific changes in muscle activity and posture. In the present study, we investigated the influence of differences in equipment related weight loading and load distribution on plantar pressure. In addition, we studied functional effects of wearing different equipment with a particular focus on relevant changes in foot shape. Methods. Static and dynamic pedobarography were performed on 31 male soldiers carrying increasing weights consisting of different items of equipment. Results. The pressure acting on the plantar surface of the foot increased with higher loading, both under static and dynamic conditions (p < 0.05). We observed an increase in the contact area (p < 0.05) and an influence of load distribution through different ways to carry the rifle. Conclusions. The wearing of heavier weights leads to an increase in plantar pressure and contact area. This may be caused by flattening of the transverse and longitudinal arches. The effects are more evident in subjects with flat feet deformities which seem to flatten at an earlier load condition with a greater amount compared to subjects with normal arches. Improving load distribution should be a main goal in the development of military equipment in order to prevent injuries or functional disorders of the lower extremity

Introducing the dilemma of societal alignment for inclusive and responsible research and innovation

© 2018 The Author(s).In this discussion paper, we outline and reflect on some of the key challenges that influence the development and uptake of more inclusive and responsible forms of research and innovation. Taking these challenges together, we invoke Collingridge’s famous dilemma of social control of technology to introduce a complementary dilemma that of ‘societal alignment’ in the governance of science, technology and innovation. Considerations of social alignment are scattered and overlooked among some communities in the field of science, technology and innovation policy. By starting to unpack this dilemma, we outline an agenda for further consideration of social alignment in the study of responsible research and innovation.Ribeiro and Shapira acknowledge support from the Biotechnology and Biological Sciences Research Council [grant number BB/M017702/1] (Manchester Synthetic Biology Research Centre for Fine and Speciality Chemicals). Jarmai acknowledges support from Horizon 2020 Framework Programme project ‘COMPASS – Evidence and opportunities for responsible innovation in SMEs’ [grant agreement number 710543]. Bürer and Lindner acknowledge support from project ‘MoRRI – Monitoring the evolution and benefits of RRI was funded by the European Commission’ [grant number RTD-B6-PP-00964-2013] for funding part of the research

The dilemma of societal alignment in responsible research and innovation

Resumen del trabajo presentado en la XVI Triple Helix Conference, celebrada en Manchester (Inglaterra) del 05 al 08 de septiembre de 2018.Around four decades ago, David Collingridge put forward a dilemma that has been widely adoptedamongst the technology assessment (TA), and later, responsible research and innovation (RRI) communities. The so-called Collingridge dilemma has permeated discussions on the governance of science, technology and innovation, enclosing an enormous challenge: that of anticipating their potential consequences and controlling emerging technologies. In this paper, we outline and reflect on some of the key challenges that influence the development and uptake of more inclusive and responsible forms of science, technology and innovation. Our analysis draws on a large body of empirical and theoretical research done by the different authors to reflect on challenges emerging from the complex and diverse organisational characteristics of universities, the enactment of responsibility in the private sector, the emergence of bottom-up, grassroots innovation and the hidden dimensions of sustainability, equity and transdisciplinarity. Taking these together, we paraphrase Collingridge¿s famous dilemma of social control of technology to introduce a complementary dilemma which might be useful in the study of RRI, that of `societal alignment¿ in science, technology and innovation. The dilemma of social alignment differs from that of control in at least five dimensions: a) the epistemic communities involved, b) governance mechanisms, c) `nature¿ of the problem, d) backward or forward looking focus and e) scale and scope of sociotechnical systems. By starting to unpack this concept, we outline an agenda that remains scattered and overlooked among some communities in the field of the governance of research and innovation