Intellectual assets, especially its relational forms, have become increasingly important to explain a firm's innovation. To examine relational forms of intellectual assets (IA), this study theoretically and empirically advances a concept of alliance management capability (AMC) to explain the value creation and capture aspects of a firm's innovation process. The concepts of value-creating alliance experiences (VCAE) and value capturing alliance experiences (VCPAE) were introduced in which a firm's ability to learn from these alliance experiences increases the firm's ability to discover and govern partnerships that bring the firm's innovations to market. Hypotheses were developed and empirically examined in the biotechnology industry. A contribution of this study is that a firm's VCAE and VCPAE introduce a greater 'openness' to a firm's innovation process. This openness enables a firm to better adapt and respond to the opportunities of the market and thus impact a firm's competitive advantage to innovate.

The face of the hospitality sector in India is continuously changing and in times of career transitiveness, it is important to know the factors that support a successful career. The current research aims to explore the relationship between career planning, employee optimism, career adaptability and career satisfaction in the Indian hospitality sector. The study included 283 employees from Indian hospitality sector. Additionally, the study used SEM and bootstrap method to measure the dual mediating relationship between career planning, employee optimism dimensions, career adaptability dimensions, and career satisfaction in Indian setting. The results indicated that optimism dimensions and career adaptability dimensions partially mediate the relationship between career planning and career satisfaction in Indian hospitality sector. The study suggests useful implications for academia and industrial purpose. The limitations and future research avenues have been discussed. The study would contribute to the sparse literature on employee optimism, career planning, career adaptability and subjective career success. It would contribute to the social cognitive career theory (SCCT).

Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.

CAPTCHA - Completely Automated Public Turing test to tell Computers and Humans Apart - is a test with the aim to distinguish between malicious automatic software and real users in the era of Cyber security threats. Various types of CAPTCHA tests were developed, in order to address accessibility while implementing security. This research focuses on the users’ attitudes and experiences related to use of the different kinds of tests. A questionnaire accompanied by experiencing five different CAPTCHA tests was performed among 212 users. Response times for each test and rate of success were collected automatically. The findings demonstrate that none of the existing tests are ideal. Although the participants were familiar with the Text-based test, they found it the most frustrating and non-enjoyable. Half of the participants failed in the Arithmetic-based test. While most of the participants found the picture and game based test enjoyable, their response time for those tests was the largest. The age factor was encountered as influencing both the attitude of the user and the performance, while younger users are more tolerant, have a better success rate, and are faster, the elder users found the tests annoying and time-consuming.

Aim/Purpose. Capture the Flag (CTF) challenges are a popular form of cybersecurity education where students solve hands-on tasks in a game-like setting. These exercises provide learning experiences with various specific technologies and subjects, as well as a broader understanding of cybersecurity topics. Competitions reinforce and teach problem-solving skills that are applicable in various technical and non-technical environments outside of the competitions. Background. The Information Search Process (ISP) is a framework developed to under-stand the process by which an individual goes about studying a topic, identifying emotional ties connected to each step an individual takes. As the individual goes through the problem-solving process, there is a clear flow from uncertainty to clarity; the individual’s feelings, thoughts, and actions are all interconnected. This study aims to investigate the learning of cybersecurity concepts within the framework of the ISP, specifically in the context of CTF competitions. Methodology. A comprehensive research methodology designed to incorporate quantitative and qualitative analyses to draw the parallels between the participants’ emotional experiences and the affective dimensions of learning will be implemented to measure the three primary goals. Contribution. This study contributes significantly to the broader landscape of cybersecurity education and cognitive-emotional experiences in problem-solving. Findings. The study has three primary goals. First, we seek to enhance our under-standing of the emotional and intellectual aspects involved in problem-solving, as demonstrated by the ISP approach. Second, we aim to gain in-sights into how the presentation of CTF challenges influences the learning experience of participants. Lastly, we strive to contribute to the improvement of cybersecurity education by identifying actionable steps for more effective teaching of technical skills and approaches. Recommendations for Practitioners. Competitions reinforce and teach problem-solving skills applicable in various technical and non-technical environments outside of the competitions. Recommendations for Researchers. The Information Search Process (ISP) framework may enhance our understanding of the emotional and intellectual aspects involved in problem-solving as we study the emotional ties connected to each step an individual takes as the individual goes through the problem-solving process. Impact on Society. Our pursuit of advancing our understanding of cybersecurity education will better equip future generations with the skills and knowledge needed to ad-dress the evolving challenges of the digital landscape. This will better pre-pare them for real-world challenges. Future Research. Future studies would include the development of a cybersecurity curriculum on vulnerability exploitation and defense. It would include practice exploiting practical web and binary vulnerabilities, reverse engineering, system hardening, security operations, and understanding how they can be chained together.

Knowledge management and knowledge assets have gained much prominence in recent years and are said to improve organizational performance. Knowledge capture and acquisition mechanisms enhance organizational memory and performance. However, knowledge capture and acquisition mechanisms in higher education institutions are not well known. The aim of this study was to investigate the knowledge capture and acquisition mechanisms at Kisii University. This was a case study in which data were collected through interviews and questionnaires. Purposive sampling was used to determine interview participants while questionnaire respondents were selected through stratified random sampling. Qualitative and quantitative data were analysed using SPSS® student version 14; it revealed that there were various knowledge capture and acquisition mechanisms at Kisii University. It was also established that the University encountered various challenges in knowledge capture and acquisition and lacked some essential knowledge capture and acquisition mechanisms. In this regard, this study proposed knowledge capture and acquisition guidelines that may be adopted by the University to enhance its organizational memory and performance.

Aim/Purpose: This study describes a conceptual model, based on the principles of concept algebra that can provide intelligent academic advice using adaptive, knowledge-based feedback. The proposed model advises students based on their traits and academic history. The system aims to deliver adaptive advice to students using historical data from previous and current students. This data-driven approach utilizes a cognitive knowledge-based (CKB) model to update the weights (values that indicate the strength of relationships between concepts) that exist between student’s performances and recommended courses. Background: A research study conducted at the Public Authority for Applied Education and Training (PAAET), a higher education institution in Kuwait, indicates that students’ have positive perceptions of the e-Advising system. Most students believe that PAAET’s e-Advising system is effective because it allows them to check their academic status, provides a clear vision of their academic timeline, and is a convenient, user-friendly, and attractive online service. Student advising can be a tedious element of academic life but is necessary to fill the gap between student performance and degree requirements. Higher education institutions have prioritized assisting undecided students with career decisions for decades. An important feature of e-Advising systems is personalized feedback, where tailored advice is provided based on students' characteristics and other external parameters. Previous e-Advising systems provide students with advice without taking into consideration their different attributes and goals. Methodology: This research describes a model for an e-Advising system that enables students to select courses recommended based on their personalities and academic performance. Three algorithms are used to provide students with adaptive course selection advice: the knowledge elicitation algorithm that represents students' personalities and academic information, the knowledge bonding algorithm that combines related concepts or ideas within the knowledge base, and the adaptive e-Advising model that recommends relevant courses. The knowledge elicitation algorithm acquires student and academic characteristics from data provided, while the knowledge bonding algorithm fuses the newly acquired features with existing information in the database. The adaptive e-Advising algorithm provides recommended courses to students based on existing cognitive knowledge to overcome the issues associated with traditional knowledge representation methods. Contribution: The design and implementation of an adaptive e-Advising system are challenging because it relies on both academic and student traits. A model that incorporates the conceptual interaction between the various academic and student-specific components is needed to manage these challenges. While other e-Advising systems provide students with general advice, these earlier models are too rudimentary to take student characteristics (e.g., knowledge level, learning style, performance, demographics) into consideration. For the online systems that have replaced face-to-face academic advising to be effective, they need to take into consideration the dynamic nature of contemporary students and academic settings. Findings: The proposed algorithms can accommodate a highly diverse student body by providing information tailored to each student. The academic and student elements are represented as an Object-Attribute-Relationship (OAR) model. Recommendations for Practitioners: The model proposed here provides insight into the potential relationships between students’ characteristics and their academic standing. Furthermore, this novel e-Advising system provides large quantities of data and a platform through which to query students, which should enable developing more effective, knowledge-based approaches to academic advising. Recommendation for Researchers: The proposed model provides researches with a framework to incorporate various academic and student characteristics to determine the optimal advisory factors that affect a student’s performance. Impact on Society: The proposed model will benefit e-Advising system developers in implementing updateable algorithms that can be tested and improved to provide adaptive advice to students. The proposed approach can provide new insight to advisors on possible relationships between student’s characteristics and current academic settings. Thus, providing a means to develop new curriculums and approaches to learning. Future Research: In future studies, the proposed algorithms will be implemented, and the adaptive e-Advising model will be tested on real-world data and then further improved to cater to specific academic settings. The proposed model will benefit e-Advising system developers in implementing updateable algorithms that can be tested and improved to provide adaptive advisory to students. The approach proposed can provide new insight to advisors on possible relationships between student’s characteristics and current academic settings. Thus, providing a means to develop new curriculums and approaches to course recommendation.

CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.

This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB). These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables. Findings show that attitudes changed over time, but differently for each dimension. For the ‘duration of learning’, attitudes declined between 7th to 9th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier. This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.

Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized.

The Elephant Care Association of South Africa (ECASA) responds to Dr. Adam Cruise’s article, ‘Rules of Engagement: South Africa to ban captive wildlife interactions for tourists’ The Elephant Care Association of South Africa is deeply concerned by Dr Cruise’s article,...

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This tutorial will show you how to add captcha (reCAPTCHA) to Contact Form 7 in Wordpress.

The post WordPress. How to add captcha to Contact Form 7 appeared first on Template Monster Help.

Pakistan needs to capitalise on the demand in exports of sports goods as it had in the past.

Disney seems increasingly uninspired and creatively vacant, relying on the powers of nostalgia to draw in an audience.

Chris Evans 'excited' to start family with wife Alba Baptista

Chris Evans has expressed his desire to start a family with his wife, Alba Baptista.

During an interview with Access Hollywood, the 43-year-old actor was asked if he'll become a "superhero" dad one day, like his Red One...

etnies chapters Video Premiere - Stuttgart

Etnies "Chapters" DVD Premiere 2017 - Stuttgart

On the 4th september, we hosted the DVD Premiere of the new Etnies Chapters BMX Video which was absolutely amazing! Enjoy the video, your kunstform BMX shop team!

Video: Robin Kachfi

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Miguel Smajli does not only ride his BMX, but also likes & makes music. For this reason, the boys and girls from Trapclout invited him for an interview. In about 50 minutes, Miguel talks about his beginnings, contests & sponsors in BMX, his work, his experiences while traveling and of course about music. So if you always wanted to know what makes Miguel tick and what moves him, hit the play button!

Have fun with the video, your kunstform BMX Shop Team!

Video: Traptalk

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The new collection of Fist Handwear just arrived!

Former Australia's captain Michael Clarke. — AFP/File

Former Australian captain Michael Clarke lambasted the national selectors for resting key players for the final match of the one-day international series against Pakistan, saying they did not care about losing the...

Bible study topics in Galatians, Chapter 2 cover Paul's acceptance by the Apostles and his Opposition to Peter. The questions are designed for personal or group inductive style Bible study and discussion.

The 2 Corinthians Chapter 3 covers Paul's defense of His ministry and the glory of the New Covenant. Paul says some things that are controversial, even today. The questions are designed for personal or group inductive style Bible study and discussion.

Bible studies in Romans Chapter 7 cover The Law Of Sin And Death and Who Will Rescue Me. The questions are designed for personal or group inductive style Bible study and discussion.

Bible studies in Acts Chapter 2 cover The Story of Pentecost, Peter's Pentecost Address and Fellowship of Believers. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 1 cover Spiritual Blessings, Predestination and our experience in Him. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study questions in Ephesians, Chapter 2, vs 1-10 cover the devil, salvation and being seated with Christ. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study questions in Ephesians, Chapter 2, vs 11-22 cover oneness in Christ, reconciliation and abolishment of the Law. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 3 cover the mystery of Christ, confidence before God, and the fullness of God. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 4a cover unity, gifts, ministry and speaking truth in love. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 4b cover attitude, anger, speech and grieve the Holy Spirit. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 5a cover imitating God, Christian living and fellowship. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 5b cover husbands and wives and their relationships. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Ephesians, Chapter 6 cover Christian children, parents, workers and the armor of God. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Philippians, Chapter 1 cover love, knowledge, prison and courage in hardship. The questions are designed for personal or group inductive style Bible study and discussion.

Bible study topics in Philippians, Chapter 1b cover Paul's chains, how they serve Christ and how our suffering can do the same. The questions are designed for personal or group inductive style Bible study and discussion.