1. Notre-Dame de Paris : discours d'Emmanuel Macron, première messe, ouverture au public… Découvrez le calendrier de la réouverture de la cathédrale  franceinfo
2. Réouverture de Notre-Dame : Emmanuel Macron s’exprimera «sur le parvis» de la cathédrale  Le Figaro
3. Réouverture de Notre-Dame de Paris : le calendrier dévoilé, une bonne nouvelle pour les visiteurs  actu.fr
4. Notre-Dame : la cathédrale ouvrira au public du 8 au 14 décembre "jusqu'à 22 heures"  RTL
5. Cérémonies, huit jours de fête, visites: ce qu'il faut savoir sur la réouverture de Notre-Dame de Paris  BFM Paris Ile-de-France

(Belga) La reine Mathilde et la princesse Élisabeth effectueront une visite de travail en Égypte du 14 au 16 mars, a indiqué le Palais royal dans un communiqué lundi soir.

"Cette visite marquera l'intérêt historique de la famille royale pour l'Égypte antique et rendra hommage à la reine Élisabeth, dont l'intérêt et la passion sont à l'origine de l'épanouissement de l'égyptologie en Belgique. La Reine et la Princesse visiteront plusieurs sites que la reine Élisabeth a elle-même visités lors de ses voyages en Égypte, notamment le tombeau de Toutankhamon. Au Caire, elles assisteront également au vernissage d'une exposition consacrée à la reine Élisabeth et à l'égyptologie belge", peut-on lire dans le communiqué. La Reine et la Princesse visiteront aussi différents sites archéologiques à Louxor et ses environs, où des institutions et des universités belges effectuent des fouilles. Cette visite de travail commémore par ailleurs plusieurs anniversaires célébrés en 2022 et 2023: le 200e anniversaire du déchiffrement des hiéroglyphes par Jean-François Champollion, les centenaires de la découverte du tombeau de Toutankhamon et de sa visite par la reine Élisabeth, le 125e anniversaire de l'émergence de l'égyptologie belge et le 75e anniversaire de la mort de l'égyptologue belge Jean Capart. (Belga)

(Belga) Quatre membres de la milice d'extrême droite "Oath Keepers" ont été reconnus coupables lundi de sédition pour leur rôle dans l'assaut du Capitole, à l'issue du second procès organisé sur ce chef d'accusation extrêmement rare.

Depuis l'attaque du 6 janvier 2021, plus de 950 partisans de l'ex-président républicain Donald Trump ont été arrêtés et inculpés pour avoir semé le chaos dans le siège de la démocratie américaine. Parmi eux, seuls 14 militants de groupuscules d'extrême droite - neuf membres des "Oath Keepers" et cinq "Proud Boys" - ont été accusés de "sédition", un chef passible de 20 ans de prison qui implique d'avoir planifié l'usage de la force pour s'opposer au gouvernement. Faute de place suffisante dans le tribunal fédéral de Washington, la justice a organisé le procès des Oath Keepers, accusés de s'être entraînés et armés pour l'occasion, en deux temps. Un premier procès s'est conclu fin novembre par un verdict mitigé: le fondateur de cette milice, Stewart Rhodes, et un responsable local ont été déclarés coupables de sédition, mais leurs trois co-accusés ont été acquittés sur ce chef. Lundi, à l'issue du second procès, les jurés ont jugé coupables les quatre derniers Oath Keepers, des hommes âgés de 38 à 64 ans décrits comme de dangereux "traîtres" par l'accusation, mais comme des "fanfarons" par leurs avocats. Le procès des Proud Boys, dont leur leader Enrique Tarrio, s'est ouvert en décembre et était toujours en cours lundi, dans le même tribunal. (Belga)

For a long time, high school students have been forced to practice selecting correct answers on college scholastic ability tests. Recently, it has been suggested that schools introduce biomimicry activities for STEM education to develop students' 21st century competency. However, there have been arguments about which system is more appropriate in terms of enhancing a student's competency development. Therefore, we evaluated neurological evidence of students' competency using fMRI scans taken during the selecting a correct answer for a biology question and during a biomimicry activity. Results showed that the repetitive practice of selecting correct responses limited a student's neurological activities to the brain network of the visual cortex and the front-parietal working memory cortex. However, the biomimicry activity simultaneously involved diverse prefrontal, parietal and temporal cortexes, and the putamen, limbic and cerebellum lobes. Therefore, this study proposes that the biomimicry activities could stimulate their coordinated brain development.

Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world’s first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research.

The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development.

Aim/Purpose: The present study investigated and compared students’ attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem-solving activities with virtual manipulatives. Background: Although there is an increasing use of these input devices in educational practice, little research has focused on assessing student attention while using touchscreens or pen tablets in a mathematics classroom. Methodology: A qualitative exploration was conducted in a public elementary school in New Taipei, Taiwan. Six fifth-grade students participated in the activities. Video recordings of the activities and the students’ actions were analyzed. Findings: The results showed that students in the activity using touchscreens maintained greater attention and, thus, had more time-on-task and fewer distractors than those in the activity using pen tablets. Recommendations for Practitioners: School teachers could employ touchscreens in mathematics classrooms to support activities that focus on students’ manipulations in relation to the attention paid to the learning content. Recommendation for Researchers: The findings enhance our understanding of the input devices used in educational practice and provide a basis for further research. Impact on Society: The findings may also shed light on the human-technology interaction process involved in using pen and touch technology conditions. Future Research: Activities similar to those reported here should be conducted using more participants. In addition, it is important to understand how students with different levels of mathematics achievement use the devices in the activities.

Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups.

Aim/Purpose: This study seeks to present a learning model of discrete mathematics elements, elucidate the content of teaching, and validate the effectiveness of this learning in a digital education context. Background: Teaching discrete mathematics in the realm of digital education poses challenges, particularly in crafting the optimal model, content, tools, and methods tailored for aspiring computer science teachers. The study draws from both a comprehensive review of relevant literature and the synthesis of the authors’ pedagogical experiences. Methodology: The research utilized a system-activity approach and aligned with the State Educational Standard. It further integrated the theory of continuous education as its psychological and pedagogical foundation. Contribution: A unique model for instructing discrete mathematics elements to future computer science educators has been proposed. This model is underpinned by informative, technological, and personal competencies, intertwined with the mathematical bedrock of computer science. Findings: The study revealed the importance of holistic teaching of discrete mathematics elements for computer science teacher aspirants in line with the Informatics educational programs. An elective course, “Elements of Discrete Mathematics in Computer Science”, comprising three modules, was outlined. Practical examples spotlighting elements of mathematical logic and graph theory of discrete mathematics in programming and computer science were showcased. Recommendations for Practitioners: Future computer science educators should deeply integrate discrete mathematics elements in their teaching methodologies, especially when aligning with professional disciplines of the Informatics educational program. Recommendation for Researchers: Further exploration is recommended on the seamless integration of discrete mathematics elements in diverse computer science curricula, optimizing for varied learning outcomes and student profiles. Impact on Society: Enhancing the quality of teaching discrete mathematics to future computer science teachers can lead to better-educated professionals, driving advancements in the tech industry and contributing to societal progress. Future Research: There is scope to explore the wider applications of the discrete mathematics elements model in varied computer science sub-disciplines, and its adaptability across different educational frameworks.

Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

Aim/Purpose: The primary objective of this research is to build an enhanced framework for Applied and Computational Math. This framework allows a variety of applied math concepts to be organized into a meaningful whole. Background: The framework can help students grasp new mathematical applications by comparing them to a common reference model. Methodology: In this research, we measure the most frequent words used in a sample of Math and Computer Science books. We combine these words with those obtained in an earlier study, from which we constructed our original Computational Math scale. Contribution: The enhanced framework improves the Computational Math scale by integrating selected concepts from the field of Data Science. Findings: The resulting enhanced framework better explains how abstract mathematical models and algorithms are tied to real world applications and computer implementations. Future Research: We want to empirically test our enhanced Applied and Computational Math framework in a classroom setting. Our goal is to measure how effective the use of this framework is in improving students’ understanding of newly introduced Math concepts.

Aim/Purpose: The objective of this study was to concept test a new instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information and enhance teaching and learning of basic sciences (Anatomy, Physiology, and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to review disease manifestations independently. However, this approach was found inadequate and ineffective. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational pedagogy, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: Cross-sectional study design was used. A survey, given at the end of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR and its components. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The perceived impact on students was assessed using an 18-item questionnaire seeking agreement or disagreement with statements about VPLR, multiple choice and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was a promising strategy in teaching Pathology as it assisted students’ gaining knowledge of the science, facilitated connections between sciences, and allowed students to make better links with professional practice and skills. Recommendations for Practitioners: As students found VPLR to be beneficial, it is recommended that the same approach is applied for the teaching of Pathology to other health science students, such as Nursing. Other universities might consider adopting the innovation for their courses. Recommendation for Researchers: Applying VPLR to teaching other allied health science students will be undertaken next. The innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited with greater depth of understanding of content and increase motivation to study. These are important to keep students engaged and ready for practice. VPLR may impact on education and technology trends so that exploration and possibilities of initiatives are ongoing to help students become successful learners. Other impacts are the new forms of learning discovered, the renewed focus on group work and collaboration, and maximising the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine whether the impacts of the innovation were durable, meaning the change in perceptions and behaviour is sustained over time.

Aim/Purpose: The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units. Background: In Sri Lankan state universities, students have been enrolled only from the Physical Science stream to do a degree program in Computer Science. In addition to that, universities have been offering some course units in Mathematics to provide the required mathematical maturity to Computer Science undergraduates. Despite of this it is observed that the failure rates in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. Methodology : Academic records comprised of all 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university were considered for this study. Contribution: This study helps academics in identifying suitable curricula for Mathematics course units to improve students’ performance in theoretical Computer Science courses. Findings: Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impacted on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units. Future Research: Identifying other critical success factors contributing to the students’ academic performance of the theoretical Computer Science through empirical studies

Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

This work investigated the suitability of a new tool for decision support in training programs of high performance athletes. The aim of this study was to find a reliable and robust measure of the fitness of an athlete for use as a tool for adjusting training schedules. We examined the use of heart rate recovery percentage (HRr%) for this purpose, using a two-phased approach. Phase 1 consisted of testing the suitability of HRr% as a measure of aerobic fitness, using a modified running test specifically designed for high-performance team running sports such as football. Phase 2 was conducted over a 12-week training program with two different training loads. HRr% measured aerobic fitness and a running time-trial measured performance. Consecutive measures of HRr% during phase 1 indicated a Pearson’s r of 0.92, suggesting a robust measure of aerobic fitness. During phase 2, HRr% reflected the training load and significantly increased when the training load was reduced between weeks 4 to 5. This work shows that HRr% is a robust indicator of aerobic fitness and provides an on-the-spot index that is useful for training load adjustment of elite-performance athletes.

This study aims to identify and understand the perspectives of automotive aftersales stakeholders regarding current challenges posed by decarbonisation strategies. It examines potential responses that the automotive aftersales business could undertake to address these challenges. Semi-structured interviews were undertaken with automotive industry experts from Europe and Latin America. This paper focuses primarily on impacts of decarbonisation upon automotive aftersales and the potential role of data in that business. Results show that investment in technology will be a condition for businesses that want to remain active in the industry. Furthermore, experts agree that incumbent manufacturers are not filling the technology gap that the energy transition is creating in the automotive sector, a consequence of which will be the entrance of new players from other sectors. The current aftersales businesses will potentially lose bargaining control. Moreover, policy makers are seen as unreliable leaders of the transition agenda.

Objective: Evaluate the effectiveness of distance learning courses for the purpose of interdisciplinary continuing education in Speech Pathology and Dentistry. Methods: The online course was made available on the Moodle platform. A total of 30 undergraduates participated in the study (15 from the Dentistry course and 15 from the Speech Pathology course). Their knowledge was evaluated before and after the course, in addition to the user satisfaction by means of specific questionnaires. The course was evaluated by 6 specialists on the following aspects: presentation and quality of the content, audio-visual quality, adequacy to the target public, and information made available. To compare the obtained results in the pre- and post-course questionnaires, the test Wilcoxon was carried out, with a 5% significance level. Results: the teaching/learning process, including the theoretical/practical application for the interdisciplinary training, proved to be effective as there was a statistically significant difference between the pre- and post- course evaluations (p<0.001), the users’ satisfaction degree was favorable and the specialists evaluated the material as adequate regarding the target public, the audio-visual information quality and the strategies of content availability. Conclusion: The suggested distance-learning course proved to be effective for the purpose of Speech Pathology and Dentistry interdisciplinary education.

This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.

As a result of the rapid development of Information and Communication Technology (ICT) and the growing interest in Internet-based tools for language classroom, it has become a pressing need for educators to locate, evaluate and select the most appropriate language-learning digital resources that foster more communicative and meaningful learning processes. Hence, this paper describes a mixed research project that, on the first hand, aimed at proposing a Checklist for evaluating language websites built on the principles of the Communicative Approach, and on the second hand, sought to strengthen the teachers’ Knowing-how-to-do skill as part of their digital competence. To achieve these goals, a four-phase research procedure was followed that included reviewing relevant literature and administering qualitative and quantitative research methods to participants (i.e., language teachers, an expert in the Computer-Assisted Language Learning (CALL) field and a college professor) in order to gain insights into problematic issues and, thereafter, to contribute to the creation and validation of the Checklist model and the Study Guide. The findings revealed that: (a) evaluating language websites leads to the enhancement of the teachers’ practical skills and their knowledge of the technological language; and (b) having an assessment instrument allows educators to choose the materials that best meet their communicative teaching purposes.

Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.

Aim/Purpose: This study builds upon existing research by investigating the elements contributing to or buffering the onset of burnout symptoms. We examine the relationship between empowering leadership and burnout, considering the concurrent mediation effects of interpersonal workplace conflict, work-home conflict, and support from coworkers. Background: Burnout is a phenomenon that has been widely considered in the scientific literature due to its negative effect on individual and organizational well-being, as well as implications for leadership, coworker support, and conflict resolution. A deeper understanding of burnout prevention strategies across various professional contexts is paramount for enhancing productivity and job satisfaction. Methodology: Using a survey-based cross-sectional design, we employed a combination of Structural Equation Modelling (SEM) and Artificial Neural Network (ANN) to investigate the direct and indirect influences of empowering leadership on four dimensions of employee burnout, mediated by coworker support, interpersonal conflict at work, and work-home conflict. Contribution: This study provides initial insights into the direct and indirect influences of empowering leadership on various dimensions of burnout, highlighting the complex interplay with coworker support, work-home conflict, and workplace interpersonal conflicts. Ultimately, the study provides a comprehensive approach to understanding and mitigating burnout. Findings: Empowering leadership and coworker support can significantly reduce burnout symptoms, while high levels of work-home conflict and interpersonal conflict at work can exacerbate them. Our findings underscore the paramount role of interpersonal conflict in predicting burnout, urging organizations to prioritize resolving such issues for burnout prevention. Recommendation for Researchers: Following our findings, organizations should (a) promote empowering leadership styles, (b) foster coworker support and work-life balance, and (c) address interpersonal conflicts to reduce the likelihood of employee burnout while ensuring that these strategies are tailored to the specific context and culture of the workplace. Future Research: Future research should broaden the exploration of leadership styles’ effects on burnout, identify additional mediators and moderators, expand studies across sectors and cultures, examine differential impacts on burnout dimensions, leverage advanced analytical models, and investigate the nuanced relationship between work contract types and burnout.

Aim/Purpose: The aim of this paper is to examine Gen Z students located in a representative region of the United States when it comes to technology use, news and information gathering behaviors, civic engagement, and social concerns and whether differences exist based on institutional type. The purpose is to report this information so that academics can better understand the behaviors, priorities, and interests of current American students. Background: This paper investigates the mindset of Generation Z students living in the United States during a period of heightened civic unrest. Through the lens of the Theory of Generations, Uses and Gratifications Theory, and Intersectional Theory, this study aims to examine the Gen Z group and compare findings across populations. Methodology: An electronic survey was administered to students from 2019 through 2022. The survey included a combination of multiple responses, Likert scaled, dichotomous, open-ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by content and methodological experts to examine bias, vagueness, or potential semantic problems. The survey was pilot-tested in 2018 before implementation in order to explore the efficacy of the research methodology. It was then modified accordingly before widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors, all of whom are educators. Participation was voluntary, optional, and anonymous. Contribution: This paper provides insight into the mindset of Generation Z students living in the United States, which is helpful to members of academia who should be informed about the current generation of students in higher education. Studying Generation Z helps us understand the future and can provide insight into the shifting needs and expectations of society. Findings: According to the findings, Gen Z are heavy users of digital technologies who use social media as their primary source for gathering news about current events as well as information for schoolwork. The majority of respondents considered themselves to be social activists. When institutional type was considered, there were notable differences with the students at the Historically Black College or University (HBCU), noting the greatest concern with a number of pressing issues, including racial justice/Black Lives Matter, women’s rights, gun violence, immigration reform, and human trafficking. Less significance across groups was found when LGBTQIA+ rights and climate change were considered. Recommendation for Researchers: As social media continues to proliferate in daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. In other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Future Research: Future research will explore the role that influencers have in opinion formation and the information-gathering habits of Gen Z.

Aim/Purpose: The aim of the present study is to investigate how pre-game superstition and anxiety can drive the consumption and purchase of sports products and objects by triathletes. Methodology: We tested our hypotheses via a cross-sectional study on a sample of N=124 triathletes. Contribution: The originality of our work stands in the provision of empirical evidence on the role of superstition and anxiety in characterized consumer decision-making of triathletes. Theoretically and practically, our results can extend our knowledge of the role of cognitive factors in consumer behaviors among athletes. Findings: The results of the Structural Equation Modelling provided evidence of our hypothesized relationship between pre-game anxiety and superstition, and cognitive biases. Pre-game anxiety increases the level of incidence of specific cognitive biases characterized by intuitive and implicit thinking, while superstition leads to more rational and personal cognitive biases, which affect their purchasing of sports products before games and competitions.

Aim/Purpose: This study offers an important contribution to the literature on couple social comparisons by showing how different aspects of comparisons are related to relationship quality. Background: Making social comparisons is a daily tendency of human beings that does not only occur on an individual level but also in the context of romantic relationships. This phenomenon is widespread among couples, though partners differ in terms of their propensity to make couple social comparisons. The literature has shown that all these facets of couple social comparison play an important role in relationship functioning. Methodology: In the current study of 104 young adults in a heterosexual relationship, we investigated the association of couple social comparison propensity, explicit couple social comparisons, and implicit couple social comparisons with couple relationship quality in terms of commitment and relationship satisfaction. Contribution: So far, studies have not tested all these aspects in predicting partners’ relationship quality. Findings: Results showed that commitment was negatively predicted by relationship social comparison propensity and positively predicted by implicit couple social comparisons, while relationship satisfaction was positively predicted by both implicit and explicit couple social comparisons. Recommendation for Researchers: Our results have implications for couple interventions. In preventive interventions, sustaining a positive view of one’s relationship may promote relationship satisfaction and commitment. Future Research: Future research should adopt a dyadic design to investigate cross-partner associations.

An optimisation-based decision-making support is proposed in this study in the form of fuzzy-probabilistic programming, which can be used to solve integrated order allocation, production planning, and inventory management problems in fuzzy and probabilistic uncertain environments. The problem was modelled in an uncertain mathematical optimisation model with two objectives: maximising the expectation of production volume and minimising the expectation of total operational cost subject to demand and other constraints. The model belongs to fuzzy-probabilistic bi-objective integer linear programming, and the generalised reduced gradient method combined with the branch-and-bound algorithm was utilised to solve the derived model. Numerical simulations were performed to illustrate how the optimal decision was formulated. The results showed that the proposed decision-making support was successful in providing the optimal decision with the maximum expectation of the production volume and minimum expectation of the total operational cost. Therefore, the approach can be implemented by decision-makers in manufacturing companies.

What Is Supply Path Optimization? This article delves into the workings of Supply Path Optimization (SPO), an approach designed to refine the ad purchasing procedure by minimizing intermediaries between advertisers and their intended audiences, thus promoting cost-effectiveness, increased efficiency, and transparency. It will also cover the advantages of SPO and provide strategies for [...]

We draw on the historiographical concepts of "generational units" and "collective memories" as a framework for understanding the emergence of entrepreneurially oriented cohesive groups within regions. Generational units are localized subgroups within generations that have a self-referential, reflexive quality, by virtue of the members' sense of their own connections to each other and the events that define them. Collective memories are shared accounts of the past shaped by historical events that mold individuals' perceptions. The two concepts provide a valuable point of departure for incorporating historical concepts into the study of entrepreneurial dynamics and offer a framework for understanding how entrepreneurs' historically situated experiences affect them. Our framework breaks new theoretical ground in several ways. First, we synthesize disparate literatures on generational units, collective memory, and organizational imprinting. Second, we specify mechanisms through which imprinting occurs and persists over time. We develop analytical arguments framed by sociological and historiographical theories, focusing on the conditions under which meaningful generational units of entrepreneurs may emerge and benefit from leadership and legacy building, technologies of memory, and institutional support that increases the likelihood of their persistence.

Mathematical theory of finite elements is a comprehensive and rigorous exploration of the mathematical foundations of finite element methods (FEMs). The book focuses on two central topics: the concept of discrete stability, and the theory of conforming elements that

The mathematics requirements for computer science (CS) students have been debated for decades. I began teaching in a CS program in 1983, and I recall similar discussions at that time. The debate has continued in one form or another

George Taft, 65, and Ian Catterson, 73, drowned in February last year when MV Biter capsized while assisting a cruise ship.

Under cross-examination on Wednesday, Urfan Sharif unexpectedly said: “She died because of me.”

So, any thought of disobeying them must be destroyed – along with anyone daring to spread the idea that the oath is to the Constitution, not to a regime and its unlawful orders.

When you think of punk rock, your mind might jump to rebellious music, hardcore shows, & underground clubs—not the firearms industry. However, for KAK Industry...

ALLIES and supporters of the United States who praise it as the champion of democracy, freedom and human rights will now be rushing to join the media queue to congratulate the incoming president.

In their public messaging, they are likely to extol the outcome as yet another example of American exceptionalism and a role model for the countries of the world they regard as autocratic and necessary to bring down to uphold their definition of democracy and the Western rule of law.

Privately though, they will be feeling and reacting differently. They are also likely to be afraid of what will now follow.

The explanation is not far to find. Though portrayed in Western media as offering vastly different visions of the US for the next four years as well as being diametrically opposed in their foreign policy objectives, Kamala Harris and Donald Trump concur in adherence to the slogan made famous by Trump: that is to “Make America Great Again” (Maga).

It is a slogan that Democrat party leaders embrace just as strongly but would rather not
let the rest of the world be aware of or knowledgeable about.

How will Maga impact US foreign policy?

Post-election, the Maga agenda will be pushed hard and at the expense of the interests and concerns of the rest of the world. Maga foreign policy impact will be felt not only by countries that the US sees as rivals and enemies – China, Russia, North Korea, Iran, Cuba, Afghanistan, Pakistan, Serbia, Venezuela, Belarus and others.

It will also inflict costs on allies including Canada, European Union nations, Ukraine, United Kingdom, Australia, New Zealand, Japan, South Korea, and a few others such as the Philippines, previously provided with generous financial and military support by a moneyed and powerful benefactor, which is now relatively impoverished and less influential.

Countries not hitched to the American ideological bandwagon that see themselves as independent such as Mexico, India and Vietnam will find that sitting on the fence in the next four years will be much less comfortable as the new US president will not shield or spare them from the looming policy changes in trade, immigration, security, climate change and wherever else he or she sees as important and necessary to uplift the US and stem its decline.

Earlier in July, The Economist drew up a table ranking the vulnerability of various countries likely to be impacted by a new Trump presidency’s core policies. The table, The Trump Risk Index, assessed the exposure and vulnerability of America’s 70 largest trading partners to potential policy changes.

Although no similar table was drawn up for a Harris presidency, if one were to be drawn up, it is likely that there will be little or no difference in the index finding and ranking.

Increasingly, we find that liberal and conservative American analysts – both now recognising that the US is in an existential crisis – are converging in support of Maga to be the focus of US foreign policy.

The crisis, a long-developing one, exposes not only the deep divisions within American society with equal numbers on Republican and Democrat sides of the political fence in disagreement on the domestic policy reforms that the country badly needs.

It also brings to attention the current status of the US described by Trump as “a failing country”. It is a description that some Americans have taken umbrage with but which many Democrat supporters agree on while denouncing the Republican and Trumpian rhetoric and record on failing to improve the state of the nation.

What is perhaps most unsettling is that the disorder and instability in the US may see the new president become more reliant on US military superiority to ensure American dominance in global geopolitics.

The US military may again be called upon to underpin the foreign policy actions needed to make America great again.

Is a last hurrah coming to ensure that the US continues its defence of the unipolar world that it has shaped and is fixated on preserving?

Lim Teck Ghee’s Another Take is aimed at demystifying social orthodoxy.
Comments: letters@thesundaily.com

KOTA BHARU: Police have confirmed that the whistleblower who sent an open letter to the Yang di-Pertuan Agong regarding allegations of corruption in Sabah has received death threats.

Inspector-General of Police Tan Sri Razarudin Husain said the case is being investigated by the Bukit Aman Classified Crime Investigation Unit under Section 507 of the Penal Code, which addresses criminal intimidation through anonymous communication.

The 36-year-old male informant received a threatening call via WhatsApp from an unknown number.

“During the call, the suspect, believed to be a local man, threatened the informant in Mandarin, claiming to be from a hitman group and demanding the informant stay silent.

“The suspect warned that if the informant did not comply, he would be killed within 24 hours and called it a final warning,” Razarudin told Bernama today.

Razarudin said the suspect also sent two images, one of a pistol with ammunition and another showing a person shot in the street.

The informant expressed deep fear for his own safety and that of his family, he said.

“After receiving the WhatsApp message, the informant reported the incident and blocked the number. Since then, no further threats have been made,” Razarudin said, adding that the informant initially suspected that the phone number might belong to a scammer or was dialed incorrectly.

He said further checks revealed that the phone number was no longer in service and had no registered owner.

Razarudin added no other reports had been filed regarding this number, and the investigation returned no relevant records.

Cape Town, South Africa, February 2020 – Walk4Africa, a non-profit social impact initiative, aims to become the world’s longest walkathon and has launched a crowdfunding appeal to raise $5000 by the end of March to take the first of 52...

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Project costing $500m to be supported by WB, will include modern equipment

Screenwriter also spoke of star's expectations from his partner

Mushtaq Ahmed and six others, including his two brothers, were charged under India's harsh laws last week

According to the injured survivor, the accident was caused by the driver’s negligence