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The purpose of this study was to describe the association between sedentary time and social engagement among older adults living in megacities in India.

Data from a cross-sectional survey conducted in New Delhi and Chennai were used for analysis. In the total sample (n = 528), 65% of older adults self-reported engaging in high (≥180 min/day) volumes of sedentary time. There were no associations between sedentary time and social engagement in older females.

Among older males, those reporting high levels of communicating or visiting with family and friends had lower odds of reporting ≥ 180 min/day of sedentary time (OR: 0.51, CI: 0.27–0.98) compared to those reporting low levels of this type of social engagement. Older males reporting high levels of participating in a club (OR: 2.27, CI: 1.19–4.3) or participating in religious activities (OR: 1.97, 1.01–3.85) were approximately two times more likely to report ≥ 180 min/day sedentary time compared to those reporting low levels of these types of social engagement.

These data suggest that the type of social activity appears to significantly affect self-reported sedentary time among older males, but not females. These findings have implications for interventions aimed at improving active aging among older adults living in megacities in India.

Healthcare has undergone multiple phases in gaining understanding, accepting and implementing quality and safety, with the last 3 decades being crucial and decisive in making progress. During that time, safety has always been quoted along with quality, but the cost of error in healthcare (both in human lives and monetary cost) has been continuing to rise.

This article discusses the authors’ expert perspective in comparison to the industry’s research and practice outputs.

Healthcare has not yet defined quality and safety. This is allowing the misconception that already established quality management systems (QMSs) are fit for safety purposes as well. Even though aviation has acted as a paradigm for healthcare, further alignment in embedding safety management systems (SMS) has yet to be realised.

In this paper, the distinct nature of safety and its detachment of quality is being discussed, along with the need for clear and safety specific processes. Setting common language is the first step in establishing appropriate safety processes within SMSs, operating in tandem with QMSs, to promote patient safety successfully.

Competitive examinations, especially in a country like India, are important in deciding careers and access to prestigious institutions. Each year thousands of youth appear for different national and state level examinations, the competition for which becomes progressively tougher. Hence, it is important to study the mental health of youth appearing for competitive examinations. Nagaland, with an unemployment rate of 19.3%, is among the states with the highest unemployment rate in India. Therefore, this paper aims to study Naga youth with special focus on three aspects, namely, the status of mental health, to examine locus of control and to examine the correlation between mental health and locus of control.

The study was conducted in Kohima town and Dimapur town respectively with a sample comprising of 196 youth. The participants were in the age range of 15–35 years. The tools used included the Rotter’s Locus of Control Scale, Mental Health Continuum (Short-form) and a demographic questionnaire.

A considerable proportion of the participants (36%) were found in flourishing category whereas majority of the participants were either moderately healthy (46%) or languishing (17%). Age and employment status were found to have a significant relationship with mental health whereas gender was found to have a significant relationship with locus of control. Pearson chi-square showed a significant association between mental health and locus of control.

The present study used the mental health continuum model and locus of control to give a comprehensive view of mental health and the perceived control among Naga youth appearing competitive examinations.

The purpose of this paper is to explore and evaluate the current legal position on the admissibility of illegally obtained evidence in money laundering cases in Pakistan.

A comprehensive exploratory analytical examination indicates that illegally collected evidence from money laundering offences can be considered acceptable as long as it does not compromise the fairness of the judicial process or the right to a fair trial.

The admissibility and exclusion of illegally obtained evidence in money laundering cases are primarily governed by the rule of admissibility due to the absence of written or codified regulations in Pakistan.

The Pakistani Criminal Justice System has always depended on well-established admissibility rules to determine the acceptance or rejection of illegally obtained evidence. For many years, courts have exercised their discretion to allow illegally obtained evidence to be admitted using the relevance test. Additionally, they have also shown their discretion by excluding highly unfavourable material. Illegally obtained evidence may be considered admissible if it is relevant to the matter in issue. Illegally obtained evidence from an act related to illegal actions or a predicate offence in money laundering might impact the prosecution's case and, in turn, protect a defendant's right to a fair trial.

The purpose of this service user narrative and viewpoint article is to describe interprofessional and interpersonal barriers to peer support on a men’s mental health ward over the course of a year from a lived experience perspective.

A reflective journal was kept and participant observation was conducted over the course of the year.

There is sometimes a fissure and binary of “Us” and “Them” on the ward. In other words, staff can sometimes perceive peer support workers to be “one of us” (a member of staff) or “one of them” (a service user). For service users, the opposite is sometimes true: “one of us” (a service user) or “one of them” (a member of staff). Peer support workers must bridge this gap and strive to be “one of us” with both these groups, which is no easy task. A good ward manager or peer team leader can smooth over interprofessional differences and support the peer worker in their efforts of care towards the recovery of people with mental health problems.

Little has been written on this topic in a mental health inpatient setting as most papers address community peer support work, which is very different from peer support in hospital. This paper addresses one of the first peer support pilot projects in hospital of its kind in NHS England so is quite innovative and perhaps even unique.

The purpose of this paper is to analyze the challenges relating to the integration of soft skill development with recruitment and retention strategies in small and micro businesses of a small island state. Recruitment and retention play an important role in the development of such skills, which make an impact on the effectiveness of employees in today’s workforce and the adaptability of organizations in a competitive market.

This paper uses qualitative methodology, collecting data from 14 semi-structured interviews, and uses constant comparative analysis to derive findings. The process is facilitated by MAXQDA software.

Findings indicate that organizations are faced with challenges in recruiting candidates with both technical and soft skills. Once the right candidate is recruited, efforts are made to retain staff by enhancing soft skills and their development despite challenges encountered in the process by owner-managers and human resource consultants.

The paper’s originality lies in the intensive investigation of challenges relating to recruitment and retention of employees and of the development strategies used as part of the employee lifecycle. Further, this paper studies the small and micro businesses of a small island state, which are generally overlooked in the literature.

This paper aims to examine the use of physical and streaming documentary film collections available in a mid-sized academic library, specifically relating to the length of time that documentary films may remain relevant for curricular use.

The authors defined documentary film for the purposes of the study and created data sets of our non-fiction film holdings. They weeded out titles that could not be defined as documentaries and ran use reports for streaming and physical collections. They also used Power BI to visualize the data more clearly.

The authors found that documentary films could remain useful for 25 years, with certain films remaining relevant even longer.

These findings indicate that purchasing or licensing streaming documentary film packages provides value, including older content. In addition, the authors will continue to make purchases of physical DVD or Blu Ray content when necessary and keep these collections up to 30 years before heavily weeding them.

The purpose of this viewpoint is to present the insights of how AI is transforming the learning environment and strengthening the potential of learning and development in large tech organizations.

This paper leverages the expert opinions of 4 L&D professionals, whose specialized knowledge and direct involvement in the deployment of AI technologies provide a rich, informed perspective on the evolution of learning environments.

Four key trends in AI-integration in learning environments can be seen - AI-powered personalization in learning environment; enhancing interactivity with AI; fostering collaboration and social learning; and assessment and feedback in AI-powered environments.

The discussion around key trends offers a strategic framework for other tech organizations to consider when deploying AI in their learning environments. This can serve as a guideline for enhancing learner engagement, personalization, and overall effectiveness of learning programs.

The purpose of the article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” is to explore the profound impact of Artificial Intelligence (AI) on education and to emphasize the need for a fundamental shift in current education systems. The article aims to provide practitioners with actionable insights on how to navigate the rapidly evolving landscape of AI in education while preparing young people for their crucial role as the workforce of tomorrow. It seeks to highlight the potential of AI to revolutionize education while also acknowledging the importance of preserving the unique human touch in the learning process.

This article explores the disruptive impact of Artificial Intelligence (AI) on education and emphasizes the need for a fundamental shift in current education systems to prepare young people for an AI-driven future. It highlights the potential of AI to revolutionize education through personalized learning experiences, enhanced teacher professional development and automation of administrative tasks while acknowledging the importance of approaching AI implementation with caution and preserving the unique human touch in education. The article argues for a shift in focus from rote learning to fostering critical thinking, creativity and problem-solving skills, emphasizing the development of Learning Mastery and Knowledge Mastery. It underscores the vital role of educators in leveraging AI technologies and preparing young people for the future, along with the need for responsive educational policies and curriculum frameworks that integrate AI literacy and ethical considerations. The article concludes by calling for reimagining the schooling system, prioritizing high-level thinking and nurturing the unique capabilities of human intelligence. The future of education lies in harnessing the power of AI while celebrating and cultivating distinctively human qualities. Educational practitioners play a crucial role in shaping this future by bridging the gap between research and practice, ensuring a positive and prosperous future for society in an AI-driven world.

(1) AI can revolutionize education through personalized learning, enhanced teacher development and task automation. (2) Balance is needed between AI and human touch in education. Current education systems fail to cultivate critical thinking and creativity. (3) Learning Mastery and Knowledge Mastery should be emphasized to foster independent thinking and problem-solving. (4) Educators play a vital role in integrating AI into the learning process. (5). AI can redefine success in education and cultivate future-proof skills. (6). Responsive and adaptable educational policies are necessary. (7) The future of education lies in harnessing AI while nurturing human intelligence.

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(1) Educators should actively engage with AI technologies and explore ways to integrate them into the learning process to enhance personalized learning experiences. (2) Professional development programs should be designed to equip teachers with the necessary skills to effectively utilize AI tools and leverage them to improve instructional practices. (3) Curriculum frameworks need to be revised to integrate AI literacy, digital citizenship and ethical considerations into the educational journey of young learners. (4) Educational institutions should invest in AI-powered assessment tools that provide a holistic understanding of a student’s abilities, capturing their strengths and areas for improvement beyond test scores. (5) Educators should focus on teaching metacognitive strategies, encouraging self-reflection and self-assessment and providing opportunities for students to develop problem-solving and critical-thinking skills. (6) Active learning strategies, such as project-based learning, problem-based learning and inquiry-based learning, should be employed to foster deep learning and knowledge mastery. (7) Educational policies should encourage innovation and collaboration between educational institutions, government bodies and industry stakeholders to ensure responsiveness to the rapidly evolving landscape of AI in education. (8) Educators should strive to create a learning environment that nurtures and celebrates the unique capabilities of human intelligence while harnessing the power of AI to enhance the learning experience.

(1) Workforce preparedness for an AI-driven future. (2) Potential exacerbation of societal inequalities. (3) Fostering human–AI collaboration skills. (4) Addressing ethical concerns regarding data privacy and security. (5) Emphasizing lifelong learning to adapt to changing demands. (6) Redefining success through a holistic view of student abilities. (7) Shaping societal values that balance human intelligence and AI capabilities. The education system must address these implications to ensure equitable access to AI-enhanced learning, maintain public trust and prepare individuals for a society where human–AI collaboration is essential, while promoting a balanced and harmonious coexistence between human intelligence and AI.

The article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” offers a fresh perspective on the impact of AI on education. While the topic of AI in education is not novel, the article’s emphasis on nurturing human intelligence alongside AI integration sets it apart. The author’s call for a fundamental shift in education systems to prioritise critical thinking, creativity and problem-solving skills is a unique approach. The article’s exploration of Learning Mastery and Knowledge Mastery as key concepts in preparing students for an AI-driven future adds originality to the discussion. Overall, the article presents a thought-provoking and original viewpoint on the future of education in the age of AI.

The purpose of this service user paper and narrative is to highlight that peer support is not a continuous, easy or uniform process but given to disruption, fragmentation, breakdowns in relationships and hurdles. This is illustrated in a summary of the case of “Christopher”.

A reflective journal was kept, and participant observation was conducted for just under a year on the ward where Christopher was under Section.

Peer support can be given to fissure, breakages in relationships and discontinuity. This can negatively impact the mental health of peer support workers. With this in mind, it is vitally important to ensure that the people who take up this role are appropriately trained, supported and supervised. There needs to be a focus on “restorative” supervision and supervision by someone with experience of the peer support role as well as buddying between peer workers.

There is an abundance of literature and research on peer support in the community but little in the inpatient setting, making this paper novel and a contribution to understanding peer support on mental health wards.