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This study uses a phenomenology method to investigate the experiences of married Muslim women while having romantic conversations via online dating sites during the COVID-19 pandemic. Sixteen participants were selected via purposive sampling, and the data were gathered through semi-structured interviews. The results confirm that resistance to Islamic marriage limitations is the underlying reason accounting for Muslim women's romantic chat. However, “premarital experiences in virtual space” and “chat as a remedy for loneliness” create the causal conditions of romantic chat, and “experience of family restrictions” and a “sense of freedom” provides the foundation for an online romantic chat. It is worth noting that those who voice a sense of “unhappy marriage” and “husband's sexual coldness” are more likely to turn to sex chat during the COVID-19 pandemic. The consequences of digital romantic conversations for married Muslim women are “chat addiction” and “feeling a sense of betrayal.”

Reference service of any type of library can be offered over the Internet in real-time that we meant here Virtual Reference Service or VRS, in short. Virtual reference service is an online and interactive text-based communication service through which it is possible to provide the reference service of a library or a group of libraries to their distant users using a set of modern communication-based technologies. This paper is based on the results of experimental research. It mainly focuses on the customization process of Zoho chat in the ABCD site module to provide a virtual reference service from the library website. There is very little research across the globe that addresses the implementation and customization process of chat-based widget embedded into web pages, which is a key-focusing area of the current study.

Healthcare education is a huge industry with a significant social footprint and resilient impact on well-being and on the quality of life. It integrates diverse scientific domains and needs to continuously update its value proposition to reflect the need for preparing top-quality health professionals. It also has to support professional development and to manage effectively the accreditation of programs and the certification of skills and knowledge. In this chapter, the authors expand a theoretical framework about Active and Transformative Learning (ATL) that has introduced in the volume of ATL for STEAM disciplines and also discussed how artificial intelligent (AI) tools, such as OPENAI Chat GPT, can serve as transformers and value carriers for the implementation of ATL activities and use cases in healthcare education.

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.

We compare allocation rules in uniform price divisible-good auctions. Theoretically, a “standard allocation rule (STANDARD)” and a “uniform allocation rule (UNIFORM)” admit different types of low-price equilibria, which are eliminated by a “hybrid allocation rule (HYBRID).” We use a controlled laboratory experiment to compare the empirical performances of these allocation rules.

We conduct three-bidder uniform price divisible-good auctions varying the different allocation rules (standard, uniform, or hybrid) and whether or not explicit communication between bidders is allowed. For the case where explicit communication is allowed we also study six-bidder auctions.

We find that prices are similar across allocation rules. Under all three allocation rules, prices are competitive when bidders cannot explicitly communicate. With explicit communication, prices are collusive, and we observe collusive prices even when collusive agreements are broken. Collusive agreements are particularly fragile when the gain from a unilateral deviation is larger, and an implication of this is that collusive agreements are more robust under STANDARD.

We do not find conclusive evidence of differences in performance among allocation rules. However, there is suggestive evidence that STANDARD may be more vulnerable to collusion.

Divisible-good uniform price auctions are used in financial markets, but it is not possible to use naturally occurring data to test how alternatives to the standard format would perform. Using laboratory methods we provide an initial test of alternative allocation rules.

Concept maps are popularly used within academic development spaces, especially to teach new concepts at beginner levels for undergraduate students. Their popularity is partly based on the fact that they employ visual tools such as charts, diagrams, pictures, tables, etc., to simplify concepts that students would otherwise consider dense. This paper reports on the findings of an extended orientation project conducted between February and June of 2022 with a small cohort of 15 first-year students registered in an entrepreneurship course at a vocational higher education institution in South Africa. The research question guiding this study is: How can concept maps inspire entrepreneurial thinking for first-year ECP students at a vocational institution in South Africa? Using Cultural-Historical Activity Theory (CHAT), I analysed the two iterations of the students' concept maps together with selected data from the focus group interviews. Key findings reported include the students' fuzzy knowledge of what entrepreneurship as a discipline entails, the planned career trajectories for most of the participating students, as well as indecisiveness as to whether the students will be pursuing entrepreneurship after graduation. In the language of CHAT, the above findings are described as presenting tensions between the subject, tool and object. This layer of analysis calls for an urgent re-think of how the students are recruited and orientated into the programme and how the curriculum is delivered at the first-year level.

A significant amount of experimentation in virtual collection building and public service has been underway for the past few years. The time has now come to stop experimenting and commit instead to building collaborative, scalable and sustainable programs to meet patrons at their point of need. Our failure to do so will mean a relegation of libraries to the back ranks of information gatherers and suppliers. While it is unlikely that libraries will disappear altogether, they will become afterthoughts unless librarians consciously rethink their roles in society and academia becoming less the passive retainer and more the active participant in the creation and maintenance of information and knowledge. The resources and means are available to make librarians viable and necessary contributors to efficient information retrieval. However, do librarians have the will, the imagination and the confidence to do so? This chapter will evaluate the development of virtual reference services and will suggest a road map for where to go next.

In the past decade, library literature has witnessed a spate of studies documenting different aspects of Collaborative Virtual Reference Services (CVRS) and a significant amount of valuable information is spread across numerous individual reports. With the support of the Institute for Museum and Library Services, the authors of this chapter undertook a synergistic effort to examine these studies and identify the popular governance models as well as shared challenges and benefits. They conducted a supplementary survey of librarians with personal experience working in CVRS. The authors found that while collaborative structures are myriad, many utilize similar staffing and management strategies. Benefits of CVRS include shared staffing responsibilities, the extension of service hours, professional and community development, access to specialists, and mitigating the risks of a new service, while challenges include answering local questions, cultural differences, and software and technology problems. The literature on CVRS primarily focuses on single collaborations. While these in-depth examinations are valuable, they cannot provide a “big picture” of how libraries may work together to provide a service. As budgets shrink and ICT-facilitated connections grow, collaboration is an option to which many libraries are turning to for the provision of reference as well as other services. The quality of such collaborations may be improved by considering the lessons presented in this chapter, resulting in better service.