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This paper aims to study almost Ricci–Yamabe soliton in the context of certain contact metric manifolds.

The paper is designed as follows: In Section 3, a complete contact metric manifold with the Reeb vector field ξ as an eigenvector of the Ricci operator admitting almost Ricci–Yamabe soliton is considered. In Section 4, a complete K-contact manifold admits gradient Ricci–Yamabe soliton is studied. Then in Section 5, gradient almost Ricci–Yamabe soliton in non-Sasakian (k, μ)-contact metric manifold is assumed. Moreover, the obtained result is verified by constructing an example.

We prove that if the metric g admits an almost (α, β)-Ricci–Yamabe soliton with α ≠ 0 and potential vector field collinear with the Reeb vector field ξ on a complete contact metric manifold with the Reeb vector field ξ as an eigenvector of the Ricci operator, then the manifold is compact Einstein Sasakian and the potential vector field is a constant multiple of the Reeb vector field ξ. For the case of complete K-contact, we found that it is isometric to unit sphere S²ⁿ⁺¹ and in the case of (k, μ)-contact metric manifold, it is flat in three-dimension and locally isometric to Eⁿ⁺¹ × Sⁿ(4) in higher dimension.

All results are novel and generalizations of previously obtained results.

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers.

A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG).

A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging.

For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

The purpose of this paper is to present a framework of ideation pathways that organically extend the current stock of knowledge to generate new and useful knowledge. Although detailed, granular guidance is available in the strategy literature on all aspects of empirically testing theory, the other key aspect of theory development – theory generation – remains relatively neglected. The framework developed in this paper addresses this gap by proposing pathways for how new theory can be generated.

Grounded in two foundational principles in epistemology, the Genetic Argument and the open-endedness of knowledge, I offer a framework of distinct pathways that systematically lead to the creation of new knowledge.

Existing knowledge can be deepened (through introspection), broadened (through leverage) and rejuvenated (through innovation). These ideation pathways can unlock the vast, hidden potential of current knowledge in strategy.

The novelty and doability of the framework can potentially inspire research on a broad, community-wide basis, engaging PhD students and management faculty, improving knowledge, democratizing scholarship and deepening the societal footprint of strategy research.

Knowledge is open-ended. The more we know, the more we appreciate how much we don’t know. But the lack of clear guidance on rigorous pathways along which new knowledge that advances both theory and practice can be created from prior knowledge has stymied strategy research. The paper’s framework systematically pulls together for the first time the disparate elements of transforming past learning into new knowledge in a coherent epistemological whole.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

The central idea of this research article is to examine the characteristics of Clairaut submersions from Lorentzian trans-Sasakian manifolds of type (α, β) and also, to enhance this geometrical analysis with some specific cases, namely Clairaut submersion from Lorentzian α-Sasakian manifold, Lorentzian β-Kenmotsu manifold and Lorentzian cosymplectic manifold. Furthermore, the authors discuss some results about Clairaut Lagrangian submersions whose total space is a Lorentzian trans-Sasakian manifolds of type (α, β). Finally, the authors furnished some examples based on this study.

This research discourse based on classifications of submersion, mainly Clairaut submersions, whose total manifolds is Lorentzian trans-Sasakian manifolds and its all classes like Lorentzian Sasakian, Lorenztian Kenmotsu and Lorentzian cosymplectic manifolds. In addition, the authors have explored some axioms of Clairaut Lorentzian submersions and illustrates our findings with some non-trivial examples.

The major finding of this study is to exhibit a necessary and sufficient condition for a submersions to be a Clairaut submersions and also find a condition for Clairaut Lagrangian submersions from Lorentzian trans-Sasakian manifolds.

The results and examples of the present manuscript are original. In addition, more general results with fair value and supportive examples are provided.