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The purpose of this paper is to provide an insight into xylophagia, its treatment, intervention options, etiological causes and possible relationship with other diseases.

A systematic search was performed across four scientific databases (i.e. Ovid Medline, Embase via Ovid, PubMed and ProQuest). All of the qualitative studies reporting on xylophagia from the inception of databases until August 2019 have been included. The quality of included studies was assessed through a ten-item checklist given by Kmet et al. (2004).

A total of 18 studies were included, and five primary themes emerged after analysis: precipitation/onset of xylophagia, co-morbid psychiatric or medical illnesses, assessment and investigation modes to confirm diagnosis, outcomes of xylophagia and treatment options comprising medical care, psychological care, counseling and duration of recovery. There were 16 females and 9 males in included studies. The mean ages and standard deviations of males and females were 29.25(12.17) years and 32.81(11.92), respectively. The mean duration and standard deviation of paper pica were 4.80(4.27) years.

Despite the limitation that this meta-synthesis is based upon findings from case studies, results show that standardized medication regimens for treating xylophagia are still not available or are unknown. There is a dire need for further research in order to better understand the disorder. The healthcare professionals need to use reciprocal, mutually constituent influence of biological and sociocultural factors in order to screen, diagnose and manage complex psychological problems like xylophagia.

The findings advance our understanding of the positive effects of patients and family members undergoing counseling or cognitive behavior therapy in reducing stress and enhancing coping skills thus, avoiding self-damaging behaviors.

Smart card-based E-payment systems are receiving increasing attention as the number of implementations is witnessed on the rise globally. Understanding of user adoption behavior of E-payment systems that employ smart card technology becomes a research area that is of particular value and interest to both IS researchers and professionals. However, research interest focuses mostly on why a smart card-based E-payment system results in a failure or how the system could have grown into a success. This signals the fact that researchers have not had much opportunity to critically review a smart card-based E-payment system that has gained wide support and overcome the hurdle of critical mass adoption. The Octopus in Hong Kong has provided a rare opportunity for investigating smart card-based E-payment system because of its unprecedented success. This research seeks to thoroughly analyze the Octopus from technology adoption behavior perspectives.

Cultural impacts on adoption behavior are one of the key areas that this research posits to investigate. Since the present research is conducted in Hong Kong where a majority of population is Chinese ethnicity and yet is westernized in a number of aspects, assuming that users in Hong Kong are characterized by eastern or western culture is less useful. Explicit cultural characteristics at individual level are tapped into here instead of applying generalization of cultural beliefs to users to more accurately reflect cultural bias. In this vein, the technology acceptance model (TAM) is adapted, extended, and tested for its applicability cross-culturally in Hong Kong on the Octopus. Four cultural dimensions developed by Hofstede are included in this study, namely uncertainty avoidance, masculinity, individualism, and Confucian Dynamism (long-term orientation), to explore their influence on usage behavior through the mediation of perceived usefulness.

TAM is also integrated with the innovation diffusion theory (IDT) to borrow two constructs in relation to innovative characteristics, namely relative advantage and compatibility, in order to enhance the explanatory power of the proposed research model. Besides, the normative accountability of the research model is strengthened by embracing two social influences, namely subjective norm and image. As the last antecedent to perceived usefulness, prior experience serves to bring in the time variation factor to allow level of prior experience to exert both direct and moderating effects on perceived usefulness.

The resulting research model is analyzed by partial least squares (PLS)-based Structural Equation Modeling (SEM) approach. The research findings reveal that all cultural dimensions demonstrate direct effect on perceived usefulness though the influence of uncertainty avoidance is found marginally significant. Other constructs on innovative characteristics and social influences are validated to be significant as hypothesized. Prior experience does indeed significantly moderate the two influences that perceived usefulness receives from relative advantage and compatibility, respectively. The research model has demonstrated convincing explanatory power and so may be employed for further studies in other contexts. In particular, cultural effects play a key role in contributing to the uniqueness of the model, enabling it to be an effective tool to help critically understand increasingly internationalized IS system development and implementation efforts. This research also suggests several practical implications in view of the findings that could better inform managerial decisions for designing, implementing, or promoting smart card-based E-payment system.

Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK, it still requires training and development of talents who work for ISCs. The purpose of this study is to analyze the effectiveness of training programs that are currently provided to personnel of the ISC to foster their learning systematically and to develop measures for effectiveness of the training programs.

This study evaluated the training program for the staff of the ISC secretariat as a tool to activate the councils’ main functions. In terms of methodology, we developed an effective training model to measure the training transfer and used it as an analytical framework for evaluation. Success case method was applied to identify the best case of training transfer that reinforces the role and function of ISC.

Learning transfer can help not only the transfer of the learning contents but also the role of the organization that the members belong to and strengthen the function of the ISC. By transferring the content matter of the learning, it can help strengthen the capacity of members to carry out the roles and functions of the ISC, and further strengthen the functions of the council and the role of key players in labor markets.

An effective training model for the personnel of national sectoral bodies or non-profit organization can be further investigated.

The learning transfer evaluation model for ISC staff has unique characteristics that are different from previous studies. ISC has the characteristics of public goods that are established with government support and are active in developing human resources in each industry sector.

Incubating ISC in South Korea is at an earlier stage in terms of research and policy practice. The research findings in this study lay the foundations for further empirical explorations.

The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home places and through conversations with Ji-Sook and with Mrs. Han. The interim research text shows something of ways in which we recognized Ji-Sook's curriculum making as interwoven with her assessment making and identity making. By tracing Ji-Sook's assessment making in this interim research text, we see that before our coming to know Ji-Sook, she and her parents were already engaged in this process. At the centre of the family's assessment making was Ji-Sook's life, the life curriculum she was composing in Korea. As described in earlier chapters, Mr. and Mrs. Han were concerned about the competitive aspects of schooling in Korea. As Ji-Sook's parents, they wanted Ji-Sook to be deeply engaged in learning in school. In part, Mr. and Mrs. Han did not want Ji-Sook's life to be shaped by the dominant social and cultural plotlines of competition for the highest grades in schools in Korea. However, they did want her to attend university. Mr. and Mrs. Han had experienced long years of studying and testing as they competed for grades that would guarantee their acceptance into a Korean university. This was not what Mr. and Mrs. Han wanted for Ji-Sook's life, for her identity making. It was their dream of a “happier” childhood for Ji-Sook that shaped the family's immigration to Canada.

Drawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.

This study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.

The results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.

The factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.

This study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.

This study aims to examine the underlying process through which learning organization culture positively influences knowledge sharing. It specifically explored the mediating role of social capital, underscoring its critical impact on enhancing both knowledge sharing and fostering learning organization culture.

To test the proposed hypotheses, structural equation modeling (SEM) analysis was conducted with a sample of 231 employees from a manufacturing firm in South Korea.

The results of this study indicate significant direct effects of learning organization culture on social capital. Also, social capital indicates a positive effect on knowledge sharing. Although learning organization culture had no direct effect on knowledge sharing, it indirectly affected learning organization culture and knowledge sharing by mediating social capital.

This study proposes that a learning organization culture will be interconnected with social capital and knowledge sharing. Organizations that can effectively harness the wealth of knowledge unlocked by social capital, and subsequently integrate this knowledge into their activities, are poised for competitive advantage.

First, this study places a special emphasis on the mediating role of social capital between learning organization culture and knowledge sharing. Despite extensive research exploring diverse knowledge-sharing factors (Wang and Noe, 2010), it is plausible that examining social capital as a mediator could offer insights for facilitating knowledge sharing through its structural, relational and cognitive dimensions. Second, while a plethora of literature examines knowledge sharing, this study also seeks to unravel the multifaceted pathways through which the learning organization culture influences knowledge sharing and how these processes could be optimized in organizations.

The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.

The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.

These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.

The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

Betta is the only person there to talk to when I get home. She is my family. (Field notes, May 9, 2007)I don't know what I want but the first thing I want is for my family to come to Canada because everyone in my class has their family in Canada. (Ji-Sook's letter to Santa, December 5, 2006)

This study aimed to examine the impact of learning organization (LO) on job satisfaction and individual performance in Vietnamese enterprises. The study further explores the mediating effect of job satisfaction on the relationship between learning organization and employee performance.

Data were collected from 653 employees from various types of organizations in Vietnam. Structural equation modeling was implemented to test the hypotheses.

The results revealed that the proposed research model was supported. Results indicated that LOs positively influenced employees’ job satisfaction and the broader range of their individual performance. In addition, employees’ job satisfaction motivated them to achieve higher performance levels. The study also found a mediating effect of job satisfaction on the relationship between LO and employee performance. The results underscore the importance of implementing an LO culture for individual outcomes such as job satisfaction and employee performance in the Vietnamese cultural context, which is based on socialism and Confucianism.

To the best of the authors’ knowledge, this is the first study to examine the relationships among LO, job satisfaction and individual employee performance in the Vietnamese context. The results offer a deeper understanding of the LO concept in the Vietnamese cultural context and highlight the cultural impact on the LO concept and its effects. The results suggest how the LO concept is applied in the Vietnamese context.

This study aims to understand the epistemic foundation of the classification applied in the first Chinese library catalogue, the Seven Epitomes (Qilue).

Originating from a theoretical stance that situates knowledge organization in its social context, the study applies a multifaceted framework pertaining to five categories of textual data: the Seven Epitomes; biographical information about the classificationist Liu Xin; and the relevant intellectual, political, and technological history.

The study discovers seven principles contributing to the epistemic foundation of the catalogue's classification: the Han imperial library collection imposed as the literary warrant; government functions considered for structuring texts; classicist morality determining the main classificatory structure; knowledge perceived and organized as a unity; objects, rather than subjects, of concern affecting categories at the main class level; correlative thinking connecting all text categories to a supreme knowledge embodied by the Six Classics; and classicist moral values resulting in both vertical and horizontal hierarchies among categories as well as texts.

A major limitation of the study is its focus on the main classes, with limited attention to subclasses. Future research can extend the analysis to examine subclasses of the same scheme. Findings from these studies may lead to a comparison between the epistemic approach in the target classification and the analytic one common in today's bibliographic classification.

The study is the first to examine in depth the epistemic foundation of traditional Chinese bibliographic classification, anchoring the classification in its appropriate social and historical context.