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Based on profound information lacking in compiled information materials, the risks of losing knowledge related to the values of traditional woodworking processes are increasing. The purpose of this article is to collect and structure diverse marking tool data into a comprehensive, understandable and clear design schematic view, which serves as a basis for the accumulation and preservation of diverse marking objects and shows woodworking marking tool relation in the group and subgroup levels.

A method for marking tools structuring and analysis are described, including breaking down a set of objects into groups of marking objects, and assigning one or more attributes to the parcelled objects by arranging them into hierarchic levels. Research is based on marking tools used by carpenters, joiners and woodcarvers mainly in the Baltic region.

Collected data, object analyses and comparison within-group and subgroup levels are based on written and visual sources, museum and museum funds visits, and participation in the local craftsmen events. The created structure is expandable in group and subgroup levels. The most comprehensive way for object structuring is chosen as a base to reveal a diversity of the objects.

Structure schemes of woodworking marking tools are important in scientific, educative and cultural levels based on their wide range and use. Aggregated information of the woodworking tools serves as a base for existing tool studies and improvement, new tool and wood product creation as well as complements the structure of the upcoming woodworking hand tool database and book.

The purpose of this paper is to examine recovery through lived experience. It is part of a series that explores candid accounts of addiction and recovery to identify important components in the recovery process.

The G-CHIME model comprises six elements important to addiction recovery (growth, connectedness, hope, identity, meaning in life and empowerment). It provides a standard against which to consider addiction recovery, having been used in this series, as well as in the design of interventions that improve well-being and strengthen recovery. In this paper, a first-hand account is presented, followed by a semi-structured e-interview with the author of the account. Narrative analysis is used to explore the account and interview through the G-CHIME model.

This paper shows that addiction recovery is a remarkable process that can be effectively explained using the G-CHIME model. The significance of each component in the model is apparent from the account and e-interview presented.

Each account of recovery in this series is unique and, as yet, untold.

Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods.

Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables.

The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria.

This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.

This paper aims to explore the recognition and success of different ways of branding native advertising in influencer marketing.

The data are evaluated using statistical tests, correlation and cluster analysis.

It was found that the higher the recognition rate of a post tagged in a particular way, the better the tagging method for influencer marketing on Instagram. Based on the findings of this study, word tag is recommended first because it is flexible and has one of the highest recognition rates.

The generalizability of the results across different regional settings requires further investigation.

Good labeling of native advertising leads to greater success.

This study can be used by marketing managers, advertisers and influencers to gain insight into the issue, as well as to better select the appropriate labeling method for their advertising content.

Este trabajo tiene como objetivo explorar el reconocimiento y el éxito de diferentes formas de branding de publicidad nativa en el marketing de influencers.

Los datos se evalúan mediante pruebas estadísticas, correlación y análisis de conglomerados.

Se encontró que cuanto mayor es la tasa de reconocimiento de un post etiquetado de una manera particular, mejor es el método de etiquetado para el marketing de influencers en Instagram. Basándose en los resultados de este estudio, se recomienda en primer lugar el etiquetado por palabras porque es flexible y tiene una de las tasas de reconocimiento más altas.

Un buen etiquetado de la publicidad nativa conduce a un mayor éxito.

Este estudio puede ser utilizado por directores de marketing, anunciantes e influencers para obtener información sobre el tema, así como para seleccionar mejor el método de etiquetado adecuado para su contenido publicitario.

La generalizabilidad de los resultados en diferentes entornos regionales requiere más investigación.

本文旨在探讨影响者营销中不同方式的品牌原生广告的识别和成功。

使用统计测试、相关性和聚类分析对数据进行评估。

研究发现, 以特定方式标记的帖子的识别率越高, Instagram上影响者营销的标记方式就越好。基于这项研究的结果, 首先推荐单词标签, 因为它很灵活, 而且有最高的识别率之一。

对原生广告进行良好的标注会带来更大的成功。

本研究可供营销经理、广告商和影响者使用, 以深入了解这一问题, 并更好地为其广告内容选择合适的标签方法。

研究结果在不同地区环境中的普适性需要进一步调查。

Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.

A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver.

This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks.

The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.

This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.

This study aims to discern medieval information literacy (IL) practices through scrutiny of medieval manuscripts: both the content and the “marks of usage” evident therein.

Analysis of the writing of scribes. Engagement with selected primary texts (manuscripts) and prior scholarly investigations.

Ample evidence exists of the practice of IL in the medieval era, and how it was transmitted and negotiated across time and space. Popular guides for scholars, including Hugh of St. Victor's Didascalicon, and the marks of usage left on manuscripts by readers/scribes, are evidence of how members of scholarly communities engaged in collaborative metacognitive work, helping each other with tasks such as understanding the ordinatio (organisation) of texts; cross-referencing; locating information; and making judgments about relevance, amongst others. New practices were stimulated by key historical transitions, particularly the shift from ecclesiastical to secular settings for learning.

This is a preliminary study only, intended to lay foundations and suggest directions for more detailed future investigations of primary texts. The scope is Eurocentric, and similar work might be undertaken with the records of practice available elsewhere, e.g. the Arab world, South and East Asia.

Some previous work (e.g. Long, 2017) has investigated medieval scholarly communities by retrospectively applying notions from practice theory, but no prior work has specifically focused upon IL as the practice under investigation.

The positive correlation between students’ internship and employability is well documented. However, there is no consensus on its relationship with academic performance. Previous studies investigated the Bachelor level: in the UK, the so-called sandwich placement is positively correlated; in the US, the results are mixed. This study aims to expand the scientific literature and focuses on Politecnico di Torino, Italy: the cases of the Industrial and Management Engineering Bachelor (BA) and Master of Science (MS) degree programs are examined.

The academic performance of 2,279 BA students and 2,560 MS students graduated between 2016 and 2021 is examined. Ordinary least square models are employed to test the relationship between grades and internship, controlling for ex ante academic scores, gender, age and geographical origin.

The results show a small robust negative correlation between internship and grades, especially at the bachelor level, where potentially a self-selection occurs. At the master level, the negative relationship is significant but very small and might be partially determined by the marks of the exams substituting the internship.

This study contributes to the empirical research on the relationship between students’ grade and internship and suggests the presence of complementarities in several ways: the Italian context, characterized by an optional internship is examined, both at the BA and MS level. Universities that intend to organize internship as overlapping with lectures and exams should be cautious, especially when considering the BA level students, whose maturity and skills are less developed than MS ones.

To demonstrate transparency and accountability, the three boards in this study are required to meet in public in front of an audience, although the boards reserve confidential issues for discussion in private sessions. This study examines boardroom public accountability, contrasting it with accountability in board meetings held in private. The study adopts Erving Goffman's impression management theory to interpret divergences between boardroom behaviour in public and private, or “frontstage” and “backstage” in Goffman's terminology.

The research observes and video-records three board meetings for each of the three boards (nine board meetings), in public and private. The research operationalises accountability in terms of director-manager question-and-answer interactions.

In the presence of an audience of local stakeholders, the boards employ impression management techniques to demonstrate accountability, by creating the impression that non-executive directors are performing challenge and managers are providing satisfactory answers. Thus, they “save the show” in Goffman terms. These techniques enable board members and managers to navigate the interface between demonstrating the required good governance and the competence of the organisations and their managers, while not revealing issues that could tarnish their image and concern the stakeholders. The boards need to demonstrate to the audience that “matters are what they appear to be”, even if they are not. The research identifies behaviour consistent with impression management to manage this complexity. The authors conclude that regulatory objectives have not met their transparency aspirations.

For the first time, the research studies the effect of transparency regulations (“sunshine” laws) on the behaviour of boards of directors meeting in public. The study contributes to the embryonic literature based on video-taped board meetings to access the “black box” of the boardroom, which permits a study of impression management at board meetings not previously possible. This study extends prior impression management theory by identifying eleven impression management techniques that non-executive directors and managers use and which are unique to a boardroom context.

The purpose of this article is to prepare graphene/polyimide composite materials for use as bearing cage materials, improving the friction and wear performance of bearing cages.

The oil absorption and discharge tests were conducted to evaluate the oil content properties of the materials, while the mechanical properties were analyzed through cross-sectional morphology examination. Investigation into the tribological behavior and wear mechanisms encompassed characterization and analysis of wear trace morphology in PPI-based materials. Consequently, the influence of varied graphene nanoplatelets (GN) concentrations on the oil content, mechanical and tribological properties of PPI-based materials was elucidated.

The composites exhibit excellent oil-containing properties due to the increased porosity of PPI-GN composites. The robust formation of covalent bonds between GN and PPI amplifies the adhesive potency of the PPI-GN composites, thereby inducing a substantial enhancement in impact strength. Notably, the PPI-GN composites showed enhanced lubrication properties compared to PPI, which was particularly evident at a GN content of 0.5 Wt.%, as evidenced by the minimization of the average coefficient of friction and the width of the abrasion marks.

This paper includes implications for elucidating the wear mechanism of the polyimide composites under frictional wear conditions and then to guide the optimization of oil content and tribological properties of polyimide bearing cage materials.

In this paper, homogeneously dispersed PPI-GN composites were effectively synthesized by introducing GN into a polyimide matrix through in situ polymerization, and the lubrication mechanism of the PPI composites was compared with that of the PPI-GN composites to illustrate the composites’ superiority.

The peer review history for this article is available at: https://publons.com/publon/10.1108/ILT-12-2023-0415

While technical vocational education training (TVET) has been studied in-depth, the evolution and performance patterns of the subject remain unknown and limited. A bibliometric analysis was performed to examine the global scientific literature to assess the state of the art in TVET research over the past 23 years.

The Web of Science (WoS) database was searched to explore TVET-related research from 1999 to 2021, resulting in the identification of 7,512 articles. The VOSviewer software was used to investigate the network of collaboration between authors, institutions, countries and author keywords.

The results reveal that the subject categories of “education” and “educational research” are the most prolific contributors to TVET-related research, with 3,314 articles. Most of the previous studies in Phase I (1999–2006) focussed on human capital resources development in the TVET sector. Phase II (2007–2014) follows with the centralisation of TVET, focussing on technology transition in education. However, in Phase III (2015–2021), researchers appear to focus on vocational studies in higher education towards increasing the productivity of human resources via the implementation of technology transition.

The valuable findings of this study can facilitate better understanding among scholars on the trends of TVET research developments and on the direction of future research.