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Representations of time are commonly used to construct narratives in visualisations of data. However, since time is a value-laden concept, and no representation can provide a full, objective account of “temporal reality”, they are also biased and political: reproducing and reinforcing certain views and values at the expense of alternative ones. This conceptual paper aims to explore expressions of temporal bias and politics in data visualisation, along with possibly mitigating user approaches and design strategies.

This study presents a theoretical framework rooted in a sociotechnical view of representations as biased and political, combined with perspectives from critical literacy, radical literacy and critical design. The framework provides a basis for discussion of various types and effects of temporal bias in visualisation. Empirical examples from previous research and public resources illustrate the arguments.

Four types of political effects of temporal bias in visualisations are presented, expressed as limitation of view, disregard of variation, oppression of social groups and misrepresentation of topic and suggest that appropriate critical and radical literacy approaches require users and designers to critique, contextualise, counter and cross beyond expressions of the same. Supporting critical design strategies involve the inclusion of multiple datasets and representations; broad access to flexible tools; and inclusive participation of marginalised groups.

The paper draws attention to a vital, yet little researched problem of temporal representation in visualisations of data. It offers a pioneering bridging of critical literacy, radical literacy and critical design and emphasises mutual rather than contradictory interests of the empirical sciences and humanities.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

With the increasing number of mobile applications, efficiently recommending mobile applications to users has become a challenging problem. Although existing mobile application recommendation approaches based on user attributes and behaviors have achieved notable effectiveness, they overlook the diffusion patterns and interdependencies of topic-specific mobile applications among user groups. mobile applications among user groups. This paper aims to capture the diffusion patterns and interdependencies of mobile applications among user groups. To achieve this, a topic-aware neural network-based mobile application recommendation method, referred to as TN-MR, is proposed.

In this method, first, the user representations are enhanced by introducing a topic-aware attention layer, which captures both the topic context and the diffusion history context. Second, it exploits a time-decay mechanism to simulate changes in user interest. Multitopic user representations are aggregated by the time decay module to output the user representations of cascading representations under multiple topics. Finally, user scores that are likely to download the mobile application are predicted and ranked.

Experimental comparisons and analyses were conducted on the actual 360App data set, and the results demonstrate that the effectiveness of mobile application recommendations can be significantly improved by using TN-MR.

In this paper, the authors propose a mobile application recommendation method based on topic-aware attention networks. By capturing the diffusion patterns and dependencies of mobile applications, it effectively assists users in selecting their applications of interest from thousands of options, significantly improving the accuracy of mobile application recommendations.

This study aims to investigate how an organic cotton production network learns to maintain its hybrid network and its sustainability in the face of internal and external pressures.

A qualitative case study was conducted in Justa Trama, a Brazilian‐based organic cotton production network formed by six members with different roles and organisational logics.

The study contributes to the literature on hybrid organisations by suggesting that in the case of networks, a compromise strategy is required at the internal level and a manipulation strategy is required at the external level. The network has to learn how to engineer a compromise among internal members and to enforce change among external institutions to maintain its sustainability.

The study was performed in Brazil, a country with serious social and environmental problems. The study thus informs managers of social economy organisations on how to deal with internal and external pressures to maintain their organisation's sustainability as well as policy makers on the importance of these alternative organisations and the importance of specific legislation to stimulate this type of initiative.

The body of research on how hybrid organisations learn to deal with the mutual influence of internal organisational responses and changes in external institutions is limited. Furthermore, this mutual influence has rarely been studied in the context of networks, in which multiple members have to work together to achieve organisational and network‐level objectives as well as to respond to institutional pressures.

Expert systems are being effectively applied to a variety of engineering problems. A growing number of languages and development tools are available for their building. Expert systems building tools (shells) are not so flexible as the high‐level languages, but they are easier to use. The problem is that there are too many development tools on the market today, no standards for their evaluation are available, so it is quite difficult to choose the ‘best’ tool for the developer's/user's needs. This paper is an attempt to review the situation on the confused market. Eighty‐six development tools are described in a table form for easy comparisons. Tools implemented on the AI machines only are not included in this survey.

The purpose of this chapter is to describe the Universal Design for Learning (UDL) framework and explore ways UDL decreases potential barriers for diverse students while increasing opportunities to learn. The sociocultural theory of Lev Vygotsky (1978) serves as a theoretical framework for UDL. Vygotsky (1978) placed much emphasis on the role of the social interaction in the development of cognition stating, “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level” (Vygotsky, 1978, p. 57). Additionally, he focused considerable attention on language and private speech. The ability to express oneself in any environment, particularly the classroom, is critical to intellectual development. Another pivotal concept is that of the Zone of Proximal Development (ZPD), which reflects the point between what a child has previously learned and can complete independently and that which they cannot do, even with supports. Our intent was to use student examples, or case studies, of typical diversity in the classroom, to demonstrate the application of UDL principles. Specifically, we provide ways planning for representation of material, expression of material, and engagement in material, which can benefit all learners. The case study examples demonstrate ways effective planning can benefit learners in many areas. The case studies presented in this chapter reflect a small portion of the diverse population in classrooms across the nation. Yet the case studies demonstrate ways planning can incorporate students “in the margin” while at the same time benefitting all students in the classroom. Addressing diversity through the UDL lens helps teachers accommodate individual differences through intentional instructional design, while at the same time providing resources for all students in the classroom.

This paper aims to report an analysis of the graphical representations of 14 corporate real estate (CRE) models. It does this to establish the systematic, metatheoretical requirements for modelling CRE alignment which to date have been disguised in a multitude of models.

This meta study of CRE alignment models used a qualitative hermeneutic method to inductively develop understanding of the models’ constituent parts. Several iterations of graphical and textual analysis were required to do this. Further deductive analysis sought to understand the individual models relative to this new understanding.

The analysis showed that a total of 12 components have been used to model CRE alignment. These are divided into four Building Blocks: understanding corporate strategy; understanding real estate performance; making real estate strategy; and implementing real estate strategy. While every model’s representation contained the four Building Blocks, few models contained all 12 components, though all contained at least seven. Completeness of representation in this study should not be inferred as equating to effectiveness as an alignment process. Various feedback mechanisms were also evident between the components.

The analysis provides the most complete map of the modelling requirements for CRE alignment. It differs from previous theoretical work on alignment by synthesising a metatheory of alignment representation. By providing a more coherent theory by which to model CRE alignment the metatheory provides a consistent basis on which to investigate and theorise aspects of CRE alignment.

Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge.

A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention.

Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles.

First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation.

Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

In this paper, we present a proposed information environment (PROPIE) for enhanced interaction and value‐adding of electronic documents (e‐documents). The design of PROPIE was based on a thorough user needs and requirements assessment in interacting with information through well‐documented findings, and a focus group with twelve participants to elicit features that were deemed desirable in future interactions. The design was also based on an earlier work which reviewed the advancements in various user interface (UI) technologies, visualisation and interactive techniques, and a consideration of novel information structuring and organisation techniques that pose important implications for the design of more advanced UIs. Providing a suite of novel features and interactive tools that can be flexibly combined, PROPIE allows users to apply multiple novel ways to query intuitively and navigate information in an e‐document. The querying and browsing processes in PROPIE are supported by various interactive and visualisation techniques. Users work within a visually sovereign, integrated environment for information gathering and organising, based on navigable, fractional information objects that are also affiliated with rich metadata and additional layers of value‐adding information. A set of interface mock‐ups was developed to demonstrate the potential of the environment in supporting the design of a new generation of electronic journals (e‐journals). We report here empirical results from a study conducted to obtain representative users‘ feedback with regard to using PROPIE for interacting with e‐journals. Twenty‐two participants from a variety of academic backgrounds participated in the evaluation. Overall, PROPIE was found to have the potential both for enhancing the user’s interaction with information captured within e‐journals and for adding value to e‐documents in various ways.

Gender diversity is extensively debated and researched in relation to corporate boards. The focus on the gender composition on single boards neglects an important issue: that of how the power of board members is impacted by their representation on other boards. Board interlocks refer to how a board member is also represented on other companies’ boards, and such representation expectedly makes the individual board member more influential in the boardroom than non-connected board members. The purpose of this paper is to investigate whether and how female board interlocks are considered in previous research on gender diversity on boards.

A systematic literature review was conducted. It comprised 71 highly cited articles. The articles were analyzed to grasp their content, and specifically, female influence in the boardroom related to power.

The literature review reveals that the interlock perspective is rare in studies on women’s board representation. This is so, even while evidence is provided that females often need companions to get their meanings across on the boards, despite how interlocks would create one link of such power, and although the literature points to how female board representation plays a part to explain performance, social responsibilities and overall strategic directions of firms.

Contributions are made to previous research by indicating the potential of further research in a largely neglected area of research while also summarizing the previous reporting on women on boards.