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The purpose of this article is to estimate the relationship between acute care consumers' satisfaction with hospital foodservices, foodservice characteristics, demographic and contextual variables.

The acute care hospital foodservice patient satisfaction questionnaire was administered to 2,347 patients from 1996‐2001. Regression analysis was conducted to measure the influence of 21 foodservice attributes and seven contextual/demographic items on overall foodservice satisfaction.

Foodservice satisfaction was strongly associated with variety, flavour, meat texture, temperature, meal taste, and menu staff (p<0.01). Consumers aged 70 years or more rated their overall satisfaction significantly lower than younger consumers (p<0.01), but no statistically significant differences in overall ratings existed for other contextual or demographic groups.

This new foodservice instrument and the methods of analysis may be generalisable, but application is likely to be context‐specific. Further applications of the instrument are required to produce greater confidence in its validity and reliability across different foodservice settings.

Global statements often used in health service satisfaction surveys (e.g. a single rating of “food quality”) provide insufficient information to allow managers to adapt foodservices to suit consumers' preferences.

Detailed information of the kind produced here is required for the formulation of managerial and sectoral policies to improve the quality of health and consumer nutrition care. The findings are noteworthy and, as far as the literature review showed, no previously published study has produced this level of detail on consumer preferences across foodservice attributes or their relationship to overall foodservice satisfaction.

The purpose of this chapter is to examine early childhood arts education as a mechanism for achieving Dewey’s goals of active, integrated learning. The approach is to examine Settlement Music School’s Kaleidoscope Preschool Arts Enrichment Program as a model, reviewing the pedagogical approach and research on program outcomes. Findings are that music, dance, and visual arts can be used to teach skills in language, literacy, science, mathematics, and social/cultural learning. Program outcomes indicate particular benefits for children from racial/ethnic minority groups as well as those with developmental delays. Comparison research documents an overall advantage of Kaleidoscope’s arts-integrated pedagogy for vocabulary growth and emotional functioning. The research is limited in that between-child comparisons have lacked random assignment. Yet within-child experiments and between-child quasi-experiments suggest that arts-integrated education offers advantages for the “whole child.” Practical implications include that early childhood professionals may use the arts to facilitate multimodal learning and emotion regulation, as well as bridge the gap that often separates home from school for children from racial and ethnic minority backgrounds. A social implication is that, although the arts are often viewed as supplemental, they can provide mechanisms for the development of skills in core early learning domains. Additionally, arts integration may offer solutions to the challenges faced by learners from diverse backgrounds and with diverse needs. This chapter makes an original and valuable contribution by reviewing both pedagogy and research from Kaleidoscope, providing a compelling model of how Dewey’s goals of active, integrated learning may be realized.

There is a growing interest in the use of HR-based Industry 4.0 technologies for equality, diversity, and inclusion (EDI) issues yet the emerging trends of Industry 4.0 in EDI implementations and interventions are not fully covered. This chapter investigates the emerging themes regarding EDI and Industry 4.0 interaction through Google-based big data that show the actual interest in Industry 4.0 and EDI. Drawing on a web analytics method that tracks the real click behaviours of web users through querying combined sets of keywords, the study explores the trends and interactions between Industry 4.0 technologies and EDI-related HR practices. Our search engine results page (SERP) analyses find a high volume of queries and a significant interest between EDI elements and artificial intelligence (AI) only. In contrast to the suggestions of the extant literature, no significant user interest in other Industry 4.0 applications for EDI implementations was observed. The authors suggest that other Industry 4.0 technologies such as machine learning (ML) and natural language processing (NLP) for EDI implementations are in their early stages.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

People with cognitive disabilities have a right to an inclusive society, and to have access to services and products that meet their specific needs. Participatory design (PD) represents a potentially effective way to ensure these rights, because users become influencers of the technological development and design process, are actively involved in the customization of that technology and develop a relationship with the designers/developers. Literature suggests that user involvement in technology development produces better products and has shown that this process offers users a voice and the process is also conducive to mutual learning between researchers and participants. This paper aims to discuss these issues.

Here the authors will present the development of a virtual world (VW) platform, having as a starting point a minimally viable initial version. This was followed by the creation of a networking framework to test each feature of the VW, which allowed connected users, most of whom on the autistic spectrum, to interact with each other in real time in the VW, and to see each other’s effects. Stress testing sessions were initiated with a mixed group of 15 users, 8 of whom with autism (7 male and 1 female). Ten of the participants were male and five were female (Figure 1).

Even though the platform is feature-complete, its code is still in development; features can be improved/expanded upon, which necessitates further testing. The most commonly flagged issues from the stress testing were requests for videos/text manuals, the camera controls and chat message errors. These were implemented/fixed or added to the feature roadmap. “Heavy avatar customization” was also suggested, which has conceptual merit, but is not a priority.

PD is an inclusive approach that addresses personal needs and preferences, matching up the person with the tools and environments to ensure equity and inclusion. The VW whose development is described in this paper has been used for communication skills training with autistic young adults. It could be used for other social, life, academic and vocational skills training. This type of training through VR/VW may help enhance the employment-related skills of neurodiverse populations (and thus empower independent living) and has the potential for broader implementation and wider access in terms of distance learning.

This paper adds to the rather limited literature on applying PD approaches in the development of products for people with neurodevelopmental disabilities. The authors will present such a process for the development of a VW with people with autism. Although literature suggests that user involvement produces better outcomes, adopting this approach is not straightforward. The paper will describe in detail not only the contribution the participants made in every phase but also the limitations of applying a PD approach with a neurodiverse population, in order for them to be equal partners in the process and be involved in a meaningful way.

IN The verdict of you all, Rupert Croft‐Cooke has some uncomplimentary things to say about novel readers as a class, which is at least an unusual look at his public by a practitioner whose income for many years was provided by those he denigrates.

The purpose of this paper is to consolidate and evaluate the available research on animal abuse recidivism.

A narrative review of the animal abuse literature was conducted. Articles were included if they provided data/estimates of the rates of recidivism, findings regarding the static, dynamic and/or protective factors associated with animal abuse recidivism and available risk assessment tools, specifically for use with individuals who have a history of animal abuse.

The literature review highlighted high rates of reoffending amongst those who have harmed animals. Many risk and protective factors associated with animal abuse were common to the wider offending behaviour literature (e.g. antisocial attitudes, relationship issues), but more robust research is needed to highlight any distinct characteristics. Lastly, the review reports two risk assessment tools designed specifically for this offending group.

Clinicians and criminal justice personnel base their sentencing, detention and treatment decisions, at least in part, on the recidivism literature. This review provides a consolidation of the evidence base as an aide memoire for practitioners.

History of animal abuse is a risk factor for future animal harm specifically, and interpersonal violence more broadly. To the best of the authors’ knowledge, this is the first literature review that presents the key research evidence on risk/protective factors and relevant risk assessment tools that can inform intervention planning to reduce risk of reoffending towards animals and humans alike when practitioners encounter clients who have a history of harming animals.

Introduction: Traditional recruitment system relied heavily on the applicants’ curriculum vitae (CV). This system, besides becoming redundant, has proved to be a futile exercise leading to the hiring of candidates that eventually turn out to be ‘misfits’. CVs were the only source of candidates’ data available for the recruiters a few years back. Face-to-face interviews was considered to be the ultimate solution for hiring suitable candidates. However, evidence suggests that interview scores and job performances do not complement each other. Advancement in artificial intelligence (AI) has introduced several techniques in the recruitment process.

Purpose: This chapter underscores the drawbacks of the traditional recruitment process. Evidence suggests that the traditional recruitment process is prone to subjectivity and is time-consuming. Surprisingly, despite the disadvantages, the integration of AI into the recruitment process is still slow. This chapter highlights the need to harness AI and the advantage technology could bring to the recruitment process. Some of the techniques that are garnering attention and widely used by organisations, such as chatbots, gamification, virtual employment interviews, and resume screening are described to enable the readers to understand with less effort. Chatbots and gamification techniques are described through process flow charts. We also describe the various types of interviews that could be conducted through virtual platforms and the modality by which the resume screening technique operates. Today, we are at a juncture wherein it is pertinent to acknowledge the superiority of technology-driven processes over traditional ones. This chapter will help the readers to understand the modus operandi to implement chatbots, gamification, virtual interviews and online resume screening techniques besides their advantages.

Scope: Although chatbots, resume screening, virtual interviews, and gamification are used in other areas, too, such as training and development, marketing, etc., in this chapter, we restrict solely to employee recruitment processes.

Methodology: Scoping review is used to examine the existing literature from various databases such as Google Scholar, IEEE, Proquest, Emerald, Elsevier, and JSTOR databases are used for extracting relevant articles.

Findings: Automation and analytics in recruitment and selection remove bias which is otherwise increasingly found in manual hiring processes. Also, previous studies have observed that candidates engage in impression management tactics in traditional face-to-face interviews. However, through automated recruitment processes, the influence of these tactics can be eliminated. AI-based virtual interviews reduce human bias. It also helps recruiters to hire talents across the globe. Gamification improves the candidate’s perception of the work and work environments. Through gamified techniques, the recruiters can understand whether a candidate possesses the required job skills. Chatbots are an interactive technique that can respond to interviewees’ queries. Resume screening techniques can save the recruiter’s time by screening and selecting the most appropriate candidates from a large pool. Hence, the chosen candidates alone can be referred to the next stage of the recruitment cycle. AI improves the efficiency of the recruitment process. It reduces mundane tasks. It saves time for the human resources (HR) team.

Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.