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Despite the fact that research on creativity and cognition have garnered the attention of researchers and practitioners for decades, there is a lack of valid, reliable, and accessible instruments for enhancing and measuring these critical skills. Leveraging research from The LEGO Foundation and in collaboration with BrainPOP and the Learning Economy Foundation, this paper introduces an assessment framework for holistic skills and reports evidence from the 2022 validation study.

The complexities associated with both competencies such as multidimensionality, authenticity, and domain specificity pose a major issue for its measurement and credentialing. This paper provides evidence-based insights on promising ways to measure and provide actionable insights on holistic skills.

Preliminary evidence supports the assessment framework for holistic skills.

Future directions for further development of the assessment are discussed.

The framework should also be of help for practitioners looking for research-based guiding principles for the design of learning-through-play activities aimed to help develop holistic skills across a wide range of digital, physical, and hybrid modalities.

The framework provides new instruments and insights for evaluating the social and educational impact of learning-through-play programs and initiatives.

The learning progressions and formative assessment for holistic skills development are novel and clearly needed in research and practice of learning-through-play.

The discussion questions relating to the case focus students’ attention on breaking away from the intuitive/emotional “boom mentality” driving their business decision and ask them to focus more on analytical decision criteria to support their “go” or “no-go” decisions.

The authors interviewed one of the partners of Burned-N-Turned several times and read the partners’ brief business plan for the food trailer.

Partners are wrapped up in the “boom mentality” in the Bakken oil fields in 2011 and jump into their decision to open a food trailer restaurant to serve the oil field workers and others. But have they omitted important considerations for their business decision?

The study is appropriate for undergrad strategic management courses. The authors have tested the compact case in three sections of capstone senior-level strategic management courses.

Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future outcomes. It is recommended that while transition-specific practices are essential in maximizing the potential for success in post-school environments, it is also necessary to ensure that students with E/BD are engaged in school through evidence-based practices in early intervention/prevention, instructional, and behavioral interventions.

Drawing on the literature on professional ignorance, here defined in affirmative terms as the capacity to act regardless of the incompleteness of available information in organizations and professional communities, the article reports empirical material from an urban development project wherein policy makers' instructions are vague and, in certain domains, inconsistent with market conditions.

Urban development projects regularly include uncertainty and risk taking, and policy makers' stated objectives regarding project goals may be incomplete or merely signal a political ambition. In such situations, first-line project participants need to make decisions as if uncertainties regarding policy objectives are manageable and preferably minimal. The purpose of the article is to substantiate the proposition that professional ignorance is a key mechanism in incomplete or imperfect governance systems.

Project participants actively questioned policy but acted on the instructions just the same, which is indicative of how professional ignorance is supportive of governance system that relies on first-line market actors and agencies to implement also incomplete or vaguely stated policy objectives. Incomplete policies derive from challenges in political deliberation and bargaining processes, uncertainty regarding the future and shifting preferences among policy makers and constituencies more widely. In practice, incomplete policies regularly include issues for first-level actors (e.g. on the urban development project level) to handle and to reconcile in their day-to-day work.

On basis of an empirical study of a major urban development project, the study contributes to a growing literature that recognizes the value of professional ignorance in governance systems and in project management practice. The study invites further scholarly research that takes an affirmative of professional ignorance but without overlooking its risks and potential malfunctions.

Global evidence suggests that youth offending has reduced; however, this study aims to suggest a more complex picture, with youth crime potentially being displaced to the digital space. Historically, young people and crime have been synonymous with public spaces and being visible. A shift or expansion to online offending requires revision of how the justice and educational systems respond to youth offending.

A systematic literature review explored keywords related to age, digital offence or harm and criminal or harmful nature, using a search, appraisal, synthesis and analysis framework.

Three emergent areas of digital youth crime are discussed: digitally assisted crime, digitally dependent crime and digital harm.

The shift in youth offending requires response adjustment from prevention to detection. Opportunities may exist to disrupt or redirect youth before they offend. Further data specific to digital offending is needed. These findings seek to provide a possible direction for future research.

The concept of digital displacement of youth offending is progressively emerging. This paper examines types of offending categorised into three areas of interest.

Reference librarians in various library settings are often assigned responsibilities for training students, support staff, or other new professionals, a task for which they rarely have sufficient professional education. This bibliography recommends readings on topics that will assist reference librarians in understanding the philosophy of staff development. The readings listed here cover subjects such as: establishing an atmosphere that facilitates learning, assessing training needs, describing competent performance, writing clear and specific objectives, selecting appropriate training methods, maintaining skills and providing feedback, and evaluating the effectiveness of a training program.

This paper aims to address a central concern in modeling and simulating electric grids and the information infrastructure that monitors and controls them. The paper discusses the need for and methods to construct simulation models that include important interactions between the physical and computational elements of a large power system.

The paper offers a particular approach to modeling and simulation of hybrid systems as an enabling technology for analysis (via simulation) of modern electric power grids. The approach, based on the discrete event system specification, integrates existing simulation tools into a unified simulation scheme. The paper demonstrates this approach with an integrated information and electric grid model of a distributed, automatic frequency maintenance activity.

Power grid modernization efforts need powerful modeling and simulation tools for hybrid systems.

The main limitation of this approach is a lack of advanced simulation tools that support it. Existing commercial offerings are not designed to support integration with other simulation software products. The approach to integrating continuous and discrete event simulation models can overcome this problem by allowing specific tools to focus on continuous or discrete event dynamics. This will require, however, adjustments to the underlying simulation technology.

This paper demonstrates an approach to simulating complex hybrid systems that can, in principle, be supported by existing simulation tools. It also indicates how existing tools must be modified to support our approach.