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The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

Attention deficit hyperactivity disorder (ADHD) is a neuro-developmental condition that has frequently been pathologised in career research and broader society to date. The study seeks to reframe such assumptions through a qualitative positive-focused exploration of career stories of ADHD adults, elicited through a strength-focused technique with wide applicability for coaching and other career-based development activities.

Situated in a strength-focused coaching psychology paradigm, the authors undertook semi-structured interviews with 17 participants, using an adapted feedforward interview technique (FFI) rooted in positive psychology (PP), to investigate individuals' strengths and successful career experiences.

Narrative thematic analysis of the transcripts identified two core themes: “the paradoxical nature of strengths” and “career success as an evolving narrative”. The participants described how they have achieved career success both “in spite of” and “because of” ADHD. The use of the FFI demonstrated a helpful and easily taught method for eliciting personal narratives of success and strengths, an essential foundation to any coaching process.

This research provides a nuanced overview, and an associated conceptual model, of how adults with ADHD perceive their career-based strengths and experiences of success. Further, the research shows the value of using a positive psychological coaching approach when working with neurominority individuals, using a successful adaptation of the FFI. The authors hope that the documentation of this technique and the resulting insights will offer important guidance for managers as coaches and internal and external career coaches, as well as providing positive and relatable narrative resources for ADHD adults.

This case aims to study the growth, evolution, and social innovation of iThrive Games, a socially minded initiative that aims to create meaningful opportunities using technology for teens to enhance the knowledge, mindsets, and skills they need to thrive through development and across the continuum of mental disorder to wellness. iThrive's focus has been on creating “meaningful games”—that is, games that promote health and well-being of teen players. Founded in 2014 by Dorothy Batten, President of DN Batten Foundation, the organization's mission was to collaborate with game developers, partner with teens across the game development cycle (ideation to testing), and provide resources to foster teen thriving through gameplay. To do so, the organization took a unique social entrepreneurial approach. Drawing on a positive psychology framework and building the brand among key stakeholders including game developers, researchers, funders, youth, educators, and parents, the organization orchestrated a community dedicated to advancing the meaningful games field, and in doing so, have widespread impact.

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

This editorial introduces a special issue of the Journal of Services Marketing, dedicated to the concept of resilience in the services sector. This editorial aims to identify how service organizations, networks and systems are resilient in the face of or wake of marketplace disruptions.

Drawing on available literature in service research, the authors illustrate how service scholars can better understand the processes, relationships and outcomes that are a crucial part of resilience in service organizations.

This editorial presents a theoretical framework illustrating interactive, linked and interdependent resource-based resilience practices that enable service organizations and individuals to develop and grow resilience. The special issue papers identified six themes to guide future research: conceptual complexity and challenges of operationalization; culture, context and resilience; antecedents to resilience and outcomes; resilience and the complex world of artificial intelligence and technology; value co-creation; and service ecosystems.

This editorial presents service researchers with an overview of research examining the concept of resilience. It also demonstrates diversity in how the concept is defined and operationalized. Our theoretical framework illustrates a new way of conceptualizing service resilience by identifying three resource-based resilience practices in an increasingly ambiguous, dynamic and complex service world. Together these underpin the six themes for further research.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

In the evolving landscape of global remittances, this study systematically explores cryptocurrency's transformative impact on remittance services through a comprehensive literature review and bibliometric analysis.

Through meticulous PRISMA-guided analysis, the research identifies cryptocurrency technology as a pivotal force in enhancing remittance efficiency, reducing costs and broadening access contributing significantly to financial inclusion.

Findings revealed that cryptocurrency technology could significantly enhance remittance services, offering improved efficiency, reduced costs and increased accessibility. This suggests a transformative potential for financial inclusion, presenting a compelling case for broader adoption and regulatory support to leverage these benefits effectively.

By integrating recent research, this work underlines the urgent need for broader adoption and regulatory support to leverage these benefits effectively. It offers novel insights for institutions and policymakers, highlighting the potential for technology adoption in remittances to enhance financial inclusivity.

More cryptocurrency studies are needed to concentrate on remittance markets. Thus, this investigation constitutes a unique addition to the field. Additional investigation in this domain presents significant possibilities for future exploration and progress.

The purpose of this study is to empirically test the intelligent career framework in a public sector setting in a country with a clientelistic culture to inform human resource management strategies.

Based on a qualitative methodology and an interpretivist paradigm, 33 in-depth interviews were conducted with Greek civil servants before the COVID-19 pandemic. The interview recordings were subsequently transcribed and coded via a blend of inductive and deductive approaches.

Outcomes of the study indicate that in a public sector setting in a country with a clientelistic culture, the three dimensions of knowing-whom, knowing-how and knowing-why are less balanced than those reported by findings from private sector settings in countries with an individualistic culture. Instead, knowing-whom is a critical dimension and a necessary condition for career development that affects knowing-how and knowing-why.

The theoretical contribution comes from providing evidence of the dark side of careers and how imbalances between the three dimensions of the intelligent career framework reduce work satisfaction, hinder career success and affect organisational performance. The practical contribution offers recommendations for human resource management practices in the public sector, including training, mentoring, transparency in performance evaluations and fostering trust.

Damage to reinforced concrete (RC) structural elements is inevitable. Such damage can be the result of several factors, including aggressive environmental conditions, overloading, inadequate design, poor work execution, fire, storm, earthquakes etc. Therefore, repairing and strengthening is one way to improve damaged structures, so that they can be reutilized. In this research, the use of an ultra high-performance fibre-reinforced concrete (UHPFRC) layer is proposed as a strengthening material to rehabilitate damaged-RC beams. Different strengthening schemes pertaining to the structural performance of the retrofitted RC beams due to the flexural load were investigated.

A total of 13 normal RC beams were prepared. All the beams were subjected to a four-point flexural test. One beam was selected as the control beam and tested to failure, whereas the remaining beams were tested under a load of up to 50% of the ultimate load capacity of the control beam. The damaged beams were then strengthened using a UHPFRC layer with two different schemes; strip-shape and U-shape schemes, before all the beams were tested to failure.

Based on the test results, the control beam and all strengthened beams failed in the flexural mode. Compared to the control beam, the damaged-RC beams strengthened using the strip-shape scheme provided an increase in the ultimate load capacity ranging from 14.50% to 43.48% (or an increase of 1.1450 to 1.4348 times), whereas for the U-shape scheme beams ranged from 48.70% to 149.37% (or an increase of 1.4870–2.4937 times). The U-shape scheme was more effective in rehabilitating the damaged-RC beams. The UHPFRC mixtures are workable, as well easy to place and cast into the formworks. Furthermore, the damaged-RC beams strengthened using strip-shape scheme and U-shape scheme generated ductility factors of greater than 4 and 3, respectively. According to Eurocode8, these values are suitable for seismically active regions. Therefore, the strengthened damaged-RC beams under this study can quite feasibly be used in such regions.

Observations of crack patterns were not accompanied by measurements of crack widths due to the unavailability of a microcrack meter in the laboratory. The cost of the strengthening system application were not evaluated in this study, so the users should consider wisely related to the application of this method on the constructions.

Rehabilitation of the damaged-RC beams exhibited an adequate structural performance, where all strengthened RC beams fail in the flexural mode, as well as having increment in the failure load capacity and ductility. So, the used strengthening system in this study can be applied for the building construction in the seismic regions.

Aside from equipment, application of this strengthening system need also the labours.

The use of sand blasting on the surfaces of the damaged-RC beams, as well as the application of UHPFRC layers of different thicknesses and shapes to strengthen the damaged-RC beams, provides a novel innovation in the strengthening of damaged-RC beams, which can be applicable to either bridge or building constructions.