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Sleep disturbance is a common difficulty in the general population. It has become particularly prevalent in the context of disruption to routine brought about by the COVID-19 pandemic. The purpose of this study was to trial a patient-guided “sleep workbook” intervention, which was developed by multidisciplinary team members, combining principles of sleep hygiene education and cognitive behavioural therapy for insomnia behavioural strategies, and to evaluate its efficacy in a mixed-methods study.

Service users of the community mental health service were invited to participate. A total of 30 service users agreed to participate. A total of 15 participants completed both the intervention and the mixed-methods survey. Four participated in the focus group. Descriptive and inferential statistics were performed on the collected quantitative data. A thematic analysis was carried out of qualitative survey responses and focus group discourse.

There was a statistically and clinically significant improvement in quantity and quality of sleep following intervention. Mean hours of sleep prior to the intervention was 4.4 hours [standard deviation (SD) = 2.2], compared to 6.1 hours (SD = 2.2) afterwards (p = 0.003). Quality of sleep improved from a mean of 2.5 (SD = 2.1) to 6.1 (SD = 2.3) following the intervention (p = <0.001). Four themes were developed using the qualitative data: “under-recognition of sleep difficulties”, “ruminations”, “practical utility” and “therapeutic autonomy”.

There is a growing need for occupational therapists and clinicians to provide interventions for patients with sleep difficulties and to develop sleep management practice. This patient-guided sleep workbook may be an effective intervention for these patients.

This study aims to investigate how online teaching of faculty members is affected by technological readiness (TR) of using online teaching platforms. The study sheds light on how many faculty members were ready to use different online platforms during COVID-19 period.

This study used TR measures to determine the impact of optimism regarding the perceived usefulness and ease of usage, impact of innovativeness in terms of perceived usability and ease of use, the influence of discomfort on perceived usefulness and ease of usage, the effect of uncertainty on perceived usefulness and ease of use and the influence of perceived usefulness and ease of use on behavior. An online questionnaire survey was conducted among 255 faculty members of different private universities of Bangladesh. The sample was chosen based on a convenience method. The responses were analyzed using partial least square (PLS) approach with the help of software Smart PLS 3.

The finding supported all of the hypotheses except that discomfort and insecurity have a positive relationship with ease of use and usefulness.

The study will help faculty members in developing their competency in using technologies in their pedagogy. Also, this study will provide some guidelines to the university management in developing adequate technological infrastructure to aid teaching.

The aim of the study was to investigate the faculty members' readiness level with respect to online teaching. The technology assessment model (TAM) was used to determine the readiness index. The study intended to validate the hypotheses regarding the extent to which the faculty members perceived that TAM factors affect Ease of Use and Usefulness of online teaching. Also, this research analyzed the perception of faculty members that Ease of Using online teaching affects its Usefulness. Lastly, the study examined how their perception of Ease of Use and Usefulness affect Intention to Use online as a mode of teaching. It was found from the study that each of the TAM factors, Optimism, Innovativeness, Insecurity and Discomfort has positive and significant contribution on the Ease of Use. On the other hand, Optimism, Innovativeness, Insecurity and Discomfort have positive and significant contributions on the Usefulness. The study also revealed that Ease of Use has positive and significant contribution on the Usefulness. Lastly, it was found that Ease of Use and Usefulness have positive and significant contribution on the Intention to use. Teaching remotely is still a novel concept, and it is more difficult for people who have not done it before. Many teachers became burned out as a result of trying to adjust to new teaching methods, especially after the lockdown began. They were having a difficult time since there was so much ambiguity. When a teacher is well-versed in communication tools, it can improve learning efficiency. When they are properly trained, deploying engaging features of virtual learning, such as audio-visual lessons, quizzes, and so on, becomes simple, and students become eager to learn more. Teachers can plan their classes, prepare and master technology and create innovative and stimulating discussion topics (Mishra et al., 2020). They need to utilize a variety of technological options. They can rehearse virtual classroom management with colleagues if they face any difficulty. All of the aforementioned abilities can be honed with the assistance of an integrated academic system. Teachers can be trained by educational institutions to ensure a smooth learning process through the use of ICT (information and communication technologies) (Scherer et al., 2021; Mishra et al., 2020). The training will assist teachers in efficiently taking online classes. Institutions should ensure that teachers are well-suited to teach online and are skilled at keeping students engaged during remote learning. To make every chapter engaging, aspects such as videos, slides, images and digital copies of books and workbooks can be used. This allows students to receive personalized support and counseling in order to maintain their motivation (Sahu et al., 2022; Lapitan et al., 2021). Every other day, group doubt resolution classes ensure that there are no gaps in learning (Lapitan et al., 2021). All teachers require is a digital mindset, the appropriate tools and a committed approach (Sahu et al., 2022). If teachers can hold their students' attention, they can easily deliver an effective learning experience (Lapitan et al., 2021).

This study was conducted to identify technological preparedness of faculty members of private universities in Bangladesh during COVID-19 period. Some studies were there to assess such kind of preparedness but none of those used TAM and technology readiness model either in isolation or in combination. Also, this paper focused on teachers' readiness in contrast to students' readiness specific to private universities.

This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement.

The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis.

The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities.

This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education.

Through research on child sexual abuse (CSA) and adult survivors, knowledge is gained. This knowledge might support decisions – whether political, professional or otherwise – that affect the lives of children who are victims of CSA and adult survivors. Additionally, this knowledge influences what the public knows about CSA and adult survivors and as a consequence, how child victims of CSA and adult survivors are treated in everyday life. Given the huge impact research can have on survivors' lives, this chapter raises the question of what aspects of CSA and survivorship are relevant for survivors from survivors' perspective and whether these aspects can be addressed by Participatory Action Research (PAR) as a research paradigm. To identify relevant aspects, survivors' artwork is analysed because art is a way to contribute to public discourses with very little regulation. For analysis, the Sociology of Knowledge Approach to Discourse is used. In this chapter, we introduce basic theories of knowledge from a constructivist perspective in a short background section and explain the aim and method of analysis. Afterwards, we present some key aspects of survivors' art on CSA and survivorship: The invasiveness of CSA, speech, the symbolic violence behind physical abuse and issues of injustice and responsibility are discussed. Additionally, the discursive relation between artists and audience is of interest to finally answer whether – and, if so, why – PAR is an appropriate research paradigm to address these aspects.

This paper aims to present a tool-supported approach for visualising personas as social goal models, which can subsequently be used to identify security tensions.

The authors devised an approach to partially automate the construction of social goal models from personas. The authors provide two examples of how this approach can identify previously hidden implicit vulnerabilities and validate ethical hazards faced by penetration testers and their safeguards.

Visualising personas as goal models makes it easier for stakeholders to see implications of their goals being satisfied or denied and designers to incorporate the creation and analysis of such models into the broader requirements engineering (RE) tool-chain.

The approach can be used with minimal changes to existing user experience and goal modelling approaches and security RE tools.

The development of written accuracy among learners of English as a Second Language (ESL) has always been a primary concern for ESL teachers and researchers in Applied Linguistics and Second Language Acquisition (SLA). While a vast body of research has examined written corrective feedback on students’ written products, few studies have focused on the development of written accuracy among Arabic speaking learners of English using automated feedback tools. This case study first examined the level of written accuracy of Bahraini learners of English in their second year at a higher education institute, highlighting the frequency of errors influenced by their first language (Arabic). The course following this first stage included a significant component of automated feedback on students’ writing; and this study explored the impact that the use of these feedback tools had on learners’ writing in English, tracking development over the course of an academic semester. A corpus of students’ initial writings and subsequent revisions was analysed to identify whether there was an improvement in the accuracy of students’ texts; and students’ perceptions were elicited.

ﻟط ﺎﻟ ﻣﺎ ﻛﺎ ن ﺗ طوﯾ ر اﻟدﻗﺔ ﻓ ﻲ ﻣﮭﺎ رة اﻟ ﻛﺗﺎﺑﺔ ﺑﯾ ن ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ ﺛﺎﻧﯾﺔ اﻟ ﺷـ ﻐ ل اﻟ ﺷـﺎ ﻏل ﻟ ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧﺟ ﻠﯾ زﯾﺔ واﻟﺑﺎﺣ ﺛﯾ ن ﻓ ﻲ اﻟﻠ ﻐو ﯾﺎ ت اﻟ ﺗ ط ﺑﯾﻘﯾ ﺔ و ا ﻛﺗ ﺳ ـﺎ ب اﻟﻠ ﻐﺔ اﻟ ﺛﺎﻧﯾ ﺔ. ﻓ ﻲ ﺣ ﯾ ن أ ن ﻣ ﺟ ﻣو ﻋ ﺔ ﻛﺑﯾ ر ة ﻣ ن ا ﻷ ﺑ ﺣ ﺎ ث ﻗد د ر ﺳ ـ ت ﻣ ﻼ ﺣ ظ ﺎ ت ﺗ ﺻ ـ ﺣ ﯾ ﺣ ﯾ ﺔ ﺧ ط ﯾ ﺔ ﻋ ﻠ ﻰ ﻛﺗﺎﺑﺎ ت اﻟط ﻼ ب ، ﻓﻘ د رﻛز ت د را ﺳ ــﺎ ت ﻗﻠﯾﻠ ﺔ ﻋ ﻠ ﻰ ﺗ ط وﯾ ر اﻟ دﻗﺔ ﻓ ﻲ ﻣﮭﺎ رة اﻟ ﻛﺗﺎﺑ ﺔ ﺑﯾ ن ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ زﯾ ﺔ اﻟﻧﺎ ط ﻘﯾ ن ﺑﺎﻟ ﻌرﺑﯾ ﺔ ﺑﺎ ﺳ ــﺗ ﺧ دا م أدو ا ت اﻟ ﺗ ﻐذﯾ ﺔ ا ﻻ ﺳ ـــﺗ ر ﺟ ﺎ ﻋ ﯾ ﺔ ﻋ ﺑ ر ا ﻹ ﻧﺗ ر ﻧ ت . ﺗ ﺗ ﻧ ﺎ و ل د ر ا ﺳ ـ ـ ﺔ ا ﻟ ﺣ ﺎ ﻟ ﺔ ھ ذ ه أ و ﻻً ﻣ ﺳ ـ ـ ﺗ و ى ا ﻟ د ﻗ ﺔ ا ﻟ ﻣ ﻛ ﺗ و ﺑ ﺔ ﻟ ﻠ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ا ﻟ ﺑ ﺣ ر ﯾ ﻧ ﯾ ﯾ ن ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻓ ﻲ ﺳـ ﻧﺗ ﮭم اﻟﺛﺎﻧﯾ ﺔ ﻓ ﻲ ﻣؤﺳـ ﺳـ ﺔ ﻟﻠﺗ ﻌﻠﯾم اﻟﻌﺎﻟ ﻲ ، ﻣﻊ اﻟﺗ رﻛﯾ ز ﻋﻠ ﻰ ﺗﻛرا ر أ ﺧطﺎ ء اﻟﺗدا ﺧل ﺑﯾ ن اﻟﻠ ﻐﺔ ا ﻻوﻟ ﻰ واﻟﺛﺎﻧﯾﺔ. ﺛم ﺗ ﺳـﺗﻛ ﺷـ ف اﻟد را ﺳـ ﺔ ﺗﺄﺛﯾ ر أ دو ا ت اﻟ ﻣ ﻼﺣظﺎ ت ﻋﺑ ر ا ﻹﻧﺗ رﻧ ت ﻋﻠ ﻰ ﻛﺗﺎﺑﺔ اﻟ ﻣﺗ ﻌﻠ ﻣﯾ ن ﺑﺎﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ ﺛﺎ ﻧﯾ ﺔ، وﺗ ﺗﺑ ﻊ اﻟﺗ طور ﺧﻼل اﻟﻔ ﺻ ـــ ل اﻟ د را ﺳـــ ﻲ. ﯾﺗ ﺿ ـــ ﻣ ن ا ﻟ ﺗ د ﺧ ل ا ﻟ ﻣ ط ﺑ ق ﻟ ﺗ ﺣ ﺳـ ﯾ ن ﺗ ﻧ ﻣ ﯾ ﺔ ﻣ ﮭ ﺎ ر ا ت ا ﻟ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ﻣ ﻛ و ﻧًﺎ ﻣ ﮭ ﻣً ﺎ ﻟ ﻠ ﺗ ﻌ ﻠ ﯾ ق ﻋ ﺑ ر ا ﻹ ﻧ ﺗ ر ﻧ ت . ﻗ ﺎ ﻣ ت ا ﻟ د ر ا ﺳـ ﺔ ﺑ ﺗ ﺣ ﻠ ﯾ ل ﻣ ﺟ ﻣ و ﻋ ﺔ ﻣ ن ا ﻟ ﻛ ﺗ ﺎ ﺑ ﺎ ت ا ﻷ و ﻟ ﯾ ﺔ وا ﻟ ﻣرا ﺟﻌﺎ ت اﻟ ﻼﺣ ﻘﺔ ﻟﻠط ﻼ ب ، ﺑﺎﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻣر ا ﺟ ﻌﺎ ت اﻟ ﻧ ظ ر ا ء، ﻟﺗﺣ دﯾد ﻣﺎ إ ذا ﻛﺎ ن ھﻧﺎ ك ﺗ ﺣ ﺳ ن ﻓ ﻲ دﻗﺔ اﻟﻧ ﺻ و ص اﻟﻣﻛﺗ و ﺑ ﺔ ﻟﻠط ﻼ ب .

To better understand the reality of living with the diseases and conditions that its drugs and therapies are developed to treat, the Novartis leadership determined a need for more meaningful insights into patients’ lives. They sought to develop a systematic, creative methodology – informed by the psychology of insightful rather than analytical thinking – to properly integrate and deploy the research commissioned into its day-to-day business decision-making. For it is well established that better understanding of the patient reality drives both compliance and adherence “beyond the pill”. The purpose of this paper is to bring the novel methodology of creativity to a wider audience and ensure that many others – notably in patient advocacy organizations – can benefit from this approach.

A core team of Insight and Analytics and Patient Engagement leads from various therapeutic area teams worked in partnership with a psychologist and practitioner in the field of insightful thinking, to develop an effective methodology that could reliably surface and articulate genuine patient insights. This methodology – the i4i Insights Discovery™ process – was developed, piloted, refined and codified in 2020 and implemented across the company in 2021–2022. It uses a combination of convergent and divergent thinking techniques – human rather than artificial intelligence, combining diverse research outputs – to understand patients’ lives better. With enhanced understanding, the insights then shape educational and behavioral strategies to drive adherence and compliance.

At a time of tightening budgets and demands to deliver enhanced impact from research budgets, i4i Insights Discovery™ has enabled Novartis teams to turn existing research outputs into profound and useful understandings of what it means to live with specific diseases and develop evidence-based patient engagement strategies; insight-driven decision-making around the lifecycle of any compound. i4i Insights Discovery™ has been applied across Novartis’s diverse areas of expertise, from heart disease to cancer, from organ transplantation to dermatology, from food allergy to ophthalmology.

The i4i Insights Discovery™ process enables Novartis teams to gain deeper understanding of patients’ lives without the need to commission additional research; to do more with less. These insights enable cross-functional Novartis teams to develop better-informed strategies that better address the needs of patients and their care partners, of health-care professionals and health-care systems. The team creating the process is looking to make the i4i Insights Discovery™ approach a gold standard of insight discovery, both for pharma and health care and in other categories, too.

The i4i Insights Discovery™ process is a practical, novel application of well-established principles in the psychology of insightful thinking to address a clear business imperative. By repurposing and reinterpreting existing research outputs using creative verbal and visual exercises, it delivers a more human and empathetic understanding of the patient reality. It moves teams from “So what?” – this is what the data mean – to “Now what?” – this is what we should do as a result.

Building on the concept of “impact literacy” established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights into sector practice. More specifically, we focus on three additions needed in response to the sector-wide growth of impact: (1) differential levels of impact literacy; (2) institutional impact literacy and environment for impact; and (3) issues of ethics and values in research impact. This paper invites the sector to consider the relevance of all dimensions in establishing, maintaining and strengthening impact within the research landscape. We explore implications for individual professional development, institutional capacity building and ethical collaboration to maximise societal benefit.

Physical stores are increasingly dependent on impulse visits and the impulse purchases of passers-by. Interactive advertising screens in store windows could help retailers increase impulse-visit urges and impulse-buying urges. However, the effects of interactive screens in physical surroundings have not been studied before. Therefore, this study aimed to examine the effect of interactive screens on impulse urges and gain insight into the underlying mechanism that explains the possible effect.

An interactive screen was placed in a store window. Using three field experiments, we studied the effect of interactivity-level (high vs low) on the impulse-visit and impulse-buying urges of passers-by, and the mediating role of self-agency in these effects.

Highly interactive (compared to less interactive) advertising screens in store windows positively affect impulse-visit and impulse-buying urges through self-agency. Retailers can therefore use interactive advertising screens to increase the number of impulse purchases if feelings of self-agency are activated.

This is the first study to examine the extent to which interactive screens in a store window enhance the impulse-visit and impulse-buying urges of passers-by and the mediating factor of these effects. By conducting three field experiments, we achieved a high external validity and managed to share very reliable results owing to the replication of the findings.