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Witness-led techniques, informed by theory, have been recognized as best practice for eliciting information from cooperative eyewitnesses. This study aims to test a self-generated cue (SGC) mnemonic grounded in memory theory and explore the impact of three SGC mnemonics on subsequent recall performance.

Participants (N = 170) witnessed a live staged event and reported their recall using an SGC mnemonic (keywords only, event line or concept map) or control technique (other-generated cues or free recall only). These mock witness accounts were compared in terms of correct and incorrect details reported.

Fewer correct details were reported in the other-generated cue condition compared to the SGC event line (p = 0.018) and SGC concept map (p = 0.010). There were no significant differences between free recall alone and any other condition. The number of inaccurate details reported did not differ between conditions (p = 0.153). The findings suggest that high-quality free recall instructions can benefit recall performance above generic cues (e.g. other-generated cues) but using SGCs to support a structured recall (e.g. concept map or event line) may offer an additional recall benefit.

The findings support previous research that SGCs benefit recall beyond other-generated cues. However, by comparing different cue generation techniques grounded in the literature, we extend such findings to show that SGC generation techniques are not equally effective and that combining SGCs with structured recall is likely to carry the greatest benefit to recall.

Providing a comprehensive literature review to consolidate existing knowledge, advancements and future directions in the field. By synthesizing the state of research, this work enhances the understanding of Prescriptive Maintenance (PsM) methodologies, applications and potential benefits to assist researchers in identifying fruitful avenues for further investigation, and guide practitioners in implementing PsM strategies to improve maintenance outcomes in their industries.

Through a systematic, multistage, specialists audited analysis of peer-reviewed articles, conference papers, books sections, thesis, magazines and industry reports, this work provides a literature review analyzing PsM origins, definitions, enablers, outputs and emerging trends.

PsM concept evolved in recent years representing a shift from traditional maintenance, leveraging prescriptive analytics, data-driven modeling and optimization techniques to enable proactive decision-making and optimal resource allocation. By harnessing PsM, organizations can anticipate and mitigate failures, optimize maintenance actions and enhance asset reliability.

Existing literature points out the following challenges for PsM implementation: prescriptive analytics improvement, scalability of frameworks, development of prototypes, processes integration; PsM maturity assessment; asset health prognostics assertiveness, real-time data availability and adoption of cost functions to grasp business and environmental, social and governance (ESG) costs.

Optimal deployment of resources with little or no human intervention in the maintenance decision process and the creation of new services improving reliability and operational performance.

By optimizing maintenance, not only direct costs diminish but also environmental, social and governance (ESG) related costs decrease by reducing energy waste during equipment’s operating phase, assessing the ecological impact of providing maintenance to operators and line maintenance stakeholders and, consequently, minimizing or even eliminating harmful effects on the environment and the human.

Work consolidating existing PsM-related knowledge and indicating future work is a gap in the literature. This paper fills this gap.

The BRICS countries’ energy transition deserves attention not only for the domestic characteristics of these economies but also for their positioning on the current geopolitical context, marked by global challenges and conflicts. In this sense, it is essential to understand the role of the New Development Bank (NDB) in financing the transition. Since its foundation, the bank has been characterized by its focus on sustainable development. The first operations to each member carried out in 2016 were directed to clean energy sector. In addition, the institution strategy for 2017–2021 highlighted clean energy as one of the core areas for the NDB, and a new guideline for 2022–2026 shows a target of directing 40% of total approvals to projects that contribute to climate change mitigation and adaptation, including energy transition. Thus, the research aims to assess how the NDB contributes to the energy transition process in the BRICS countries toward a low-carbon economy, based on the projects financed and through institutional strategies analysis. From this, it is possible to assume that the NDB contributes to the BRICS transition process to a low-carbon economy, but with differences between countries. On the one hand, the NDB favors more the transition in the energy sector in China, South Africa, and Brazil; on the other hand, the institution collaborates more with the decarbonization process in India, China, and Russia. Despite this, there are still limitations and challenges that hinder the NDB from becoming one of the main sources of incentives for its member countries to reach the climate targets.

This paper aims to examine the devastating effects of the ongoing conflict in Gaza on its education system, a phenomenon termed “Educide”. The study documents the systematic destruction of educational infrastructure, including schools and universities, as well as the targeted killing of students and educators, which impedes current and future access to education. The paper argues that this deliberate dismantling of Gaza’s educational institutions aims to erase Palestinian culture, identity and resilience, thus hindering any prospects for SDG4. The authors emphasize the urgent need for international accountability and support to rebuild Gaza’s education sector, preserving its role in societal development, identity preservation and human rights.

This research paper uses a qualitative design, using data gathered through a comprehensive review of both grey and scholarly literature to assess the impact of the ongoing conflict on Gaza’s education system. By analyzing official reports, working papers and conference abstracts, the study compiles evidence of the systematic targeting and destruction of educational infrastructure in Gaza. This approach allows for an in-depth understanding of the conflict’s immediate and long-term effects on educational access, infrastructure and cultural preservation. The methodology underscores the critical implications of these findings and calls for urgent international intervention and accountability to protect education in conflict zones.

The paper’s findings reveal severe, systematic destruction of Gaza’s educational infrastructure, including schools and universities, with extensive loss of life among students and educators. The research shows that this “Educide” disrupts educational access for current and future generations, stifles intellectual growth and threatens the preservation of Palestinian identity and heritage. Evidence indicates that such deliberate targeting aims to destabilize Gaza’s social structure and hinder long-term development. The findings highlight the urgent need for international accountability to halt these acts, safeguard education as a fundamental right and rebuild Gaza’s education system to ensure resilience and continuity amid conflict.

The research faces several limitations, including reliance on secondary sources, such as gray literature and official reports, which may limit firsthand insights and real-time data accuracy. In addition, the ongoing nature of the conflict restricts access to updated information and complicates direct assessment of damage. The study’s qualitative approach may also limit the ability to quantify the full extent of destruction and long-term impacts on educational outcomes. Finally, the challenging political environment may affect the availability and reliability of certain sources, potentially leading to gaps in comprehensive data on Gaza’s educational infrastructure and human resource losses.

The practical implications of this paper underscore the urgent need for international intervention to protect Gaza’s education sector. Highlighting the concept of “Educide”, the study calls for policies to prevent the targeting of educational institutions in conflict zones and mechanisms to hold perpetrators accountable. It advocates for comprehensive support to rebuild Gaza’s educational infrastructure, ensuring students and educators can safely return to learning environments. This research also serves as a foundation for policymakers, NGOs and human rights organizations to implement sustainable educational recovery programs to preserve Palestinian identity, cultural heritage and long-term development amidst ongoing challenges.

The social implications of this paper are profound, as it highlights the erosion of Gaza’s educational foundations and its broader effects on Palestinian society. The systematic destruction of schools and universities disrupts education and impacts community resilience, cultural preservation and intergenerational knowledge transfer. This “Educide” undermines social cohesion by depriving young Palestinians of safe learning environments, vital support networks and prospects for socioeconomic stability. The study emphasizes the need for global support to restore these educational spaces, ensuring that education can continue to foster community strength, identity and hope within Gaza’s society amid conflict.

This paper is original in its focus on the concept of “Educide” in Gaza, a term describing the systematic targeting and destruction of educational infrastructure as a means of cultural and societal erasure. By framing the deliberate dismantling of Gaza’s education sector within a genocidal context, the paper offers a novel perspective on the intersection of conflict, education and cultural preservation. It contributes uniquely to academic and policy discourse by combining documented evidence with a call for international accountability, emphasizing the critical role of education as both a human right and a foundation for resilient societies in conflict zones.

In the era of rapid urbanization, fostering an inclusive housing market system for most low-income urban residents remains a challenge in Sub-Saharan African countries. This study aims to investigate the realities of housing markets in Hawassa City, Ethiopia, and interrogate whether these markets foster social inclusion for households at the lower end of the market in the post-1990s.

The study used a mixed research approach. Primary data was generated using household surveys and key-informant interviews administered to residents and officers. The study also reviewed the municipality’s policy documents and reports. Data were analyzed using descriptive statistics and theme-based qualitative interpretation.

Hawassa City exhibited formal and informal housing market patterns guided by national, regional and city-wide policy and regulatory frameworks. Nevertheless, trends in these markets do not seem to capture the realities of residents’ ability to pay for housing and demonstrate social exclusions. The yawning gaps between demand and supply of housing largely necessitated the black market and the subsequent commercialization of housing by visible and invisible actors.

The study suggests further research on ethnographic understanding of the visible and invisible actors operating in the housing markets and adverse impacts on peri-urban farmers. The present study did not address rental housing markets adequately, and this could be open for further research.

The study has implications for revisiting housing policy-making, especially for understanding the policy and practical gaps and thus promoting a socially inclusive housing market system targeting low-income people.

The study provides a comprehensive analysis of housing markets in Hawassa City through the lens of operational values of social inclusivity (Elsinga et al., 2020). The findings provide baseline data on policy and implementation gaps for promoting a socially inclusive housing market system, especially for low-income people. In this regard, the contribution is empirical. In addition, this manuscript renders a conceptual framework for analyzing housing markets in other similar contexts of sub-Saharan Africa.

Drawing on concepts from workplace diversity and cognitive evaluation theories (CETs), this study seeks to deepen our understanding of the link between transformational leadership and teachers’ creative teaching in a more and more diverse campus.

Survey data involving a total of 895 high school teachers across Taiwan were collected using purposive sampling methodology and analysed with SPSS and SmartPLS software.

The results reveal that the positive relationship between the principal’s transformational leadership and teachers’ creative teaching is partially mediated by teachers’ promotion focus and task interdependence which could reduce the defensive silence and reluctant collaboration found in diverse workplaces. Moreover, principals’ cross-cultural competence also moderates such relationship, since it helps transformational leader to take adaptive measures to address the challenges associated with managing differences in perspective and ideas within a heterogeneous workforce. Based on these findings, implication for educational leadership is discussed.

Studies have affirmed the positive association between transformational leadership and creative teaching. However, the mechanism sustaining this relationship and how this relationship can further be intensified are still unknown, especially in a more and more diverse education context. Our analysis shows that principals’ cross-cultural competence, and teachers’ task independence and promotion focus are relevant factors school leaders should consider in enhancing the link between their transformational leadership and teachers' creative teaching.

This study aims to investigate whether the communication between the external auditor and the audit committee (AC) impacts audit quality.

The authors use textual analysis to develop a new auditor–AC communication metric based on public AC performance reports for the period 2013–2021 in China. The authors also use both high-dimensional fixed effects linear regression and logistic regression to examine the effect of auditor–AC communication on audit quality.

By correlating this new auditor–AC communication metric with established proxies for audit quality, as outlined by DeFond and Zhang (2014), the authors find that firms with more auditor–AC communication have higher financial reporting quality, a lower probability of material misstatements and more informative audit reports. Overall, auditor–AC communication contributes to the improvement of audit quality.

The findings offer both practical and policy-oriented implications, particularly for policymakers in search of quantifiable audit quality indicators derived from the interactions between the auditor and the AC.

The study advances the field of audit quality by introducing a novel metric for auditor–AC communication. It provides empirical evidence to support the notion that the communication between the external auditor and the AC can improve audit quality.

This research proposes a new construct towards the job crafting theory, termed job crafting agility. The study provides the potential contributions of job crafting agility in the context of rethinking behaviours in organizations during times of disruption and change.

A conceptual analysis is followed to present the construct of job crafting agility, based on a review of job crafting and agility literature.

The research proposes job-crafting agility as a dynamic and proactive process of balancing job demands and resources in response to changing or fluctuating circumstances. The study provides four propositions on job-crafting agility. This research contributes to the existing literature by proposing a new construct, job-crafting agility that can help organizations and employees adapt to changing circumstances during disruption and change. It highlights the unique components of job-crafting agility and its theoretical foundations and distinguishes the new construct from other forms of job crafting.

The construct of job crafting agility is new and requires further empirical validation. It presents several propositions as recommendations for future studies.

The paper provides practical implications for organizations and managers on promoting job crafting agility among employees. It emphasizes the importance of creating a work environment that encourages flexibility, experimentation and learning to enable employees to adjust to changing circumstances effectively.

This research makes a novel contribution by introducing and defining job crafting agility, and advances job crafting theory by exploring how job crafting agility can foster resilience and positive organizational outcomes amid continual change and disruption.