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The purpose of this paper is to raise awareness of an understanding of “how the mind works” that has been gaining considerable traction in the coaching world and, increasingly, in the health education sphere.

A brief review of the “Three Principles” understanding of how the mind works (including definitions of the principles of thought, consciousness and mind), and an assessment of the strengths and challenges of this understanding.

Examples are provided of how this approach (labelled an educational initiative rather than a therapy) is being used professionally and how this understanding of how the mind works can make stress, anxiety and work-related problems appear different; recommendations include the establishment of a professional body, and the need for more research around the effectiveness of the approach.

Despite the need for greater professionalisation and more research evidence, the “Three Principles” understanding has huge potential to transform people’s lives – whether at work or home, for individuals with (or without) common mental health problems, and for those with chronic long-term conditions.

The purpose of this paper is to present the findings of a preliminary study based on a novel structured mental health education programme – Innate Health Education and Resilience Training (iHEART) – in a cohort of secondary school adolescents in the UK.

A curriculum-based ten-week programme was delivered by trained facilitators. In total, 205 students enrolled in the study. An additional 64 participants were within an age-matched non-intervention control group. A non-randomised control mixed methodology approach was used. All students, pre- and post-programme, completed a quantitative questionnaire – the Warwick-Edinburgh Mental Well-being Survey. Qualitative measures were used to assess participants’ perceptions of changes in their resilience and mental well-being.

Those who received the intervention showed a small improvement in mental well-being relative to those who did not, with a similar change in resilience. Qualitative findings regarding impulse control and emotional resilience provided positive findings.

iHEART may be a promising new intervention offering a step change in mental health education for improving resilience, mental well-being and the ability for participants to navigate psychological challenges.

The purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.

The article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.

The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.

The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.

Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions between the employee and supervisor or the employee and the organizational collective. In contrast, our chapter focuses on employee prosocial advocacy voice (PAV), which the authors define as prosocial voice behaviors aimed at preventing harm or promoting constructive changes by advocating on behalf of others. In the context of a healthcare organization, low quality and unsafe patient care are salient and objectionable states in which voice can motivate actions on behalf of the patient to improve information exchanges, governance, and outreach activities for safer outcomes. The authors draw from the theory and research on responsibility to intersect with theories on information processing, accountability, and stakeholders that operate through voice between the employee-patient, employee-coworker, and employee-profession, respectively, to propose a model of PAV in patient-centered healthcare. The authors complete the model by suggesting intervening influences and barriers to PAV that may affect patient-centered outcomes.

The purpose of this chapter is to offer reflections on conventional theories concerning causes and determinants of diseases. It also intends to examine both theoretical and empirical bases for adopting an Integrated Social-Ecological Systems (ISES) lens as a tool for understanding complexities related to drivers, determinants and causes of diseases.

We assessed the theoretical underpinnings of a range of historical and contemporary lenses for viewing infectious disease drivers and the implications of their use when used to explain both personal (i.e. individual) and population health. We examined these issues within the empirical context of the City of Dhaka (Bangladesh) by adopting an ISES lens. Within this study an emphasis has been placed on illustrating how feedback loops and non-linearity functions in systems have a direct bearing upon various aspects of infectious disease occurrences.

A brief triumph over microbes during the last century stemmed in part from our improved understanding of disease causation which was built using disciplinary-specific, monocausal approaches to the study of disease emergence. Subsequently, empirical inquiries into the multi-factorial aetiology and the ‘web of causation’ of disease emergence have extended frameworks beyond simplistic, individualistic descriptions of disease causation. Nonetheless, much work is yet to be done to understand the roles of complex, intertwined, multi-level, social-ecological factors in affecting disease occurrence. We argue, a transdisciplinary-oriented, ISES lens is needed to explain the complexities of disease occurrence at various and interacting levels. More theoretical and empirical formulations, with evidence derived from various parts of the world, is also required to further the debate.

Our study advances the theoretical as well as empirical basis for considering an integrated human-nature systems approach to explaining disease occurrence at all levels so that factors at the individual, household/neighbourhood, local, regional and global levels are not treated in isolation.

Measurement uncertainty is present in all measurement processes in the field of production engineering. However, this uncertainty should be minimized to avoid erroneous decisions. Present methods to determine the measurement uncertainty are either only applicable to certain processes and do not lead to valid results in general or require a high effort in their application. To optimize the costs and benefits of the measurement uncertainty determination, a method has to be developed which is valid in general and easy to apply. The paper aims to discuss these issues.

This paper presents a new technique for determining the measurement uncertainty of complex measurement processes. The approximation capability of artificial neural networks with one hidden layer is proven for continuous functions and represents the basis for a method for determining a measurement model for continuous measurement values.

As this method does not require any previous knowledge or expertise, it is easy to apply to any measurement process with a continuous output. Using the model equation for the measurement values obtained by the neural network, the measurement uncertainty can be derived using common methods, like the Guide to the expression of uncertainty in measurement. Moreover, a method for evaluating the model performance is presented. By comparing measured values with the output of the neural network, a range in which the model is valid can be established. Combining the evaluation process with the modelling itself, the model can be improved with no further effort.

The developed method simplifies the design of neural networks in general and the modelling for the determination of measurement uncertainty in particular.

This study attempts to determine whether the level and volatility of interest rates affect the equity returns of commercial banks. Short‐term, intermediate‐term, and long‐term interest rates are used. Volatility is defined as the conditional variance of respective interest rates and is generated by using the ARCH estimation procedure. Two sets of models are estimated. The basic models attempt to determine the effect of contemporaneous and lagged interest rate volatility on bank equity returns, while the extended models incorporate additional contemporaneous macroeconomic variables. Contemporaneous interest rate volatility has little explanatory power, while lagged volatilities do possess some explanatory power, with the lag length varying depending on the interest rate series used and the time period examined. The results from the extended model suggest that the long‐term interest rate affects bank equity returns more adversely than the short‐term or the intermediate‐term interest rates. The findings establish the relevance of incorporating macroeconomic variables and their volatilities in models determining bank equity returns.

While larger tourism enterprises benefit from a graduate management intake and continuing executive development, the owner of the small tourism operation is limited in continuing education and professional development opportunities due to resource poverty, lack of appropriate and available tertiary tourism education. This chapter details the pedagogical and technological challenges faced by the education team at Waterford Institute of Technology (WIT) in developing and implementing an innovative blended learning degree, customised to meet the requirements of the entrepreneur for a sense of involvement, relevance and flexibility. Understanding how to harmonise blended learning with face-to-face PBL was the cornerstone of success in the design and implementation of the programme and the insights gained will provide guidelines to educators who are responsible for the development of relevant and accessible business degree programmes for owner/managers of micro/small business enterprises.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).