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During a fall, a significant part of the major forces is absorbed by the dorsolumbar column area. When the applied stresses exceed the yield strength of the bone tissue, fractures can occur in the vertebrae. Vertebral fractures constitute one of the leading causes of trauma-related hospitalizations, accounting for 15% of all admissions. Posterior pedicle screw fixation has become a common method for treating burst fractures. However, physicians remain divided on the number of fixed segments that are needed to improve clinical outcomes. The present work aims to understand the biomechanical impact of different fixation methods, improving surgical treatments.

A finite element model of the dorsolumbar spine (T11–L3) section, including cartilages, discs and ligaments, was created. The dorsolumbar stability was tested by comparing two different surgical orthopedic treatments for a fractured first lumbar vertebra on the L1 vertebra: the posterior short segment fixation with intermediate screws (PSS) and the posterior long segment fixation (PL). Distinct loads were applied to represent daily activities.

Results show that both procedures provide acceptable segment fixation, with the PL offering less freedom of movement, making it more stable than the PSS. The PL approach can be the best choice for an unstable fracture as it leads to a stiffer spine segment.

This study introduces a novel computational model designed for the biomechanical analysis of dorsolumbar injuries, aiming to identify the optimal treatment approaches within both clinical and surgical contexts.

In pursuit of affordable housing, the Sustainable Urban Development Act of 2021 contains regulations for community land trusts (CLTs) in Peru. This study aims to assess whether the CLT model can be an effective tool for low-income housing generation in the Peruvian context.

This study draws upon information collected from qualitative research and official statistical data to identify the main problems in the Peruvian housing sector. The authors gathered evidence from specialised literature to examine the benefits and drawbacks of CLT implementation and functionality as experienced in the USA, England and Canada in contrast to Puerto Rico and Brazil. To assess the potential effectiveness of the CLT model in Peru, the results from the examination of both groups of countries are analysed and contrasted with the evidence from the Peruvian experience.

Through micro-scale interventions in places with a consolidated sense of community, the CLT model can be an effective tool for affordable housing generation. However, no robust evidence suggests that the CLT model could be an effective tool for large-scale intervention in cities with disorganised and accelerated growth. Moreover, the level of housing affordability defined by the CLT model may be insufficient for people from the lowest-income percentiles.

Peruvian CLT adaptation will require a shift in individual property mind-sets. Furthermore, the model should be enhanced by governmental support through public subsidies and backed by mortgage loans and land grant programmes.

This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

This purpose of this paper is to develop a change detection technique for activity recognition model. The approach aims to detect changes in the initial accuracy of the model after training and when the model is deployed for recognizing new unseen activities without access to the ground truth. The changes between the two sessions may occur because of differences in sensor placement, orientation and user characteristics such as age and gender. However, many of the existing approaches for model adaptation in activity recognition are blind methods because they continuously adapt the recognition model without explicit detection of changes in the model performance.

The approach determines the variation between reference activity data belonging to different classes and newly classified unseen data. If there is coherency between the data, it means the model is correctly classifying the instances; otherwise, a significant variation indicates wrong instances are being classified to different classes. Thus, the approach is formulated as a two-level architectural framework comprising of the off-line phase and the online phase. The off-line phase extracts of Shewart Chart change parameters from the training data set. The online phase performs classification of new samples and the detection of the changes in each class of activity present in the data set by using the change parameters computed earlier.

The approach is evaluated using a real activity-recognition data set. The results show that there are consistent detections that correlate with the error rate of the model.

The developed approach does not use ground truth to detect classifier performance degradation. Rather, it uses a data discrimination method and a base classifier to detect the changes by using the parameters computed from the reference data of each class to discriminate outliers in the new data being classified to the same class. The approach is the first, to the best of the authors’ knowledge, that addresses the problem of detecting within-user and cross-user variations that lead to concept drift in activity recognition. The approach is also the first to use statistical process control method for change detection in activity recognition, with a robust integrated framework that seamlessly detects variations in the underlying model performance.

The purpose of this paper is to explore risk and protective factors for alcohol use among school-going adolescents in Montevideo (Uruguay).

A self-report survey was administered to 331 school-going adolescents in Montevideo (Uruguay) (M_age=13; SD=0.05), using the alcohol screening instrument of the Uruguayan National Drug Board to assess adolescents’ alcohol use (yes/no), a screening instrument for psychopathology and resilience (the adolescent self-report) and a socio-demographic questionnaire.

Logistic regression analyses identified antisocial behaviour, substance use and negative emotionality (F2), disruptive and dysregulated behaviour (F8), higher age and recent death of a close relative as risk factors, while the number of close friends was identified as a protective factor for past year alcohol use (yes/no). No straightforward relationship was found between schools and the risk for the past year alcohol use. In addition, age, F2, F8 and recent death of a close relative appeared to be the most robust predictors.

The study was the first in Uruguay to relate adolescents’ alcohol use to risk and protective factors. Given the cross-sectional nature of the study, causal relationships could not be determined.

The study provides preliminary recommendations for policy makers and other stakeholders involved in youth affairs on core elements to focus on school-, community- and family-based alcohol prevention programmes for adolescents.

This study aims to broaden the understanding of the mechanisms through which workplace bullying might affect employees’ intention to leave the organisation, as well as the mediating role of burnout in the relationship between workplace bullying and turnover intention.

The sample included 884 employees from different Portuguese organisations operating in the tertiary sector and industry. This study uses structural equation modelling to evaluate the hypothesised model.

The results suggest that workplace bullying causes high levels of burnout in victims and increases their turnover intentions. The results further suggest that burnout fully mediates the effect of workplace bullying on turnover intentions.

Organisations should work to reduce these problems in workplace environments, focusing on HRM models that prevent the precursors of workplace bullying, particularly those associated with low determination of HR practices and the emphasis on employee participation. Implementing workplace ethical guidelines as part of an annual action plan can contribute to cultivating organisational cultures that reject any form of devaluation of human worth within the organisation.

There is little knowledge on the mediating role of burnout in the relationship between workplace bullying and turnover intention. This study answers the call for further empirical research from those who have argued that more information is needed and contributes to the growing debate on this topic and its effects on Portuguese employees. This study seeks to fill these gaps by developing a model of workplace bullying and its consequences and exploring burnout’s potential mediating role.

The incompatibility between the sphere of work and the family is a reality that plagues many workers today. The difficult articulation of these two domains leads to the experience of the phenomenon called work–family conflict (WFC). This paper aims to assess the impact that WFC may have on employee engagement and performance, as well as on their turnover intention. It is also intended to test the mediating effect of engagement on the relationship between WFC and performance, and between WFC and the turnover intention.

One hundred and sixty-seven employees from various Portuguese organizations were surveyed. Respondents reported their perceptions of own WFC, engagement, performance and turnover intention.

The results revealed that employees who feel a higher WFC have lower levels of engagement and greater intention to leave the organization. The WFC showed no relation to performance. Engagement takes on the mediating role in the relationship between WFC and the turnover intention.

The relevance of this study is related to the implications that it may bring to companies in the context of implementing work–family balance strategies to reduce the referred conflict.

This study contributes to WFC literature by attempting to integrate in the same model four concepts in a single study to provide a model that depicts the chain of effects between WFC, engagement, individual performance and turnover intention, which has never been done in the Portuguese context.

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.

A qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.

The findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.

The current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.

This study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects.

The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs.

The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums.

This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials.

This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.