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This paper explores the impact of information technology (IT) on service quality in the consumer‐banking sector. It proposes a service quality model that links customer perceived IT‐based service options to traditional service dimensions as measured by SERVQUAL in the context of customer perceived service quality and customer satisfaction. The model also incorporates several variables affecting customers’ perceptions of IT‐based services, and was tested by a structural equation modeling approach using sample data collected from retail bank customers. The results indicate that IT‐based services have a direct impact on the SERVQUAL dimensions and an indirect impact on customer perceived service quality and customer satisfaction. The analyses also show that customers’ evaluations of IT‐based services are affected by their preference towards traditional services, experiences in using IT‐based services, and perceived IT policies.

Gives a bibliographical review of the finite element methods (FEMs) applied for the linear and nonlinear, static and dynamic analyses of basic structural elements from the theoretical as well as practical points of view. The range of applications of FEMs in this area is wide and cannot be presented in a single paper; therefore aims to give the reader an encyclopaedic view on the subject. The bibliography at the end of the paper contains 2,025 references to papers, conference proceedings and theses/dissertations dealing with the analysis of beams, columns, rods, bars, cables, discs, blades, shafts, membranes, plates and shells that were published in 1992‐1995.

This study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.

The research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.

The analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.

The authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.

The practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical interplay in the workplace of structures such as mandated standards, and different socio-economic geographical settings (e.g. rural and urban); (3) designing leadership development programmes that take account of research on associations between school leaders' values, qualities and practices on school cultures and their effects on teachers' well-being, and capacities and capabilities to fulfil their understandings of being professionals and teach to their best.

The social implications relate to (1) further research on the associations between the effects of external policy demands on teachers' work and work–life tensions, teachers' sustained commitment and quality; and (2) further research on the impact of the collective influences of national cultures, broad-based policy conditions, personal values and the demands of particular schools, parents and students that influence teachers' experience, perceptions and enactments of professionalism in order to provide further insights into understanding the complexity of teachers' lives and promoting teachers' sustained enactments of professionalism in broad contexts.

The research findings, though tentative, revealed that the altruistic nature of their mission to serve students and the parental community was the dominant marker of professionalism for teachers in China, regardless of school structures, cultures, academic achievement imperatives and personal circumstance; and that their professionalism was informed by the socio-cultural formation of individual and collective moral responsibility, reinforced through national educational policies. These findings differed from the concerns reported by the teachers in the Australian study, which aligned with literature that suggests that teacher professionalism is being eroded through neo-liberal government policies, excessive workloads and performance-oriented cultures. Though the comparative data set is small, these findings suggest that whilst there are increasing policy convergences across nations, which seek to define teacher professionalism through their abilities to make improvements in students' measurable academic achievement, how teachers in different countries and cultures define themselves as professionals may differ.

With its worldwide fame for making action films, Hong Kong cinema has been defined as masculine. Action films, including the costumed martial arts films and the modern gangster films, have been a major genre in Hong Kong cinema from the 1960s on. Despite the dominant masculinity, women still play significant roles in some of these films. In fact, fighting women leave footprints in the history of Hong Kong cinema, which precede their counterparts in the West and even provide models for Hollywood after 2000.

This chapter focuses on the female characters portrayed by the acclaimed Hong Kong director Wong Kar-wai, whose works have an ambiguous connection to mainstream genres. He modifies Hong Kong action films and creates unconventional female characters such as the drug dealer in Chungking Express (1994), the killer dispatcher in Fallen Angels (1995), the swordswoman in Ashes of Time (1994), and the kung fu master in The Grandmaster (2013). Wong's films have been mush discussed in academia, but the gender images therein are quite ignored. With high intertextuality, these characters are used to question mainstream action films and redefine women's roles in male's cinematic space. In addition, via the writing of these women, Wong constructs an open and ambivalent post-colonial Hong Kong identity. This paper contextualises the figures of sword-wielding and gun-shooting women and examines how Wong Kar-wai deploys these images to articulate the cultural identity of a post-colonial city.

This study aims to assess the relationship between environmental, social and governance (ESG) strategy and sustainable performance, in addition to exploring the mediating role of green innovation in this connection. Moreover, age, size and membership in a Protected Designation of Origin are incorporated as control variables to increase the precision of the relationships examined.

A conceptual model was created to meet the intended research objectives and then validated using partial least squares structural equation modeling with primary data obtained from a survey administered to 196 Spanish wineries, which took place between September 2022 and January 2023.

The study findings indicate that the implementation of an ESG strategy has a positive and significant relationship with the sustainable performance of wineries. In addition, green product and process innovation appear to partially mediate this relationship.

The sample size (196 wineries) limits the generalizability of the findings to the population under study, which suggests caution in their interpretation. In addition, the cross-sectional design of the study prevents from observing dynamic changes over time.

This research significantly advances the understanding of ESG strategy through a holistic view of its relationship with the sustainable performance of the wine industry. Indeed, it fills a critical gap in the academic literature, as ESG strategy has been scarcely explored in the wine industry setting, despite the specific environmental and social challenges faced by this sector. Furthermore, it pioneers the investigation of green innovation as a mediating factor in the relationship between ESG strategy and sustainable winery performance, providing new findings that can shape strategic management practices in the wine sector.

Diagnosing the crop diseases by farmers accurately with the naked eye can be challenging. Timely identification and treating these diseases is crucial to prevent complete destruction of the crops. To overcome these challenges, in this work a light-weight automatic crop disease detection system has been developed, which uses novel combination of residual network (ResNet)-based feature extractor and machine learning algorithm based classifier over a real-time crop dataset.

The proposed system is divided into four phases: image acquisition and preprocessing, data augmentation, feature extraction and classification. In the first phase, data have been collected using a drone in real time, and preprocessing has been performed to improve the images. In the second phase, four data augmentation techniques have been applied to increase the size of the real-time dataset. In the third phase, feature extraction has been done using two deep convolutional neural network (DCNN)-based models, individually, ResNet49 and ResNet41. In the last phase, four machine learning classifiers random forest (RF), support vector machine (SVM), logistic regression (LR) and eXtreme gradient boosting (XGBoost) have been employed, one by one.

These proposed systems have been trained and tested using our own real-time dataset that consists of healthy and unhealthy leaves for six crops such as corn, grapes, okara, mango, plum and lemon. The proposed combination of Resnet49-SVM and ResNet41-SVM has achieved accuracy of 99 and 97%, respectively, for the images that have been collected from the city of Kurukshetra, India.

The proposed system makes novel contribution by using a newly proposed real time dataset that has been collected with the help of a drone. The collected image data has been augmented using scaling, rotation, flipping and brightness techniques. The work uses a novel combination of machine learning methods based classification with ResNet49 and ResNet41 based feature extraction.

The novel coronavirus pandemic is projected to cause an elevation in anxiety levels across the globe. With everything shifting to online mode, the teaching-learning has also gone virtual. This study aims to analyze the impact of novel coronavirus and online education on student’s anxiety and self-efficacy, investigate the role of coping strategies as a moderator between anxiety and self-efficacy. Also, develop and validate an online exam anxiety scale.

The data is collected by undertaking a cross-sectional survey of 434 higher education students from various universities. For conceptualization of the construct of online exam anxiety, the principal component analysis is carried out. Thereafter, the conceptual model is validated and tested using confirmatory factor analysis and hierarchical regression analysis.

The hypothesized model demonstrated good reliability and validity. The results showed that students’ anxiety has an adverse impact on their self-efficacy. Findings indicate that the sample in this study reported more anxiety owing to online examinations in comparison to coronavirus induced anxiety. Also, it was found that the relationship between anxiety and self-efficacy was stronger at low levels of coping strategy whereas it got considerably weakened at high levels of coping strategy.

The study is limited to students who belong at other levels of education. Further studies can attempt to capture the impact of COVID on student anxiety. This study was restricted to students in the age group of 18–25. The impact of COVID can be studied in a different age group in the future.

This study offers important implications for educators, practitioners and policymakers working in the education sector. It presents an interesting insight into how the sudden change in pedagogical delivery to online mode is preventing a smooth transition for students and becoming a cause of anxiety. It recommends higher education institutions to develop an innovative and robust approach to promote and address mental health issues among students. It also stresses the need for ensuring that the process of conducting online examinations are streamlined and adequate guidance is given to students.

The study proposes the need for training students and teachers on the application of an blended learning approach and efficient adoption of information and communication technology resources in teaching-learning.

The current study contributes to the existing body of knowledge by stressing that adaptive-behavioral and emotion-focused coping strategies are significantly helpful in tackling coronavirus related anxiety. It also recommends the need for Higher education institutions to play an active role in strengthening their preparedness strategies for effective management of outbreaks and pandemics.

The purpose of this study is to modify cerium dioxide with fumaric acid (CeO₂-f) to improve its compatibility and dispersibility in epoxy resin and to investigate the effect of the content on the coating performance.

To investigate whether CeO₂-f reacts with epoxy resin by ring opening, CeO₂-f and epoxy resin-treated CeO₂-f (Ce CeO₂-f/EP) were analyzed by infrared radiation (IR), X-ray diffraction (XRD) and ultraviolet-visible diffuse reflectance spectroscopy (UV-Vis). To reveal the effect of different content on coatings properties, neutral salt spray test (NSST) and electrochemical test were performed.

The results of IR, XRD, X-ray photoelectron spectroscopy and UV-Vis indicated that fumaric acid attached to the CeO₂ surface by chemical bonding and underwent a ring-opening reaction with epoxy resin, thus, improving the compatibility of CeO₂ in epoxy resin. NSST and electrochemical impedance spectroscopy results showed that the coatings containing 5% CeO₂-f exhibited the optimal corrosion resistance. The reason is that a dense conversion film was established on the substrate surface.

The epoxy coatings using CeO₂-f as fillers with synergistic inhibition ability are promising for the protection of carbon steel.

Learning capability improves knowledge resources fosters innovative capabilities and firm competitiveness. The study aims to examine the human resource management (HRM) practice and employee creativity relationship using organizational learning capability (OLC) as a mediating variable.

Data were collected from 67 small-sized and 96 medium-sized firms. Confirmatory factor analysis was applied to establish construct validity and reliability. Structural equation modeling was used to evaluate the proposed model and hypotheses.

The results show that performance appraisal and employee creativity were positively related. Employee participation and employee creativity were positively related. Compensation and employee creativity were nonsignificantly related. OLC mediates the performance appraisal and employee creativity relationship. Similarly, OLC mediates the employee participation and employee creativity relationship. However, OLC did not mediate the compensation and employee creativity relationship.

Due to the research’s SME focus and cross-sectional data, the finding’s generalizability will be constrained.

The findings of the study would be useful to policymakers, stakeholders and management of SMEs in developing a supportive learning climate that promotes experiential and continuous learning cultures to ensure strategic capabilities, sustainable competitive advantage and innovativeness.

The study contributes to the extant literature on OLC, HRM practices and employee creativity by empirically evidencing that OLC mediates the performance appraisal, employee participation and employee creativity relationship.

As the global focus on sustainability continues to grow, it is crucial to assess the current state of research and identify knowledge gaps. This study aims to provide a comprehensive overview of the existing literature on promoting and implementing the Sustainable Development Goals (SDGs).

Using a three-stage systematic screening process, 416 articles were identified and analyzed using the proposed social-economic-environmental (SEE) Cube classification model.

The results revealed a potential imbalance in research priorities, with a greater focus on economic and environmental goals compared to social goals. Regional disparities were also observed, indicating a correlation between a country’s development status and its environmental priorities. Moreover, a majority of the papers lacked empirical grounding, emphasizing the need for increased promotion and implementation of the SDGs to achieve the 2030 Agenda.

This study contributes to the existing literature by proposing the SEE Cube model, which is a parsimonious model to classify and show the interactions of the existing studies on the sustainable development dimensions. Marketers who are concerned about their corporate images should give more details about their sustainability practices to avoid the impression of SDG washing. Policymakers and educators should proactively implement interventions related to the SDGs of lower awareness, and there should be a greater emphasis on conducting empirical research, particularly experimental studies.

These findings not only highlight practical challenges that impact the implementation of the SDGs but also inform new research avenues.