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At ISEF'89 we spoke about our work concerning two dimensional (2D) modelling of magnetic heads. Starting with the magnetostatic transmission problem for a magnetic domain with finite permeability ? we derived an integral formulation for the scalar potential which was treated using the Boundary Element Method (BEM). By discretising the boundary only, one can get the potential and the magnetic field in each point of the plane. Further calculations yield the efficiency and the response of the head. These investigations resulted in our system BEA86 which can be used on a PC interactively for designing integrated magnetic heads. Next step was to realise the method described above in the 3D case. But of course this was not possible on a PC. Even on a Micro VAX it took more than one hour to solve a head problem including field and efficiency calculation with our system BOASPM. So our idea was to simulate the 3D‐behaviour of a magnetic head in a more simple way (see Fig. 1 to compare the three models).

Fischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of authentic problems. How can we bring those design components into practice? I argue that the design of innovative learning approaches for the digital age requires rigor in design and evaluation methods to understand what works and how and why it works.

This case study applies the research to improve approach with iterative steps of design, development, and formative evaluation. Methods to be used are borrowed from user and learning experience fields, such as usability studies and pre/posttests for learning growth.

The design of digital learning experiences rests on the three dimensions of how learners interact with (a) the digital tool, space, or service; (b) the pedagogical elements of goals, activities, and assessments (e.g. sense-making); and (c) other peers or instructors.

This study provides useful insights on how to conduct research to improve versus research to prove and indicates the importance of data analysis related to the effectiveness, efficiency, and attractiveness of digital learning experiences. Learning experience design and research provides sufficient rigor and could play an important role in new ways of learning in the digital age with the goal “making learning a part of life” as pointed out by Fischer et al. (2022).

Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice.

The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means.

By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight).

The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this.

Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

The purpose of this article was to identify factors impacting burnout, resilience and quality of life in rural career firefighters. In addition, sources of stress and the impact of generational differences were explored.

An exploratory cross-sectional survey was conducted at a rural career fire department.

The findings of the project indicate that the firefighters had high levels of compassion satisfaction (CS) and relatively low levels of secondary traumatic stress and burnout; displayed moderate to high psychological resilience and the majority felt moderate to high organizational support, but there was a noticeable minority who did not feel supported by the department. Findings indicate that organizational support is significantly related to both burnout and resilience. The majority of the men (88.3%) reported moderate to high risk for alcohol-related problems and over three-quarters (78.6%) reported binge drinking behavior in the past year. Qualitative findings highlight generational differences and chain of command challenges as primary stressors.

This is a unique study in that it focuses on a rural career department. What was found were issues similar to those facing urban career fire departments.

This study examined the level of interdependecies which existed among several major equity markets around the October 19, 1987, crash. Three different statistical techniques were utilized to analyze daily data for three months before and after the crash. All three techniques revealed that the major equity markets were more closely integrated during the post‐crash subperiod than the pre‐crash subperiod. The existence of the uni‐directional causality from the U.S. to Canada and from the U.S. to U.K. and bi‐directional causality between the U.S. and Japan during the post‐crash subperiod indicate that the U.S. market volatility contributed to the volatility in the foreign markets.

Globally, around one-third of food produced is wasted and thrown into supermarket bins or dumpsters. As a result, these dumpsters have become opportunistic sources of food through dumpster diving. The authors' scoping review aimed to document the people that are dumpster diving and why these people engage in this potentially illegal practice.

A database search spanning 12 years yielded 29 articles for review.

The authors' analysis uncovered two main themes for why people were dumpster diving: (1) motivations which included political activism against consumerism, materialism and capitalism, a fun and thrilling social activity and to alleviate food insecurity and (2) the benefits derived, such as gaining free food, saving money, sharing food with others and gaining attention from the public and media.

In conclusion, the review was unable to provide definitive information on “who” was dumpster diving; however, this limitation provides a unique opportunity for further research that focusses on the specific demographics of dumpster divers rather than the “why” people are diving.