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To meet the increased demand for assistance from both the novice and the more experienced enquirer amidst an environment of decreasing funding for staff resources, some automation must be used. University libraries are increasingly implementing computers and automation. This trend encourages and facilitates the use of expert systems in those libraries. Expert systems can be used as guides to provide a broad overview of library services and resources. Expert systems may also be used within the narrow focus of a particular course or department, and, soon, may be used to provide detailed relevant information to suit the “level” of the user.

Hypertext library reference guides have many features in common with expert systems, with the notable exception of an inherent capability for learning. However, since the features of an expert system that are actually drawn upon are at the discretion of those implementing the project, a hypertext program may be more sophisticated than one based on an expert shell. This was the case in the library reference guides implemented in the Monash University Library.

Expert systems are computer-based systems that mimic the logical processes of human experts or organizations to give advice in a specific domain of knowledge. Fuzzy expert systems use fuzzy logic to handle uncertainties generated by imprecise, incomplete and/or vague information. The purpose of this paper is to present a comprehensive review of the methods and applications in fuzzy expert systems.

The authors have carefully reviewed 281 journal publications and 149 conference proceedings published over the past 37 years since 1982. The authors grouped the journal publications and conference proceedings separately accordingly to the methods, application domains, tools and inference systems.

The authors have synthesized the findings and proposed useful suggestions for future research directions. The authors show that the most common use of fuzzy expert systems is in the medical field.

Fuzzy logic can be used to manage uncertainty in expert systems and solve problems that cannot be solved effectively with conventional methods. In this study, the authors present a comprehensive review of the methods and applications in fuzzy expert systems which could be useful for practicing managers developing expert systems under uncertainty.

Various method have been used by organisations in the construction industry to improve quality, employing mainly two major techniques: management techniques such as quality control, quality assurance, total quality management; and statistical techniques such as cost of quality, customer satisfaction and the six sigma principle. The purpose of this paper is to show that it is possible to employ the six sigma principle in the field of construction management provided that sufficient information on a particular population is obtained.

Statistical properties of the hyperbolic distribution are given and quality factors such as population in range, number of defects, yield percentage and defects per million opportunities are estimated. Graphical illustrations of the hyperbolic and Gaussian distributions are also given. From that, detailed comparisons of these two distributions are numerically obtained. The impacts of these quality factors are briefly discussed to give a rough guidance to organisations in the construction industry on how to lower cost and to improve project quality by prevention. A case study on a construction project is given in which it is shown that the hyperbolic distribution is better suited to the cost data than the Gaussian distribution. Cost and quality data of all projects in the company are collected over a period of eight years. Each project may consist of a number of phases, typically spanning about three months. Each phase can be considered as a member of the project population. Quality factors of this population are estimated using the six sigma principle.

The paper finds that by using a suitable distribution, it is possible to improve quality factors such as population in range, yield percentage and number of defects per million opportunities.

This paper is of value in assessing the suitability of the hyperbolic and Gaussian distributions in modelling the population and showing that hyperbolic distribution can be more effectively used to model the cost data than the Gaussian distribution.

Meaning-centered education situates meaning at the center of teaching and learning (Kovbasyuk & Blessinger, 2013). By incorporating learning objectives from additional learning domains – namely the affective domain – meaning-centered learning should enhance students’ personal and professional identities, as they reinforce existing knowledge through the continuous conscious acquisition of knowledge across learning domains. For this study, instructors integrated the human resource development (HRD) constructs of Level 1 and Level 2 evaluations into an online doctoral strategic planning course to achieve three goals: (A) increase student engagement, (B) assess affective domain learning outcomes, and (C) practice innovative teaching to reinforce creative meaning-centered learning. Infusing an online curriculum with affective learning domain outcomes and weekly formative assessment activities allowed instructors to monitor and address affective attributes. Results suggest that the implementation of Level 1 and Level 2 evaluations as weekly formative assessments increased student engagement. Extended analysis promoted a deeper understanding of the roles that emotions and attitudes play in online learning. Affective learning outcomes were attained as these additional weekly exercises promoted meaning-centered collaboration with students while decreasing the power-related distance between learners and instructors.

This chapter extends Henri Lefebvre's writings on rhythm to explore how time, space, power and difference articulate themselves in the uneven social relations of intercultural space. Taking Lefebvre's ‘Seen From the Window’ chapter as a theme, I propose a variation of rhythmanalysis which interrogates the politics of copresence at a dance party in Munich, Germany. Plug in Beats is a participatory party – songs are selected by the crowd through a karaoke-like process. The monthly event was initiated in 2015 when a refugee camp was installed near an arts and cultural center. The party creates a space for dialogue between new migrants and established locals occupying a wide range of social positions. I look at the implications of rhythm for studying intercultural dance through a rhythmanalysis of one party in June 2018. The methodological approach is framed around the embodied multisensory participant observation advocated by Lefebvre; however, the analysis draws on additional ethnographic data from interviews, audio recordings, Shazam (a song identification app) and video footage. I propose a relational rhythmanalysis which engages the historical and geographic power dynamics at work in music, dancing and in the party space. Such an approach, I argue, reveals how participants negotiate and sometimes reconfigure social relations of difference through rhythm itself. While there are limits to the questions that rhythmanalysis allows the researcher to ask and answer, it is a valuable means to engage how power and difference work – and might be more equitably reworked – in migrant-receiving and otherwise heterogeneous spaces.

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

The purpose of this paper is to explain how emotional intelligence (EI) influences intercultural competence (IC), which in turn may influence online instruction. The authors further explored the varying attributes of EI and the extent to which it intersects with IC in the workplace.

Literature on EI and IC from the fields of education, business and leadership was reviewed. The search entailed articles related to EI and IC using the following databases: Business Search Premier, ERIC, JSTOR and ProQuest. The authors used the following key search terms in researching the articles: EI, IC, learning and online instruction. Title and abstract analyses judged each article’s suitability for the study.

To better perceive, understand and appreciate others and their cultures, we need to understand our own emotions and the way we interact with others. EI is thus the foundation on which IC can be built. It takes a higher level of EI to develop higher IC quotient. An online instructor should be cognizant about the emotional issues involved in the online learning and suitably modify the instruction to improve learner engagement to ensure better and improved student learning.

Findings of this study should provide useful information for theory building and practice. Further, it is hoped the findings of this study will stimulate more scholarly interest in this relatively untapped research area exploring how EI can influence IC and ultimately influence online instruction and improve student learning.

The findings will serve as useful pointers for instructors and scholars who strive to improve ICs and appreciate the nuances that enable an emotionally intelligent instructor to perform better and connect with learners from a different culture.

Based on empirical literature reviewed, EI is the ability to perceive, understand and control our own emotions to better connect and relate with other individuals. It is the ability to recognize the emotional cues and change our behavior accordingly. IC is the ability to understand and appreciate the cultural differences to better function in a culture different from our own. The two constructs are therefore interrelated and have a significant overlap. However, while EI has been studied exclusively in different contexts, surprisingly, the researchers have not given adequate attention to the important theme of using EI in improving IC or even the role EI can play in improving instructors’ IC. Moreover, the interrelationship between EI, IC and online learning has not been explored previously. This paper seeks to address this gap.

Drawing on the conservation of resources theory, this study aims to explore how individuals’ perceptions of telework effects associate with their adaptive performance by shaping their negative emotional experiences, with perceived leadership effectiveness acting as a critical moderator in this relationship.

A cross-sectional design was used, with data collected from a final sample of 209 teleworkers via an online survey.

The results demonstrated a significant indirect effect of the perceived effects of teleworking on adaptive performance through negative affect. Furthermore, leadership effectiveness moderated the indirect effect, in a way that the indirect effect was only significant for those who had ineffective leaders and moderate effective leaders; therefore, the indirect effect was strengthened for those who had less effective leaders (versus effective leaders).

This study examines the positive link between teleworking perceptions and adaptive performance through the reduction of negative affect, in line with the conservation of resources theory. Moreover, a reduction in negative emotions among employees during telework is associated with enhanced performance. Notably, the study reveals that leadership effectiveness moderates this connection as playing a crucial role in moderating these effects, particularly when leaders are perceived as less effective, offering insights for organizations considering telework strategies.