Low-intensity online intervention (LiON) for distressed young people in Hong Kong: Preliminary findings

Previous studies have demonstrated that low-intensity intervention is effective in improving mental health in young people. Whilst interventions have majorly been offered online during COVID-19 pandemic, it is not known whether low-intensity interventions delivered online can also help reduce the level of distress experienced by young people. The study aimed to determine whether a low-intensity online intervention (LiON) can reduce levels of distress in young people greater than those in similar initial distress levels but received no intervention. Young people aged 15 to 24 were recruited for the 4-weekly LiON intervention consisting of three modules namely sleep and relaxation, stress-coping and problem-solving. The reductions in distress level after intervention were compared to those that occurred over a period of 3 months among community young people with similar baseline K6 distress levels. Seventy-four young people (mean age 20.24 [SD 2.26] years, 71.6% female) received the LiON intervention from December 2021 to July 2022. We observed a greater improvement in their distress levels after receiving the intervention than those with no intervention in the community (beta -4.13, 95%CI -5.12, -3.07, p < .001, Cohen's f2 0.027). The findings offered evidence that the LiON intervention significantly reduced young people's distress level in addition to the improvement that may occur naturally. The use of LiON is adaptable to a wider variety of frontline community organizations. Future evaluation of its cost-effectiveness is warranted.

A Multivent System for Non-invasive Ventilation: Solving the Problem of Ventilator Shortage during the COVID-19 Pandemic

The COVID-19 pandemic has caused a severe global problem of ventilator shortage. Placing multiple patients on a single ventilator (ventilator sharing) or dual patient ventilation has been proposed and conducted to increase the cure efficiency for ventilated patients. However, the ventilator-sharing method needs to use the same ventilator settings for all the patients, which cannot meet the ventilation needs of different patients. Therefore, a novel multivent system for non-invasive ventilation has been proposed in this study. The close loop system consists of the proportional valve and the flow-pressure sensor can regulate the airway pressure and flow for each patient. Multiple ventilation circuits can be combined in parallel to meet patients’ventilation demands simultaneously. Meanwhile, the mathematical model of the multivent system is established and validated through experiments. The experiments for different inspired positive airway pressure (IPAP), expired positive airway pressure (EPAP), inspiratory expiratory ratio (I:E), and breath per minute (BPM) have been conducted and analyzed to test the performance of the multivent system. The results show that the multivent system can realize the biphasic positive airway pressure (BIPAP) ventilation mode in non-invasive ventilation without interfering among the three ventilation circuits, no matter the change of IPAP, EPAP, I:E, and BPM. However, pressure fluctuation exists during the ventilation process because of the exhaust valve effect, especially in EPAP control. The control accuracy and stability need to be improved. Nevertheless, the novel designed multivent system can theoretically solve the problem of ventilator shortage during the COVID-19 pandemic and may bring innovation to the current mechanical ventilation system. Author

Digital Transformation of Education Toward Successful Internships: A Methodology Developed Over Seven Years and Tested During COVID-19

Contribution: This article provides a teaching methodology which combines project-based learning, self-regulated learning (SRL), and design projects (DPs) to improve the preparedness of students for computing science-related internships. The methodology is supported by the implementation of the educational technology that transforms the way teaching and learning is transformed to benefit on-campus and off-campus students equitably, during the COVID-19 pandemic. Background: Success in the workspace is governed by the ability of an individual to learn on-the-job and independently. Online learning has led to a shift from instructor-led learning to SRL. This requires individuals to discipline themselves, and be in control of their learning and education. Outcome: The success of internships is improved with skills learnt in class through hands-on real-world projects. Both on/off-campus students gain equitable relevant experience. The teaching methodology developed over several years combines project-based learning, SRL, and DPs. Application Design: The methodology was applied using a flipped classroom approach. The educational technology was used to enhance SRL before in-class learning. This way, in-class rote learning was replaced with hands-on projects. Exam assessments were replaced with DPs where soft skills and technical skills are applied. Findings: The effectiveness of the developed methodology is measured through quantitative and qualitative evaluation tools. The evaluation demonstrates that combining well-designed education technology for SRL, with in-class project-based learning and DPs, can improve students' chances in getting high-impact internships.

Resisting Fear: The Role of Problem-Solving Appraisals in Post-Traumatic Stress Disorder and Depression

The COVID-19 pandemic represented a global public health emergency and was associated with adverse mental health outcomes. Individual differences in response to traumatic stressors can be attributed to subjective cognitive appraisals. The current study investigated the role of problem-solving appraisals in the association between COVID-19-related fear and mental health outcomes. Participants were university students (N = 322). They completed a web-based survey comprising the Center for Epidemiological Studies depression scale, the fear of COVID-19 scale, the problem-solving inventory, the post-traumatic stress disorder (PTSD) checklist, and the satisfaction with life scale. Correlational analysis revealed that a heightened fear of COVID-19 was related to greater PTSD and depressive symptoms and a lower life satisfaction. Self-appraised ineffective problem-solving was associated with higher levels of PTSD and depression and a lower life satisfaction. Problem-solving appraisal moderated the relationship between fear of COVID-19, life satisfaction, PTSD, and depression, respectively. The findings suggest that problem-solving appraisals are a protective resource and have the potential to promote positive psychological functioning among young adults. © 2023 by the authors.

Patient and public involvement in the development, delivery and evaluation of a novel engagement intervention in early intervention in psychosis services

Background: The Early Youth Engagement (EYE) project co-developed the first engagement-focussed intervention derived from the perspectives of young people and their families in Early Intervention in Psychosis services. Patient and Public Involvement (PPI) in the EYE-2 study aimed to ensure that the voices of people experiencing first episode psychosis, and carers, were embedded in the refinement, delivery and evaluation of the Early Youth Engagement (EYE-2) approach across the UK. Method(s): The EYE-2 project used a multi-level PPI approach: Each of five sites had a PPI lead, trained and supported by senior PPI researchers. PPI leads convened local Lived Experience Advisory Panels (LEAPs), and co-delivered staff and researcher training. Practical challenges were identified and resolved. Results and Impacts: Tangible PPI impacts included: the co-produced revised booklets and EYE-2 website https://www.likemind.nhs.uk following workshops of over 40 people;the delivery of on average 52 peer-led intervention social groups at each site, allowing people to connect with peers with lived experience and build a sense of optimism, shared identity, interpersonal skills and problem-solving in a social environment, with activities driven by service users. Written outcomes included a PPI-led booklet on running peer-led social groups, a person-centred telephone interview for the HoNOS questionnaire for use during the Covid-19 pandemic, peer reviewed papers, blogs and video logs. Conclusion(s): PPI was integral to the delivery of the EYE-2 study;the multi-level approach facilitated a diversity of voices across different aspects of the study and ensured that people with lived experience shaped the intervention, research design and implementation.

An examination of virtual exchange on the intercultural competence of college students

This study examines the effect of a virtual exchange experience on the intercultural competence of college students from the United States and MENA (Middle East and North Africa) region. Archival data from the Stevens Initiative was used to test whether 70 students from the United States and 72 students from Iraq and Jordan gained intercultural competence upon completion of a virtual exchange program known as the Global Solutions Sustainability Challenge. Intercultural competence was measured using the variables of cross-cultural collaboration, ethnocentrism, problem solving, perspective taking, and empathy. Results showed a significant increase in cross-cultural collaboration and decrease in ethnocentrism for MENA students. There was a significant increase in problem solving for U.S. students. Contrary to expectations, perspective taking declined for both groups of students and there were no changes in empathy. Overall, the results show support for the effectiveness of virtual exchange on improving the intercultural competence of college students. In light of challenges to international travel due to COVID 19 and the high cost of study abroad, virtual exchange is a viable and creative alternative for developing intercultural competence. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The teaching strategic effectiveness of problem-based learning assisted (PBL) with objective structured clinical examination (OSCE) on therapeutic nutrition course.

This purpose of this study is to help students developing problem-solving skills by using Problem-based Learning (PBL) as a teaching model, combining with the Objective Structured Clinical Examination (OSCE) as a training tool to evaluate students' clinical competencies. Sixty-five college junior students from a therapeutic nutrition course were participated. The topics of PBL included diabetes, kidney disease, cancer, and cardiovascular disease. For each disease, pre- and post-test quiz and after class exam were assessed to evaluate the students' learning effectiveness. Due to the impact of the COVID-19 epidemic, OSCE was performed online. The focus group interview and learning effectiveness questionnaire were conducted by the end of this course for all participants. Moreover, 37 students who attended the dietitian internship filled in the learning effectiveness questionnaire again after the internship. The results indicated that after the PBL, the post quiz score for each disease was increased, and through the online OSCE training, students' abilities to master nutrition education and counseling had been upgraded. Students indicated that both PBL and OSCE training could contributed to the learning effectiveness. The better academic performance students were, the more willing they are to work in nutrition-related fields in the future. For those who finished the dietitian internship agreed that they could understand the work content better in general regional and regional hospitals than in teaching ones. In conclusion, PBL teaching model combined with OSCE training could effectively improve students' learning motivation, learning effectiveness and practical application in a therapeutic nutrition course.Copyright © 2022 Nutrition Society in Taipei. All rights reserved.

Enhancing Students' Entrepreneurial Competencies through Extracurricular Activities—A Pragmatic Approach to Sustainability-Oriented Higher Education

Entrepreneurship can provide a creative, disruptive, problem-solving-oriented approach to the current economic, environmental, and social challenges of the world. This article aims to provide an analysis about the way universities can have an impact on developing entrepreneurial competence in students through extracurricular activities. The research relies on a questionnaire survey of students at the University of Petrosani, who participated in a range of entrepreneurial activities both online during the COVID-19 pandemic and face-to-face afterwards. The methodology consisted of applying principal component analysis to reduce the dimensionality of the indicators, followed by classification of the respondents through cluster analysis and training of a feedforward neural network. After finishing the network-training process, the error was minimized, resulting in three classes of respondents. Furthermore, based on the three classes, follow-up conclusions, policies, and decisions can be issued regarding the perception of entrepreneurship at the societal level, which is beneficial for academia and entrepreneurs, as well as for future research undertaken in this field. The key conclusion of our research is that entrepreneurship education is a real facilitator of the transition to sustainable entrepreneurship. Students perceived meeting successful entrepreneurs as being among the most effective extracurricular activities, assessing online activities as useful, and the field of study proved to be an important factor in their entrepreneurial intention.

TeleNGAGE: Enhancing Collaboration between Families and Schools

Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about "what it means to be engaged," enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.

An Operations Research-Based Teaching Unit for Grade 10: The ROAR Experience, Part I

We introduce "Ricerca Operativa Applicazioni Reali" (ROAR;in English, "Real Applications of Operations Research"), a three-year project for higher secondary schools. Its main aim is to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. ROAR offers examples and problems closely connected with students' everyday life or with the industrial reality, balancing mathematical modeling and algorithmics. The project is composed of three teaching units, addressed to grades 10, 11, and 12. The implementation of the first teaching unit took place in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy). In particular, in this paper, we provide a full description of this first teaching unit in terms of objectives, prerequisites, topics and methods, organization of the lectures, and digital technologies used. Moreover, we analyze the feedback received from students and teachers involved in the experimentation, and we discuss advantages and disadvantages related to distance learning that we had to adopt because of the COVID-19 pandemic.

"working in the dark but expected to be an expert": Reflecting on critical care preparations for COVID-19

Introduction: Before spring 2020, many healthcare organisations did not possess detailed plans for the expansion and delivery of critical care during a pandemic. Furthermore, there was little directly-relevant individual or institutional experience to draw upon. Local, national and international guidance was drawn up rapidly and subject to frequent revision.1 Reflecting on these challenges, we designed a study to explore critical care and anaesthetic doctors' experiences of preparation for the provision of critical care services in the first wave of COVID-19. Objective(s): 1. To establish what factors facilitated and hindered the expansion and delivery of critical care services. 2. To identify important learning points for the provision of critical care during future pandemics. Method(s): We conducted semi-structured interviews with medical staff from the anaesthesia and critical care departments of our hospital, a tertiary centre with general and cardiothoracic intensive care units, including an ECMO service. We classified participants into two groups;1. Decision makers - individuals instrumental in shaping the critical care response, e.g., clinical directors and college tutors. 2. Staff members - clinicians working within the departments, including consultants and trainees. Thirteen interviews were conducted with 15 participants: eight decision makers and seven staff members. The interviews were recorded, transcribed and anonymised. We manually coded transcripts, and carried out an inductive thematic analysis.2 Results: Eight themes were generated from our analysis: * Problem solving with simulation: simulation exercises allowed experienced clinicians to troubleshoot practical issues and helped staff to prepare for unfamiliar tasks. * A sense of togetherness: staff reported that the "all hands-on deck" ethos was protective against fatigue, although this was short-lived. * Delayed and changing guidance: frequent guideline changes created confusion and anxiety. * Leading from the front: leaders with a clinical role were perceived more positively than those operating at a distance from the "shop-floor". * Coordination, collaboration and compromise: departments that accommodated each other's needs fostered productive inter-departmental relationships. * Insecure supply chains: staff took their own measures to ensure PPE availability, including acquisition of items outside NHS supply chains. * Constant communication: rapid methods of personal communication, e.g., WhatsApp were effective, although "WhatsApp fatigue" was endemic. * Balancing skill mix and fatigue: flux in workload required dynamic staff allocation. Underutilised staff groups created frustration and low morale in overworked colleagues. Conclusion(s): The threat to health and society from pandemic events is expected to increase over time.3 We should take this opportunity to gather experiences from those involved in the COVID-19 pandemic to guide future preparations. In early 2020, decision makes in local hospitals were operating with unclear guidance from external agencies. Our data, obtained in the summer of 2021 demonstrates that individual and departmental reflections had already resulted in processes being refined in later waves of COVID-19. Whilst the exact nature of future pandemics will vary, some elements of preparation will remain consistent. We recommend that plans for pandemic management should aim to reduce workload and target the most effective interventions, including by addressing the themes outlined above.

An investigation of radiation therapy peer group supervision in a metropolitan cancer centre

Objectives: To investigate radiation therapists' perceptions of participating in peer group supervision (PGS) and the effects of the COVID-19 pandemic on PGS. Method(s): Radiation therapists were introduced to PGS at an in-service facilitated by an employee assistance program representative. Nine volunteers were then placed into one of two PGS groups of similar experience levels. Groups met monthly for PGS sessions;and after six and 12 meetings each participant was sent a link to the 14-item Clinical Supervision Evaluation Questionnaire (CSEQ),1 three open-ended and three demographic questions. The study used both quantitative and qualitative methods. Result(s): Survey completion rates were 8/9 (88.9%) pre- and 6/7 (85.7%) post-COVID-19. Analysis of the CSEQ revealed that pre-COVID-19 seven participants (87.5%) and post-COVID-19 five participants (71.4%) had a positive experience with PGS. One (12.5%) and two (28.6%) participants pre- and post-COVID-19, respectively, stated that their experience was neither positive nor negative. The thematic data showed that the participants perceived PGS to assist with (i) feeling supported at work, (ii) developing an element of trust between group members, (iii) encouraging self-reflection, (iv) fostering an awareness of others, and (v) increasing problem-solving skills. Restrictions due to the COVID-19 pandemic led to fewer regular meetings, which had a negative impact on participants. Conclusion(s): Involvement in PGS within a radiation therapist setting has reportedly positively affected those involved. Regular access to a supportive, trusting team has enabled the participants to self-reflect and better troubleshoot work-related experiences.

Cognition-oriented Facilitation and Guidelines for Collaborative Problem-solving Online and Face-to-face: An in-depth examination of format and facilitation influence on problem-solving performance

During the Covid-19 pandemic, more guidelines were created to teach people how to facilitate meetings online, but few were designed from a cognition-oriented perspective. Additionally, solving complex problems is essential in many occupations. However, the influence of online and face-to-face discussion formats on the performance in complex problem-solving tasks is unclear, even though remote working has become common over the past several few years. Hence, this study aims to answer two research questions: (a) Does problem-solving performance differ between online and face-to-face meetings? and (b) Does facilitation improve problem-solving performance when different formats are used? We conducted experiments with 40 groups using a 2 × 2 factorial design, which were controlled for both facilitation and format. Each group comprised two randomly selected participants, and each problem-solving discussion lasted between 1.5-2 h. The obtained evidence showed that format can influence the performance of balancing intercorrelated factors in a complex scenario, but it does not affect the performance of achieving a predefined goal. Instead, it we found that facilitation is helpful for achieving a predefined goal. Based on the results obtained, we propose future design directions for problem-solving centric computer-supported cooperative work systems from a cognition-oriented perspective. © 2023 Owner/Author.

Maternal Mental Health during the COVID-19 Pandemic and Its Impact on Child Cognitive Development

Introduction: The COVID-19 pandemic has had a significant impact on pregnant persons' mental health. Prepandemic data reports an impact of depression, anxiety, and stress on the emotional and behavioral development of the child. Objective(s): We aimed to evaluate the impact of gestational maternal depression, anxiety, and stress during the COVID-19 pandemic on the child's cognitive development at 18 months. Method(s): The CONCEPTION study is a prospective mother-child cohort, established since June 23, 2020, during the COVID-19 pandemic. Depression and anxiety were assessed during pregnancy using validated tools in French and English (Edinburgh Postnatal Depression Scale [EPDS] and General Anxiety Disorder-7 [GAD-7]) as well as stress and antidepressant consumption. The child's cognitive development was reported by the mother using the third edition of Ages and stages questionnaires (ASQ-3) at 18 months of age. Data on other covariates were collected electronically. Multivariate linear regression models were built to assess the association between prenatal maternal depression, anxiety, stress, and child development across domains: communication, gross motor, fine motor, problem solving, and personal-social domains while adjusting for covariates. In addition, sensitivity analyses have been added like COVID-19 diagnosis. Result(s): Overall, 445 mother-child dyads were included in analyses (mean gestational age at delivery 39.2 weeks +/-1.8). Mean gestational scores were, for depression (EDPS, 7.8+/-5.4), anxiety (GAD-7, 4.4+/-4.0), and stress (4.3+/-2.1). Adjusting for potential confounders, as well as for maternal depression and anxiety during pregnancy, maternal prenatal stress was associated with communication skills (adjusted beta = 1.5, CI 95 % (0.34, 2.7)) and fine motor skills (adjusted beta = 1.06, CI 95 % (0.02, 2.6)) at 18 months age. Gestational depression, anxiety, and antidepressants use were not associated with any of the ASQ-3's domains. In addition, no significant association was found in stratified analysis for COVID-19 diagnosis. Conclusion(s): During the COVID-19 pandemic, gestational maternal stress was associated with some aspects of childhood cognitive problems, including communication and fine motor skills. Our results highlight the need to continue following-up on children until kindergarten to better understand the impact of maternal mental health during pregnancy on the child's cognitive development in the era of COVID-19.

Front-line hotel employees mental health and quality of life post COVID-19 pandemic: The role of coping strategies.

The tourism business has been severely impacted by the COVID-19 pandemic, resulting in economic and job losses due to travel restrictions and lockdown measures. Among those most impacted are tourism employees, who have experienced job insecurity, financial difficulties, and increased work-related stress. The pandemic has also produced a significant negative effect on both mental health and quality of life (QOL) of these employees, leading to high levels of anxiety, stress, and depression. This study aims to assess the impacts of three coping strategies (problem-focused, social support, and avoidance) on the mental health and quality of life of front-line hotel employees. Data were collected from 700 participants and analyzed using SPSS version 25 and structural equation modeling (SEM) and AMOS program version 24. Our study found that social support and problem-solving coping strategies were effective in mitigating the negative impacts of stress, depression, and anxiety, while avoidance coping strategy did not have a significant impact. The mental health consequences of stress, depression, and anxiety were found to reduce the quality of life of hotel employees. The study highlights the significance of developing and implementing effective coping strategies to support the mental health and well-being of tourism employees. The findings suggest that organizations should provide resources and support to address the mental health needs of their employees.

Self-efficacy and problem solving as predictors of attitudes toward research: a study with university students of Amazonia in virtual education 2021

Introduction. Fitting together virtual teaching environments has made possible the continuance of higher education at the global level, and particularly in Peru, after the proliferation of the Covid-19 virus during 2020 and 2021. Nevertheless, teachers and students from Amazonian communities continue to face challenges to public education, such as limited access and insufficient knowledge of technological and educational resources, which may lead to low involvement and unfavorable attitudes towards academic research activities.Objective. The aim of this research was to propose an explanatory model for attitudes toward research, based on perceived self-efficacy and problem-solving ability in a university population, as a function of demographic factors such as gender, age, and current year of studies, during virtual education in 2021.Method. This observational, descriptive, and correlational study used a sample of students (n = 958) between the ages of 18 and 25 years. Self-reported questionnaires were used to inquire about their perceived level of academic, situation-specific self-efficacy;problem-solving ability;and attitude towards research, where the latter were explained through structural equation modeling (SEM).Results. The study confirmed that students' degree of self-efficacy and problem-solving ability predicted their attitude toward research (p < 0.05), with adequate goodness-of-fit indices for the SEM model (X-2 / df = 3.27;CFI = 0.968;RMSEA = 0.049;TLI= .945). Likewise, path analysis revealed that self-efficacy was directly related to indicators of attitude toward research, particularly uninterest in research (0.24), little vocation for research (0.32) and low value given to research: (0.24).Discussion and Conclusions. Thus it is essential that the university strengthen problem-solving skills and a sense of self-confidence in undergraduate students, and thereby increase students' involvement in research activities.

Self-efficacy and problem solving as predictors of attitudes toward research: a study with university students of Amazonia in virtual education 2021

Introduction. Fitting together virtual teaching environments has made possible the continuance of higher education at the global level, and particularly in Peru, after the proliferation of the Covid-19 virus during 2020 and 2021. Nevertheless, teachers and students from Amazonian communities continue to face challenges to public education, such as limited access and insufficient knowledge of technological and educational resources, which may lead to low involvement and unfavorable attitudes towards academic research activities. Objective. The aim of this research was to propose an explanatory model for attitudes toward research, based on perceived self-efficacy and problem-solving ability in a university population, as a function of demographic factors such as gender, age, and current year of studies, during virtual education in 2021. Method. This observational, descriptive, and correlational study used a sample of students (n = 958) between the ages of 18 and 25 years. Self-reported questionnaires were used to inquire about their perceived level of academic, situation-specific self-efficacy;problem-solving ability;and attitude towards research, where the latter were explained through structural equation modeling (SEM). Results. The study confirmed that students' degree of self-efficacy and problem-solving ability predicted their attitude toward research (p < 0.05), with adequate goodness-of-fit indices for the SEM model (X-2 / df = 3.27;CFI= 0.968;RMSEA = 0.049;TLI = .945). Likewise, path analysis revealed that self-efficacy was directly related to indicators of attitude toward research, particularly uninterest in research (0.24), little vocation for research (0.32) and low value given to research: (0.24). Discussion and Conclusions. Thus it is essential that the university strengthen problem-solving skills and a sense of self-confidence in undergraduate students, and thereby increase students' involvement in research activities.

Ready to innovate during a crisis? Innovation governance during the first wave of COVID-19 infections in Iceland

Previous studies on innovation governance have focused on the governance of science, technology, and innovation from a long-term perspective. In this article we focus on the short term by exploring the generation and use of new scientific and technical knowledge to address an urgent societal crisis. We empirically analyse the emergency response during the first wave of COVID-19 infections in Iceland using a conceptual framework based on three theoretical components, namely, emergency management, innovation governance, and the innovation process as a problem-solving process. The empirical analysis is built on a systematic analysis of secondary data. Based on the results, we conclude that improvisation processes using existing knowledge and capabilities and triggered by unanticipated problems during a crisis are in some cases sources of successful innovation. In these cases initial problem-solving processes characterized by improvisation can be interpreted as blind variations that are retained and diffused through a series of complementary problem-solving processes that generate and use new scientific and technical knowledge. Furthermore, we extend the concept of innovation governance readiness to include both the readiness to exploit technological opportunities and the readiness to address unanticipated problems during a crisis and propose that our extension is useful for integrating long-term and short-term aspects of innovation governance. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

PENROSE TILING: A MATH-RELATED LEARNING INTERACTION BETWEEN HIGH SCHOOL STUDENTS AND A UNIVERSITY LAB

The subject of this paper is the Penrose kite and dart tiling of the plane: an aperiodic tiling where, in his own words, "the tiles may be used to form an instructive game … the virtue of the game lies in the very surprising variety which arises in the fitting together of pieces of only two kinds”. We deal with a teaching experience in collaboration with a lab technician, a high school teacher and a graduating student: how to let high school students project and produce the kite and dart tiles using a Computer Numerical Control (CNC) machine. It is a project of work-related learning with 110 students coming from seven different high schools, in collaboration with the Model and Prototype Laboratory of the Department of Architecture at Roma Tre University. We discuss the effect of this activity on the learning process of the students, the methodology applied, the technical and organizational problems we faced in a Covid related period. Using the software GeoGebra, we will also show the geometric construction of Penrose tiles and how to produce an application to simulate the tessellation making. © Palestine Polytechnic University-PPU 2023.

Forms of participation and learning of mathematics in virtual workgroups in engineering students

The objective of the research was to determine the relationship between the type of participation, collaborative organizational structure of the groups and the learning of mathematics, in a group task carried out in virtual form by the context of health emergency by COVID19. During four weeks, eight working groups composed of three environmental engineering students worked four activities on the analysis of the variation of functions. The working meetings were developed by ZOOM and WhatsApp. It was found that reasoning and argumentation as well as problem solving is favored when students express new ideas or explanations about any doubt or when they address the content of the task, especially in groups with an integrative organizational structure. © 2023 IEEE.